Consortium Membership List

In the following list, include the college(s) and all secondary school districts and charter schools in your consortium. Please use the full, legal name for each entity.

College

• Central Lakes College

Secondary schools

• Aitkin Public Schools
• Bertha-Hewitt Public School
• Brainerd High School
• Browerville Public School
• Crosby-Ironton Public School
• Freshwater Education District
• Henning Public School
• Isle Public School
• Little Falls Public School
• Long Prairie-Grey Eagle Schools
• Menahga Public School
• Onamia Public School
• Pequot Lakes Public Schools
• Pierz Public Schools
• Pillager High School
• Pine River-Backus Schools
• Sebeka Public School
• Staples-Motley School
• Swanville Public School
• Upsala Public School
• Verndale Public School
• Wadena-Deer Creek School

Narrative 1: Comprehensive Local Needs Assessment (CLNA)

Submit a completed Comprehensive Local Needs Assessment (CLNA) Results and Priorities document with your application materials.

Narrative 2: Programs of Study (POS)

Submit a completed Programs of Study Spreadsheet (S-R POS – Funding POS) with your application materials.

Complete the table below for each State-Recognized POS and any POS that are being funded. Funded POS must meet two of the three categories: High-wage, high-skill, or in demand. Delete the example entries and insert additional rows as needed.

CLNA prioritized needs: Programs of Study

Use the table below to answer questions 1 – 3. Use one table for each CLNA prioritized need. Copy and paste additional tables if more than two priorities will be addressed.

1. Provide additional narrative to address the following:
2. Identify any new courses, programs, or Programs of Study in development within your consortium. POS in development can be reported on the POS Funding Tab of the POS Spreadsheet, but should not be listed as a State-Recognized POS until all seven required elements are in place.
3. How will students, including members of special populations, learn about CTE course offerings and how do you ensure access?

NOTE: Consortia must identify at least six State-recognized programs of study that represent at least four different career fields and with no more than one brokered with institutions outside the consortium. Review the Minnesota Perkins V Operational Guide for more information.

4a. 

Postsecondary

There are two Programs of Study within the consortium that are in need of development: CLC’s Automotive Technology program and Dental Hygiene program.

For FY 26, we’d like to use Reserve funds to develop CLC Automotive Technology program in their need to acquire a high voltage vehicle.  The CLC Automotive Technology program is moving forward and meeting employer needs. High Voltage (hybrid and battery electric) vehicles are increasing in sales and have been in repair facilities (both new car dealerships and independent aftermarket repair shops) for many years. Many area employers have had to turn down repairs and diagnostics for these vehicles because there are no trained technicians. CLC's Automotive program has not taught high-voltage safety until this year.

CLC's Automotive Technology advisory committee's fall 2024 meeting had a discussion on what to do and what they want the program to teach. It was discussed and voted unanimously to start to infuse high voltage safety, basic operations, and maintenance into the program. The program created innovative techniques using industry partnerships to acquire some new training models (used batteries and motors) and other education partners with shared curricular resources and started infusing some of that into the curriculum in spring 2025.

In the next program revision, starting in fall 2026, the program will be revised using the most recent (2025) industry standards, via the ASE Education Foundation program accreditation. In the new standards, ASE requires accredited programs to teach basic EV safety, maintenance, and operations.

The program is already teaching students (starting spring 2025) high voltage safety and all automotive students had achieved ASE X1 certification (high voltage vehicle safety and operations).

Another program that received Reserve funding last year was the Dental Hygiene program Central Lakes College, which is a career option in the therapeutic health sciences pathway.  This is an in-demand, high-skill, high-wage career.  CLC will launch the Dental Hygiene Program in the Fall of 2025, serving 15 students per year.  Reserve funding will also be used in FY 26 to continue developing this program.

Secondary

At the secondary level, schools will continue working to develop the therapeutic health sciences pathway and start building transportation careers, information technology, and education programs.  Secondary also recognizes the need to develop other new programs of study as teacher turnover impacts what programs and courses will be offered at the school districts. 

4b. 

Secondary

The consortium continues to offer, attend, and coordinate career fairs, career videos, and career exploration activities.  We will continue to support and encourage CTE classes by taking field trips to the postsecondary campus to tour and embed with CTE programs to get hands-on experiences and meet current students and instructors.  CTE teachers in career-planning and CTE courses use materials and opportunities to promote CTE to students extensively. Specific outreach happens for special populations through specialized social media campaigns, outreach to groups of students from special populations, and 1:1 advising sessions with students. 

The Central Lakes Perkins Consortium will also embrace and utilize a common marketing schema that is available on the MACTA website.  This is necessary because there are numbers of students transferring districts and across consortia. Common and consistent identification will benefit students and enable them to recognize CTE programs. Additional emphasis will be placed on working with economically disadvantaged students. Attention to narrowing the gaps found for this special population in four of the five accountability performance indicators will be shared through communication and action with district administration, school teachers, staff, and counselors for collaboration.

Postsecondary

CLC will work closely with high school counselors, teachers, and Sourcewell Career Consultants to connect with students about CTE opportunities and careers.  We will work with industry partners to provide more stories from individuals of special populations on their work and success in the career fields so students can see real, local examples of themselves in careers and occupations.

For both secondary and postsecondary, the efforts to inform special populations about POS opportunities will be funded with career exploration opportunities, college tours and events, and specific outreach campaigns under Narratives 5, 9, and 11.  Narrative 2 funds are not used for outreach activities.

Narrative 3: Collaboration with local workforce development boards and other local workforce agencies

Use the table below to answer questions 1 – 3. Use one table for each CLNA prioritized need. Copy and paste additional tables if more than two priorities will be addressed.

1. Of the consortium’s prioritized needs from the CLNA Results and Priorities, which one(s) will be addressed in relation to collaboration with local workforce development boards or other local workforce agencies?
2. What are the strategies to address these needs?
3. What are the desired measurable outcomes for this strategy? (You will be reporting on these outcomes in the next APR.)

1. Describe how your consortium, in collaboration with local workforce development boards and other local workforce agencies, one-stop delivery systems, and other partners, will provide:
2. Career exploration and career development coursework, activities, or services including an organized system of career guidance and academic counseling.
3. Career information related to high-skill, high-wage, or in-demand industry sectors or occupations as identified by the comprehensive local needs assessment.
4. Pre-Employment Transition Services (Pre-ETS) with Vocational Rehabilitation Services (DEED VRS) and adult education programs

1a, b, and c:

Secondary

Work-Based Learning opportunities will expand as more secondary teachers are licensed in this area. Area businesses support Work-Based Learning for students and recognize the benefits of this applied learning method. Collaboration and planning with advisory boards will aid in Work-Based Learning development and coordination between businesses, industries, the school districts. We will work with Sourcewell to continue to provide WBL endorsements opportunities to school districts.  SchooLinks is a new, online system connecting students with potential employers.  Sourcewell provides funding and training for SchooLinks.  More development and communication will continue throughout the next academic year.

Postsecondary

The CLC Career and Transfer Center works closely with CareerForce and Rural Minnesota Concentrated Employment Program (RMCEP) to develop strategies for career exploration and development through joint training opportunities and community job fairs.  CLC staff participate and serve on the Workforce Development Board.  CLC jointly advises adults and youth enrolled in RMCEP programs regarding career opportunities, training programs, and placement services. 

CLC will also make a concerted effort to invite Rural MN CEP to participate in advisory boards and / or advisory board meetings.

There is no specific funding request for this narrative line item – activities are done in-kind or are funded through other narrative strategies where we collaborate with CareerForce and Rural MN CEP staff on projects.  

Workforce Center Collaboration

Enter information into this table as it applies to your consortium. This table does not self-tabulate. Add totals from Postsecondary Subtotal (line 3) and Secondary Subtotal (line 6) and enter that figure in Total (line 7). If there is no total or dollar amount in a line, enter Zero (0) in the corresponding spot.

There is no specific funding request for this narrative line item – activities are done in-kind or are funded through other narrative strategies where we collaborate with CareerForce and Rural MN CEP staff on projects.   

Narrative 4: Integrated Academic and Technical Skills

Use the table below to answer questions 1 – 3. Use one table for each CLNA prioritized need. Copy and paste additional tables if more than two priorities will be addressed.

1. Of the consortium’s prioritized needs from the CLNA Results and Priorities, which one(s) will be addressed in relation to Integrated Academic and Technical Skills?
2. What are the strategies to address these needs?
3. What are the desired measurable outcomes for this strategy? (You will be reporting on these outcomes in the next APR)

4. Provide additional narrative to address the following:
5. How will your consortium improve both the academic and technical skills of students in CTE programs?
   • By strengthening the academic and career and technical components of such programs
   • Through integration of coherent and rigorous content aligned with challenging academic standards and relevant CTE programs
   • To ensure learning in subjects that constitute a well-rounded education (as defined in section 8101 of the Elementary and Secondary Education Act of 1965).

4a.

Secondary

The consortium will support industry-recognized credentials and certificates, such as OSHA 10, Microsoft Office, and ServSafe.  The Central Lakes Perkins Consortium will support schools that want to continue the use of certification testing for up to three years, while also encouraging other schools and programs to utilize these opportunities.  The integration of these assessments and certificates provides an awareness for necessary enhancements to the curriculum to build related skills into student learning outcomes. These certificates are available to all programs and not restricted to those identified as priority spending POS.

We will start to explore opportunities to integrate more math and reading into CTE courses. Providing resources for our instructors will be necessary, as time constraints for our instructors and their courses is already tight. Examples could include using Snap-On Certifications, working with licensed math and reading teachers, and creating content.

The Central Lakes Perkins Consortium abides by the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA): 

The primary source of federal aid to elementary and secondary education is the Elementary and Secondary Education Act of 1965 (ESEA)—particularly its Title I-A program, which authorizes federal aid for the education of disadvantaged students. The ESEA was initially enacted in 1965 “to strengthen and improve educational quality and educational opportunities in the Nation’s elementary and secondary schools.” The ESEA has been comprehensively amended and reauthorized several times since its initial enactment. It was most recently comprehensively amended and reauthorized by the Every Student Succeeds Act in 2015, which was enacted “to ensure that every child achieves.” The ESSA authorized appropriations for ESEA programs through FY2020. FY2023 appropriations for ESEA programs are $29.0 billion.

Under Title I-A, the ESEA as amended by the ESSA continues to require states and public school systems to focus on educational accountability as a condition for the receipt of grant funds. Public school systems and individual public schools are held accountable for monitoring and improving achievement outcomes for students and closing achievement gaps, sustaining a focus that was initiated by amendments to the ESEA made by the No Child Left Behind Act of 2001, but modified under the ESSA. While states were given more latitude to develop their educational accountability systems under the ESSA provisions, as a condition for receiving Title I-A funds each state must continue to have content and academic achievement standards and aligned assessments in reading/language arts (RLA), mathematics, and science for specific grade levels. States must now have an accountability system that incorporates (1) long-term and interim performance goals for specified measures; (2) weighted indicators based, in part, on these goals; and (3) an annual system for meaningful differentiation that is used to identify schools that need additional support to improve student achievement.

Postsecondary

Most CTE programs include a math and / or communications / writing course within their diploma, degree, or academic pathway.  Here are few examples of CTE classes that integrate components of math, reading, and writing:

BUSN 1131 - Business Math

BUSN 1166 - Business Communications

ENGL 1422 - Practical Writing

ENGL 1521 - Technical Writing Fundamentals

MATH 1500 - Applied Math

CLC is utilizing the MinnState Math Pathways Grant to support CTE students in achieving mathematical success.  The goal is to support students through successful completion of either a specific course (supplemental instruction/support for MATH 1500: Applied Math for students in DHET and MTTS) or through the math components of their program courses (bootcamp for HEOM). Outcomes that will be comparable with past metrics by the end of this year are course and program completion rates. The extension of the Math Pathways grant for CTE was made to cover these efforts during FY 26 and FY 27.

Data from the HLC Student Success Academy, the NAPE Equity Self-Assessment, the Minnesota State Equity 2030 framework, and data from CLC program assessments, will be used to analyze and make suggestions on continued integration and improvement of academic skills with technical skills. 

Narrative 5: Special Populations

Use the table below to answer questions 1 – 3. Use one table for each CLNA prioritized need. Copy and paste additional tables if more than two priorities will be addressed.

1. Of the consortium’s prioritized needs from the CLNA Results and Priorities, which one(s) will be addressed in relation to Special Populations?
2. What are the strategies to address these needs?
3. What are the desired measurable outcomes for this strategy? (You will be reporting on these outcomes in the next APR)

4. Provide additional narrative to address the following:
5. How will you address the barriers to access and success for special populations within CTE programs identified in your CLNA?
6. How will you prepare special populations for high-skill, high-wage, or in-demand occupations that will lead to self-sufficiency?
7. What new initiatives will you develop to better prepare CTE participants for non-traditional fields?
8. How will you ensure members of special populations will not be discriminated against and have equal access to CTE?

4a, b, and c: In reviewing the data from our CLNA process, we determined that the Special Populations of focus where we can create the most impact are economically disadvantaged students and nontraditional students.  Barriers for these students were identified as funding and basic needs such as food, housing, childcare, transportation, and physical and mental health.

We will use multiple approaches to support career exploration, enrollment, retention and success for special populations in CTE programs.  We will provide support for career days, career fairs, career exploration events, visits to business and industry sites, customized career exploration support through career videos, virtual visits, and visits by advisory board members will inform and create interest in career fields that are high-skill, high-wage, or high-demand occupations.  We are also supporting more visits to the college campuses where students can be embedded with current students and faculty to experience classes, career opportunities, and what a college program is like.  We will focus on creating outreach campaigns for these special populations and career exploration and placement content that represent successful stories from individuals from these special populations. 

At the secondary level, many students do not recognize non-traditional career fields as options. Health careers hold multiple opportunities for male students. Funds will support opportunities for students to engage in outreach and collaboration in non-traditional areas via planned events, career exploration activities, and promotion of career pathways.

At the postsecondary level, CLC is utilizing a case management advising model that will provide additional outreach and proactive advising support for students.  CLC has also created a Basic Needs Hub and Wellness Hub that will provide food and other necessities for students and mental health support.  While Perkins funds will not be used for the Basic Needs Hub and Wellness Hub, they are critical strategies to reduce the barriers faced by students.   

One example on the postsecondary side is that the Central Lakes Perkins Consortium will plan and facilitate the “Girls in Trades” event that was very successful in pre-COVID years.  This event brought high school students to the college to work with current students and faculty to better understand the career opportunities available for them and meet non-trad students enrolled in the programs. 

4d: Secondary

The 22 school districts in the consortium are public schools and subject to state and federal laws.  These laws mandate nondiscrimination and provide equal educational opportunities for all students.  School districts do not unlawfully discriminate on the basis of race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, sexual orientation, gender identity and expression, or age. The school districts also make reasonable accommodations for students with disabilities. We can also encourage WBL SPED to have program approval and access funds to allow for more opportunities for their students.

Legal references may include:

Minn. Stat. Ch. 363A (Minnesota Human Rights Act)

Minn. Stat. 121A.03, Subd. 2 (Sexual, Religious, and Racial Harassment and Violence Policy)

42 U.S.C. 12101 et seq. (Americans with Disabilities Act)

20 U.S.C. 1681 et seq. (Title IX of the Education Amendments of 1972)

42 U.S.C. 2000d et seq. (title VI of the Civil Rights Act of 1964)

4d: Postsecondary

Central Lakes College is a public college and adheres to federal and state non-discrimination policies:

Section 504 of the Rehabilitation Act of 1973 is a national law that protects qualified individuals from discrimination based on their disability. The nondiscrimination requirements of the law apply to employers and organizations that receive financial assistance from any Federal department or agency, including the U.S. Department of Health and Human Services (DHHS). These organizations and employers include many hospitals, nursing homes, mental health centers and human service programs.

Section 504 forbids organizations and employers from excluding or denying individuals with disabilities an equal opportunity to receive program benefits and services. It defines the rights of individuals with disabilities to participate in, and have access to, program benefits and services.

Title IX of the Education Amendments of 1972. Title IX protects people from discrimination based on sex in education programs or activities that receive federal financial assistance. Title IX states: “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.”

Title VI of the Civil Rights Act of 1964, prohibits discrimination based upon race, color, and national origin.  Specifically, 42 USC 2000d states that “No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”  The use of the word “person” is important as the protections afforded under Title VI apply to anyone, regardless of whether the individual is lawfully present in the United States or a citizen of a State within the United States. 

Title II of the American with Disabilities Act of 1990 requires state/local governments to give people with disabilities an equal opportunity to benefit from all of their programs, services, and activities. State/local governments can’t deny people with disabilities the chance to participate or make them participate in different programs than available to others.

Central Lakes College also follows and adheres to Minnesota State College and University policies.  Policy 1B is the Equal Education and Employment Opportunity policy: Minnesota State Colleges and Universities and Central Lakes College are committed to a policy of nondiscrimination in employment and education opportunity. No person shall be discriminated against in the terms and conditions of employment, personnel practices, or access to and participation in, programs, services, and activities with regard to race, sex, color, creed, religion, age, national origin, disability, marital status, status with regard to public assistance, sexual orientation, gender identity, gender expression or membership or activity in a local commission as defined by law.

Embedded within the policy are Minnesota State system procedures 1B.1, 1B.2, 1B.3, and 1B.4.

Policy 1B.1 states: Subpart A. Equal opportunity for students and employees. Minnesota State Colleges and Universities has an enduring commitment to enhancing Minnesota’s quality of life by developing and fostering understanding and appreciation of a free and diverse society and providing equal opportunity for all its students and employees. To help effectuate these goals, Minnesota State Colleges and Universities is committed to a policy of equal opportunity and nondiscrimination in employment and education.

Subpart B. Nondiscrimination. No person shall be discriminated against in the terms and conditions of employment, personnel practices, or access to and participation in, programs, services, and activities with regard to race, sex, color, creed, religion, age, national origin, disability, marital status, status with regard to public assistance, sexual orientation, gender identity, or gender expression. In addition, discrimination in employment based on familial status or membership or activity in a local commission as defined by law is prohibited.

Harassment on the basis of race, sex, color, creed, religion, age, national origin, disability, marital status, status with regard to public assistance, sexual orientation, gender identity, gender expression, or familial status is prohibited. Harassment may occur in a variety of relationships, including faculty and student, supervisor and employee, student and student, staff and student, employee and employee, and other relationships with persons having business at, or visiting the educational or working environment.

This policy is directed at verbal or physical conduct that constitutes discrimination /harassment under state and federal law and is not directed at the content of speech. In cases in which verbal statements and other forms of expression are involved, Minnesota State Colleges and Universities will give due consideration to an individual's constitutionally protected right to free speech and academic freedom. However, discrimination and harassment are not within the protections of academic freedom or free speech.

The system office, colleges, and universities shall maintain and encourage full freedom, within the law, of expression, inquiry, teaching and research. Academic freedom comes with a responsibility that all members of our education community benefit from it without intimidation, exploitation or coercion.

This policy shall apply to all individuals affiliated with Minnesota State Colleges and Universities, including but not limited to, its students, employees, applicants, volunteers, agents, and Board of Trustees, and is intended to protect the rights and privacy of both the complainant and respondent and other involved individuals, as well as to prevent retaliation or reprisal. Individuals who violate this policy shall be subject to disciplinary or other corrective action.

This policy supersedes all existing system, college, and university equal opportunity and nondiscrimination policies.

Perkins V defines special populations as individuals with disabilities; individuals from economically disadvantaged families, including low-income youth and adults; individuals preparing for non-traditional fields; single parents, including single pregnant women; out-of-workforce individuals; English learners; homeless individuals; youth who are in, or have aged out of the foster care system; and youth with a parent who is a member of the armed forces and is on active duty.

Narrative 6: Work-Based Learning

Use the table below to answer questions 1 – 3. Use one table for each CLNA prioritized need. Copy and paste additional tables if more than two priorities will be addressed.

1. Of the consortium’s prioritized needs from the CLNA Results and Priorities, which one(s) will be addressed in relation to Work-Based Learning?
2. What are the strategies to address these needs?
3. What are the desired measurable outcomes for this strategy? (You will be reporting on these outcomes in the next APR.)

1. Provide additional narrative to address the following:
2. Describe the current Work-Based Learning opportunities provided to students enrolled in CTE programs at the secondary and postsecondary levels.
3. Describe how your consortium will partner with employers to develop or expand Work-Based Learning programs for all CTE students, including special populations, at both the secondary and postsecondary levels.
4. Describe how your consortium will invest financial resources to increase Work-Based Learning opportunities at the secondary and postsecondary levels.

NOTE: In Minnesota, work-based learning serves as a program quality indicator at the secondary level. Data for this indicator is collected from students enrolled in a Work Experience course (course code 97) that provides at least 40 hours of work experience. Experiential learning activities such as career fairs and job shadows are not captured in the performance indicator data.

1a, b, and c:

Secondary

The POS worksheet indicates that 20 of the districts in the consortium have Work-Based Learning opportunities. Students in these districts can earn academic credit and on-site job skills. Several of the districts have school stores and greenhouses that allow for experiential learning as they apply skills and knowledge learned in the classroom to these enterprises. Some consortium’s districts cannot offer WBL at business and industry sites, given their rural settings and geographic locations.  So, they may offer experiential learning through entrepreneurial courses. In several of the districts, integrated CTE programs work across disciplines to run the business. Preliminary discussions have occurred at the Northwest Regional Perkins Consortia level to seek opportunities for these to become recognized WBL experiences. More time is needed for this to come to fruition. Other districts have work release programs where learning not recognized for credit is used for development of skills needed to be successful in the workplace. Survey responses gathered in the CLNA process indicated districts that have WBL, experiential learning, and entrepreneurial courses offer these opportunities to all students at registration to become enrolled in the courses/programs.

We will continue to work with districts who do not currently have a WBL program in place to understand their barriers and provide them with opportunities to grow a WBL program.

Secondary Work-Based Learning programs are available at 20 of our 22 consortium districts. WBL settings are found in manufacturing, business, equipment repair, and culinary arts.  WBL has been an area of growth for the consortium. The secondary reserve budget will reflect investment in growing this mostly through assisting with Work-Based Learning endorsements and professional development. Survey responses gathered in the CLNA process indicated districts that have WBL offer this opportunity to all students enrolled in the courses/programs.

It is important to know that it is nearly impossible for every student to have access to the WBL opportunity, especially if in-school WBL opportunities are not counted as valid WBL experiences.  Employers cannot handle the volume of providing every single student with some type of WBL opportunity.  We strongly advocate for counting school-based WBL opportunities, such as a school store, as valid WBL experiences to help achieve the goal of having every student have access to a WBL opportunity.  We work very creatively to try and provide every student with a WBL opportunity while not overwhelming our employers.

In addition to WBL classes and internships, the consortium partners with Sourcewell Career Pathways programs, Workplace Connections, and other programs to provide informational interviews, job shadowing, and other work-based experiences for students.  During the 2024-2025 academic year, Sourcewell hosted 4 WBL cohort meetings for our consortium. Sourcewell will look to continue offering these cohort options next year.

The Central Lakes Perkins Consortium will invest financial resources to assist secondary teachers with time away from the classroom to work on the WBL certification. Financial support for these efforts can be found in Narrative 8 and in development of new programs tab in the reserve secondary budget.

Postsecondary

CLC affords students numerous opportunities to complete clinicals, field observations, internships, and practica during a student’s academic experience.  Internships are available for credit in nearly every program at CLC.  Internship classes for credit are required in the following programs and degrees:

CDEV 2210: Internship – required for the early childhood education transfer pathway and the early childhood education diploma;

DENT 1150: Dental Internship – required in the summer of the dental assisting diploma and AAS;

DEHY 1180, DEHY 1185, DEHY 2186, and DEHY 2188: Dental Hygiene Practice I, II, III, and IV, respectively. Required in each semester of the Dental Hygiene AAS;

DHET 1130: Diesel Internship – required in the third semester of the diesel equipment technician AAS;

GDES 2350: Internship, or GDES 2352: Shop Internship – required after the third semester of the Graphic Design AAS;

GDES 2350: Internship, or GDES 2352: Shop Internship – required in the third semester of the graphic design media technologies diploma;

HORT 1345: Internship – required in the fourth semester of the sustainable landscaping diploma, and, the second semester of the sustainable greenhouse production diploma;

HSER 2153: Field Experience and Seminar – required in the second semester of the human services technician diploma, and the fourth semester of the human services AAS and pre-social work transfer pathway;

MCAB 1113: Internship in Meat Cutting and Butchery – required for the meat cutting & butchery certificate;

NURS 2541 and NURS 2546: Professional Nursing Practicum II and III, respectively.  Required in semesters one and two of the Nursing (Advanced Standing) AS;

NURS 1545, NURS 2541, and NURS 2546: Professional Nursing Practium I, II, and III, respectively.  Required in semesters two, three, and four of the Nursing (Traditional) AS;

PNUR 1150: Clinical Lab – required in the third semester of the practical nursing diploma;

RAST 2390: Internship, or, RAST 2399: Independent Study – required in the fifth semester of the robotics / automated systems technology diploma and AAS;

Numerous programs also offer non-required internships and field experiences for students to gain skills and perspective on what the career is actually like in practice. 

Narrative 7: Early Postsecondary Credit Opportunities

Use the table below to answer questions 1 – 3. Use one table for each CLNA prioritized need. Copy and paste additional tables if more than two priorities will be addressed.

1. Of the consortium’s prioritized needs from the CLNA Results and Priorities, which one(s) will be addressed in relation to Early Postsecondary Credit Opportunities?
2. What are the strategies to address these needs?
3. What are the desired measurable outcomes for this strategy? (You will be reporting on these outcomes in the next APR.)

1. Provide additional narrative to address the following:
2. What opportunities are available and/or are being developed for CTE students to earn postsecondary credit while still in high school?

Central Lakes College (CLC) is committed to providing high quality educational experiences and access to learners still enrolled in high school.  High school students may earn college credit through Central Lakes College by choosing one or more of the following options:

• College in the Schools, or CIS;
• Articulation Agreements;
• Post-Secondary Enrollment Options, or PSEO; and,
• Credit for Prior Learning, or CPL.

CLC offers Articulated College Credits, which awards credit for prior learning to high school students who participate in certain Career and Technical Education (CTE) courses. CLC instructors collaborate with participating high school instructors to identify course competencies that are common at both the high school and college levels. Articulated College Credit courses are taught by high school instructors.  CLC uses the CTE CreditMN website for this process.

As a consortium, we continue to evaluate the long-term value of Articulated College Credits with the changing environment of support for early college and the historical low utilization of the agreements compared to the amount of time, energy, and funding put into creating them.  In many areas, it is a struggle for high school CTE classes to truly replicate the time students spent working on a particular piece of equipment to be equivalent to the high amount of time spent at the college level.  This is due to both time and equipment constraints at the high school level.

The Central Lakes consortium school districts have a wide array of advanced-level classes.  The majority of consortium schools have Advanced Placement offerings.  Other industry-certified credential examples may include:

• Aitkin High School: ServSafe certification and Minnesota Department of Health food manager certification
• Brainerd High School: Aviation-Private Pilot Ground School class that prepares students to sit for the FAA Private Pilot written exam
• Brainerd High School: National Career Readiness certification
• Browerville High School: First Aid & CPR class that allows students to receive certification
• Browerville High School: Certified Nursing Assistant class, and students are qualified to take the Minnesota Board of Health Nursing Assistant Test for certification
• Crosby-Ironton High School: ServSafe certification
• Henning High School: Online Certified Nursing Assistant class with M-State, resulting in students taking the Minnesota Board of Health Nursing Assistant Test for certification
• Isle High School: Microsoft Office Specialist certification
• Little Falls High School: Aviation-Private Pilot Ground School class that prepares students to sit for the FAA Private Pilot written exam
• Little Falls High School: CDL licensure
• Little Falls High School: OSHA 10
• Little Falls High School: Snap-On certification
• Long Prairie-Grey Eagle High School: ServSafe certification
• Menahga High School: Following Minnesota Department of Health HCCC/Nursing Assistant curriculum. Upon completion of the course, students are qualified to take the Minnesota Board of Health Nursing Assistant Test for CNA certification
• Menahga High School: Minnesota Emergency Medical Responder certification
• Menahga High School: Snap-On certification
• Pequot Lakes High School: Certified Nursing Assistant class, and students are qualified to take the Minnesota Board of Health Nursing Assistant Test for certification
• Pequot Lakes High School: CDL licensure
• Pierz Healy High School: Certified Nursing Assistant class, and students are qualified to take the Minnesota Board of Health Nursing Assistant Test for certification
• Pierz Healy High School: OSHA 10
• Pillager High School: National Career Readiness certification
• Pillager High School: ServSafe Food Handler certification
• Pillager High School: ProStart II-IV courses that allow the students to take the National Restaurant Association ProStart exam to earn a Certificate of Achievement
• Sebeka High School: CLEP exam for Business Law class
• Sebeka High School: Computer Applications course and students may take the coordinating CLEP exam for college credit
• Staples-Motley High School: ServSafe certification
• Staples-Motley High School: American Heart Association First Aid & CPR certification
• Staples-Motley High School: Minnesota Board of Health Nursing Assistant Test for CNA certification
• Wadena-Deer Creek High School: OSHA 10

Narrative 8: Support to Professionals

Use the table below to answer questions 1 – 3. Use one table for each CLNA prioritized need. Copy and paste additional tables if more than two priorities will be addressed.

1. Of the consortium’s prioritized needs from the CLNA Results and Priorities, which one(s) will be addressed in relation to Support to Professionals?
2. What are the strategies to address these needs?
3. What are the desired measurable outcomes for this strategy? (You will be reporting on these outcomes in the next APR)

4. Provide additional narrative to address the following:
5. Describe the specific actions your consortium will take to support the recruitment and preparation of education professionals, including individuals from groups underrepresented in the teaching profession.
6. Describe the specific actions your consortium will take to retain, train, and develop education professionals and ensure applicable certification, credential, and licensure requirements are met.

4a and b.  The Central Lakes Consortium has included teaching/training as one of our programs of study to be funded.  Education careers are one of the most in-demand in our region, according to DEED Labor Market Information.  In addition to spending funds and supporting this as a program of study, we are working with the Lakes Country Education Co-Op to provide support to teachers to obtain licenses and endorsements.  The Lakes Country Education Co-Op provides information to assist our instructors on the various paths available. Example resources are available as well all at no cost to the consortium.  Secondary supplemental funding requests are budgeted in professional development to enable instructors to request a substitute teacher for time away from classrooms to work on licensure, program approval, and attend professional development opportunities. At the postsecondary level, we created a new short-term certificate in early childhood education to provide a pathway for new individuals to enter the field quickly with accelerated training.  This certificate will also stack into further education career training if individuals would like to continue their training.  We also work closely with Sourcewell and their “Live here, Teach Here” Campaign to recruit teachers into the region.

Secondary: Our consortium coordinator works closely with districts who have instructors teaching out of field to remind them of the need to update these as required. OFP have seen a steady increase in our consortium which can be a great way to keep our CTE courses alive. We will collaborate with Lakes Country Service Coop to assist our instructors with viable ways to licensure. Funds to support these are in Narrative 8 and in reserve funds under development of new programs of study.

The consortium continues to support professional development to ensure we have licensed teachers.  We will partner with the Lakes Country Education Coop to provide support and funding to teachers to complete their licensure through the portfolio process.  More information can be found at: https://www.lcsc.org/site/Default.aspx?PageID=831.

Narrative 9: Performance Gaps

Use the table below to answer questions 1 – 3. Use one table for each CLNA prioritized need. Copy and paste additional tables if more than two priorities will be addressed.

NEED A: Math and Reading Scores

This Need is in Element(s): 1 (selected)

Context / Data notes

There is a need to ensure that CTE students are proficient in reading and math. The EDIAM report showed:

• 2S1: Academic Proficiency: Reading / Language Arts – Consortium Level- 45.19% / State- 38.92%
• 11 consortium schools exceed the state average.
• Ethnicity other than white in our consortium is quite low. Ethnicity does not have large difference between consortium and state.
• Special populations for economically disadvantaged and nontraditional have similar scores between consortium and state.
• 2S2: Academic Proficiency: Mathematics – Consortium Level- 24.3% / State- 33.05%
• 4 consortium schools exceed the state average.
• Ethnicity other than white in our consortium is quite low. Ethnicity does not have large difference between consortium and state.

Strategies to address need

Perkins-Funded Positions

Submit the following with your application materials:

• Completed FY 26 Perkins Funded Positions spreadsheet
• Position descriptions for every position fully, or partially, funded by Perkins for FY 26

Required Documentation

These required documents must be submitted with your Perkins V Local Application:

• FY 26 Statements of Assurance (combined and uploaded as one single PDF)
• CLNA results & priorities document
• FY 26 S-RPOS - Funding POS spreadsheet
• FY 26 Combined Secondary & Postsecondary Budget spreadsheet
• Consortium Consolidated Equipment Inventory – current as of April 2025

Improvement Plan: Only required for those consortia on an improvement plan — Not required for the Central Lakes Perkins Consortium.

Version: 2-5-2024 — Page 2 of 2

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