Perkins IV Program Design Taskforce

1. Perkins IVProgram Design Taskforce Days Four & Five 15-16 Aug 2007 With Group Discussion Notes (Breakout Notes will be kept separately) For Perkins IV-PDTF Use Only — Prepared by HHCG

2. Day 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 PDTF 15-16 August Agenda For Perkins IV-PDTF Use Only — Prepared by HHCG

3. Welcome & Logistics For Perkins IV-PDTF Use Only — Prepared by HHCG

4. 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) For Perkins IV-PDTF Use Only — Prepared by HHCG

5. Perspective For Perkins IV-PDTF Use Only — Prepared by HHCG

6. Education Today Education Tomorrow Technical Knowledge Technical Knowledge Academics Academics Soft Skills Soft Skills Integrated Student Learning Integrated Student Learning CTE: Providing the Context for Integrated Student Learning For Perkins IV-PDTF Use Only — Prepared by HHCG

7. Our 2012 Vision of CTE Obstacles: Foundation Blocks Foundation Blocks Foundation Blocks Perkins IV Five-Year Plan for CTE Transformation Tying the Pieces Together CTE Current State For Perkins IV-PDTF Use Only — Prepared by HHCG

8. Perkins IV CTE Funding • Perkins Support • Federal Funds • Approved Programs of Study • Strategic Investment • Accountability • State School Support • State General Funds • All students • Graduation Requirements • Career-Related Learning Standards (Employability Skills) • Partnerships • Local & Regional Support • Advisory Committees • Equipment & material donations • Technical assistance • Secondary-Postsecondary alignment & articulation For Perkins IV-PDTF Use Only — Prepared by HHCG

9. Continuous Improvement • Data Informs Every Layer: • Global Trends • Industry • Workforce • Demand Pull • Program & Student Performance State Level Special Populations Access We Are Here Tech Assist Professional Development Policy/Guidance Quality Assurance Perkins from the Inside Out Region/Local/ Institutional Level Accountability • Program • of Study • Core • Elements Tech Assist Implementation Plans For Perkins IV-PDTF Use Only — Prepared by HHCG

10. New Info For Perkins IV-PDTF Use Only — Prepared by HHCG

11. New Info • Washington State CTE • Living, Learning, and Earning in America • Net Survey • PPAC Interview Highlights • Summer Institute Highlights For Perkins IV-PDTF Use Only — Prepared by HHCG

12. New 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” For Perkins IV-PDTF Use Only — Prepared by HHCG

13. New 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.” For Perkins IV-PDTF Use Only — Prepared by HHCG

14. Blog Survey A 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.” For Perkins IV-PDTF Use Only — Prepared by HHCG

15. Blog Survey, cont’d A 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.) For Perkins IV-PDTF Use Only — Prepared by HHCG

16. PPAC Interviews — Highlights Six 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? For Perkins IV-PDTF Use Only — Prepared by HHCG

17. PPAC 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 For Perkins IV-PDTF Use Only — Prepared by HHCG

18. PPAC 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 For Perkins IV-PDTF Use Only — Prepared by HHCG

19. W. 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.” For Perkins IV-PDTF Use Only — Prepared by HHCG

20. W. 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.” For Perkins IV-PDTF Use Only — Prepared by HHCG

21. W. Daggett, PhD — ICLE, cont’d “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!” For Perkins IV-PDTF Use Only — Prepared by HHCG

22. W. Daggett, PhD — ICLE, cont’d "If you believe that the System, Administrators, Local Boards, other Teachers, etc. are the problem AND NOT YOU, this death spiral will continue!" For Perkins IV-PDTF Use Only — Prepared by HHCG

23. Brief Recap of Days One-Three(12, 27-28 July)Objectives of Days Four & Five For Perkins IV-PDTF Use Only — Prepared by HHCG

24. * Cost or Resistance * * Vision Process Discomfort X X > The "What" The "How To" The "Why" The "Why Not" * All three must be in place to overcome the Resistance to Change The Change Formula For Perkins IV-PDTF Use Only — Prepared by HHCG

25. Recap 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 For Perkins IV-PDTF Use Only — Prepared by HHCG

26. Objectives 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 Plan • Informing the CTE Transformation Plan For Perkins IV-PDTF Use Only — Prepared by HHCG

27. Summary ChartProgram of StudyKey Elements For Perkins IV-PDTF Use Only — Prepared by HHCG

28. Summary Chart (from Days One-Three) For Perkins IV-PDTF Use Only — Prepared by HHCG

29. Key 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 For Perkins IV-PDTF Use Only — Prepared by HHCG

30. Other 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 For Perkins IV-PDTF Use Only — Prepared by HHCG

31. Program of Study — Core Elements For Perkins IV-PDTF Use Only — Prepared by HHCG

32. Program of Study Discussion • Look over the Core Elements — what, if anything, needs to be: • Added? • Dropped? • Changed? For Perkins IV-PDTF Use Only — Prepared by HHCG

33. Your 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 A B C Depends on all the above For Perkins IV-PDTF Use Only — Prepared by HHCG

34. Breakout 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 For Perkins IV-PDTF Use Only — Prepared by HHCG

35. 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 Review End Day 4 For Perkins IV-PDTF Use Only — Prepared by HHCG

36. Perkins IVProgram Design Taskforce Day Five 15-16 Aug 2007 For Perkins IV-PDTF Use Only — Prepared by HHCG

37. Day 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 For Perkins IV-PDTF Use Only — Prepared by HHCG

38. Continuous Improvement • Data Informs Every Layer: • Global Trends • Industry • Workforce • Demand Pull • Program & Student Performance State Level Special Populations Access We Are Here Tech Assist Professional Development Policy/Guidance Quality Assurance Perkins from the Inside Out Region/Local/ Institutional Level Accountability • Program • of Study • Core • Elements Tech Assist Implementation Plans For Perkins IV-PDTF Use Only — Prepared by HHCG

39. Sample Program of Study Integrated Implementation • Specific Fields pulled” by High Skill, High Wage, High Demand • Supports Perkins IV concepts & requirements • Supports State Education requirements & initiatives Student Leadership Opportunities Program Advisory Committees Alignment or Articulation between Secondary & Post-Secondary Discrete Supporting Academic Classes Rigorous, current 9-14 technical skill content based on Oregon Skill Sets & Industry-validated Standards 3rd party Authentic Assessments Integrated Applied Academics Career Guidance & Education Plans Workplace Learning or Simulation (CRLE) Post-Secondary Certificate, Degree or Industry Credential Oregon Diploma Requirements Federal & State Requirements Local Execution For Perkins IV-PDTF Use Only — Prepared by HHCG

40. Breakout 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 For Perkins IV-PDTF Use Only — Prepared by HHCG

41. Program 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. For Perkins IV-PDTF Use Only — Prepared by HHCG

42. Program 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. For Perkins IV-PDTF Use Only — Prepared by HHCG

43. 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 seamlessmanner, 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. For Perkins IV-PDTF Use Only — Prepared by HHCG

44. Policy Implications BrainstormTaskforce Responses: Broad systems recommendations to achieve the vision to support the development and sustainability of CTE programs in Oregon For Perkins IV-PDTF Use Only — Prepared by HHCG

45. Alignment • Align the exit and entry requirements and assessment tools from high school to community college For Perkins IV-PDTF Use Only — Prepared by HHCG

46. Articulation • 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,” whether technical or academic • Promote the development of articulation agreements and focus on alignment of curriculum as opposed to course-to-course agreements For Perkins IV-PDTF Use Only — Prepared by HHCG

47. 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 For Perkins IV-PDTF Use Only — Prepared by HHCG

48. Assessment • 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 For Perkins IV-PDTF Use Only — Prepared by HHCG

49. Oregon Skill Sets • Develop and use Oregon Skill Sets, ensuring • the flexibility to incorporate additional industry standards • Advisory Committees • Establish a statewide CTE advisory committee which includes business and industry partners • Career Guidance • Establish a statewide career guidance electronic portfolio for all student in Oregon- k12-CC and University For Perkins IV-PDTF Use Only — Prepared by HHCG

50. Instructor 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 For Perkins IV-PDTF Use Only — Prepared by HHCG