Perkins IV Program Design Taskforce

1
Perkins IVProgram Design Taskforce

• Kickoff Offsite
• 12 July 2007
• With Discussion Notes
• Next Steps (Slide 61)

2
Program Design Taskforce Agenda

• Foundation Blocks of Our Vision (Biggest
  Opportunities)
• Major Challenges/Obstacles to Achieving Our
  Vision
• What Can We (CTE) Control vs. Influence vs. Have
  No Impact On?
• Which Challenges Can/Must Be Addressed First?
• How Do We Maximize the Impact of the PDTF?
• Review Next Steps, Brief Audit

• Offsite Agenda
• Welcome, Introductions, Logistics
• Meeting Objectives, Groundrules-Assumptions
  Expectations
• Stage Setting Brief Overview of Perkins IV
  Other Taskforces
• Feedback from the Interviews Focus Groups
• Who Are Our Customers?
• Discussion of the Opportunity for CTE
• What Success Failure Look Like
• Our Vision of 2012

3
Welcome,Introductions,Logistics Message from
Salam Noor
4
Objectives,Groundrules-Assumptions
Expectations
5
PDTF Offsite Objectives

• Primary Focus for this Offsite
• Create a compelling vision of CTE's future
• Use that vision to think strategically about the
  biggest opportunities in front of us
• Identify major challenges/obstacles that need to
  be overcome
• At Future Offsites we will
• Build on past efforts and not reinvent the wheel
  (including the Transition Taskforce, SB364, etc.)
• Address those challenges that we have control
  over or can influence (vs. those we have no
  impact on)
• Develop specific strategies to make our Vision a
  reality

6
Groundrules Assumptions

• Be here 100 of the time phones, pagers
  Blackberrys off
• Constructive dialog even disagreement are
  welcome
• Lots to do please get to the point
• Respect our diversity backgrounds, experience,
  capabilities and uniqueness
• Aligned, we can get almost anything accomplished
• Misaligned, we will melt down
• If you miss a meeting
• Please prepare anyway
• Send us your thoughts proxy
• Review the session notes to stay current
• No substitutes or stand-ins

• Off-the-Table for the PDTF
• Perkins IV Funding Distribution Formula
• Your Role
• Active participation
• Open minds honest discussion
• Yellow vs. Green Hat
• My Role
• Help drive us toward our goals
• Bring in outside perspective

7
Expectations

• Build on the recommendations of recent efforts
  not reinvent the wheel
• Transition Taskforce
• SB 364
• PTE Symposium of 2004
• We are not looking for a one-size-fits-all
  solution or a cookie-cutter approach to CTE
• Our diversity is our strength in demographics,
  local needs, what has worked in the past
• We have lots of good practice models out there
• We are looking for how CTE can/must become
• More responsive to the evolving needs of students
  the workforce
• High Skill, High Wage, High Demand
• More seamless across the spectrum of PK-20

8
Stage Setting
Perkins IV Taskforces Advisory Committee
9
Perkins IV

• The Carl D. Perkins Career and Technical
  Education Act of 2006 provides funding for
  approved high school and community college career
  and technical education programs
• The purpose of this reauthorized Act is to
  develop the academic, career and technical
  knowledge, and skills of secondary and
  postsecondary students who elect to enroll in
  career and technical education programs.
• Each state that seeks funding under this Act must
  submit a one-year State Transition Plan (2007-08)
  followed by a five-year State Plan (2008-2013)
• The development of the State Plan must allow for
  input from a broad array of stakeholders
  including teachers, counselors, administrators,
  parents, students, institutions of higher
  education, members of Tech Prep consortiums, the
  State Workforce Investment Board, interested
  community members, representatives from special
  populations, business and industry, and labor.

10
Perkins IV Planning Components
11
Agency Operational Tasks

• Federal Assurances
• Reporting
• Funding Coordination
• Technical Assistance Model
• Teacher Recruitment

12
Accountability Evaluation Taskforce

• Met twice May 24 June 21 initial meeting
  focused on the purposes for a CTE Accountability
  System AETF reviewed
• Current CTE evaluation framework
• Use of current performance measures for
  continuous improvement
• How an accountability system can evaluate the
  return on CTE investment
• The accountability requirements to sustain
  receipt of Perkins funds
• Although no firm recommendations have been
  offered yet, rich discussion has taken place
  regarding
• Defining Perkins IV performance indicators and
  measurement approaches
• Uses of performance data beyond meeting
  compliance requirements
• What policies or practices are needed to foster
  continuous improvement of CTE programs
• Factors needed in the design and implementation
  of measurement criteria for technical skill
  attainment

13
Special Populations Taskforce (SPTF)

• Met once June 14th initial meeting focused on
  background information relating to
• History of Vocational Education in the United
  States
• Creation of the Carl Perkins legislation
  changes to the Law,
• Identification of categories of Special
  Populations
• Development of the Oregon Transition Plan
• Timeline and process for the development of the
  Oregon Five-Year Plan
• Requirements for Special Populations in the
  Five-Year Plan
• SPTF made recommendations regarding
• Changes/additions to the Special Populations
  Transition Plan narrative (for item 1, a/b/c
  required in the Five-Year Plan.)
• Accountability Task Force re serving special
  populations
• Program Design Task Force re serving special
  populations
• Professional Development Task Force re serving
  populations
• Next SPTF meeting July 19, 2007, Chemeketa CC

14
Professional Development Taskforce

• Met twice May 22 June 26th focused on
• Providing operational definitions for high
  quality, intensive, sustained, focused on
  instruction
• Listing examples of best practices that will
  provide CTE professionals (at all levels) models
  to use as guidelines for developing Prof-Dev
  plans
• Exploring what it means to be data-driven and
  accountable, leveraging other federal program
  dollars, and mechanisms for integration
• Tackling, in a positive manner, how teacher
  retention and preparation can be more effective
  and efficient for CTE teachers
• Creating a draft for a 5 year implementation plan
  for professional development
• Recommendations will not be finalized by the
  group until our last meeting in August
  discussing excellent options re
• A flow chart for how professional development
  should be conducted
• Components of professional development deemed
  essential for success
• Incentives for professional development at a
  district and building level
• Identifying common challenges for current and
  pre-service teachers
• Infrastructure that assures a seamless mesh
  between academic and CTE instructors

15
Perkins IV Policy Advisory Committee

• Focus and Scope of Work
• Review policy recommendations from the Perkins IV
  Taskforces for system coherency and alignment
  between secondary and postsecondary
• Coordinate policy recommendations from the
  Perkins IV task forces
• Review recommendations and seek system coherency
  and alignment in the State Plan
• Finalize State Plan policy recommendations for
  review and adoption by the State Board of
  Education target is April 08
• First meeting set for 6 Aug at the Summer
  Institute

16
The Change Formula
17
A Few Guiding Thoughts

• 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 its just not widely
  distributed yet.
• William Gibson
• 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

18
Feedback from the Interviews Focus Group
19
Summary of the Interviews

• 14 Phone Interviews cross-section of HS, CC,
  Workforce Industry
• Key Question Is Perkins IV evolutionary of
  transformative?
• Overview
• We need to start with prior Taskforces
  recommendations not reinvent the wheel, bring
  everyone up to speed and get buy into the
  conclusions
• What are PDTFs task, scope and goals?
• How much actual policy authority do we have?
• Is this a rubber stamp committee for ODE
  mandates?
• We need a clear message from leadership as to how
  the recommendations of PDTF will be reviewed,
  approved implemented to make it meaningful
• Perkins IV incorporates NCLB style metrics
• Can we move beyond the punitive aspects of this
  and use it as a positive lever without denuding
  the technical skills focus of the existing CTE
  programs, and not letting them become just more
  academic classes?
• Corollary CTE can actually help improve students
  academic performance
• How can NCLB standards help work this angle, as
  opposed to losing the applied nature of CTE?
• Can we use this to demonstrate the viability of
  "hands-on-learning" to academia?

20
Summary of the Interviews, contd

• Overview, continued
• It is hard to implement change effort State-wide
  much autonomy is held locally
• Can Perkins IV be a lever to move education and
  CTE toward an integrated vision that aligns
  Secondary, Post-Secondary Workforce-Development
  goals?
• How aware are the people on the ground in HSs and
  CCs teaching and admin aware of the Workforce
  needs and goals?
• Can the Perkins IV process be a chance to
  disseminate model practices throughout the State?
  
• Can it be used to create statewide CTE standards
  in terms of curriculum, programs, tracking,
  counting and providing of services?
• No one in this group questions the importance of
  CTE in the larger scheme of education all are
  committed to it
• But, the Perkins money means very different
  things to each of them
• For some it is a nice to have
• For others their CTE efforts would die without it
  

21
Summary of the Interviews, contd

• Overview, continued
• There is a deep history of what is now called CTE
  being seen as a step child" in the educational
  system
• Can this Perkins IV Taskforce do anything to help
  CTE to raise its own self esteem?
• Can the NCLB style metrics really be used here?
• Issues to be Addressed
• We need a commitment from top leadership in
  education
• There is no doubt as to the commitment of the
  taskforce members to CTE, but it is often not a
  priority by top management
• Political gestures have been made, but often w/o
  committing resources enough to make a difference
• Will this be any different?
• Must deal with fall out from the Transition
  Taskforce
• What is the appropriate role for industry in the
  taskforce process?
• Collecting some recent grad perspectives on the
  relevance utility of the CTE programs they
  experienced is important

22
Summary of the Interviews, contd

• Issues to be Addressed
• What is the appropriate role for workforce goals
  and perspectives in the taskforce process?
• The taskforce has a diverse representation of
  experience and viewpoints united by a common
  belief in the value of CTE programs
• Many of the groups represented have traditionally
  been at odds with each other
• Additionally, many individual taskforce members
  have strong personalities, and have been burned
  by similar projects or are otherwise jaded toward
  this project
• But all of the individuals here involved have the
  potential to rise above that, and the knowledge,
  skills, and positioning to make a difference if
  they so elect
• Much of the institutional knowledge about Oregon
  CTE programs is in the heads of people who are
  retiring soon
• Can the Perkins IV process be used to pass some
  of this along?

23
Automotive Grads Focus Group

• Held at NATA 27 June
• Facilitated by Barbara Crest
• 8 Recent Grads (6 men, 2 women)
• Employees from both Dealerships Independents
• See Backup Slides for questions asked
• They were also asked to rate their HS or CC CTE
  experience in eight specific areas and overall
• Technical Skills
• People Skills
• Problem-Solving Skills
• Working in Teams
• Computer Skills
• Business Skills
• Tools
• Business Etiquette

24
Automotive Grads Focus GroupHow prepared were
you in
Ratings (5Most Prepared 1Least Prepared n8)
25
Focus Group Findings

• Getting a job in the auto industry is easy with
  the proper skills
• There is a huge demand for individuals with these
  skills
• 18 year olds are being hired directly from HS by
  high profile auto dealerships because they had
  learned the right skills there
• Many have gotten their jobs via placement and
  internships while in CC
• Were best prepared in the areas of electrical
  systems and basic stuff like brakes and tune-ups
• HS programs also taught good basic problem
  solving
• They were not well prepared to communicate what
  they were doing, either internally to co-workers,
  office staff, or to the customer
• They would have liked to have learned more about
  communications with service writers
• All agreed that communication with the service
  writers are a key for success, but none of them
  got any experience from this in HS or CC CTE
  programs
• Lack of integration of materials
• Some felt that they were unprepared to really do
  anything after graduating and that their skills
  only really came together on the job
• One participants view dealership training and
  working as an apprentice with other techs made
  him

26
Focus Group Findings, contd

• Some were introduced to critical computer
  software (ALL DATA and MITCHELL) while in HS or
  CC
• Others had to learn it on the job
• All agreed that these skills are critical and
  should be part of CTE programs
• Every participant use computers every day at work
• Some HS programs seem stuck in the days of
  rebuilding carburetors
• Others are learning to use computers to do direct
  diagnosis and explore factory websites
• Most learned team skills in HS or CC CTE
  programs, but this was true for a variety of
  reasons
• Some programs had integral team components
• Other programs incorporated teamwork because of a
  need to share equipment
• Although a few CTE programs included customer
  contact (either simulated or actual), many had
  no experience with customer contact until
  beginning work

27
Focus Group Findings, contd

• ASE certifications are relevant and valuable to
  the careers of automotive industry workers
• Some were able to earn these certifications while
  in HS or CC CTE
• Found this to be valuable both in getting work
  and in their subsequent career
• Gaining certifications often are directly tied to
  more compensation
• No one had received any training on hybrid
  vehicles in their HS or CC CTE programs
• Participation in automotive competitions linked
  to CTE programs was immensely valuable
• It gave them a reason to be excited and provided
  goals for their studies
• Placing well in local and national competitions
  allowed them to
• Win scholarships for more training
• Got them jobs in industry based on their
  performance
• Participants would like to see such competitions
  given the same prestige as HS sporting
  competitions including those who were also HS
  athletes

28
Focus Group Findings, contd

• If they were King/Queen for a day (visa-vis HS
  CTE programs), a number of interesting ideas
  emerged
• Implement longer CTE classes with bigger blocks
  of time to work
• This would require some shuffling, because
  adequate time for CTE classes would not fit into
  the standard period system
• Expose middle-school kids to lawnmower engines to
  get them interested early
• Better educate HS counselors about CTE and career
  paths other than college
• Specifically, set up opportunities for job
  shadowing in the trade with successful graduates
• Successful techs make upwards of 100k a year
• HS students need to open their eyes to the
  possibility of financial success in the trades
• Make HS teachers take regular courses to keep up
  to date with technology changes
• Educate HS students to real world practical
  concerns
• What one needs to be prepared for and dangers to
  avoid
• Dangers from drugs, and alcohol
• Negative career impacts in industry of having a
  bad driving record

29
Who Are Our Customers?
30
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 Orgs 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 Orgs Management
• Local School Board
• State Agency (ODE, CCWD, etc.)
• State Board of Education
• Feds
• Next Org in Line
• Students
• Workforce
• Oregon Employers
• Society

31
Discussion of the Opportunity for CTE
32
Important Trends

• Education Week 12 June 07
• Employers interviewed said they were able to
  redesign jobs around academic-skills
  deficiencies, but not soft-skills deficiencies
• One of the biggest crises facing CTE is a
  teacher shortage. Its a huge issue
• For some kids, it is awfully important that they
  see a job at the end of a sequence of classes
• We need to dramatically increase postsecondary
  attainment, especially among underserved groups.
  Without them, we simply cannot produce enough
  workers for the jobs of the future, and we risk
  further expanding the American family-income
  divide
• Aiming to prepare 100 of students for the 40
  of societys jobs that require 4-year college
  skills makes good politics, but bad economics,
  and it will create a lot of disappointment

33
Important Trends, contd

• Diplomas Count 2007 A Conversation with the
  Experts 20 June 07
• Why isn't vocational education being better
  understood?
• Children not interested in heading off to college
  can learn real skills in a well-run vocational
  setting
• The world will always need carpenters and
  plumbers...these jobs are plentiful, honorable
  and pay well
• It seems to me we could be providing real
  opportunities for so many of our youth if
  vocational education were given more respect and
  more dollars
• Bureau of Labor Statistics
• There will be a shortfall of 10 million workers
  by 2010
• A demographic crunch is coming and will be
  exacerbated by a talent crunch that threatens to
  stall the very engines of economic growth

34
Important Trends, contd

• Graduation Profile (Education Week)

All Students American Indian Asian Hispanic Black
Oregon 71.1
U.S. 69.9
All Students American Indian Asian Hispanic Black
Oregon 71.1 37.6 75.7 56.0 32.7
U.S. 69.9 49.3 80.2 57.8 53.4
Houston, we have a problem!
35
Important Trends, contd

• Graduation Profile (Education Week)
• Discussion
• Graduation s only tell a small part of the
  story
• Relevance utility of education received is key
  whether academic or CTE or both
• The PDTF needs to looks more carefully at
  different aspects of this issue

36
Talent Supply/Demand Disconnect
37
The Opportunity for CTE?Task force responses

• Contextualized Learning Outcomes
• Real World Experiences
• Integration/Systems
• Curricular learning opportunities
• Systems learning making connections re
  problem-solving
• Strike while the iron is hot! This is very timely
• Cooperate co-opt with other educational areas
  3Rs
• Employers are coming to the table with resources
• Opportunity to engage earlier grades its
  coming back

• National piece baby boom
• International piece economic stakes are high
• Save the world!
• To change perceptions about CTE (via marketing,
  etc.)
• To start removing boundaries between
  career-oriented vs. learning
• For seamlessness between PK and 16, especially in
  HS
• Capture the middle students that may not be
  destined to college
• Redesign programs so that they are transitional
  to 4-yr degrees

38
The Opportunity for CTE?Task force responses

• Marketing CTE opportunities re high-tech industry
• Make sure students understand that the skills
  they acquire in CTE are utilized
• The opportunity is for students utilizing CTE not
  the other way around
• Use a variety of data to drive our thinking
• To reshape CTE restructuring, using words/ideas
  that are not as divisive and closer to the way
  the world works
• Ref Workforce side Work Readiness Certificate
• Career-related learning standards

• Define CTE its a very broad topic
• Professional-side
• Lifelong learning, skill-upgrading
• The labels we use are important  we need to be
  clear consistent
• Perkins may have brought us together but this
  discussion is needed now anyway!
• Ties into the new diploma requirements being
  implemented now super-timely
• How do we take better advantage of these (2012)?
• We have an opportunity to define the whole K-16
  CTE spectrum
• For CTE to addressed the work college readiness
  transferring from HS

39
The Opportunity for CTE?Task force responses

• With the CTE Teacher shortage, we can look at all
  of this in a fresh way
• Can look at extending CTE into teacher education
  programs
• Ref Reinventing the American HS for the 21st
  Century
• Some wonderful ideas re changing how we deliver
  education qualify teachers
• Need to build on prior work re many of the above
  points build some common understanding

• Marketing what?
• Piggyback on other opportunities
• Initial Themes
• Potential integration of CTE with Academics
• Collaboration/cooperation among the different
  levels of CTE

40
What Success Failure Look Like
41
What Failure Looks Like

• Purpose
• Stir negative-discomfort by looking at the costs
  of not taking full advantage of this opportunity
  to transform CTE
• Process
• Imagine the effects of not succeeding in
  addressing the current emerging workforce needs
• How would this impact your organization?
• How would this impact tomorrows students?
• How would this affect you personally?
• Write a couple of Headlines about the failure of
  CTE
• Share results with the group

42
What Failure Looks LikeTask force responses

• Organization Impact
• Congress will drop funding
• ODE loses staff
• Focus more on NCLB
• Schools become irrelevant or status-quo continues
• Perkins awarded to ITT to train citizens from
  India and Canada to work for American companies
  CTE is outsourced!
• Will see more remediation needs at HS, CC 4-yr

• Student Impact
• Higher dropout rate
• Lost opportunities (all kinds)
• Misperception of whats broken
• CTE will become available in the private sector
  at a higher cost longer time
• Some students will be left out altogether
• Lost of relevancy re experiencing the world of
  work
• Loss of roots
• Lost income
• Less flexibility less opportunity to experiment
  less transferability
• Greater barriers for risk populations especially
  students of color

43
What Failure Looks LikeTask force responses

• Personal Impact
• Lose my secure society
• High cost of repair, technical services
• It would really jeopardize my ability to engage
  with local businesses nothing to offer
• I would mourn this
• Lower standard of living
• I wouldnt feel as safe
• Army recruitment would rise for the wrong reasons
• Our own kids grandkids wont have the same
  opportunities that we had
• Growing gap between haves have-nots
• Oregon has-been, used to be a nice place to live

• Headlines
• CTE is outsourced!
• Intel closes due to lack of technicians
• Gates is right the Education System is broken!
• Average cost of BS degree now reaching 100k
• The Monthly Auto-Repair Barge is leaving for
  India
• Waiting list for Nursing Home is 10-years
• Academia Learns Technical Skills

44
Our 2012 Vision of CTE
45
Our 2012 Vision of CTE

• In small groups  pick a scribe presenter
• Put yourself into the future
• Without any of the limitations or issues of today
• Imagine that by 2012 Oregon becomes widely known
  as a World Class Model for Career Technical
  Education
• A team of observers arrives
• What would they see?
• How would recent grads describe their experience?
• Employers?
• Educators?
• Parents?
• Share results with the group

46
Our 2012 Vision of CTE Task force responses

• Recent Grads
• Very relevant to their jobs
• They love what they do
• Prepared for advancement
• Know how to seek next steps
• Their job connects back to the school systems
• They equate their success with how well they were
  prepared
• Cant wait to work as a part-time teacher
• I got a great job I make a living wage I owe
  it all to my school
• Everything I took applied to my 4-yr degree
• I bought a new truck/hybrid

47
Our 2012 Vision of CTETask force responses

• Employers
• Ive got employees that create great profit
• Job-ready day one
• Where did you get them from
• They want to contribute to their community
• My best employees come from local schools
• I meet with local educators a couple of times a
  year they really listen have the capacity to
  met our needs
• We are ready to invest in additional training

• I enjoy teaching at my HS/CC
• I have excellent candidates to interview
• 20 of my workforce are interns
• Can serve my community/customers better with my
  diverse workforce
• The grads know how to work as a team
• The grads are innovative create better ways to
  do business
• We are growing at 20/year
• I am voting for the bond measure to expand CTE

48
Our 2012 Vision of CTE Task force responses

• Educators
• I have a raise
• Dont care about PERS because I enjoy teaching so
  much
• I have more personal relationships with students
• 85 of my completing seniors have jobs!
• I go home everyday feeling rewarded for the work
  I do because my work is so successful
• Im not burned out

• I am a happy teacher
• Every year students ask me what would it take
  for me to do what you do
• I need more space/periods to serve all those
  wanting to be in the program
• I love teaching skills (vs. helping them
  catch-up)
• I work closely with the Math English teachers
• I team-teach with business owners

49
Our 2012 Vision of CTE Task force responses

• Parents
• Thank you!
• My child is out of the house, working earning
  solid wages
• Im jealous that I didnt have this opportunity
• My tax have been well spent
• What is nano-technology?
• I am happy that my child has a career, not just a
  job
• FINALLY my kid is excited about school
• He/she makes more than I do!
• Now Im back in school

50
Our 2012 Vision of CTE Task force responses

• What is that Model?
• No delineation between CTE and other learning
  Academic instruction services CTE
• Lots of on-line opportunities
• Hybrid ed
• Simulations
• Distance-learning
• No boundaries between different level of ed
• Comprehensive advising system
• Awareness gt Exploration gt Planning gt
  Preparation
• Competency/outcome/proficiency based CTE -- vs
  contact hours, units

• Easy transferable among the schools
• All faculty periodically engaged in
  back-to-industry efforts
• Program completers receive next-step placement or
  are guaranteed a refresher course
• Stds for teacher licenses are adapted to fit this
  paradigm with more opportunities for business
  environment
• Different funding model from contact hours to
  innovation, demand-programs, economic needs

51
Our 2012 Vision of CTE Task force responses

• What is that Model, contd
• Greater level of collaboration across the whole
  CTE spectrum
• Respect for all sectors by all sectors
• Students have lots of ways to apply their
  learning contests, clubs, internships
• Students K-20 all have plans that extend into the
  world of work
• Model is financially responsible sustainable

• Able to change with workforce needs flexible,
  adaptable
• Teacher Ed is across the board delivered by CC,
  4-yr, employers
• Profusion of mentorships for teachers students
• Integrated Programs developed around career
  clusters local business needs
• These opportunities are equally distributed
  around the State on-site or via distance

52
Foundation Blocks of Our Vision Leverage
Opportunities
53
Leverage Opportunities for CTE Task force
responses

• Flexibility between big, little, urban, rural
  schools
• Quality Assurance process (criteria) especially
  for HS level
• Existing networks
• Regional Coordinator Network
• Counsel of Instructional Administrator
• ODE/Local Ed Agency
• 22 other transition programs  consistently
  applied
• Local innovative model programs going on, e.g.
• OSU/LBCC Culinary Arts

• Excellent relationships between CC and feeder HSs
• Strong business community connections
• Increased staffing ability at CCWD for
  accountability, etc.
• Active involvement with the implementation
  reauthorization of NCLB
• Student Leadership Organizations in Oregon (esp.
  HS)
• Oregon Business Council budget framework

54
Leverage Opportunities for CTE Task force
responses

• Systemic Innovative Programs
• Small learning communities
• Career Pathways Program
• Distance Education infrastructure
• Plan Profile for K-12 can be built upon
• New diploma requirements 2007 2014
• Credit for proficiencies (vs. time)
• Strong advisory committees
• Technological competence career opportunities
   value added within CTE

• Partnerships with Workforce Policy Board
• Connections with other policy entities this is
  on peoples radar (State, National, etc.)
• TSPC relationship fertile ground of receptivity
• New legislatively funded CTE study
• Other funding sources HR CREB, Incentive
  Grants, DOL
• Lots of existing data (needs analysis on CTE
  outcomes labor needs)
• Federal Mandate to change

55
Achieving Our Vision Challenges/Obstacles
56
Challenges/Obstacles for CTE Task force
responses

• Changing the culture at schools
• Big systems to change
• Federal
• State
• NCLB highly qualified teacher status
• State requirements for teacher approval
• Limited resources to rebuild our programs

• Student or youth culture issues
• Resistance from within CTE community e.g. with
  accountability
• Challenge re what is a mandate vs. local control
• In the end everyones just fighting for the
  money
• People tied to existing formulas
• Contract work rule issues

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Challenges/Obstacles for CTE Task force
responses

• Some internal structures that get in the way of
  our being nimble
• Pace global economic changes
• Lack of State Model really exists
• Teacher workforce issues
• Demographics
• Aging
• Articulation/transfer issues within the State

• Huge learning issues with policy makers
  politics
• Misinformation, misperceptions
• Lack of a communications structure and a
  teaching-structure
• Pipeline for succession planning for teachers and
  instructional leaders
• The changing demographics of rural areas
  smaller schools

58
What Can CTE Control vs. Influence vs. Have No
ImpactFor Next Offsite 26-27 July
59
Which Challenges Can/Must BeAddressed First?
For Next Offsite 26-27 July
Setting Priorities Our Focus Going Forward
60
Next Steps
61
Next Steps

• Data mine for relevant input to the PDTF
• Add Industry/Program specific Focus Groups as a
  strategic periodic tool to
• Solicit feedback from recent grads (2-to-3 yrs
  out)
• Solicit feedback from employers
• Help keep curriculum developers as well as
  Instructors current and relevant
• Help foster stronger ties with industry

• All PDTF Members please
• Review these notes and suggest clarifications/chan
  ges
• Look for emerging themes regarding
• Vision
• Leverage Foundation Blocks
• Challenges Obstacles
• Try to find that pithy, compelling statement that
  captures the hearts and minds of CTEs vision
• Example We help people become whole again
• One suggestion already Preparing Our Future
  Workforce through Effective Learning Systems

62
Perkins IVProgram Design Taskforce

• Kickoff Offsite
• 12 July 2007
• BACKUP SLIDES

63
Appendix A Focus Group Questions

• What has been your work experience since
  graduating from school?
• Talk to me about how you moved in to your new job
  in the automotive industry?
• What were you most prepared to do once you
  starting working?
• And, what were you the least prepared to do?
• For example, talk to me about your ability to
  work with auto electronics and diagnostic
  equipment.
• How about computer skills, e.g., your ability to
  go to manufacturer websites to get repair
  information?
• Lets talk about how you did or didnt learn to
  work together as a team to solve problems?
• And what about general communications, like
  working with customers?
• If you had to do it all over again, what would
  you like to see taught in automotive classes in
  high school and/or community college that it is
  not doing now?
• Are there things that you will like taught that
  would enhance you skills in todays automotive
  repair business?

64
Appendix A Focus Group Questions, contd

• Do you get any training on repairing hybrid
  vehicles?
• How about training in dealerships? What types of
  training did they offer to you?
• Okay heres a for instanceI would have done
  better in the training that Toyota offered me.if
  I had better preparation in schoolor, I was
  really suffering because_______________________.
• Do you feel you learned independent skills to
  help you with problem solving, like figuring out
  options available and which is the correct one to
  choose?
• Did school help you to say, How do I communicate
  options for car repair to the customer in a way
  they can understand?
• What is your assessment of the quality of your
  education and how they prepared you to work in
  the automotive industry?
• If you were King/queen for a day what would you
  change in the current education system to make
  automotive repair training the best it could
  possibly be?

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The World is Flat 10 Flatteners

1. 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