April 27, 2012

Presentation to the UAA Planning and Budget Advisory Council (PBAC)

FY13 Operating Budget Development

College Overview The College of Education offers undergraduate, post-baccalaureate, and graduate programs, many of which result in state licensure. Undergraduate programs include certificate and associate programs in Early Childhood Development, and baccalaureate programs in Early Childhood and Elementary Education. Early Childhood and Elementary Education are also offered at the post-baccalaureate level. A Master of Arts in Teaching program is available for secondary education. Master of Education programs are available in Counselor Education, Early Childhood Special Education, Educational Leadership, Special Education, and Teaching and Learning. Graduate certificate programs include Educational Leadership (principal and superintendent), Language Education, and Special Education. The College of Education is accredited by the National Council for Accreditation of Teacher Education. FY12 Budget Overview The College is forecasting an end-of-the-fiscal-year unreserved fund balance (fund balance) of $325,556, as of March 31, 2012 (COE March Management Report). The expected fund balance represents 5% of the College’s FY12 adjusted budget. The College has approximately 110 full and part-time faculty and staff positions.

($500,000)($400,000)($300,000)($200,000)($100,000)

$0$100,000$200,000$300,000$400,000$500,000$600,000

FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12(estimate)

Unreserved fund balance by FY

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COE FY12 Budget to EOY Projected Revenues

Adjusted Budget Year to Date

Activity

Projected Revenue to Year

End Total YTD and

Projections Budget Variance General Funds $2,727,745 $2,727,745 $0 $2,727,745 $0

Tuition $2,280,439 $2,163,229 $133,652 $2,296,881 ($16,442) Fees/Other $1,454,162 $1,146,545 $304,868 $1,451,413 $2,749

$6,462,346 $6,037,519 $438,520 $6,476,039 ($13,693)

Expenses

Adjusted Budget Year to Date

Activity

Projected Expense to Year

End Total YTD and

Projections Budget Variance Labor $5,144,087 $4,123,608 $1,290,331 $5,413,939 ($269,852)

Non-Labor $1,318,259 $532,348 $204,196 $736,544 $581,715

$6,462,346 $4,655,956 $1,494,527 $6,150,483 $311,863

Projected EOY Unreserved Fund Balance $325,556

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Current Services Budget

FY13 In the event that incremental funding or internal reallocations from central funds are not available in FY13, information is requested on the current services provided and what will be required to maintain the same level of service while meeting fixed costs, unavoidable commitments, and anticipated changes in demand. Do not include compensation adjustments for FY13 wages/benefits.

1. Description of Current Services. (Using categories contained in UAA 2017)

Strengthen and Develop the Total UAA Instructional Program

Department of Counseling and Special Education (CASE) - Master of Education in Counselor Education - Master of Education in Early Childhood Special Education - Master of Education in Special Education - Graduate Certificate in Special Education - Graduate Certificate in Counselor Education - Initial Certification in Special Education - Speech Language & Pathology affiliated agreement with Eastern Carolina University

Department of Teaching and Learning (DTL) - Master of Arts in Teaching - Master of Education in Teaching and Learning - Bachelor of Arts in Early Childhood Education - Bachelor of Arts in Elementary Education - Post-Baccalaureate Early Childhood Teacher Certification - Post-Baccalaureate Elementary Teacher Certification - Associate of Applied Science in Early Childhood Development - Early Childhood Development Certificate - Chevak Initiative - Providence Early Learning Lab (PELL) - Teaching and Learning Community (TLC) –East Hall

Department of Educational Leadership (EDL) - Master of Education in Education Leadership - Post Graduate Certificate – Principal - Post Graduate Certificate – Superintendent - Yearlong internships for all admitted students in EDL - Student involvement in district supported cohorts of students

Office of Student Engagement (OSE) - School district and agency field placements for COE programs - Background checks for multiple COE programs

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- Institutional recommendations for state licensure - Professional development events (resume writing, applying for certification, becoming a

teacher) - Mentor teacher work days - Department and program support (advising packets, applications, petitions, communication) - Develop agreements and contracts with outside agencies to support program goals - Student recruitment – Future Educators of Alaska activities

Professional and Continuing Education (PACE) - Anchorage School District Summer Academy (ASDSA) - Summer Academy in the Mat-Su (SAMS) - New Teacher Professional Learning Induction Project - School District and Professional Organization Partnerships

Reinforce and Rapidly Expand our Research Mission

Department of Teaching and Learning - DTL faculty member chairing the Narrative Research group within the American Educational

Research Association (AERA)

Department of Educational Leadership - Research related to Chevak, Alaska – exploring the benefits of the Alaska Educational

Innovations Network (AEIN) - Research relating to the Yukon-Koyukuk district in evaluating instructional effectiveness

Office of Research - Administration of ongoing COE awarded research grants ($40,000) - Continued advancement of the proposed COE Ed.D program

Office of Student Engagement - Student Success Measures (test score analysis, advising surveys, practicum/intern evaluations)

Expand Educational Opportunity and Increase Student Success Department of Counseling and Special Education - Alaska Native Heritage Center collaboration - Interdisciplinary Graduate Certificate in Children’s Mental Health - Cochlear Implant Conference

Department of Teaching and Learning - Alaskool website - Anchorage Museum Smithsonian Arctic Studies Center - Sponsorship of monthly indigenous student meetings on UAA campus

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Department of Educational Leadership - Appointment of an Assistant Professor who is Yup’ik and has run a highly successful Yup’ik

immersion school

Office of Student Engagement - Academic advising for Education majors (UAA, community campuses, Chevak) - Offer recruitment services - Offer retention services - Financial aid and scholarship application support - Praxis I workshops - Create promotional materials for COE programs - Create informational brochures for current and prospective students - Act as main point of contact by phone and email for general COE inquiries Professional and Continuing Education - School improvement and network learning (Extended site-based professional learning:

engagement, facilitation, implementation)

Strengthen the UAA Community Department of Teaching and Learning - The Teaching and Learning Center dorm wing at East Hall

Department of Educational Leadership - Experimental instruction using a hybrid model (face to face and distance education) to build a

local and remote community of learners during our graduate classes

Office of Student Engagement - Community-building events (Ice Cream Social, Pizza Dinners, Snack Weeks, Morning Coffee

Breaks) - Dean’s List reception - Welcome events for program areas - COE Facebook page - UAA Advisor meeting participation Professional and Continuing Education - Anchorage School District/College of Education collaborative work sessions for substantive and

sustained professional learning

Expand and Enhance the Public Square Department of Counseling and Special Education - Behavior Health Alliance - Tuition reimbursement program with Anchorage School District - Special Olympics Healthy Athlete hearing screenings - Collaborative Interdisciplinary Planning Grant (LEND)

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- SLP Summer Clinic - Awarded $87,000 worth of scholarships for Infant Learning program students, through a grant

from the State of Alaska

Department of Educational Leadership - Strategic employment of significant educational professionals as adjuncts to involve the

profession and add value by field based knowledge and expertise (includes the National President-elect of the National Association of Secondary School Principals, Executive Director of the Alaskan Association of School Administrators, Superintendents, etc.)

- Continued refinement of our innovative cohort model to engage with district offices (Anchorage, Mat-Su, Fairbanks, and Kenai) in which a group of district selected aspiring principals are taught as a cohesive group

Office of Student Engagement - Providence Early Learning Lab support - Connect COE interns with mentor teachers in partner school districts - Mentor teacher incentives - Administer the Summer Job Fair for Educators - Community outreach (Future Educators of Alaska, Alaska Teacher Placement, and various UAA-

sponsored events including King Career Center, Our Lady of Guadalupe Catholic Church, UAA Preview Days)

Professional and Continuing Education - Education/Community Outreach Partnerships (Alaska Native Heritage Center, Murie Science and

Learning Center at Denali, Alaska Geographic, Alaska Resource Education, Stone Soup, Avant Garde Learning Alliance, Alaska Humanities Forum, Anchorage Museum at Rasmussen Center, Alaska SeaLife Center, ORFF, Iditarod Teacher on the Trail, Alaska State Writing consortium)

- Government Agency Partnerships (U.S. Department of Forestry, U.S. Department of Fish and Game, U.S. Department of Agriculture, Office of Child Services Infant Learning Program)

2. Incremental Cost to Maintain Current Services.

The College does not anticipate needing additional funding to cover current services.

3. NGF Contribution.

Not applicable.

4. Reduction of Service. Not applicable.

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5. Soft Funds in Support of Current Operations. The College of Education has access to two funds at the University of Alaska Foundation (Foundation) – the Excellence in Alaska Native Teacher Preparation Fund, and the College of Education General Support Fund. Both funds are supported by private donors. The Excellence in Alaska Native Teacher Preparation Fund is supporting the College’s Chevak Initiative, which has 14 Alaska Native paraprofessionals enrolled in a teacher preparation program. The Foundation has taken receipt of $285,000 in pledges, and has $95,000 in pledges receivable. The balance due is scheduled to be paid in September 2012. It is projected that all available monies in this fund will be allocated to the Chevak Initiative. The College of Education General Support Fund has an estimated balance of $20,000. The COE Leadership Team leverages these monies on projects and initiatives on a case-by-case basis that returns the most value to the College. The College expects to take receipt of approximately $10,000 in private donations, on an annual basis, through this fund.

6. TVEP Funding.

The College does take receipt of TVEP funds for a single initiative (Recruitment and Retention Coordinator). The College is requesting base general fund dollars through this year’s PBAC process to replace the Recruitment and Retention Coordinator TVEP funding stream.

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Project/Initiative Evaluation FY12

Project/Initiative Title: Early Childhood Education Contact: Jared Brandner E-mail: jared@uaa.alaska.edu Org #: 11791

1. What were the original objectives of this initiative? The objective of the FY12 funding was to support 1.7 FTE faculty positions in the College of Education Early Childhood (EC) program. The EC program had been growing (student credit hours and headcount) dramatically over the past few years. The College’s intention was to support EC faculty members who would in turn support and promote their growing program. Specifically, the College had a goal of increasing EC student credit hours, headcount, and average student credit hours generated per EC course all by 3%, from AY10-11 to AY11-12.

2. What was accomplished? As planned, the College used the funding to support 1.7 FTE faculty positions. By way of the funding, the College met and exceeded two of its three goals (student credit hours and headcount):

Goal versus Actual

AY09 AY10 Baseline AY11

AY12 GOAL

AY12 ACTUAL

AY12 % CHANGE

Student credit hours (SCH) 1566 1416 1943 2001 2039 4.9% Headcount 221 216 325 335 337 3.7%

Average SCH generated per course section 42.32 40.46 45.19 46.55 45.31 0.3% While the college did not meet its goal of a 3% increase in average SCH generated by course section, the College did see an increase, albeit small, of 0.3%.

3. What has been the impact?

As evidenced by the above figures, the EC program is offering more courses and serving more students. The EC program has also strengthened it ties with the community campuses over the past year, through the offering of additional distance courses with Mat-Su College, Kodiak College, and Kenai Peninsula College. Students from the three community campuses are enrolling in increasing numbers in various EC courses, which are taught by a combination of COE faculty and faculty from the respective community campus colleges.

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As the EC program offers more courses and graduates more students, the program has become better known in the community. It is increasingly common for EC community partners to encourage recent EC graduates to apply for open employment positions within their organizations. This initiative has positively affected UA performance measures on two fronts; high demand job area completions, and student credit hours (SCH). The SCH metric is more immediate, evidenced by a 4.9% increase this AY over last AY. Increased SCHs and increased headcount will eventually lead to increased graduates. All EC graduates enter a high demand job area. These additional graduates will help UA meet high demand job area completion goals.

4. What are the expected future outcomes of this initiative? Over the past several years the Alaska Department of Education and Early Development has been requiring additional levels of certification for professionals in the field of EC education. The EC program at the UAA College of Education is well positioned to provide students with the course work, certificates and degrees to satisfy these new requirements. The College of Education expects continued SCH and headcount increases in the EC program. Through this initiative the College will be able to support increased student demand. Through increased student demand and by offering additional courses, the EC program will provide its in-state community partners (principally in-state school districts) qualified graduates for a high demand job area. Through this initiative, the College has developed a Special Education/Early Childhood minor which should be available next academic year. This new minor will serve to meet student demand resulting from new certification requirements set forth by the Alaska Department of Education and Early Development

5. To what extent, if any, was this initiative allocation to your unit offset by reductions?

Not applicable.

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Incremental Request Form FY13/FY14

Title: Recruitment and Retention Coordinator MBU Priority Ranking #: 1

1. Request Description/Strategic Purpose. a. Provide a detailed narrative of the request.

The College of Education is requesting base general fund dollars in the amount of $73,100 to replace a TVEP funding stream of the same amount, for a COE Recruitment and Retention Coordinator position. If approved, the general fund dollars would fund one staff position, replicating the current TVEP award. The College has been receiving TVEP support for the Recruitment and Retention Coordinator the past four years.

As a result of four years’ worth of TVEP funding, the COE Office of Student Engagement has had the capacity to significantly increase the assistance it offers to new and continuing COE students as they navigate UAA’s admission, enrollment, advising and financial aid processes. Students receive support to persist toward graduation and achieve the training and certification needed to be successful in high priority career pathways in education. The Coordinator’s daily work includes direct student advising activities, program development, and cross campus collaboration with units such as Native Student Services to ensure that at-risk and underrepresented populations of students persevere and stay on track for graduation in COE degree programs.

The Coordinator manages the ongoing development of the Teaching and Learning Community (TLC), a residential wing open to students interested or majoring in Education and designed to support Native students and first time freshmen in their transition to college. The Coordinator works closely with Admissions, Residence Life, Housing, faculty, and the wing residents to coordinate this program. The notable development in the TLC in fall of 2011 was the establishment of a curricular component that created a cohort of education majors that lived on the wing and also attended education courses together. The Coordinator was instrumental in establishing a COE-specific section of the Guidance A150 course for the learning community, Creating Success in College, which will now be offered on a continuing basis. The program outcome is to foster a deeper sense of community and career identity within the learning community cohort. In addition to advising and retention activities, the Coordinator also carries out a range of recruitment and community outreach efforts. The Coordinator conducts regular visits to Anchorage School District (ASD) classrooms, career fairs, and professional development conferences to interest high school students in career pathways in the field of education, and to draw current educators into professional development opportunities. The Coordinator works closely with Tech Prep staff at UAA’s Community and Technical College to co-facilitate outreach

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visits to Early Childhood students at the King Career Center who are enrolled in courses that articulate with COE courses. This past year the Coordinator has also partnered with UAA’s Spanish and Recruitment Departments to outreach to Anchorage’s Latino community through the Guadalupe Catholic church youth group. By focusing on trends in enrollment patterns, student recruitment, and retention rates in Alaska Native and other underrepresented populations in COE’s teacher preparation programs, the Coordinator has identified policies and practices that impede student perseverance and success, and is continually working to make improvements in these areas. Making systems more transparent and navigable for first generation and underrepresented students has the added benefit of improving the quality and delivery of student support services to all COE students. Annually, the Coordinator has averaged 400 advising appointments and contacts as well as interacted with approximately 850 prospective students and community stakeholders through recruitment and outreach activities.

b. How does the request advance the strategic priorities stated in the Cabinet Strategic Guidance in Attachment V?

The funding request meets two priority areas from the Cabinet Strategic Guidance – Other institutional obligations (expired soft funding in high priority areas), and Access, Persistence, Completion.

The funding request will replace a TVEP funding stream the College has received for four years. At a minimum, the College will receive discounted (at least 5%) support from TVEP for this particular project going forward, year over year. Given the uncertainty with TVEP funding however, there is a likelihood the College could lose the TVEP funding in its entirety at some point in the near future. Given that the COE Recruitment and Retention Coordinator activities are in a high priority area, it is imperative that the program transition from temporary TVEP funding to stable general fund support. While not necessarily considered new investment, the funding request meets a strategic priority in the area of Access, Persistence, Completion. The COE Recruitment and Retention Coordinator position is responsible for improving the effectiveness and efficiency with which students enter the University, receive optimal placement and advising, and successfully navigate the many pathways through College and University programs to graduation. c. Does the request fill a gap, remedy a problem, or respond to an external requirement (e.g.

accreditation or professional standard)?

The Coordinator’s work directly addresses the documented need to increase access for underrepresented student populations and improve persistence and completion rates for all UAA students. Standard 4 of The National Council for Accreditation of Teacher Education (NCATE), COE’s national accreditation body, requires that students in COE teacher preparation programs be provided experiences working with diverse populations, including classmates

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enrolled in degree programs. The efforts of the Coordinator to recruit diverse students to COE programs are directly in alignment with NCATE standard 4.

2. Internal MBU Reallocation. No

3. Statewide System Performance Measures. Relating to this increment, the College will measure 1) the number of students from Alaska Native and other underrepresented groups enrolled in COE initial teacher preparation programs on an annual basis; and 2) the number of students from Alaska Native and other underrepresented groups who graduate from COE initial teacher preparation programs on an annual basis. a. For each performance measure related to this request, provide the estimated timeframe

for realization.

The two end results will be measured at the end of AY11-12 and the end of AY13-14.

b. What strategy-specific sub-metric will be used to demonstrate return on investment? Which strategy specific sub-metric will be used to track intermediate progress?

The College has the ability to track the first metric, number of enrolled students, through PETaL, the College’s sophisticated and user-friendly data management system.1 The College has the ability to track the second metric, number of graduates, through the Professional Education Data System (PEDS) at the website of the American Association of Colleges for Teacher Education (AACTE).2

1 https://petal.uaa.alaska.edu/login.asp 2 https://secure.aacte.org/apps/peds/

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c. For this sub-metric, what is the current baseline, the expected change, and the timeframe for realizing it if the requested funding is received?

Expected Changes

Baseline AY11 AY12 * AY14 *

Number of Alaska Native and other under-represented group member candidates enrolled in COE initial teacher

preparation programs 232 3 244 269

* Assuming 5% annual growth rate through AY14

Expected Changes

Baseline AY10 AY12 AY14

Number of Alaska Native and other under-represented group members who graduate from COE initial teacher

preparation programs 9 4 15 20

4. Other Output Measures.

Not applicable – see above performance measures. 5. Total Amount Requested.

Request Type Fiscal Year General Funds Non-General

Funds Generated

Number of Positions

One-time Base 2013 $73,100 $0 1 *

* Funding will support one existing position, not a new position.

3 https://petal.uaa.alaska.edu/login.asp 4 https://secure.aacte.org/apps/peds/

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