OPAS Prepare Agenda

1. OPAS Prepare Agenda • OPAS grants: recipients and projects • Review of OPAS Prepare strategy: PLTW and SuperQuest focus • Oregon CTE update • Project Lead the Way update and questions • Overview of PLTW HS and MS programs • HSTW report and assessment: positive key findings, except gender mix • PLTW assessment and conclusions: page 67 and following • October PLTW workshop • Discussion topic: relationship of pre-engineering and early college credit • Steering Committee questions • PLTW effectiveness in choosing engineering careers • PLTW effectiveness with under-represented groups • PLTW State Leader role and OPAS prepare role • What fits now? • What might fit a “STEM Center” • SuperQuest outlook and needs: OPAS role • How to expand impact • Meeting funding needs

2. Secondary CTE Student Enrollment Patterns Number of Students Enrolled in Approved CTE Programs - Statewide Sum of Taken 45,000 40,000 35,000 Career Area 30,000 Business and Management 25,000 Health Services Human Resources Industrial & Engineering Systems 20,000 Ag, Food & Natural Resource Systems Arts, Information & Communications 15,000 10,000 5,000 0 2000 2001 2002 2003 2004 2005 2006 Year The student enrollment pattern for CTE program within career areas is either flat or showing a modest increase. Business and Management enrollment rebounded in 2003-2004 after a two-year decline and remains the most popular career area with high school students. All other program areas are showing a modest increase with Industrial & Engineering Systems showing an enrollment rebound in 2005-2006. One aspect for the Industrial & Engineering Systems increase is the program area movement toward more design and engineering based programs. by Career Area From 2006-07 Oregon CTE at a Glance

3. Update from PLTW Workshop on October 12 Workshop:  Tim Brower (Mechanical engineering, OIT, Klamath Falls)) continued his successful work in expanding PLTW in Oregon with a workshop at Clackamas Community College for approximately 35 middle and high school teachers and 15 counselors and administrators.  The workshop included an overview of current PLTW curricula and  teacher supports, presentations by teachers and students (very effective, I thought), and and overview of new PLTW courses currently in development by Judith D'Amico, the PLTW Director of State and Corporate Relations (offices in Sacramento).  The PLTW offerings in Oregon continue to expand, and digital electronics will be offered for the first time by an Oregon school this year.  PLTW is also developing a four course Biomedical Program that will include: Principles of Biomedical Sciences, Human Body Systems, Medical Interventions, and Scientific Research.  Judith explained the process for developing new PLTW courses.  It is driven by funding from a critical mass of interested state programs who then have priority for participating in the curriculum development team and for  serving as beta sites and initial sites.  Only a limited number of schools can offer a new PLTW course in its first few years since capacity is typically limited initially by the rate at which Master Teachers can be developed to teach other teachers.   Judith was very complimentary of the way Tim is rolling out the Oregon PLTW program by keeping a balance between the development of Master Teachers and the addition of new schools.  There was some discussion of the conditions under which PLTW high school courses can earn college credit.  Currently, only OIT offers college credit for PLTW high school courses in Oregon, and Tim explained that this may reflect the difference in the number of credits and curriculum structure at OIT vs. other OUS institutions. (I'm copying this note to Tim in case he sees any errors of omissions he would like to edit.)

4. Project Lead the Way Components Components marked with * will be included in OIT 2008 Summer Training Institute High School (now) High School (~2 years) • Foundation • Introduction to Engineering* • Principles of Engineering* • Digital Electronics* • Specialization • Aerospace Engineering • Biotechnical Engineering • Civil Engineering and Architecture • Computer Integrated Manufacturing* • Capstone • Engineering Design and Development* • Biomedical Sciences Program • Principles of Biomedical Sciences • Human Body Systems • Medical Intervention • Scientific Research Middle School (now) • Middle School “Gateway to Technology”* • Design and Modeling* • The Magic of Electrons* • The Science of Technology* • Automation and Robotics* • Flight and Space • “STEPS” summer academies (articulated introduction)

5. state leader partnership expectations The expectations of a State Leader are as follows: ·Attend State Leader meetings and provide advice to improve PLTW ·Promote PLTW and its strategic goals through presentations and distribution of informational materials  ·Align State courses and/or standards, as needed, with the PLTW curriculum  ·Enlist new schools into the PLTW Network and guide them through the implementation process , including registration, counselor conferences, fund sources, data collection, and school agreement approval ·Advise schools already in the PLTW Network concerning counselor conferences, Summer Training Institutes, Ongoing Professional Development,equipment/software/curriculum, student recognition and certification of schools ·Facilitate discussions on potential funding mechanisms for PLTW implementation in the state ·Work with higher education institutions: oIn states with University Affiliates - establish and maintain a working relationship with the University Affiliate Director to further PLTW growth in the state oIn Work with schools to communicate to colleges and universities the quality of PLTW students ·Build relationships with other state or national programs that will support PLTW's mission See PLTW1/2 for Tim’s Comments OIT OPAS/ STEM Tim B. Prepare Center

6. Jo’s Communication with Rob Tinnell regarding matching PLTW teachers with industry assistance

7. Happy Halloween OPAS Prepare October 30, 2007