Perkins IV
Program Design Taskforce
Kickoff Offsite
12 July 2007
With Discussion Notes &
Next Steps (Slide 61)
Revised 17 July 2007
For Perkins IV-PDTF Use Only — Prepared by HHCG
1
Program Design Taskforce Agenda

Offsite Agenda:








Welcome, Introductions, &
Logistics
Meeting Objectives, GroundrulesAssumptions & 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
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





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
For Perkins IV-PDTF Use Only — Prepared by HHCG
2
Welcome,
Introductions,
Logistics &
Message from Salam Noor
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3
Objectives,
GroundrulesAssumptions
& Expectations
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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
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5
Groundrules




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
Revised 17 July 2007
Assumptions

Off-the-Table for the PDTF:


Your Role:




Perkins IV Funding
Distribution Formula
Active participation
Open minds; honest
discussion
Yellow vs. Green Hat
My Role:


Help drive us toward our
goals
Bring in outside perspective
For Perkins IV-PDTF Use Only — Prepared by HHCG
6
Expectations

Build on the recommendations of recent efforts — not
reinvent the wheel




We are not looking for a one-size-fits-all solution or a cookiecutter approach to CTE



Transition Taskforce
SB 364
PTE Symposium of 2004
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
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7
Stage Setting
* Perkins IV
* Taskforces & Advisory Committee
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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 fiveyear 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.
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Perkins IV Planning Components
Oregon State
Board of Education
Dept of Community
Colleges and
Workforce Development
Oregon Department
of Education
Office of Educational
Improvement &
Innovation
Perkins IV Policy
Advisory Committee
Agency
Operational
Tasks
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Accountability
& Evaluation
Taskforce
Program
Design
Taskforce
Professional
Development
Taskforce
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Special
Populations &
Non-Traditional
Students
Taskforce
10
Agency Operational Tasks
 Federal Assurances
 Reporting
 Funding
Coordination
 Technical Assistance Model
 Teacher Recruitment
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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
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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
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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
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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
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The Change Formula
*
*
*
* All three must be in place to
overcome the Resistance to Change
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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; it’s 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
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Feedback from the Interviews
& Focus Group
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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 PDTF’s 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?
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Summary of the Interviews, cont’d
Overview, continued:
 It is hard to implement change effort State-wide — much autonomy is
held locally



Can the Perkins IV process be a chance to disseminate model practices
throughout the State?


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 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
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Summary of the Interviews, cont’d
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
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Summary of the Interviews, cont’d
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?
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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
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Automotive Grads Focus Group
“How prepared were you in …”
1=Least Prepared; n=8)
Ratings: (5=Most Prepared;
5
4.5
4
High
3.5
Mean
3
Low
2.5
2
1.5
1
Te
ch
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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 participant’s view: dealership training and working as an apprentice with
other techs “made him”
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Focus Group Findings, cont’d

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
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Focus Group Findings, cont’d

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
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Focus Group Findings, cont’d

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
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Who Are Our Customers?
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Who Are Our Customers?

Who we each consider to be our customers helps determine
the degree of alignment across the CTE spectrum:
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
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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
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Discussion of the
Opportunity for CTE
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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. It’s 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 society’s jobs that
require [4-year] college skills makes good politics, but bad economics,
and it will create a lot of disappointment”
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Important Trends, cont’d

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”
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Important Trends, cont’d

Graduation Profile (Education Week)
All
American
Students
Indian
Oregon
71.1%
U.S.
69.9%
All
American
Students
Indian
Asian
Hispanic
Black
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!
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Important Trends, cont’d

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
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Talent Supply/Demand Disconnect
$/hour & skills
Developed Economies Labor Market
Competing Globally
High Skill, High Wage,
High Demand
Over-supply of low-skills
resources creates
unemployment
Oregon Labor Market
Pronounced oversupply of low-skilled
labor
Supply of workers
Men
Women
Number of people of
available/required by skill level
Demand for workers
Opportunity to create a
more highly skilled Workforce
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Source: Manpower; IV & VE
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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 — 3R’s
Employers are coming to the
table with resources
Opportunity to engage earlier
grades — it’s coming back
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



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
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The Opportunity for CTE?
Task force responses:






Marketing CTE opportunities re hightech 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
Revised 17 July 2007

Define CTE — it’s 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
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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
Marketing what?
Piggyback on other
opportunities
Initial Themes:


Potential integration of CTE
with Academics
Collaboration/cooperation
among the different levels of
CTE
Need to build on prior work
re: many of the above
points — build some
common understanding
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What Success & Failure
Look Like
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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 tomorrow’s students?
 How would this affect you personally?
 Write a couple of Headlines about the failure of CTE

Share results with the group
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What Failure Looks Like
Task force responses:
Student Impact
Organization Impact
 Higher dropout rate
 Congress will drop funding
 Lost opportunities (all kinds)
 ODE loses staff
 Misperception of what’s broken
 Focus more on NCLB
 CTE will become available in the
private sector at a higher cost &
 Schools become irrelevant or
longer time
status-quo continues
 Some students will be left out
 Perkins awarded to ITT to train
altogether
citizens from India and Canada to  Lost of relevancy — re experiencing
work for American companies —
the world of work
CTE is outsourced!
 Loss of roots
 Will see more remediation needs  Lost income
 Less flexibility; less opportunity to
at HS, CC & 4-yr
experiment; less transferability
 Greater barriers for risk populations
especially students of color
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What Failure Looks Like
Task 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 wouldn’t feel as safe
Army recruitment would rise for the
wrong reasons
Our own kids & grandkids won’t have
the same opportunities that we had
Growing gap between haves & havenots
Oregon = has-been, used to be a
nice place to live
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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
For Perkins IV-PDTF Use Only — Prepared by HHCG
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Our 2012 Vision of CTE
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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
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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
Can’t 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
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Our 2012 Vision of CTE
Task force responses:
Employers







I’ve 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








Revised 17 July 2007
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
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Our 2012 Vision of CTE
Educators






Task force responses:
I have a raise
Don’t 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
I’m not burned out
Revised 17 July 2007






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
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Our 2012 Vision of CTE
Task force responses:
Parents









Thank you!
My child is out of the house, working & earning solid wages
I’m jealous that I didn’t 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 I’m back in school
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Our 2012 Vision of CTE
Task force responses:
What is that Model?


No delineation between CTE and
other learning — Academic
instruction services CTE

Easy transferable among the schools

All faculty periodically engaged in
back-to-industry efforts
Lots of on-line opportunities:

Program completers receive nextstep 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, demandprograms, economic needs

Hybrid ed

Simulations

Distance-learning

No boundaries between different
level of ed

Comprehensive advising system:


Awareness => Exploration =>
Planning => Preparation
Competency/outcome/proficiency
based CTE -- vs contact hours, units
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Our 2012 Vision of CTE
Task force responses:
What is that Model, cont’d:
 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
Revised 17 July 2007





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
For Perkins IV-PDTF Use Only — Prepared by HHCG
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Foundation Blocks of Our Vision
— Leverage Opportunities —
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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


2+2 & other transition programs
— consistently applied
Local innovative model programs
going on, e.g.:

OSU/LBCC Culinary Arts
Revised 17 July 2007



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
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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






Revised 17 July 2007
Partnerships with Workforce
Policy Board
Connections with other policy
entities — this is on people’s
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
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Achieving Our Vision
— Challenges/Obstacles —
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Challenges/Obstacles for CTE
Task force responses:






Student or youth culture
issues
 Resistance from within CTE
community — e.g.: with
 Federal
accountability
 State
 Challenge re what is a
NCLB highly qualified
mandate vs. local control
teacher status
 In the end — everyone’s
State requirements for
just fighting for the money
teacher approval
 People tied to existing
formulas
Limited resources to rebuild
our programs
 Contract & work rule issues
Changing the culture at
schools
Big systems to change
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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
Revised 17 July 2007


Huge learning issues with
policy makers — politics
Misinformation,
misperceptions
Lack of a communications
structure and a teachingstructure
Pipeline for succession
planning for teachers and
instructional leaders
The changing
demographics of rural areas
— smaller schools
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What Can CTE Control vs.
Influence vs.
Have No Impact
For Next Offsite 26-27 July
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Which Challenges Can/Must Be
Addressed First?
For Next Offsite 26-27 July
* Setting Priorities
* Our Focus Going Forward
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Next Steps
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Next Steps


Data mine for relevant input to
the PDTF
Add Industry/Program specific
Focus Groups as a strategic &
periodic tool to:

All PDTF Members — please:

Review these notes and suggest
clarifications/changes
 Look for emerging themes
regarding:

Vision
 Leverage Foundation Blocks
 Challenges & Obstacles

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
Revised 17 July 2007

Try to find that pithy, compelling
statement that captures the
hearts and minds of CTE’s vision

Example: We help people
become whole again
 One suggestion already:
Preparing Our Future Workforce
through Effective Learning
Systems
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Perkins IV
Program Design Taskforce
Kickoff Offsite
12 July 2007
BACKUP SLIDES
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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?
Let’s talk about how you did or didn’t 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 today’s
automotive repair business?
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Appendix A — Focus Group Questions, cont’d







Do you get any training on repairing hybrid vehicles?
How about training in dealerships? What types of training did they offer to
you?
Okay here’s a for instance…”I would have done better in the training that
Toyota offered me….if I had better preparation in school…or, 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
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