CTE Revitalization

1. CTE Revitalization Lessons Learned Tom Thompson Oregon Department of Education

2. Agenda • Context • Strategies • The Crystal Ball • Next Steps

3. Context

4. What value does CTE have for your district or school? • What do our partners value? • Partnerships with business, industry and labor. • Robust economy with family wage jobs. • Diverse educational opportunities.

5. A Brief History • 2011-2013 • First round of grants funded - $2.0 million • 8 recipients • First dedicated state CTE funding • 2013-2015 • Second round of grants - $11.2 million • 32 recipients

6. How Decisions Are Made • Grant Advisory Committee • Business and education • Appointed by BOLI and ODE • Set grant goals • Help with grant review • Recommend awards to Deputy Superintendent • Scores • Other priorities (geographic distribution, school size) • Grant reviewers • At least one business representative for each grant • Score grants using scoring guide • Provide feedback to grant writers

7. Impact on Grant Writing • All reviewers understand the value of and support CTE. • All reviewers understand that CTE has been historically underfunded. • Over one-third of reviewers are not educators. • Two-thirds of the reviewers are not from business and industry. • Clear and clean messages are easier to understand.

8. Grant Requirements • Currently in law and rule • Partner with business, industry, and labor. • Develop or enhance programs of study. • Expand opportunities for CTE students. • High wage and high demand areas. • Achievement of diploma. • Teach high level of academic and technical skills. • Sustainability of program and partnerships. • Funds available to public schools and ESDs.

9. Added By RFP • Equity • Student Leadership – Legislative priority • STEM – Legislative priority • Regional Programs • Middle School • Innovation • Evaluation • Integration

10. Grant Award Amounts • Up to $500,000 • No limits on cost/student • Range $70,000 to nearly $500,000 • Average award $330,000 • Awards above $250,000 may be negotiated

11. How would you handle writing a larger competitive grant? • Hire a grant writer. • Use a grant writer already employed by the district. • Have an administrator write the grant. • Have a teacher write the grant. • Have a team write the grant.

12. Who Wrote the Grants

13. Who Has Received Awards

14. Career Areas

16. Strategies

17. Building Partnerships Common Approach More Effective Approach Find Partners Identify a Problem Design a Solution • Identify a Problem • Design a Solution • Find Partners Hermiston Construction Project – Discussions began as part of a large construction bond. Support from Northeast Oregon Homebuilders Association has built a strong partner base with a long-term vision. Redmond Manufacturing Project – Connected with a local economic development non-profit (EDCO). EDCO has helped Redmond develop a strong base of over 26 partners. Salem-Keizer Construction Project – Businesses contacted the district.

18. How Do Partners Contribute? • Program design • Internships • Equipment and Infrastructure Advice • Employee time • Donated goods and services • Expand relationships • Planning and organization • Money

19. Evidence of Partnership • Partnership letters that spell out specific contributions (skin in the game). • Clarifies role • Won’t leave you hanging • Plans to maintain and build partnerships. • Meetings • Acknowledgement • Communication • Diversity of partners • History of partnering

20. How would you keep partners engaged? • Celebrate the award with partners. • Schedule formal partner meetings. • Make informal contacts with partners. • Tap into partners early and regularly. • Acknowledge partners publicly. • Invite partners to see what you are doing. • Create a newsletter.

21. District Support – A Must! • Choose the right people • Think about including district support for implementation (project manager). • Check district purchasing policies • Bidding • Prevailing Wage • Actively engaged administrator(s) • Reporting requirements and evaluation

22. Realistic Timeline • Winter/Spring • Meet with partners • Begin purchasing process • Identify PD needs • Start forecasting for students • Summer • PD • Curriculum planning • Installation and renovation • Fall • Implementation • Adjustment • Evaluation

23. Program of Study • Does not require state approval. • Single programs vs. multiple • Purposeful choice • Community needs • Career pathways • Sustainability – Not wishful thinking • Staff • Materials • Partners

24. Other Lessons • Infrastructure costs can destroy a budget rapidly. • Get professional estimates before submitting • One change may lead to many • Serving the underserved is more than identifying the problem. • Single gender classes not an option. • Lots of resources and ideas online. • Spend more time talking about what you will do than what you have done.

25. Crystal Ball

26. Future Funding • Existing supporters • Governor • OEIB • Deputy Superintendent • Legislators • Industry representatives • In budget atcurrent funding level

27. CTE Trends • Strong focus on high wage and high demand careers • Traded sectors • Technology • Advanced Manufacturing • Natural Resources • Supporting areas • Health care • Construction • IT • Sustainability

28. CTE Trends • Regional approaches • Industry certification • 40/40/20 • Summer experiences • Early awareness • Connections to STEM • Equity

29. Next Steps

30. Getting an Early Start • Identify key partners • Business, industry, labor • Postsecondary • Other districts or schools • Take stock of your current programs • Existing strengths • Existing gaps • Relationship to community and State needs • Outline a concept/vision • Stay in the communication loop

31. Keeping Connected • Oregon Department of Education • Donna Brant (Donna.Brant@ode.state.or.us) • Tom Thompson (Tom.Thompson@ode.state.or.us) • Michael Fridley (Michael.Fridley@ode.state.or.us) • Art Witkowski (Art.Witkowski@ode.state.or.us) • www.ode.state.or.us/go/ctegrant • CTE grant listserv • Oregon Legislature • Live committee hearings