Consortium Performance Report

Perkins V Consortium: Dakota County

February 28, 2025

Report overview

The following report displays your consortium’s:

current established performance levels (targets) for the eight Perkins V grant years (Table 1 & Table 2, column SDPL),
actual performance on the seven secondary core indicators and three postsecondary core indicators (Table 1 & Table 2, column Actual Perf %),
counts of secondary and postsecondary participants and concentrators (Table 3).

Table 1 and Table 2 provide a summary of your established targets for performance on your Perkins V secondary and postsecondary performance indicators, as well as your actual performance on those indicators for each grant year where final data are available, including the baseline year.

This report provides an official indication of whether your consortium is required to complete an Improvement Plan for any of the core indicators for each grant year. This is indicated by an orange (down triangle) before the Actual Perf% value. Consortia are required to submit an improvement plan for any core indicator where actual performance is less than 90% of the established performance level for that indicator. After three consecutive years on an improvement plan for a specific indicator (beginning with Grant Year 2 (2022) due to the Covid-19 peacetime emergency), consortia require additional technical assistance, indicated by a red (technical assistance symbol) before the Actual Perf% value in the third year.

State determined performance levels (SDPLs) for Grant Years 5 through 8 are set annually based on “the average actual performance of the 2 most recently completed program years.” SDPLs for Grant Year 5 are final. Please review the “State Determined Performance Level (SDPL) Report,” linked in the Additional Information section, to see proposed SDPLs for Grant Years 6 through 8. This document is updated annually to reflect actual performance rates and finalized SDPLs. Previous updates are noted at the end of the document.

If you have questions about these reports, please contact Karl Ohrn (karl.ohrn@minnstate.edu). If you have questions about your data, please contact Russell Dahlke (postsecondary data) (Russell.Dahlke@minnstate.edu).

This document is formatted for legal-size (8.5” x 14”) paper. Please print accordingly.

How to read the tables

The tables below display the State Determined Performance Level/target (column SDPL), actual performance percentage (Actual Perf %), and notification of whether an Improvement Plan is required ( or before Actual Perf%) for every accountability indicator each grant year.

The year shown in parentheses after the Grant Year indicates the reporting year of the data in alignment with the corresponding federal CAR (Consolidated Annual Report) grant year.

For secondary indicators, reporting years align with school years (e.g., 2021 reflects school year 2020-21), with the exception of 1S1 and 3S1 which both lag by one year.
For postsecondary indicators 2P1 and 3P1, reporting years reflect the last year of the three-year cohort reported.
For postsecondary indicator 1P1, the cohort reporting lags by one year.

Improvement Plan rule: If the performance rate on an indicator falls below 90% of the established SDPL for the indicator/grant reporting year, an improvement plan () is required. After three consecutive years on an improvement plan for a specific indicator, technical assistance () is required.

Table 1 (Secondary)

Table 1. Secondary State Determined Levels of Performance, Actual Performance Rate, and Improvement Plan Status by Grant Reporting Year
Indicator Name	Baseline (2020)		Grant Year 1 (2021)		Grant Year 2 (2022)		Grant Year 3 (2023)		Grant Year 4 (2024)		Grant Year 5 (2025)		Grant Year 6 (2026)		Grant Year 7 (2027)		Grant Year 8 (2028)
Indicator Name	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %
1S1: Graduation Rate (4-year)	89.13%	54.36%	89.58%	54.41%	90.89%	54.51%	92.63%	54.72%	92.24%	92.90%	—	—	—	—	—	—	—	—
2S1: Academic Proficiency: Reading/Language Arts	N/A*	10.65%	54.05%	10.71%	46.67%	10.84%	45.98%	11.09%	42.71%	46.34%	—	—	—	—	—	—	—	—
2S2: Academic Proficiency: Mathematics	N/A*	7.70%	33.19%	7.74%	34.51%	7.81%	24.28%	7.94%	26.35%	29.41%	—	—	—	—	—	—	—	—
2S3: Academic Proficiency: Science	N/A**	N/A**	N/A**	N/A**	N/A**	N/A**	39.38%	N/A**	37.78%	39.39%	—	—	—	—	—	—	—	—
3S1: Post-Program Placement	58.71%	43.92%	56.16%	43.99%	48.60%	44.11%	51.57%	44.37%	59.90%	51.58%	—	—	—	—	—	—	—	—
4S1: Nontraditional Program Concentration	30.28%	10.03%	25.25%	10.08%	21.34%	10.18%	20.50%	10.36%	23.29%	20.93%	—	—	—	—	—	—	—	—
5S3: Program Quality: Work-Based Learning	13.28%	3.43%	5.57%	3.44%	5.01%	3.47%	5.85%	3.52%	11.14%	6.35%	—	—	—	—	—	—	—	—

Notes:

* Due to the COVID-19 peacetime emergency, MCA testing was canceled; therefore, no Reading or Mathematics academic achievement data are available to report for SY2019-20. Across SY2020-21 secondary districts shifted from remote to in-person learning at different times and lengths of time.
** Data for the Academic Proficiency in Science were not available to report until SY2022-2023. Beginning in SY2024, the science assessment was offered to students at the end of their 10th grade year after completion of the Life Science course requirement. SDPLs will be assessed for the 2S3 performance indicator beginning GY5 (SY2025).

Table 2 (Postsecondary)

Table 2. Postsecondary State Determined Levels of Performance, Actual Performance Rate, and Improvement Plan Status by Grant Reporting Year
Indicator Name	Baseline (2020)		Grant Year 1 (2021)		Grant Year 2 (2022)		Grant Year 3 (2023)		Grant Year 4 (2024)		Grant Year 5 (2025)		Grant Year 6 (2026)		Grant Year 7 (2027)		Grant Year 8 (2028)
Indicator Name	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %	SDPL	Actual Perf %
1P1: Postsecondary Retention and Placement	94.93%	95.16%	96.50%	86.73%	93.77%	86.73%	95.92%	86.73%	96.01%	95.01%	—	—	—	—	—	—	—	—
2P1: Earned Recognized Postsecondary Credential	67.75%	71.62%	71.10%	62.04%	66.07%	62.04%	66.51%	62.04%	67.04%	66.93%	—	—	—	—	—	—	—	—
3P1: Nontraditional Program Enrollment	8.78%	10.82%	10.93%	8.19%	10.29%	8.19%	11.50%	8.19%	11.42%	11.30%	—	—	—	—	—	—	—	—

If the performance rate on an indicator falls below 90% of the established SDPL for the indicator/grant reporting year, an improvement plan () is required. After three consecutive years on an improvement plan for a specific indicator, technical assistance () is required.

Table 3 (Enrollment)

Table 3. Participant and Concentrator Enrollment by Grant Reporting Year
Enrollment	Baseline (2020)	Grant Year 1 (2021)	Grant Year 2 (2022)	Grant Year 3 (2023)	Grant Year 4 (2024)	Grant Year 5 (2025)	Grant Year 6 (2026)	Grant Year 7 (2027)	Grant Year 8 (2028)
Secondary Participants	4,628	4,730	4,811	4,498	4,698	—	—	—	—
Secondary Concentrators	2,112	2,031	1,924	1,957	2,512	—	—	—	—
Postsecondary Participants	1,267	1,185	1,180	1,184	1,224	—	—	—	—
Postsecondary Concentrators	927	858	890	866	886	—	—	—	—

Additional Information

Perkins V Accountability (Scroll to “Accountability Resources” bar/section)
Secondary Perkins Definitions and Postsecondary Perkins Definitions
Secondary Data Site (requires system login/account to use)
Postsecondary Data Site (Power BI reports require Minnesota State system login/account to use)
Proposed Year 6 - 8 SDPLs (Select your consortium then open the “State-Determined Performance Level (SDPL) Report”)

Performance Report Updates

February 2025 – Reporting year 2024 performance data added and report format updated to include Grant Years 5 - 8
January 2024 – Reporting year 2023 performance data added
February 2023 – Reporting year 2022 performance data added
September 2022 – Postsecondary SDPL updates to approved SDPL revisions due to unanticipated circumstances
February 2022 – Reporting year 2021 performance data added
July 2021 – Secondary SDPL updates to approved SDPL revisions due to unanticipated circumstances
March 2021 – Postsecondary correction to 1P1 SDPL

Consortium Performance Report

Perkins V Consortium: Dakota County

Updated: March 24, 2025

Report overview

The following report displays Dakota County’s actual performance for Grant Years 3–4 (2023–2024), average performance across these years for baselining purposes, and proposed State Determined Performance Levels (SDPLs) for Grant Year 6 (2026). GY6 SDPLs will be considered final upon approval of the annual revision to the state plan by the Office of Career, Technical, and Adult Education (OCTAE). Consortium leaders will be notified upon approval.

How to read the tables

Requirements for state determined levels of performance require that new performance targets/SDPLs must:

Be expressed as a percentage or numerical form.
Show continuous meaningful progress toward improving the performance of all CTE students.
Be higher than the average actual performance of the two most recently completed program years.

Note

For proposed secondary SDPLs, in cases where the average actual performance of the two most recent years was lower than the actual performance of GY4 (2024), the actual performance level of GY4 (2024) was used to set the GY6 (2026) SDPL.
For proposed postsecondary SDPLs, a weighted formula including consortia size, performance trends, and a portion tied to the state SDPL increase was utilized. These SDPLs for GY6 (2026) will be used unless the average actual performance of the two most recent years is greater, in which case GY6 (2026) SDPLs will be minimally increased to exceed the average.

For more information on actual performance during Grant Years 1–4 (2021–2024), and for final Grant Year 5 (2025) SDPLs, please review your consortia’s annual performance report.

Table 1 (Secondary)

Proposed Perkins V State Determined Performance Levels (SDPLs) — Secondary Performance Indicators (Dakota County, GY6 2026). Columns include actual performance for GY3 (2023) and GY4 (2024), the GY3–GY4 average, and the proposed GY6 SDPL.
Core Indicator	Actual Performance Grant Year 3 (2023)	Actual Performance Grant Year 4 (2024)	Average Performance Grant Year 3–4 (2023–2024)	Grant Year 6 (2026) State Determined Performance Levels
1S1: Graduation Rates (4-year)	92.63%	92.24%	92.44%	92.45%
2S1: Academic Proficiency: Reading/Language Arts	45.98%	42.71%	44.35%	44.36%
2S2: Academic Proficiency: Mathematics	24.28%	26.35%	25.32%	26.35%
2S3: Academic Proficiency: Science	39.38%	37.78%	38.58%	38.59%
3S1: Post-Program Placement	51.57%	59.90%	55.74%	55.75%
4S1: Nontraditional Program Concentration	20.50%	23.29%	21.90%	23.29%
5S3: Program Quality: Work-Based Learning	5.85%	11.14%	8.50%	11.14%

Table 2 (Postsecondary)

Proposed Perkins V State Determined Performance Levels (SDPLs) — Postsecondary Performance Indicators (Dakota County, GY6 2026). Columns include actual performance for GY3 (2023) and GY4 (2024), the GY3–GY4 average, and the proposed GY6 SDPL.
Core Indicator	Actual Performance Grant Year 3 (2023)	Actual Performance Grant Year 4 (2024)	Average Performance Grant Year 3–4 (2023–2024)	Grant Year 6 (2026) State Determined Performance Levels
1P1: Postsecondary Retention and Placement	95.92%	96.01%	95.96%	95.98%
2P1: Earned Recognized Postsecondary Credential	66.51%	67.04%	66.78%	67.56%
3P1: Nontraditional Program Enrollment	11.50%	11.42%	11.46%	11.48%

Additional Information

This page provides proposed SDPLs for Grant Year 6 (2026) and includes actual and average performance for the most recently completed program years used for baselining (Grant Years 3–4, 2023–2024).

Performance Report Updates

Updated March 24, 2025.
GY6 SDPLs will be considered final upon approval of the annual revision to the state plan by OCTAE.

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FY26 Perkins Local Application & CLNA

Consortium: Dakota County Consortium

Consortium application summary

Summary details for the FY26 Perkins local application and CLNA.

Consortium application summary
Fiscal Year	FY26
Local Application Due	3/3/25
Consortium Lead	District #917
Secondary Members	District #191
Postsecondary Members	District #917

Consortium membership

Member institutions listed in the Dakota County Consortium membership section.

Consortium membership
Member institution
Independent School District 191 Burnsville-Eagan-Savage
Independent School District 917 Dakota County Technical College

Programs of Study (POS)

The table below lists Programs of Study and whether they are identified as High Wage, High Skill, and In Demand, along with prior year concentrator counts.

Programs of Study (POS): demand indicators and prior year concentrators
Program of Study (POS)	Type	High Wage (Y/N)	High Skill (Y/N)	In Demand (Y/N)	Prior Year Secondary Concentrators	Prior Year Postsecondary Concentrators
Natural Resource Systems	S-R	Y	Y	Y	0	0
Engineering & Technology	S-R	Y	Y	Y	0	1
Construction	S-R	Y	Y	Y	0	0
Manufacturing	Both	Y	Y	Y	457	19
Transportation, Distribution & Logistics	S-R	Y	Y	Y	0	0
Finance	S-R	Y	Y	Y	0	0
Hospitality & Tourism	S-R	Y	Y	Y	0	0
Human Services	Both	Y	Y	Y	9	1
Health Science Technology	Both	Y	Y	Y	12	194
Administrative Support	S-R	Y	Y	Y	0	1
General Management	S-R	Y	Y	Y	0	41
Manufacturing, Production, Process Development	Both	Y	Y	Y	457	19
Health & Medical Sciences	Both	Y	Y	Y	21	196
Teaching/Training	S-R	Y	Y	Y	0	0
Law Enforcement Services	Both	Y	Y	Y	0	0

Narrative 1: Comprehensive Local Needs Assessment (CLNA)

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

CLNA Prioritized Needs, Strategies, and Measurable Outcomes

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.

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

NEED A

NEED A: CLNA prioritized need, related CLNA elements, strategies, and measurable outcomes
Field	Content
This Need is in Element(s)	Element 1: ☐ Element 2: ☐ Element 3: ☐ Element 4: ☐ Element 5: ☐
1. Prioritized Need Identified in the CLNA	Size - Increase Number of Secondary and Post-Secondary CTE Participants & Concentrators: Due to the declining number of CTE participants at the secondary level (from 4,730 in 2021 to 4,698 in 2024) and only 53% of participants becoming concentrators (2,512 in 2024), we see a need to increase the number of CTE participants and concentrators across our districts by strengthening the scope and sequence of our courses within programs of study, introducing the concept of CTE and available secondary and post-secondary programs to students at the middle school level, and strengthening our coordination and communications within districts about how CTE fits into students’ academic programs and career opportunities.
2. Strategies to address need	Increase and strengthen career exploration activities for middle school students and 9th and 10th graders Redesign high school career and college fairs to increase focus on career pathways and foundational employability skills; Increase and improve communications to high school communities about CTE opportunities and benefits; Ensure students have access to industry-standard equipment, materials, and experiences. Establish and communicate well-defined pathways within career fields and clusters; Work with secondary administrators to support master scheduling that increases access for students
3. Measurable Outcomes	(Not shown in the extracted text for NEED A on this page segment.)

NEED B

NEED B: CLNA prioritized need, related CLNA elements, strategies, and measurable outcomes
Field	Content
This Need is in Element(s)	Element 1: ☐ Element 2: ☐ Element 3: ☐ Element 4: ☐ Element 5: ☐
1. Prioritized Need Identified in the CLNA	Increase Number of Entry and Exit Points for Students Within Programs of Study: As our Consortium implements newly approved programs at the secondary level, we see a need to provide increased career exploration opportunities in middle school and early high school so students can enter secondary CTE programs with diverse postsecondary and/or career pathway options.
2. Strategies to address need	Communicate more intentionally with high school counselors to increase access for students to CTE programs Work more closely across secondary and postsecondary organizations to clarify potential pathways for students Partner with local industries to better understand and communicate opportunities to students and families Strengthen our communications with middle school/early high school middle school administrators and counselors, and direct outreach to middle school students and families so they understand the CTE opportunities available to them in high school as well as the diverse postsecondary and career pathways to which they may lead. Ensure students have access to scaffolded industry-standard equipment, materials, and experiences
3. Measurable Outcomes (report results in next APR)	Redesign and implement high school CTE career & college fairs by 6/30/26 Provide outreach re CTE to middle school(s) in each Consortium district by 6/30/26 Clarify entry and exit points for students within programs of study in course registration guides by 1/31/26 DCTC and Consortium districts will offer middle school visits to see and experience CTE programs at secondary and post-secondary levels

NEED C

(Next page continues NEED C: “Increase Access to Industry Standard Equipment…”)

NEED C

NEED C: CLNA prioritized need, related CLNA elements, strategies, and measurable outcomes
Field	Content
This Need is in Element(s)	Element 1: ☐ Element 2: ☐ Element 3: ☐ Element 4: ☐ Element 5: ☐
1. Prioritized Need Identified in the CLNA	Increase Access to Industry-Standard Equipment, Materials, and Experiences: To ensure students are prepared for postsecondary education and careers, the Consortium identified a need to expand access to current industry-standard equipment, materials, and hands-on learning experiences across Programs of Study.
2. Strategies to address need	Purchase and upgrade industry-standard equipment and instructional materials Provide professional development for instructors related to new equipment and technologies Expand hands-on, project-based learning experiences aligned to industry expectations Strengthen partnerships with industry to validate equipment and instructional relevance
3. Measurable Outcomes (report results in next APR)	Increase student access to industry-standard equipment across identified Programs of Study by 6/30/26 Document instructor training and implementation of new equipment by 6/30/26 Demonstrate improved alignment between instruction and industry expectations

Secondary Narrative Funding — Secondary

This table lists the budget line items and narrative descriptions for the Secondary portion of the FY2026 Perkins application.

Secondary Narrative Funding — Secondary (FY2026 Perkins Application, Dakota County)
UFARS Code	Object Code	Narrative Description of Expenditure	Amount	Total
110		PERSONNEL (EXCERPT)		$65,000.00
110	01	Salary for Secondary Coordinator (0.10 FTE). The Coordinator supports CTE programming, provides technical assistance, and collaborates with district and consortia staff on Perkins implementation.	$8,450.00
110	01	Stipends for CTE educators to develop/align curriculum, assessments, and program materials connected to programs of study and local improvement needs.	$8,000.00
110	01	CTE related salary expenses supporting local program improvement and implementation of CTE programs and programs of study.	$48,550.00
140		PURCHASED SERVICES		$1,000.00
140	05	Contracted services to support career exploration / career development activities and/or work-based learning coordination.	$1,000.00
145		TRAVEL		$2,500.00
145	02	Travel for professional development, including conferences/meetings aligned to CTE program improvement and Perkins implementation.	$2,500.00
		SUBTOTAL	$68,500.00
210		FRINGE BENEFITS		$14,614.92
214		OTHER AID		$2,000.00
218		OTHER BENEFITS		$3,180.00
		2025–2026 Proposed Budget	$85,114.92	$85,114.92

Use of Funds Supported by Budgeted Amounts

This table indicates which Section 135 Perkins V use(s) of funds are supported by each narrative column, using “Yes” where the PDF shows an “X”.

Perkins V Section 135 Uses of Funds Supported (Secondary)
Use of Funds (Section 135)	Narrative 1	Narrative 2	Narrative 3	Narrative 4	Narrative 5	Narrative 6
Provide career exploration and career development activities through an organized, systematic framework designed to aid students, including in the middle grades, before enrolling and while participating in a CTE program, in making informed plans and decisions about future education and career opportunities.	Yes	Yes	Yes	Yes	Yes
Provide professional development for teachers, faculty, school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, or paraprofessionals.	Yes	Yes	Yes	Yes	Yes	Yes
Provide within CTE the skills necessary to pursue careers in high-skill, high-wage, or in-demand industry sectors or occupations.	Yes	Yes	Yes	Yes	Yes	Yes
Support integration of academic skills into CTE programs and programs of study.	Yes	Yes	Yes	Yes	Yes
Plan and carry out elements that support the implementation of CTE programs and programs of study that result in increasing student achievement on performance indicators.	Yes	Yes	Yes	Yes
Develop and implement evaluations of the activities carried out with funds under this part, including evaluations necessary to complete the local needs assessment and the local APR report.	Yes	Yes	Yes	Yes	Yes

Programs of Study (POS): CLNA Prioritized Needs

Need A

Programs of Study (POS) CLNA Prioritized Need A
Field	Content
Prioritized Need	Secondary and postsecondary Programs of Study require updated program equipment and learning opportunities to ensure student access to high-quality, relevant CTE coursework.
Element(s) Addressed	Not specified in the PDF (no elements indicated).
Strategies	Provide updated equipment and curriculum materials for Perkins-eligible programs and CTE Programs of Study. Use Perkins funds to align secondary and postsecondary CTE programs with industry standards, including updated equipment, materials, and learning opportunities.
Measurable Outcomes (report results in next APR)	All district high schools will inventory CTE equipment by 6/30/26 and identify needs for replacement or upgrades. Perkins funds will be used to purchase industry-standard equipment aligned to approved Programs of Study and industry needs. All secondary and postsecondary CTE programs will incorporate industry-standard equipment and materials by 6/30/26.

Need B

Programs of Study (POS) CLNA Prioritized Need B
Field	Content
Prioritized Need	Secondary and postsecondary students require increased work-based learning opportunities to support effective, career-connected Programs of Study.
Element(s) Addressed	Not specified in the PDF (no elements indicated).
Strategies	Increase experiential learning opportunities (e.g., industry visits, job shadowing, internships, mentorships), and strengthen student access to industry-standard equipment, materials, and experiences. All members of the Consortium will review their current CTE inventory and purchase appropriate items to keep programs consistent with industry needs. DCTC will host CTE staff from consortium districts on the DCTC campus to meet and learn about Perkins/CTE and allow for cross-district planning.
Measurable Outcomes (report results in next APR)	Ensure at least one industry field trip per CTE program per Consortium high school by 6/30/26. Ensure at least one industry speaker per CTE program per Consortium high school by 6/30/26. Increase size and membership diversity of CTE Advisory Committees by 6/30/26. Minutes from Advisory Committee meetings will include guidance on industry-standard equipment, materials, and experiences for secondary and postsecondary CTE students. Perkins funds will be used to purchase industry-standard equipment aligned to approved Programs of Study.

Career Exploration and Student Access

The Consortium will ensure students have equitable access to career exploration activities and Programs of Study that align with regional workforce needs. These activities will support informed decision-making related to career pathways and postsecondary opportunities.

Career Exploration and Student Access: Strategies and Outcomes
Field	Description
Strategies	Provide students with career exploration opportunities through industry visits, guest speakers, and job shadowing. Collaborate with business and industry partners to connect classroom learning with real-world experiences. Support district participation in career fairs and regional career events. Ensure special populations are included in outreach and exploration opportunities. Utilize Perkins funds to support transportation and coordination of career exploration activities.
Measurable Outcomes (report results in next APR)	Each district will participate in at least one career exploration event annually by 6/30/26. Students will demonstrate increased awareness of CTE pathways through participation in career exploration activities. Documentation of career exploration activities will be maintained by Consortium members. Special populations participation in career exploration activities will increase or be sustained.

Collaboration with Workforce Development and Regional Partners

The Consortium will collaborate with regional workforce partners, employers, and community organizations to ensure Programs of Study align with local labor market needs and provide students with relevant, career-connected learning experiences.

Workforce Collaboration: Strategies and Outcomes
Field	Description
Strategies	Engage employers and industry representatives through advisory committees. Partner with workforce development agencies to align Programs of Study with regional labor market demand. Collaborate with CareerForce and local workforce partners to support career exploration and placement activities. Use labor market information to guide program improvement and investment decisions. Invite industry partners to participate in classroom presentations, mock interviews, and work-based learning activities.
Measurable Outcomes (report results in next APR)	Each CTE program will engage at least one employer partner annually. Advisory committee meeting minutes will document workforce input on curriculum and equipment. Programs of Study will reflect regional workforce needs based on labor market data. Students will participate in employer-led activities such as site visits, presentations, or mentoring.

Support for Special Populations

The Consortium will ensure that members of special populations have equal access to high-quality Career and Technical Education Programs of Study and the support services needed to succeed. Strategies will focus on reducing barriers to participation, completion, and transition to postsecondary education or employment.

Support for Special Populations: Strategies and Outcomes
Field	Description
Strategies	Provide targeted outreach to students in special populations to increase awareness of CTE opportunities. Ensure accommodations and support services are available to students with disabilities. Collaborate with counselors, social workers, and student support staff to address barriers to participation. Offer career exploration and advising tailored to individual student needs. Monitor participation and performance data to identify gaps and inform improvement efforts.
Measurable Outcomes (report results in next APR)	Increase or maintain participation of special populations in CTE Programs of Study. Document accommodations and support services provided to CTE students. Reduce identified performance gaps for special populations. Maintain records of outreach activities and student supports.

Professional Development for CTE Staff

The Consortium will provide ongoing professional development opportunities to support continuous improvement of CTE instruction, program quality, and alignment with industry standards. Professional development will address instructional practices, program alignment, equity of access, and implementation of Perkins V requirements.

Professional Development for CTE Staff: Strategies and Outcomes
Field	Description
Strategies	Support participation in regional, state, and national CTE professional development opportunities. Provide training on curriculum alignment, assessment, and integration of academic and technical skills. Offer professional learning related to industry trends and emerging technologies. Facilitate collaboration among secondary and postsecondary instructors. Use Perkins funds to support substitute teachers, travel, and registration costs when appropriate.
Measurable Outcomes (report results in next APR)	CTE instructors will participate in at least one professional development activity annually. Professional development attendance and topics will be documented. Instructional practices will reflect alignment with industry standards and Programs of Study. Staff feedback will inform future professional development planning.

Evaluation and Continuous Improvement

The Consortium will evaluate the effectiveness of Perkins-funded activities on an ongoing basis to ensure continuous improvement of Programs of Study and student outcomes. Evaluation efforts will include review of performance data, stakeholder feedback, and implementation progress toward CLNA priorities.

Evaluation and Continuous Improvement: Strategies and Outcomes
Field	Description
Strategies	Review Perkins performance indicators annually to identify areas for improvement. Use CLNA results to guide program planning and funding decisions. Collect feedback from students, instructors, and advisory committees. Monitor progress toward measurable outcomes identified in narratives. Adjust strategies based on evaluation findings.
Measurable Outcomes (report results in next APR)	Annual review of performance data documented. Improvement strategies updated based on evaluation results. Evidence of program changes tied to CLNA priorities. Stakeholder feedback incorporated into planning.

Postsecondary Narrative Funding — Postsecondary

This table lists the budget line items and narrative descriptions for the Postsecondary portion of the FY2026 Perkins application.

Postsecondary Narrative Funding — Postsecondary (FY2026 Perkins Application, Dakota County)
UFARS Code	Object Code	Narrative Description of Expenditure	Amount	Total
110		PERSONNEL		$54,000.00
110	01	Salary support for postsecondary CTE coordination, program development, and Perkins implementation activities.	$54,000.00
140		PURCHASED SERVICES		$1,500.00
140	05	Contracted services to support student engagement, career exploration, and program alignment activities.	$1,500.00
145		TRAVEL		$2,000.00
145	02	Travel for professional development related to postsecondary CTE instruction and Perkins implementation.	$2,000.00
		SUBTOTAL	$57,500.00
210		FRINGE BENEFITS		$12,210.00
		2025–2026 Proposed Postsecondary Budget	$69,710.00	$69,710.00

Evaluation and Continuous Improvement

The Consortium will evaluate the effectiveness of Perkins-funded activities on an ongoing basis to ensure continuous improvement of Programs of Study and student outcomes. Evaluation efforts will include review of performance data, stakeholder feedback, and implementation progress toward CLNA priorities.

Evaluation and Continuous Improvement: Strategies and Outcomes
Field	Description
Strategies	Review Perkins performance indicators annually to identify areas for improvement. Use CLNA results to guide program planning and funding decisions. Collect feedback from students, instructors, and advisory committees. Monitor progress toward measurable outcomes identified in narratives. Adjust strategies based on evaluation findings.
Measurable Outcomes (report results in next APR)	Annual review of performance data documented. Improvement strategies updated based on evaluation results. Evidence of program changes tied to CLNA priorities. Stakeholder feedback incorporated into planning.

Postsecondary Narrative Funding — Postsecondary

This table lists the budget line items and narrative descriptions for the Postsecondary portion of the FY2026 Perkins application.

Postsecondary Narrative Funding — Postsecondary (FY2026 Perkins Application, Dakota County)
UFARS Code	Object Code	Narrative Description of Expenditure	Amount	Total
110		PERSONNEL		$54,000.00
110	01	Salary support for postsecondary CTE coordination, program development, and Perkins implementation activities.	$54,000.00
140		PURCHASED SERVICES		$1,500.00
140	05	Contracted services to support student engagement, career exploration, and program alignment activities.	$1,500.00
145		TRAVEL		$2,000.00
145	02	Travel for professional development related to postsecondary CTE instruction and Perkins implementation.	$2,000.00
		SUBTOTAL	$57,500.00
210		FRINGE BENEFITS		$12,210.00
		2025–2026 Proposed Postsecondary Budget	$69,710.00	$69,710.00

Question 1

Need A: Rural/remote learners accessing CTE programming

Question 1 — Need A (CLNA Elements and Narrative)
CLNA Element(s) addressed	Narrative
1. Performance 2. Labor Market Alignment 3. Size, Scope and Quality 4. Recruitment, Retention and Training 5. Progress towards implementing Programs of Study (not indicated in PDF which boxes were selected)	In its role as a secondary special education intermediate district, the SSC provides CTE learning opportunities for special populations in multiple districts, but it also provides additional services and programming for rural and remote learners in Minnesota. All of the districts in its consortium are in the southeast Metro region, except for its service to a charter school in the far northwest Minnesota community of Karlstad, approximately 340 miles away from the Dakota County area. The SSC has a contract with the Karlstad charter school to provide an online teacher for special education services and an online teacher for its Career and Technical Education offerings, which includes offering the Global Logistics program. As noted above, it is in the process of engaging additional school districts in the far northwest of the state to potentially join its consortium. This will improve support for special populations in remote areas while also maintaining the secondary CTE program and career pathways available for students in these remote districts.

Need B: Address gap in access to programs/courses based on race and disabilities

Question 1 — Need B (CLNA Elements and Narrative)
CLNA Element(s) addressed	Narrative
1. Performance 2. Labor Market Alignment 3. Size, Scope and Quality 4. Recruitment, Retention and Training 5. Progress towards implementing Programs of Study (not indicated in PDF which boxes were selected)	As a special education intermediate district, the SSC’s primary role is to ensure that special populations have access to important learning opportunities, including CTE offerings. Its role includes ensuring that special populations can access CTE programming at all of its consortium’s member school districts. Its service includes ensuring that school districts share their CTE programming and courses with the SSC so that it can promote this information to its teachers and staff, including those who are supporting special populations. This includes ensuring that courses are accessible and that they are also safe and welcoming for all students, regardless of race and disability. Where possible, it also ensures that CTE equipment is readily accessible for students with disabilities. The SSC is continuing to support consortium districts in increasing access for special populations.

Need C: Increase awareness of CTE programming, including increased awareness among students with IEPs and their families

Question 1 — Need C (CLNA Elements and Narrative)
CLNA Element(s) addressed	Narrative
1. Performance 2. Labor Market Alignment 3. Size, Scope and Quality 4. Recruitment, Retention and Training 5. Progress towards implementing Programs of Study (not indicated in PDF which boxes were selected)	In multiple districts, there is a need to increase awareness and promotion of CTE opportunities, including among students with IEPs and their families. In some cases, this includes developing better outreach/marketing tools and strategies, such as course registration videos that promote CTE opportunities. In 2025-26, as part of their consortium district goals, ISD 200 is planning to incorporate increased discussions with students and families about secondary and postsecondary CTE opportunities, especially now that the high schools have newly-approved programs and DCTC and IHCC are expected to fully merge by summer 2027. Prior to registration, ISD 200 will have all students visit CTE classrooms and watch promotional videos they have created that describe their CTE classes and course activities. SSD 6 has added a student led course fair that emphasizes CTE and elective courses. Every other year, ISD 197 holds a college and career fair for 7^th and 8^th graders, and, every year, they will have 8^th (Text continues on the next page.)

Question 2

How does the consortium plan to use Perkins funds to address these needs and improve performance?

Question 2 — Narrative (continued)
Narrative
The SSC and its member districts plan to use Perkins funds to improve access and support for special populations while also improving overall CTE performance and outcomes. This includes supporting needs for special populations, including ensuring that CTE equipment and courses are accessible and engaging for students with disabilities and students with IEPs. Funding will be used to support district staff in improving awareness and promotion for CTE opportunities and pathways. This includes developing and enhancing marketing/outreach materials that promote CTE pathways, including for special populations and students with IEPs. This may include purchasing and/or developing marketing/outreach tools, such as videos, brochures, and other promotional materials that describe CTE programming. Funding will also support professional development and training for district staff and teachers in ensuring that CTE programming is accessible and welcoming for all students. This includes training in how to incorporate universal design for learning strategies and inclusive teaching practices. Funding will support the consortium’s efforts to engage rural/remote districts in northwest Minnesota and improve CTE programming access for special populations in these areas. This includes supporting online CTE programming and teacher services for the Karlstad charter school and potential additional districts. (Text continues on the next page.)

Question 1

Need A: Rural/remote learners accessing CTE programming

Question 1 — Need A (CLNA Elements and Narrative)
CLNA Element(s) addressed	Narrative
1. Performance 2. Labor Market Alignment 3. Size, Scope and Quality 4. Recruitment, Retention and Training 5. Progress towards implementing Programs of Study (not indicated in PDF which boxes were selected)	In its role as a secondary special education intermediate district, the SSC provides CTE learning opportunities for special populations in multiple districts, but it also provides additional services and programming for rural and remote learners in Minnesota. All of the districts in its consortium are in the southeast Metro region, except for its service to a charter school in the far northwest Minnesota community of Karlstad, approximately 340 miles away from the Dakota County area. The SSC has a contract with the Karlstad charter school to provide an online teacher for special education services and an online teacher for its Career and Technical Education offerings, which includes offering the Global Logistics program. As noted above, it is in the process of engaging additional school districts in the far northwest of the state to potentially join its consortium. This will improve support for special populations in remote areas while also maintaining the secondary CTE program and career pathways available for students in these remote districts.

Need B: Address gap in access to programs/courses based on race and disabilities

Question 1 — Need B (CLNA Elements and Narrative)
CLNA Element(s) addressed	Narrative
1. Performance 2. Labor Market Alignment 3. Size, Scope and Quality 4. Recruitment, Retention and Training 5. Progress towards implementing Programs of Study (not indicated in PDF which boxes were selected)	As a special education intermediate district, the SSC’s primary role is to ensure that special populations have access to important learning opportunities, including CTE offerings. Its role includes ensuring that special populations can access CTE programming at all of its consortium’s member school districts. Its service includes ensuring that school districts share their CTE programming and courses with the SSC so that it can promote this information to its teachers and staff, including those who are supporting special populations. This includes ensuring that courses are accessible and that they are also safe and welcoming for all students, regardless of race and disability. Where possible, it also ensures that CTE equipment is readily accessible for students with disabilities. The SSC is continuing to support consortium districts in increasing access for special populations.

Need C: Increase awareness of CTE programming, including increased awareness among students with IEPs and their families

Question 1 — Need C (CLNA Elements and Narrative)
CLNA Element(s) addressed	Narrative
1. Performance 2. Labor Market Alignment 3. Size, Scope and Quality 4. Recruitment, Retention and Training 5. Progress towards implementing Programs of Study (not indicated in PDF which boxes were selected)	In multiple districts, there is a need to increase awareness and promotion of CTE opportunities, including among students with IEPs and their families. In some cases, this includes developing better outreach/marketing tools and strategies, such as course registration videos that promote CTE opportunities. In 2025-26, as part of their consortium district goals, ISD 200 is planning to incorporate increased discussions with students and families about secondary and postsecondary CTE opportunities, especially now that the high schools have newly-approved programs and DCTC and IHCC are expected to fully merge by summer 2027. Prior to registration, ISD 200 will have all students visit CTE classrooms and watch promotional videos they have created that describe their CTE classes and course activities. SSD 6 has added a student led course fair that emphasizes CTE and elective courses. Every other year, ISD 197 holds a college and career fair for 7^th and 8^th graders, and, every year, they will have 8^th (Text continues on the next page.)

Question 2

How does the consortium plan to use Perkins funds to address these needs and improve performance?

Question 2 — Narrative (continued)
Narrative
The SSC and its member districts plan to use Perkins funds to improve access and support for special populations while also improving overall CTE performance and outcomes. This includes supporting needs for special populations, including ensuring that CTE equipment and courses are accessible and engaging for students with disabilities and students with IEPs. Funding will be used to support district staff in improving awareness and promotion for CTE opportunities and pathways. This includes developing and enhancing marketing/outreach materials that promote CTE pathways, including for special populations and students with IEPs. This may include purchasing and/or developing marketing/outreach tools, such as videos, brochures, and other promotional materials that describe CTE programming. Funding will also support professional development and training for district staff and teachers in ensuring that CTE programming is accessible and welcoming for all students. This includes training in how to incorporate universal design for learning strategies and inclusive teaching practices. Funding will support the consortium’s efforts to engage rural/remote districts in northwest Minnesota and improve CTE programming access for special populations in these areas. This includes supporting online CTE programming and teacher services for the Karlstad charter school and potential additional districts. (Text continues on the next page.)

Question 2 (continued)

Question 2 — Narrative (continued)
Narrative
Perkins funds will also be used to strengthen collaboration between consortium members, including secondary districts and postsecondary partners, to better align Programs of Study and improve transitions for students. This includes coordinated planning between secondary and postsecondary instructors, sharing of curriculum resources, and identification of clear entry and exit points within Programs of Study. Consortium leadership will continue to review performance data, CLNA findings, and stakeholder feedback to inform funding decisions and program improvements. These efforts are intended to improve student access, increase participation and concentrator rates, and support successful transitions to postsecondary education and employment.

Implementation Summary

The Consortium will implement the strategies described above through coordinated planning, targeted investments, and ongoing evaluation. Activities will focus on improving access to high-quality CTE programs, strengthening career exploration, supporting special populations, and aligning Programs of Study with workforce needs.

Implementation Summary: Key Activities and Outcomes
Area of Focus	Planned Activities	Expected Outcomes
Program Access	Outreach to students and families, improved scheduling, and expanded online and in-person CTE offerings.	Increased participation in CTE Programs of Study.
Special Populations	Targeted supports, accessible equipment, and collaboration with student services staff.	Reduced participation and performance gaps for special populations.
Career Exploration	Industry visits, guest speakers, career fairs, and classroom-based career awareness activities.	Increased student awareness of career pathways and postsecondary options.
Program Quality	Professional development, curriculum alignment, and purchase of industry-standard equipment.	Improved instructional quality and alignment with workforce needs.
Evaluation	Review of performance data, CLNA results, and stakeholder feedback.	Continuous improvement of Programs of Study and Perkins-funded activities.

Assurances and Certifications

By submitting this application, the Consortium certifies that it will comply with all applicable requirements of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), related federal regulations, and Minnesota State policies and procedures.

General Assurances

The Consortium will use Perkins funds only for allowable purposes and in accordance with the approved local application.
The Consortium will provide equitable access to CTE Programs of Study for all students, including special populations.
The Consortium will comply with all applicable civil rights laws and regulations.
The Consortium will maintain appropriate fiscal controls and documentation.
The Consortium will participate in required monitoring and reporting activities.
The Consortium will implement Programs of Study aligned with state-approved frameworks.

Data Reporting and Accountability

The Consortium agrees to submit accurate and timely data for accountability reporting.
The Consortium will review performance indicators annually and address identified gaps.
The Consortium will participate in the Comprehensive Local Needs Assessment (CLNA) process.

Program Improvement

The Consortium will use CLNA results to guide program planning and funding decisions.
The Consortium will implement improvement strategies to address performance gaps.
The Consortium will engage stakeholders, including employers and community partners, in program review.

Authorized Signatures

Authorized Signatures
Role	Name	Title	Signature	Date
Consortium Lead
Secondary Representative
Postsecondary Representative

Submission

Submit the completed Perkins V Local Application according to Minnesota State Perkins guidance and timelines.

Keep a copy of the final submitted application for your local records.
Maintain documentation supporting budgets, planned expenditures, and CLNA-informed decisions.
Be prepared to provide additional information if requested during review or monitoring.

Questions

For questions about Perkins V accountability, reporting, or the local application, contact:

Email: CTE@minnstate.edu
Accountability resources: Accountability Resources

Dakota County Application and Report

Performance Report

Consortium Performance Report

Report overview

How to read the tables

Table 1 (Secondary)

Table 2 (Postsecondary)

Table 3 (Enrollment)

Additional Information

Performance Report Updates

SDPL Report

Consortium Performance Report

Report overview

How to read the tables

Note

Table 1 (Secondary)

Table 2 (Postsecondary)

Additional Information

Performance Report Updates

Annual Application

FY26 Perkins Local Application & CLNA

Consortium application summary

Consortium membership

Programs of Study (POS)

Narrative 1: Comprehensive Local Needs Assessment (CLNA)

CLNA Prioritized Needs, Strategies, and Measurable Outcomes

NEED A

NEED B

NEED C

NEED C

Secondary Narrative Funding — Secondary

Use of Funds Supported by Budgeted Amounts

Programs of Study (POS): CLNA Prioritized Needs

Need A

Need B

Career Exploration and Student Access

Collaboration with Workforce Development and Regional Partners

Support for Special Populations

Professional Development for CTE Staff

Evaluation and Continuous Improvement

Postsecondary Narrative Funding — Postsecondary

Evaluation and Continuous Improvement

Postsecondary Narrative Funding — Postsecondary

Question 1

Question 2

Question 1

Question 2

Question 2 (continued)

Implementation Summary

Assurances and Certifications

General Assurances

Data Reporting and Accountability

Program Improvement

Authorized Signatures

Submission

Questions