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)

2
PDTF 15-16 August Agenda

• 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

3
Welcome Logistics
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 dont 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 lets 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)

5
Perspective
6
CTE Providing the Context for Integrated Student
Learning
7
Tying the Pieces Together
CTE Current State
8
Perkins IV CTE Funding

• Perkins Support
• Federal Funds
• Approved Programs of Study
• Strategic Investment
• Accountability

• Partnerships
• Local Regional Support
• Advisory Committees
• Equipment material donations
• Technical assistance
• Secondary-Postsecondary alignment articulation

• State School Support
• State General Funds
• All students
• Graduation Requirements
• Career-Related Learning Standards (Employability
  Skills)

9
Perkins from the Inside Out
Region/Local/ Institutional Level
Accountability

• Program
• of Study
• Core
• Elements

Tech Assist
Implementation Plans
10
New Info
11
New Info

• Washington State CTE
• Living, Learning, and Earning in America
• Net Survey
• PPAC Interview Highlights
• Summer Institute Highlights

12
New Info

• Secondary CTE Works Washington State
• Washingtons 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

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.

14
Blog Survey

• A Few Quotes from a HS Teachers Blog Posting on
  FineHomebuilding.com
• I am willing to teach a worker how to be a
  carpenter. Im not willing to teach someone how
  to be a worker.
• If they dont know how to be a worker, there
  isnt 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.

15
Blog Survey, contd

• A Few Quotes from a HS Teachers 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 wont
  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.)

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?

17
PPAC Interviews Highlights, contd

• 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

18
PPAC Interviews Highlights, contd

• 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 dont act now, CTEs future relevancy is at
  risk! as is Public Education

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.
20
W. Daggett, PhD ICLE, contd

• "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.

21
W. Daggett, PhD ICLE, contd

• 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!
22
W. Daggett, PhD ICLE, contd

• "If you believe that the System, Administrators,
  Local Boards, other Teachers, etc. are the
  problem AND NOT YOU, this death spiral will
  continue!"

23
Brief Recap of Days One-Three(12, 27-28
July)Objectives of Days Four Five
24
The Change Formula
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

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

27
Summary ChartProgram of StudyKey Elements
28
Summary Chart (from Days One-Three)
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

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

31
Program of Study Core Elements
32
Program of Study Discussion

• Look over the Core Elements what, if anything,
  needs to be
• Added?
• Dropped?
• Changed?

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
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

35
Review End Day 4

• 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

36
Perkins IVProgram Design Taskforce

• Day Five
• 15-16 Aug 2007

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 Olsens question whats different?
• Breakout Teams take a first cut at
• Column 5 Policy Implications
• Column 6  Implementation Activities
• Group discussion
• Next Steps
• Audit Wrap-up

38
Perkins from the Inside Out
Region/Local/ Institutional Level
Accountability

• Program
• of Study
• Core
• Elements

Tech Assist
Implementation Plans
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 St
andards
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
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

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.

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. Oregons
  credit for proficiency).
• Articulation agreements are developed,
  implemented and supported at the institutional
  level to ensure long term sustainability and
  cross system cooperation.

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 seamless manner, 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.

44
Policy Implications Brainstorm Taskforce
Responses

• Broad systems recommendations to achieve
• the vision to support the development and
• sustainability of CTE programs in Oregon

45
Alignment

• Align the exit and entry requirements and
  assessment tools from high school to community
  college

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

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

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

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

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

51
Adverse Impact

• Revisit the Adverse Impact (community colleges)
  laws for community colleges
• Student Work Laws
• Work to influence work laws to allow secondary
  students on the job work experience,
  apprenticeship opportunities, etc.
• (from Foundations group discussions)

52
Perkins IVProgram Design Taskforce

• From Days One, Two Three Offsite
• 15, 26-27 July 2007
• BACKUP SLIDES

53
CTE Definitions

• CTE programs are an integral part of public
  education and are designed to educate about,
  through, and for careers
• From the National Centers for Career and
  Technical Education (NCCTE), funded by OVAE
• CTE engages all students in a dynamic and
  seamless learning experience resulting in their
  mastery of the career and academic knowledge and
  skills necessary to become productive
  contributing members of society
• From the California Career Technical Education
  Model Curriculum Standards and Framework)
• CTE in Oregon provides basic technical skills to
  all students, skills specific to a broad career
  area to interested high school students and
  workforce training to community college students,
  and leverages substantive change in the education
  system
• CTE programs that generate knowledge and
  innovation that prepare students for the demands
  of a global society
• CTE Where students learn in rich, contextual
  environments with the help of cutting-edge
  teaching and learning strategies, acquiring all
  of the technical and academic knowledge and
  skills they need to be successful on their
  life-long learning journey
• Creating a seamless flow of information,
  innovations, funds and success through
  partnerships between business/industry, K-16 and
  state/federal agencies for PTE/CTE programs

54
Definitions

• Mission "our purpose for being, raison detre
• Vision "we are aspiring to become a vivid
  idealized description of a desired outcome that
  inspires, energizes and helps us create a mental
  picture of our target."
• We will KNOW when the right Vision comes along
• Foundation Blocks current good-practices,
  pilots, models, etc. that have the potential to
  be leveraged across the Oregon CTE system
   adapted for local conditions
• Can be from Oregon or elsewhere
• Help us move towards achieving our Vision
• Obstacles issues, barriers or challenges that
  will impede progress towards our Vision and must
  be mitigated
• Top five are those that if left unaddressed will
  seriously impede or prevent our Vision from
  becoming a reality

55
KBE Economy (Knowledge-Based Enterprises)
Source ViTAL Economy
56
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

Source ViTAL Economy
57
KBE Economy
Hypothesis Every person, company or organization
has unique knowledge with KBE market value

• KBE Definition and Characteristics
• A KBE economy is driven by the production,
  distribution and use of knowledge for growth,
  wealth creation and employment increases
• KBE competition is based in innovation rather
  than price as in classical economies
• Countries and regions that show more evidence of
  innovation are richer and grow faster
• Companies that show more evidence of innovation
  post better financial performance
• Innovation is the productive use of knowledge
• Innovation is largely connecting existing ideas
  in a new way not inventing

Source ViTAL Economy
58
Key Components Strategies of a KBE Economy

• Education Level
• Percentage of College graduates is a primary
  driver to higher per capita income but not the
  only one
• Science and Technology Activity
• 75 or personal income growth during the 90s
  tied to technology output
• Export-Oriented Industries
• Industries oriented to national/global markets
  produce higher value products and pay more
• Entrepreneurial Initiative
• 90 of the new jobs created in the new economy
  will be generated by companies of 10 or less
  employees

• Innovation Across Industries and Sectors
• Productivity gains do not depend on what region
  an industry competes in, but rather how it
  competes
• Talent Strategy
• Regions that promote talent across industries are
  most likely to become economic winners
• Reduction of Poverty and Inequality
• Broad-based well-being of residents and decreased
  poverty are important for sustained increases in
  economic growth

Source ViTAL Economy
59
What Does This Mean for CTE? Taskforce
Responses

• Are we preparing people for our region or for a
  KBE Economy?
• For what labor market are we preparing our
  students?
• Some regions have 95 companies with 5 or less
  (Rogue Valley)
• How do we address a highly diversified market?
• School-based Enterprises movement  marketing,
  finances, skills
• Cultural diversity needs to be embedded in our
  knowledge and skills
• We may have an increasing disparity in
  rich-vs.-poor
• Need students who are well-rounded, have
  diversified skills, generalists
• How to sell present themselves
• Secondary vs. Post-Secondary responsibilities are
  different

• Problem-solving and creativity are also important
• Challenges us to think about how we define
  Program
• CTE opportunities vs. CTE programs
• May shift the training and professional
  development for Student Services Team
• To allow students to design their own programs
• AGS can be oriented to this
• Those programs do not require approval
  components are identified locally
• Challenges us to think about resource allocation
• Self-Employment data not included in Labor Dept
  data
• Must teach self-created, self-directed working
  world selling self

60
Reportouts Discussion Building Our CTE
Vision Leveraging Foundation Blocks
Addressing Obstacles
61
Key Discussion Items

• Programs of Study provide the framework in which
  Perkins funded CTE will be designed and
  implemented.
• What is your vision of Oregons model (Perkins)
  Program of Study? Are there additional elements
  (beyond the Perkins Act specifications) that
  Oregon should incorporate to achieve this model
  Program of Study? Is co-approval of secondary
  and post secondary Programs of Study possible and
  useful?
• What role should curriculum alignment and
  articulation (transfer of credit) play in the
  Program of Study framework?
• What refinements are necessary in the Quality
  Assurance standards to support the implementation
  of the Program of Study?
• What are the wrap around student services that
  are necessary to fully implement the Perkins
  Programs of Study?

62
Key Discussion Item 1

• What is your vision of Oregons model (Perkins)
  Program of Study? Are there additional elements
  (beyond the Perkins Act specifications) that
  Oregon should incorporate to achieve this model
  Program of Study? Is co-approval of secondary
  and post secondary Programs of Study possible and
  useful?

Discussed in Team B Foundation Blocks
63
Key Discussion Item 2

• What role should curriculum alignment and
  articulation (transfer of credit) play in the
  Program of Study framework?

Discussed in Team B Foundation Blocks
64
Key Discussion Item 3

• What refinements are necessary in the Quality
  Assurance standards to support the implementation
  of the Program of Study?
• Taskforce Responses

• Need to expand this to include Post-Secondary CTE
  Programs
• Driven by local control
• A self-reflective process
• Whats Working
• Process makes you go through lots of steps to
  analyze whats going on in the classroom
• It gets Administrators up to speed on the
  classroom setting is CTE in our
  school-improvement plan (e.g., contextual
  learning)
• Serves as a quality improvement tool
• Whats Not Working
• Its easy to put down stuff, but not do it
• Only tied/customized to CTE/Perkins
• Programs are teacher-dependent attrition hurts

• Ideas
• Needs greater district-level tie-in
• Needs to have more meat and follow-through
• Needs good oversight and consequences for not
  doing it (e.g., tied to teacher-evaluation)
• Could be adapted to fit non-CTE Programs
• Link to the Legislative requirement of School
  Districts to have/implement an improvement plan
• Exit exams/criteria ought to be included in the
  future

65
Key Discussion Item 4 (1 of 2)

• What are the robust student services system that
  are necessary to fully implement the Perkins
  Programs of Study?
• Taskforce Responses

• Bigger than the counselors
• Inclusive all students
• Secondary
• Post-Secondary
• Special Populations
• Whats working?
• Many elements are in place somewhere
• Career-related standards as a diploma requirement
• Tutoring labs are in place at all CCs in some
  shape or form
• Many campuses have cultural-diversity centers,
  offering special help
• Special ambassador programs
• Internships
• Ideas  critical need for more professional
  development
• Make sure funding follows policy

66
Key Discussion Item 4 (2 of 2)

• What are the robust student services system that
  are necessary to fully implement the Perkins
  Programs of Study?
• Taskforce Responses

• Whats not working or lacking?
• There isnt a comprehensive system across the CTE
  spectrum
• Plan-profiles arent carried through
• Lack a system-wide electronic portfolio
• In many student services depts the focus is
  still on college
• No correlation between HS assessment test and
  College placement test
• Huge gap between HS grad requirements and
  Post-secondary entry or career readiness
• Lack of integration of academic with career
  counseling gets worse as you go up in years
• Deficiency in personnel especially re special
  populations
• Transition between 2ndary and Post-2ndary for
  students with disabilities

67
Perkins IV Planning Components
Horizontal Integration of Ideas
68
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

69
A Few Guiding Thoughts

• Our schools have become museums and we are the
  curators.
• Willard R. Daggett, Ed.D., International Center
  for Leadership in Education
• 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, Author/Technology Visionary
• 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