Perkins IV Program Design Taskforce

Revised 17 Aug 2007 For Perkins IV-PDTF Use Only — Prepared by HHCG 1

Perkins IVPerkins IVProgram Design Taskforce Program Design Taskforce


Days Four & Five15-16 Aug 2007

With Group Discussion Notes

(Breakout Notes will be kept separately)


PDTF 15-16 August AgendaPDTF 15-16 August AgendaDay Four: Welcome & Logistics Perspective New Info — Summer Institute, etc. Brief Recap of Days One-Three Meeting Objectives Summary Chart Group Discussion of Program of

Study Prioritizing Remaining Gaps Breakout #1 (Addressing the

Gaps) Report back to PDTF Group Review — Work-in-

Progress

Expectations for Day Five

Day Five: Recap of Day Four Breakout #2 (Addressing the

Gaps) Report back to PDTF Group Discussion Optional Breakout #3 Group Discussion of Open Issues Next Steps for PDTF & Breakout

Teams 24 August — All Perkins

Taskforces Follow-up Efforts

Brief Audit


Welcome & Logistics Welcome & Logistics


Thoughts Since 27-28 July? Taskforce Responses:

Thoughts Since 27-28 July? Taskforce Responses:

I remain really concerned about teacher prep Professional Development on CTE needed

Helps Student Services Source of future CTE teachers in question — several areas don’t have much,

if any, preparation going on We (OSU) must work with the CCs on expanding CTE Teacher Prep

(Partnering) — CCs could offer the skills piece # of Councils need to be more aware of CTE As long as we keep CTE separate, we will be a step-child — let’s look at overall

Education Reform Concern in how we help students develop good critical thinking skills, be more

flexible & creative Who will be here in the future; ref: immigrant population Are we still using “Career Clusters” language (ref road show) — creates confusion Ref: Clark Count Skills Center providing pre-service CTE Teacher courses for

educational pedagogy Excellent job in the Summary (used at the Regional Coordinators mtg)


Perspective Perspective


CTE: Providing the Context for Integrated Student LearningCTE: Providing the Context for Integrated Student Learning

Academics

TechnicalKnowledge

Soft Skills

Education Today

Integrated Student Learning

AcademicsTechnical

Knowledge

Soft Skills

Education Tomorrow

Integrated Student Learning


Tying the Pieces Together Tying the Pieces Together

Our 2012Visionof CTE

Foundation Blocks

Foundation Blocks

Foundation Blocks

Obstacles:

CTE Current

State

Perkins IV Five-Year Plan for CTE Transformation


Perkins SupportFederal Funds

Approved Programs of StudyStrategic InvestmentAccountability

Perkins SupportFederal Funds

Approved Programs of StudyStrategic InvestmentAccountability

PartnershipsLocal & Regional Support

Advisory CommitteesEquipment & material donationsTechnical assistanceSecondary-Postsecondary alignment & articulation

PartnershipsLocal & Regional Support

Advisory CommitteesEquipment & material donationsTechnical assistanceSecondary-Postsecondary alignment & articulation

State School SupportState General Funds

All studentsGraduation RequirementsCareer-Related Learning Standards (Employability Skills)

State School SupportState General Funds

All studentsGraduation RequirementsCareer-Related Learning Standards (Employability Skills)

Perkins IV CTE FundingPerkins IV CTE Funding


TechAssist

TechAssist

Perkins from the Inside OutPerkins from the Inside Out

Programof Study• Core

Elements

Data Informs Every Layer:

•Global Trends

•Industry

•Workforce

•Demand Pull

•Program & Student

Performance

Special Populations Access

Professional Development

WeAre

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New InfoNew Info


New InfoNew Info Washington State CTE Living, Learning, and Earning in America Net Survey PPAC Interview Highlights Summer Institute Highlights


New InfoNew Info

Secondary CTE “Works” — Washington State“Washington’s economy is in transition, moving

rapidly from ‘production driven’ to ‘knowledge and information based’. For our young people to compete successfully, they will need more advanced skills; skills beyond what our academic courses alone teach”


New InfoNew Info Living, Learning, and Earning in America

— Dr. Q 2003“We spend an awful lot of time and energy

teaching children how to choose a college and get into a college. But in fact, we should spend as much or more time and energy teaching them how to avoid debt, how to save money, how to get along with others, how to choose their career paths, and where the jobs are going to be available.”


Blog SurveyBlog SurveyA Few Quotes from a HS Teacher’s Blog Posting on

“FineHomebuilding.com”

“I am willing to teach a worker how to be a carpenter. I’m not willing to teach someone how to be a worker.”

“If they don’t know how to be a worker, there isn’t a cold chance in (heck) that they will survive a day with me, even if they know everything about building houses.”

“I can teach you the trade skills you need over time, but I will never be able to teach you to be responsible. Either you are responsible or you are not responsible. Money comes from responsibility.”


Blog Survey, cont’dBlog Survey, cont’dA Few Quotes from a HS Teacher’s Blog Posting on

“FineHomebuilding.com”

“If you want to serve your students best, divide them into two groups: First, the ones that ask questions, keep themselves busy, and show

you respect.

Second, the ones that just sit, hope you won’t make them do anything, and make smart remarks.

Teach the first group how to build a house.

Teach the second group how to sweep up when the first group is done. (Giving them some literature on collecting unemployment might serve them well too.)


PPAC Interviews — HighlightsPPAC Interviews — HighlightsSix Interviews & Three Follow-Ups

Major manufacturer in Portland paid $3k a head to import 70 certified welders from Malaysia — this is a problem

Millwrights — who keep machinery running Are not mechanics Need advanced skills Are aging and not being replaced Other highly skilled factory workers are not being replaced

Lots of good models out there — how to we leverage these better throughout Oregon?


PPAC Interviews — Highlights, cont’dPPAC Interviews — Highlights, cont’d Watchouts?

Make sure not to reinforce old image that CTE is only for at-risk youth — this is a mainstream opportunity, not K12 at risk magnet

Current CTE paradigm -- schools, agencies, etc are internally focuses and isolated instead of demand and customer focused

High skill jobs have these attributes: Need highly skilled reading comprehension Mathematical and analytical skills — need to be able to participate in

the operation of business and be able to solve problem Businesses don't mind training, if employees come to the table with

these basic skills Must understand business to take active role in it Need work ethic -- need to show up, work full time, and be accountable --

all industries need these basic attributes


PPAC Interviews — Highlights, cont’dPPAC Interviews — Highlights, cont’d

Problems attracting good instructors — people who are properly trained can make so much more money working, it is hard to go into teaching

Message from Workforce Development — a wake up call: Very radical change in requirements for our business

community going forward in a Global Economy Skills needed are very different We need to establish a sense of urgency If we don’t act now, CTE’s future relevancy is at risk! — as

is Public Education


W. Daggett, PhD — ICLEW. Daggett, PhD — ICLE

"Our schools have become museums and we are the curators.”

"Our methods are archaic; our courses are disconnected from reality; our use of technology is

in the stone age when compared to what kids handle everyday outside the classroom.”


W. Daggett, PhD — ICLE, cont’dW. Daggett, PhD — ICLE, cont’d

"When we prohibit students from using cell-phones (text-messaging) and PDAs (Internet search)

because we don't want them to 'cheat', we have just taught them not to collaborate, not to work in

teams, and not to leverage available resources for creative problem solving.”



“Business in this Country is THIS CLOSE to giving up on Public Education — the

cornerstone of our democracy!”

"Business will get educated, skilled and prepared employees with or without us!”



"If you believe that the System, Administrators, Local Boards, other

Teachers, etc. are the problem AND NOT YOU, this death spiral will continue!"


Brief Recap of Days One-Three(12, 27-28 July)

Objectives of Days Four & Five

Brief Recap of Days One-Three(12, 27-28 July)

Objectives of Days Four & Five


The Change FormulaThe Change Formula

* All three must be in place toovercome the Resistance to Change

* * *


Recap of Days One, Two & ThreeRecap of Days One, Two & Three Discomfort — “The Why”

Feedback from the interviews & the focus group Macro & micro trends/big issues facing CTE What failure looks like

Vision — “The What” Opportunity for CTE Our 2012 Vision for CTE; refined & fleshed out Foundation blocks; opportunities based on “good practices”

Cost or Resistance — “The Why Not” Challenges/Obstacles for CTE; top five

Process — “The How To” Discussion on:

Marketing strategies for the Vision Leveraging foundation blocks Mitigating key obstacles


Objectives of Days Four & FiveObjectives of Days Four & Five Review Summary Chart Discuss and come to consensus on Program

of Study & its key elements Prioritize & discuss remaining gaps Assemble the pieces Summarize recommendations for:

Perkins Policy Advisory Committee (PPAC)Writing the Perkins IV Five Year PlanInforming the CTE Transformation Plan


Summary ChartProgram of Study

Key Elements

Summary ChartProgram of Study

Key Elements


Summary Chart (from Days One-Three)Summary Chart (from Days One-Three)Strategic Plan Elements and Perkins Plan Elements

Vision Statement-TBD

Vision Elements Community Partnership (Collaboration)

Business Government Schools (HS, CC, Univ,

PK-20) Parents/Citizens Seamless connections

between educational institutions and programs

Local workforce boards

Staffing

Finding and preparing qualified teachers

Professional development (industry standards)

Outreach to teacher education programs and industry

Articulation with teacher qualifications for dual credit

Student s All inclusive (each and every) Engaged/Inspired Take Leadership Prepared for next steps. Exit requirements should be

entrance requirements. Every student should have

opportunity for exposure to CTE

Leadership On the cutting edge of education Helping others make education

relevant Help everyone understand the role of

CTE in education

Relevant learning Soft skills Integration of academic and technical Experiential/Hands-on Occurs in schools and the workplace Leadership development/student

organizations Helps students find their career

passion Public accountability (district report

card) includes CTE

The Future Program

responsiveness and adaptability to workforce (careers)

Program responsiveness and adaptability to students

Purpose- TBD Suggested Organizing Principles 1. Prepare students for the full range of postsecondary options- two and four year college, apprenticeship, the military and formal employment training. 2. Provide students with a strong foundation of industry knowledge and technical skill that enables them to pursue a wide range of career options in many different fields. 3. Offer occupationally specific training in a broader program of academic and technical preparation. 4. Connect academic and technical curriculum grounded in academic and industry standards. 5. Promote joint planning and team teaching among academic and technical teachers. 6. Use data on student achievement, attendance, grade to grade transition, high school completion, postsecondary enrollment and postsecondary attainment to assess success and improve programs.

Broad themes from taskforce discussions

Marketing/Advocacy/Leadership Teacher Recruitment and Preparation Oregon Skill Sets Curriculum & Instructional Practice

Alignment & Articulation Multiple Delivery Systems Robust Student Services Accountability

Additional items Funding Legislative Alignment (Essential Policy) Access

Foundation Blocks-Things we have in place or need to have Infrastructure/System Elements Quality Assurance Model Resource Management (time, energy, money) Continuous Improvement Process Collaboration with Stakeholders Business and Community Partnerships Multiple Delivery Systems Accountability to employment Professional Development Technology

Curriculum & Instructional Practice* Business and Community Partnerships Multiple Delivery Systems Alignment, Articulation, Transferability Soft Skills, Employability Skills Student Leadership Integrated Academics & CTE Contextual Learning Customization/Personalization* Standards*/Competencies/Outcomes Labor Market Demand/Data Driven Student Centered Design

Student Support Business/Community Partnerships Multiple Delivery Systems Access for all Students Customization/Personalization/*Modularized Communication with all stakeholders Tool kits (pathways, roadmap, CIS, assessment, electronic portfolio etc.) Transition services ( financial advising, job search, postsecondary search Education Plan and Profile (portable/transition strategy for assessments, employability skills Integration of Career and Academic Advising * language inserted by staff

Obstacles: Resistance from within CTE community to change, e.g.: with accountability(1) Teacher workforce issues as it relates to staffing (2) Horizontal and vertical alignment/articulation/transfer issues within the State, which includes post-secondary student and work readiness (3) Unde rstanding and changing the perception of CTE (secondary, postsecondary, students, counselors, faculty, parents, administrators, business and industry, physical location) (4) Huge learning issues with (non-educational) policy makersŃ (5)

Quic k T ime™ and a dec ompres s or

are needed to s ee this pic ture .


Key Definitions — Our FocusKey Definitions — Our Focus Program of Study (State Established):

Secondary/postsecondary aligned curriculum which provides a sequence of knowledge and skills and relevant application experiences that prepares students for entry into high skill, high wage and/or high demand in current or emerging occupations

Articulation: Implies the transfer of credit from secondary to

postsecondary or from postsecondary to postsecondary


Other TermsOther Terms Implementation Tools and Processes

Plans of Study Student Institution

College Roadmaps Oregon Education Plan and Profile

Quality Assurance and Continuous Improvement Secondary

9 Elements Renewal Process

Postsecondary 5 State Board of Education Standards College Accreditation Process


Core Elements: (Law) Coherent rigorous content aligned with challenging academic standards

and, (Law) Relevant career and technical content in a coordinated, nonduplicative

progression of courses (Law)

Alignment of curriculum between secondary and postsecondary education, may include articulation or other ways to acquire postsecondary education credits (e.g. OregonÕs credit for proficiency)

(Law) Adequately prepares students to succeed in postsecondary education (Law) Integration of academic and technical skills (Law) Leads to an industry-recognized credential or ce rtificate at the

postsecondary level or an associate or baccalaureate degree (Oregon) Integrates Career Related Learning Standards and/or employability

skills (Law) Supports student acquisition of graduation requirements and entry level

postsecondary requirements (Law) Utilizes the knowledge and skills identified in the Oregon/National

Career Skill Sets and Industry Standards (expectation established by Federal leadership)

(Oregon) Integrates student services (Career Guidance) e.g Pathway Roadmaps, Education Plan and Profile, Plans of Study

(Law/Oregon) Incorporates the use of technology (Law) Designed to meet or exceed state adjusted levels of performance (Law) Incorporates skill attainment measurement (academic and technical) (Oregon) Incorporates student services (Career Guidance e.g., Pathway

Roadmaps, Education Plan and Profile, Student Plans of Study)

Program of Study — Core Elements


Program of Study DiscussionProgram of Study Discussion Look over the Core Elements — what, if

anything, needs to be:Added?Dropped?Changed?


Your PackageYour Package Strategic Plan Elements and Perkins Plan Elements Programs of Study General Info Labor Market & Emerging Occupations-High Skill, High Wage,

High Demand Academic Achievement Technical Skills Graduation Credentials Secondary- Postsecondary Connections Articulation Transfer from Sub baccalaureate to Baccalaureate Implementation Communication Approval & Continuous Improvement

Depends on all the above

B

C

A


Breakout InstructionsBreakout Instructions Each team needs a scribe, a leader and presenter Take your assigned areas:

Column #2 Transition Plan Element is your starting point Add key discussion points in Column #3 Focus on Column #4 — your recommendation for the

Perkins IV Five Year Plan Is the Transition Plan Recommendation sufficient? What else would be additive — e.g., help CTE reach towards its

Vision?

We will review the above with the whole PDTF


Review End Day 4Review End Day 4 Team A

+2 Roughly 40% #4 of 8 Line Items Approx. 1.5 hours

Team B +1.5 50-60% 1-1.5-2 hours Tech Skill Attainment &

Assessment — big talk

Team C +4 90% Need to formalize 1 hr




Day Five15-16 Aug 2007


Day Five — AgendaDay Five — Agenda Quick Recap Continue work of the 3 Breakout Teams Post your “new” recommendations on flipcharts Review with post-it comments Group discussion

PDTF Overall Recommendations Ron Olsen’s question — what’s different?

Breakout Teams take a first cut at Column #5 — Policy Implications Column #6 — Implementation Activities

Group discussion Next Steps Audit & Wrap-up


TechAssist

TechAssist

Perkins from the Inside OutPerkins from the Inside Out

Programof Study• Core

Elements

Data Informs Every Layer:

•Global Trends

•Industry

•Workforce

•Demand Pull

•Program & Student

Performance

Special Populations Access


WeAre

Here

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Sample Program of Study Integrated Implementation Sample Program of Study Integrated Implementation

Rigorous, current 9-14 technical skill content based on

Oregon Skill Sets &Industry-validated

Standards

Career Guidance& Education Plans

Post-SecondaryCertificate, Degree or

Industry Credential

Oregon DiplomaRequirements

Workplace Learningor Simulation (CRLE)

3rd partyAuthentic

Assessments

Program AdvisoryCommittees

IntegratedApplied

Academics

Discrete SupportingAcademicClasses

StudentLeadership

OpportunitiesAlignment or

Articulation betweenSecondary &

Post-Secondary

LocalExecution

Federal & StateRequirements

Specific Fields pulled” by High Skill, High Wage, High Demand Supports Perkins IV concepts & requirements Supports State Education requirements & initiatives


Breakout InstructionsBreakout Instructions Same Teams as Day Four Scan the work of yesterday — assume your

recommendations are accepted and are reasonably well implemented — ask: Will these recommendations (both new & from the

Transition Plan) result in significant progress towards our CTE Vision?

Have we gone far enough?

Fill in the rest of Column #4 Write your “new” recommendations on the flipcharts

— post these on the walls


Program of Study Essential Core ElementsProgram of Study Essential Core Elements

1. STANDARDS Systemic approach to Career and Technical Education using standards based

academic and technical skills and where student performance is demonstrated through valid and reliable assessments aligned to industry standards.

Shared technical content (between secondary and postsecondary) incorporates the knowledge and skills identified in the Oregon Skill Sets, which are developed and validated through national and state industry input.

There is an expectation that the elements defined in the Perkins Law will ensure a greater depth and breadth of programming through alignment to academic and technical standards, rigor, and integrated academic and technical curriculum and instruction.

Programming assures that secondary and community college students are prepared for high skill, high wage and high demand careers and occupations, and are responsive to regional, state and global employment trends.

Perkins does not fund remedial education.


Program of Study Core Elements & ConceptsProgram of Study Core Elements & Concepts

2. ALIGNMENT and ARTICULATION Coherent rigorous standards based technical content aligned

with challenging academic standards.

A shared continuum of content among secondary and postsecondary partners; there are nonduplicative sequences of courses and/or educational experiences; students receive credit for prior coursework and learning whenever possible.

Alignment of content between secondary and postsecondary education, may include course articulation and/or other ways to acquire postsecondary education credits, e.g. Oregon’s credit for proficiency).

Articulation agreements are developed, implemented and supported at the institutional level to ensure long term sustainability and cross system cooperation.


Essential Core Elements contd.Essential Core Elements contd.3. STUDENT SUPPORT SERVICES All CTE students will have informational guidance tools and advising that

assists them in moving through an educational process in an efficient and seamless manner, e.g. Pathway Roadmaps, Education Plan and Profile, Career Information System (CIS).

4. ASSESSMENT Each educational level will target their instruction both academically and

technically so that students are prepared and have the opportunity to move on to the next postsecondary level.

Incorporates academic and technical skill attainment measurement and designed to meet or exceed state adjusted levels of performance.

Administrators, teachers and students are responsible for meeting technical and academic skill outcomes. Technical assistance is provided for programs that do not meet the negotiated outcomes.


Policy Implications Brainstorm Taskforce Responses:

Policy Implications Brainstorm Taskforce Responses:

Broad systems recommendations to achieve

the vision to support the development and

sustainability of CTE programs in Oregon


AlignmentAlignment

Align the exit and entry requirements and assessment tools from high school to community college


ArticulationArticulation Establish an electronic data base inventory of

articulation agreements

Require all institutions to participate in an electronic inventory of all existing articulation agreements

Consistent term for “articulated credit,” whethertechnical or academic

Promote the development of articulation agreementsand focus on alignment of curriculum as opposed to course-to-course agreements


Articulation contd,Articulation contd,

Articulation agreements not restricted by community college service districts

Create standardized articulation rubrics

Extend the credit for proficiency policy to include community colleges

In developing policy consider the impact of standardized formats and requirements for articulation on small schools in remote areas


AssessmentAssessment

Establish policy defining how technical knowledge and skills will be assessed in Oregon

Degrees Adopt an Applied Baccalaureate degree

Data Develop the data system to obtain the success

rate of concentrator students who participate in student leadership activities related to their CTE instruction


Oregon Skill SetsOregon Skill Sets

Develop and use Oregon Skill Sets, ensuring the flexibility to incorporate additional industry standards

Advisory CommitteesAdvisory CommitteesEstablish a statewide CTE advisory committee which includes business and industry partners

Career GuidanceCareer GuidanceEstablish a statewide career guidance electronic portfolio for all student in Oregon- k12-CC and University


Instructor QualificationsInstructor Qualifications

Standardization of instructor qualifications across all levels (high school, community college and university)

Funding Targeted education funding for high demand CTE

programs (all levels)

Provide incentive funding for the development of model programs and implementation activities


Adverse ImpactAdverse Impact Revisit the Adverse Impact (community

colleges) laws for community colleges

Student Work LawsStudent Work Laws Work to influence work laws to allow

secondary students on the job work experience, apprenticeship opportunities, etc.(from Foundations group discussions)




From Days One, Two & Three Offsite15, 26-27 July 2007

BACKUP SLIDES


CTE DefinitionsCTE Definitions CTE programs are an integral part of public education and are designed to educate about,

through, and for careers

From the National Centers for Career and Technical Education (NCCTE), funded by OVAE:

CTE engages all students in a dynamic and seamless learning experience resulting in their mastery of the career and academic knowledge and skills necessary to become productive contributing members of society

From the California Career Technical Education Model Curriculum Standards and Framework)

CTE in Oregon provides basic technical skills to all students, skills specific to a broad career area to interested high school students and workforce training to community college students, and leverages substantive change in the education system

CTE programs that generate knowledge and innovation that prepare students for the demands of a global society

CTE: Where students learn in rich, contextual environments with the help of cutting-edge teaching and learning strategies, acquiring all of the technical and academic knowledge and skills they need to be successful on their life-long learning journey

Creating a seamless flow of information, innovations, funds and success through partnerships between business/industry, K-16 and state/federal agencies for PTE/CTE programs


DefinitionsDefinitions Mission = "our purpose for being”, raison d’etre Vision = "we are aspiring to become; a vivid idealized

description of a desired outcome that inspires, energizes and helps us create a mental picture of our target." We will KNOW when the right Vision comes along

Foundation Blocks = current good-practices, pilots, models, etc. that have the potential to be leveraged across the Oregon CTE system — adapted for local conditions Can be from Oregon or elsewhere Help us move towards achieving our Vision

Obstacles = issues, barriers or challenges that will impede progress towards our Vision and must be mitigated Top five are those that if left unaddressed will seriously impede or

prevent our Vision from becoming a reality


KBE Economy

(Knowledge-Based Enterprises)

Source: ViTAL Economy


“The World is Flat” — 10 Flatteners“The World is Flat” — 10 Flatteners1. Berlin Wall Comes Down November 1989

2. When Netscape Went Public, August 1995 from PC to Internet Based Platform

3. Workflow software enables a global supply chain

4. Open Sourcing — Shareware

5. Outsourcing — Y2K; Using telecom to contract to another firm in another country

6. Off Shoring — Moving a U.S. factory to another country

7. Supply Chaining — Connected throughout the chain without owner control

8. In Sourcing — UPS into your company

9. Informing — The ability to build and deploy your own personal supply chain; a supply chain of information, knowledge, and entertainment. (Google, Yahoo, MSN Web Search)

10. The Steroids — Digital, Mobile, Wireless, Personal and Virtual



KBE EconomyKBE Economy

KBE Definition and Characteristics: A KBE economy is driven by the production, distribution and use of

knowledge for growth, wealth creation and employment increases KBE competition is based in innovation rather than price as in classical

economies Countries and regions that show more evidence of innovation are richer

and grow faster Companies that show more evidence of innovation post better financial

performance Innovation is the productive use of knowledge Innovation is largely connecting existing ideas in a new way — not

inventing

Hypothesis: Every person, company or organization has unique knowledge with KBE market value



Key Components & Strategies of a KBE EconomyKey Components & Strategies of a KBE Economy

Education LevelPercentage of College graduates is

a primary driver to higher per capita income — but not the only one

Science and Technology Activity75% or personal income growth

during the 90’s tied to technology output

Export-Oriented IndustriesIndustries oriented to

national/global markets produce higher value products and pay more

Entrepreneurial Initiative90% of the new jobs created in the

new economy will be generated by companies of 10 or less employees

Innovation Across Industries and Sectors

Productivity gains do not depend on what region an industry competes in, but rather how it competes

Talent StrategyRegions that promote talent across

industries are most likely to become economic winners

Reduction of Poverty and InequalityBroad-based well-being of residents

and decreased poverty are important for sustained increases in economic growth



What Does This Mean for CTE? Taskforce Responses:

What Does This Mean for CTE? Taskforce Responses:

Are we preparing people for our region or for a KBE Economy?”

For what labor market are we preparing our students?

Some regions have 95% companies with 5 or less (Rogue Valley)

How do we address a highly diversified market?

School-based Enterprises movement — marketing, finances, skills

Cultural diversity needs to be embedded in our knowledge and skills

We may have an increasing disparity in rich-vs.-poor

Need students who are well-rounded, have diversified skills, generalists

How to sell & present themselves

Secondary vs. Post-Secondary responsibilities are different

Problem-solving and creativity are also important

Challenges us to think about how we define “Program”

CTE opportunities vs. CTE programs

May shift the training and professional development for Student Services Team

To allow students to design their own programs

AGS can be oriented to this Those programs do not require approval

— components are identified locally

Challenges us to think about resource allocation

Self-Employment data not included in Labor Dept data

Must teach self-created, self-directed working world; selling self


Reportouts & Discussion

* Building Our CTE Vision* Leveraging Foundation Blocks

* Addressing Obstacles

Reportouts & Discussion

* Building Our CTE Vision* Leveraging Foundation Blocks

* Addressing Obstacles


Key Discussion ItemsKey Discussion Items Programs of Study provide the framework in which Perkins

funded CTE will be designed and implemented. What is your vision of Oregon’s model (Perkins) Program of Study?

Are there additional elements (beyond the Perkins Act specifications) that Oregon should incorporate to achieve this model Program of Study? Is co-approval of secondary and post secondary Programs of Study possible and useful?

What role should curriculum alignment and articulation (transfer of credit) play in the Program of Study framework?

What refinements are necessary in the Quality Assurance standards to support the implementation of the Program of Study?

What are the “wrap around” student services that are necessary to fully implement the Perkins Programs of Study?


Key Discussion Item #1Key Discussion Item #1 What is your vision of Oregon’s model (Perkins) Program of Study? Are there

additional elements (beyond the Perkins Act specifications) that Oregon should incorporate to achieve this model Program of Study? Is co-approval of secondary and post secondary Programs of Study possible and useful?


Key Discussion Item #2Key Discussion Item #2 What role should curriculum alignment and articulation

(transfer of credit) play in the Program of Study framework?


Key Discussion Item #3Key Discussion Item #3 What refinements are necessary in the Quality Assurance standards to support the

implementation of the Program of Study?Taskforce Responses:

Need to expand this to include Post-Secondary CTE Programs

Driven by local control A self-reflective process What’s Working:

Process makes you go through lots of steps to analyze what’s going on in the classroom

It gets Administrators up to speed on the classroom setting; is CTE in our school-improvement plan (e.g., contextual learning)

Serves as a quality improvement tool What’s Not Working:

It’s easy to put down stuff, but not do it Only tied/customized to CTE/Perkins Programs are teacher-dependent; attrition

hurts

Ideas: Needs greater district-level tie-in Needs to have more ‘meat’ and

follow-through Needs good oversight and

consequences for not doing it (e.g., tied to teacher-evaluation)

Could be adapted to fit non-CTE Programs

Link to the Legislative requirement of School Districts to have/implement an improvement plan

Exit exams/criteria ought to be included in the future


Key Discussion Item #4 (1 of 2)Key Discussion Item #4 (1 of 2) What are the robust student services system that are necessary to fully implement the Perkins

Programs of Study?Taskforce Responses:

Bigger than the counselors Inclusive — all students:

Secondary Post-Secondary Special Populations

What’s working? Many elements are in place somewhere Career-related standards as a diploma requirement Tutoring labs are in place at all CCs in some shape or form Many campuses have cultural-diversity centers, offering special help Special ambassador programs Internships

Ideas — critical need for more professional development Make sure funding follows policy


Key Discussion Item #4 (2 of 2)Key Discussion Item #4 (2 of 2) What are the robust student services system that are necessary to fully implement the Perkins

Programs of Study?Taskforce Responses:

What’s not working or lacking? There isn’t a comprehensive system across the CTE spectrum Plan-profiles aren’t carried through Lack a system-wide electronic portfolio In many student services dept’s the focus is still on college No correlation between HS assessment test and College placement test Huge gap between HS grad requirements and Post-secondary entry or career

readiness Lack of integration of academic with career counseling — gets worse as you go up in

years Deficiency in personnel especially re special populations Transition between 2ndary and Post-2ndary for students with disabilities


Perkins IV Planning ComponentsPerkins IV Planning Components

AgencyOperational

Tasks

Accountability& Evaluation

Taskforce

Program Design

Taskforce


Taskforce

SpecialPopulations &

Non-TraditionalStudentsTaskforce

Perkins IV PolicyAdvisory Committee

Oregon State Board of Education

Office of EducationalImprovement &

Innovation

Oregon Departmentof Education

Dept of Community Colleges and

Workforce Development

Horizontal Integration of Ideas


Who Are Our Customers?Who Are Our Customers? Who we each consider to be our customers helps determine

the degree of alignment across the CTE spectrum:

End-Customers? Our Org’s Management Local School Board State Agency (ODE, CCWD,

etc.) State Board of Education Feds Next Org in Line Students Workforce Oregon Employers Society

Intermediate-Customers? Our Org’s Management Local School Board State Agency (ODE, CCWD,

etc.) State Board of Education Feds Next Org in Line Students Workforce Oregon Employers Society


A Few Guiding ThoughtsA Few Guiding Thoughts“Our schools have become museums — and we are the curators.”

Willard R. Daggett, Ed.D., International Center for Leadership in Education

“The definition of insanity is doing the same thing over and over again, each time hoping for different results.”

W. Edwards Deming

“The Future is already here; it’s just not widely distributed yet.”William Gibson, Author/Technology Visionary

“By the strength of our common endeavor, we can accomplish more together, than we can alone.”

Tony Blair, Prime Minister of Great Britain

“Never doubt that a small group of thoughtful committed people can change the world. Indeed, it is the only thing that ever has.”

Margaret Mead

Documents

Perkins IV Program Design Taskforce