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Innovating a New State Plan Under Perkins IV


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Title: Innovating a New State Plan Under Perkins IV

Innovating a New State Plan Under Perkins IV
  • Maximizing the State Leadership Opportunities

  • If you dont know where you are going youll
    end up somewhere else.

  • Yogi Berra

Opportunities for Leadership
  • Unprecedented opportunity to exercise leadership
    under Perkins IV
  • Your vision/mission for CTE is the starting point
  • Assess your decisions against your vision/mission
  • Focus federal dollars on closing the gaps

Overview Opportunities for Leadership
  • High Skill, High Wage, High Demand
  • In-State Distribution of Funds
  • Reserve Fund
  • Articulation Agreements
  • Programs of Study
  • Local Applications
  • Consortia
  • Tech Prep
  • Accountability
  • Incentives, Sanctions and Improvement Plans

1 High Skill, High Wage, High Demand
  • New requirement can be a driving force
  • Becomes a filter by which states can bring focus
    to the federal investment
  • Eliminate the check list mentality
  • Because we can or because we always have are
    no longer a viable options

1 High Skill, High Wage, High Demand
  • Linking uses of funds with labor
  • market needs
  • Documenting our role in closing the skills gap
  • Documenting our role in U.S. competitiveness in
    the global economy
  • Basis for creating partnerships with economic and
    workforce development, local employer leaders

1 High Skill, High Wage, High Demand
  • Where does this show up in the Act?
  • State plan
  • Link to uses of funds
  • Programs of study
  • Accountability measures
  • Expansion and improvement of non-trad programs

2 In-State Distribution of Funds
  • Not just what is the secondary-postsecondary
    split but why?
  • What is your rationale?
  • History
  • Enrollments
  • Need
  • Achievement gaps
  • Opportunity to rethink your in-state split and
    distribution formulas

3 Reserve Fund
  • States can set aside 10 of the local funds (85)
  • Reserve fund can be used for any eligible local
    use of funds in
  • Rural Areas
  • Areas with high percentages of CTE students
  • Areas with high numbers of CTE students

3 Reserve Fund
  • States have broad discretion in using the reserve
  • Can use to form consortia (including tech prep
  • Programs of study
  • Incentive Grants
  • Teacher Prep programs
  • Other ideas
  • Focus on an industry area
  • Focus on a performance indicator
  • Send out competitively or by a formula

  • Opportunities are usually disguised as hard
    work, so most people dont recognize them.

  • - Ann Landers

4 Articulation Agreements
  • New state focus and role for articulation
  • Bring attention to policy discussions about
    barriers to transition and credit mobility
  • Approved at the state level
  • Annual review by heads of institutions
  • Must lead to the attainment of a credential,
    degree, or certificate
  • Moving towards state-wide articulation agreements

5 Programs of Study
  • Programs of study are
  • A way to transition from VTE to CTE.
  • Can enhance secondary and postsecondary
  • Can build on tech prep as infrastructure.
  • Decision point
  • Who develops and how approved?
  • Marylands Fast Track Program
  • http//
  • New York States Program Approval Process
  • http//

5 Programs of Study
  • Programs of study is broader than an articulation
    agreement focused on an occupation.
  • Decision point How much of Perkins will be
    delivered via or focus on programs of study?
  • Resource Sample plans of study

6 Local Applications
  • State plan and local application language
    contains many similarities.
  • States have wide latitude in defining
    requirements for local applications.
  • Section 134 is defines the minimum
  • The eligible agency shall determine the
    requirements for local plans, except that each
    local plan shall…

  • The art of leadership is saying no, not yes. It
    is very easy to say yes.
  • - Tony Blair

6 Local Applications
  • Be proactive in defining uses of funds, creating
    incentives or discouraging behaviors
  • Formula does not equate to an entitlement.
  • Set caps or minimums on uses of funds.
  • Link application requirements to accountability
  • The checklist approach can no longer prevail.

7 Consortia
  • Perkins IV allows eligible recipients to form
    consortia for
  • Professional development/teacher prep
  • Data collection and use
  • Programs of study
  • Technical assessments

7 Consortia
  • Why require consortia?
  • Promote tech prep like programs under a merged
    Title I funding stream
  • Create an incentive for secondary and
    postsecondary collaboration
  • Create an incentive related to programs of study
  • Improve the use and collection of data

  • Leadership has a harder job to do than just
    choose sides. It must bring sides together.

  • - Jesse Jackson

8 Tech Prep
  • To merge or not to merge?
  • Can you meet the accountability requirements?
  • What barriers do you face in this decision?
  • Systemic barriers?
  • Opposition?
  • Long term funding implications

8 Tech Prep
  • If you merge funding, how can you continue tech
    prep activities?
  • Allowable use of funds
  • New consortia provisions
  • Reserve fund
  • Programs of study

8 Tech Prep
  • If you do not merge funding
  • Meeting and tracking accountability requirements
  • 20 new accountability measures Title I measures
  • Opportunities to influence focus of tech prep
  • Focus on 2 to 4 year transition
  • Focus on occupational areas

8 Tech Prep
  • Decision Point Competitive or formula
  • Decision Point Improvement Plans and Sanctions
  • State flexibility in determining improvement
    process and sanctions
  • States can force tech prep consortia to re-submit
  • States can withhold all or some of funding

9 Negotiations Fed to State
  • Feds continue to negotiate with states
  • Look at state to state comparisons
  • Must show continuous improvement
  • Negotiations every 2 years

9 Negotiations State to Local
  • States required to negotiate performance levels
    with all local recipients
  • Negotiations every 2 years
  • Start point state levels of performance
  • Establish a process if local does not want to
    accept state level

9 Accountability Data
  • How will you share accountability information
    with locals? the broader community?
  • How will you use the data to make improvements?
  • Local applications
  • Uses of funds
  • Programs of study
  • Professional development
  • Technical assistance

9 Accountability Data
  • Disaggregation categories
  • Gender
  • Race/ethnicity
  • Individuals with disabilities
  • Migrants
  • Individuals with limited English proficiency
  • Individuals from economically disadvantaged
    families including foster children
  • Single parents, including single pregnant women
  • Displaced homemakers
  • Individual preparing for nontraditional fields

10 Incentive Grants
  • Incentive grants (out of state leadership
    dollars) can be given for
  • Performance data
  • Secondary / postsecondary collaboration
  • Serving special pops
  • Other factors

10 Improvement Plans
  • Failure to meet performance target for any
  • Must develop and implement an improvement plan
  • First program year not meeting the performance

10 Improvement Plans
10 Sanctions
  • Sanctions possible if states
  • Fail to implement improvement plan
  • OR
  • Fail to show performance improvements once an
    improvement plan is in place OR
  • Fail to meet 90 of the same measures
    performance target 3 years in a row

10 Sanctions
  • State
  • Secretary can withhold some or all of state
  • Local
  • Sanction language mirrors that of the state
  • Eligible agency can withhold some or all of the
    local grant

10 Sanctions
  • You do not lead by hitting people over the
    head - that's assault, not leadership.

  • - Dwight Eisenhower

  • NCLB tests are at the 10th grade before
    students before enter CTE programs
  • Food for thought Do we want to agree,
    collectively, to an additional performance
    measure to document CTEs value add?

The Idaho Experience
  • Making Change Happen

Best Practices
  • Focus on Quality
  • Focus on Partnerships
  • Focus on Leadership
  • Development

Focus on Quality
Quality Agenda
  • Rigorous technical programs
  • Curricula that is
  • Rigorous
  • Relevant
  • Measurable
  • Technical achievement measures
  • Industry Standards
  • Allows for sufficient complexity
  • All aspects of the industry
  • Leadership development through youth
  • Integration of academic achievement standards
  • Articulation of high school and college curricula

Developing Rigorous Programs
Secondary Enrollment Growth 1996 - 2006
  • Five year Enrollment in professional-technical
    programs increased 8
  • General 9-12 enrollment increased 6
  • Ten year Enrollment increased by 39
  • General 9-12 enrollment increased by 8

Professional-Technical Schools
  • FY 1999 Five schools
  • 20 programs
  • FY 2006 Twelve Schools
  • 114 programs

Professional-Technical School Enrollments
Program Growth
Secondary Schools 2002-2006
  • 2002 31 new programs (net
  • decrease of 6)
  • 2003 28 new programs (net
  • decrease of 10)
  • 2004 51 new programs (net increase of 24)
  • 2005 32 new programs (net decrease of 5)
  • 2006 50 new programs (net increase of 15)
  • Total - 192/Net 18

Program Evaluation
  • Developed new criteria
  • Developed a new process
  • Need to improve integration with Perkins

Approved Program
Critical components Essential components
Critical Elements
  • Current and appropriate certification
  • Classes follow sequence of courses
  • Representative advisory committee meets regularly
  • Leadership development is integral
  • Realistic work experience is provided
    Classrooms/laboratories are clean and safe and
    students are provided safety instruction

Essential Components
There are also twenty-one (21) essential
components listed on the review form that are
considered best practice. A secondary program
would also be placed on "Conditionally Approved"
status if more than three (3) of these components
did not meet standard.
On-Site Program Reviews
  • After a program review the program is assigned a
    Program Status. They are
  • Approved
  • Conditionally Approved
  • Probationary
  • Not Approved
  • Program Managers conduct on-site reviews
  • Program review form is also used by instructors
    and/or administrators for self-assessment

Integration of Academics
  • Crosswalked all PTE curricula to state
    achievement standards
  • Served on teacher standards group to develop
    consistent PTE standards
  • Developed courses for dual credit
  • Developed professional development

PTE/Academic Courses
  • Science
  • Botany
  • Ecology
  • Zoology
  • Food Science
  • Aquaculture Science
  • Equine Science
  • Agricultural Biotechnology
  • Environmental Science
  • Applied Physics I II
  • Anatomy and Physiology for Health Professions

PTE/Academic Courses
  • Economics
  • Agricultural Business and Economics
  • Economics the World of Finance
  • Personal and Family Finance/Economics
  • Marketing Economics

PTE/Academic Courses
  • Health/Wellness
  • Orientation to Health Professions
  • Fundamentals for Health Professions
  • Family Health and Wellness

Senior Project
  • Use PTE course projects and activities
  • Supervised Occupational Experiences
  • Business internships
  • Lab projects
  • Use student organizations
  • Competitive events
  • Individual award events
  • Community projects

Improving Academic Achievement Through PTE
  • Specially designed course to reinforce academic
  • Math, reading and writing
  • Delivered throughout the state by master teachers
  • Collaboration with ISU, U of I and Dept of
  • Targets all PTE teachers and interested academic

Tech Prep Enrollment
Secondary Tech Prep Enrollments and Credits FY05
  • Total credits 10,036
  • Value of credits - 1,032,078

Focus on Partnerships
The Right Attitude
  • We dont have to exist
  • Must provide a value added service
  • Must be results oriented
  • Must have a clear mission
  • Money follows ideas

Creating the Context
  • Clear objective
  • Increase quality
  • Compelling need
  • Shortage of workers
  • Economic demand
  • Public Opinion
  • Focus on Partnerships

An Example
GAO Workforce Challenges and Opportunities for
the 21st Century June, 2004
  • Growth of knowledge-based economy
  • Emphasis on problem solving and teamwork
  • Advanced skill levels
  • Use of new technology
  • Competition from countries with greater supply of
    young, well-educated workers
  • Under-emphasis on career-technical education

Educational Testing Service Poll
  • Only 9 of Americans think most high school
    students are challenged

Peter Hart and David Winston, Ready for the Real
World? Americans Speak on High School Reform,
Educational Testing Service, June 2005
Idaho high schools are doing an adequate job of
preparing students for their future
  • 43 Agree

2004 Idaho Public Survey Produced by Clearwater
Need for Rigor
  • ETS poll
  • All students should get rigorous coursework
    before graduation
  • 4 years of math (73)
  • 3 years of science (69)
  • Schools need to emphasize real-world experiences
    through… career-technical courses (64)

Peter Hart and David Winston, Ready for the Real
World? Americans Speak on High School Reform,
Educational Testing Service, June 2005
Attitudes Towards Education
  • Study 1000 high schools in 26 states
  • Important to continue education beyond high
  • 84 of girls
  • 67 of boys
  • Useful to do well in school
  • to meet lifes goals
  • 70 of girls
  • 57 of boys

Types of Information
  • Enrollment
  • Results or performance
  • Examples
  • Numbers
  • Stories

The Good and The Bad
  • Be honest
  • Simplify
  • Establish a reputation for accurate
  • information and quick response
  • Reputation is everything when it comes to data
  • Share bad information as well as the good

Students need more information about careers and
educational requirements
  • 93 Agree

2004 Idaho Public Survey Produced by Clearwater
Parents need more information about careers and
education requirements
  • 95 Agree

2004 Idaho Public Survey Produced by Clearwater
High school students need more opportunities to
take classes for a specific career
  • 88 Agree

2004 Idaho Public Survey Produced by Clearwater
Idahoans need more access to community colleges
  • 81 Agree

2004 Idaho Public Survey Produced by Clearwater
More technical college programs are needed
  • 82 Agree

2004 Idaho Public Survey Produced by Clearwater
Professional-Technical Education High School
Reform Committee
  • Chair Shawn Dygert

Celebrate Success
Secondary Kevin Tucker
Postsecondary Cindy Kuhn
  • School Vallivue High School, Caldwell
  • Program Business Technology
  • BPA National Vice President
  • School North Idaho College, Coeur dAlene
  • Major Accounting Assistant
  • BPA National Parliamentarian
  • Background Military wife, mother of two, and
    first in her family to attend college.

Focus on Leadership Development
Crisis in Leadership for CTE
  • Aging Teacher population
  • Significant decrease in teacher preparation
  • Significant decrease in doctorate level programs
  • No federal effort to fill the gap

Idaho PTE Leadership Institute
  • Prepare the next generation of district and state
    professional-technical leaders
  • Produce forward-thinking and change-oriented

Idaho PTE Leadership Institute
  • 27-month program
  • 6 new people per year
  • Selected from applications
  • Mixture of levels, responsibilities, programs
  • Nominated by state or local administrators

Idaho PTE Leadership Institute
  • Thirteen seminars on Idaho and National
    Professional-Technical policies, processes and
  • The development of an Administrative Professional
    Development Plan
  • Attainment of an Idaho professional-technical
    administrators certificate
  • Administrative mentoring/internship (option
    during third year)

Teacher Education
  • Fund teacher education
  • Require an annual plan
  • Annual teacher-ed/state staff meeting
  • Partner on program
  • evaluation
  • Share teacher induction
  • Collaborate on curricula
  • Develop critical courses

Making winners
  • The tough problem is not in identifying winners
    it is in making winners out of ordinary people.
    That, after all, is the overwhelming purpose of
    education. Yet historically, in most of the
    periods emphasizing excellence, education has
    reverted to selecting winners rather than
    creating them.
  • K. Patricia Cross, Professor, U of California

Developing A Process for Reauthorization
  • Start with the end in mind
  • Deadlines
  • Products
  • Identify legal parameters
  • Identify key decisions
  • Organize for success
  • Internal assignments
  • Committees or task forces
  • Cultivate partnerships

(No Transcript)
Career, Technical and Agricultural Education

James Woodard Director 404-657-8304 jwoodard_at_doe.k
Superintendent Coxs Charge
  • Focus on Re-engineering Career, Technical and
    Agriculture Education
  • Heightened Level of CTAE Excitement
  • Academic Integration
  • Performance Standards for Career Pathways
  • Workforce Development
  • Postsecondary and Career Transitions
  • CTAE Involvement in High School Improvement

Georgia Department of Education Vision Statement
  • We will lead the nation in improving student

Vision of Seamless Education
  • A system of education in which students
    effectively move among schools as they advance
    their education from elementary school through
    higher education. The envisioned system will
    ensure that students…
  • are prepared for their future educational and
    career goals
  • have an excellent and uniform educational
    advising process
  • do not repeat work they have mastered.

Workforce Development Task Force Recommendations
  • Leverage the existing connection between
    business and education communities to ensure that
    present and future industry skill requirements
    are known and adopted by the education community.
    Graduates have the skills and qualities needed by
  • Create a linkage among the economic development,
    employer and education communities to ensure that
    the education community attracts and generates
    the number of potential workers required by
  • Support and enhance efforts to build a culture
    that values a basic education, lifelong learning
    and work.

Lifelong Learning
Manufacturing (Architecture, Communications
Logistics, Engineering Technology)
Marketing, Sales Service
CTAE Organization
(No Transcript)
Signature Projects
  • Career Pathway Identification and Alignment
  • Program Concentrations/Clusters
  • Governors Strategic Industries
  • Curriculum Revision Phase I
  • Academic Alignment
  • Technical Skill Development
  • Workplace Readiness Skills/Foundation Skills
  • Postsecondary Alignment
  • Industry Standards Alignment

Program Concentrations
  • Agriculture
  • Business and Computer Science
  • Marketing, Sales and Service
  • Architecture, Communications and Logistics
  • Engineering and Technology
  • Healthcare Science
  • Family and Consumer Sciences
  • Government and Public Safety

(No Transcript)
Best Practice 1
  • 10 Reserve - GVSDC

New Vision for GVSDC
  • Results of Recent Federal Monitoring Visit
  • Prescribe use of funds allocated to local school
  • Provide more direction and leadership
  • Propose a better use of reserve funds
  • Target areas for improvement

New Vision for GVSDC (continued)
  • Perkins IV
  • More Accountability for
  • Programs of Study
  • Technical Attainment
  • Performance Measures/Data Collection
  • Professional Development
  • Academic Rigor

New Vision for GVSDC (continued)
  • Request that GVSDC explore the expansion of scope
    and services to include
  • Career Development
  • Curriculum and Instruction
  • Assessment
  • Professional Development
  • Request that GVSDC expand the capacity of staff
    to reflect improvement areas

New Vision for GVSDC (continued)
  • Career Development
  • Policy Students would have access to a career
    pathway tool
  • Local Implementation Create a career pathway
    on-line tool to develop individualized
    academic/career plans for all students
  • Funding
  • Use state leadership and WIA Funds
  • Use GVSDC as the mechanism to deliver access at
    the local level

New Vision for GVSDC (continued)
  • Curriculum Development
  • Policy Create Performance Standards for all
    Career Pathways (Programs of Study)
  • Implementation Deliver to all teachers
    curriculum frameworks/lesson plans for all
    courses leading to pathway completion
  • Funding
  • Use State Leadership Funds to Create Standards
  • Use GVSDC to create on-line delivery of lessons
    to local teacher

New Vision for GVSDC (continued)
  • Professional Development
  • Policy Implementation of the new GPS and
    targeted improvement in technical areas
  • Implementation Deliver annual professional
    development related to teacher preparation (PSC
    Approved Programs)
  • Funding
  • Use State Leadership Funds to create direction
  • Use GVSDC to deliver professional development for
    successful implementation of GPS for Career

New Vision for GVSDC (continued)
  • Assessment Development
  • Policy Create assessments as benchmarks for
    instructional improvement and work force
    readiness reports
  • Implementation Deliver to all systems reliable
    and valid assessments for all career pathways
  • Funding
  • Use State Leadership Funds to create the process
  • Use GVSDC to create on-line delivery of
    assessments to local system (delivery, scoring,

New Vision for GVSDC (continued)
  • Win/Win Approach
  • Delivery using all of the following
  • Lesson plans for all teachers for all program
  • Assessments for all career pathways
  • Targeted and expanded professional development
  • Career pathway guidance for all students
  • Increased performance and capacity to meet
    Perkins IV requirements

Best Practice 2
  • Leadership Capacity

New CTAE Leaders Training Overview
  • Leadership Academy Modules
  • Economic Development
  • Agriculture Innovation Center Tour
  • Curriculum Redesign
  • Maritime Logistics Innovation Center Tour
  • Human Resources and Finance
  • CTAE Improvement Plan and Process
  • Legal Issues, Legislation, and Policy
  • Manufacturing Excellence Innovation Center Tour
  • Job Shadowing Regional Coordinators

TALL Teachers as Leaders and Learners
  • Team Building
  • Leadership
  • Legislative/Policy
  • Advocacy/Communication
  • Business Engagement
  • Accountability

Georgia Association Career Technical Education-
  • Teacher Engagement
  • Teacher Empowerment
  • Teacher Identity
  • Teacher Professionalism
  • Increased summer leadership attendance from 1,100
    to 2,300
  • Increased membership from 1,321 to 2,358

Department of Education
  • Reorganization of unit to focus on
  • Program Delivery
  • Development/Transition
  • Accountability/Improvement
  • Increased Leadership/Service Capacity
  • Career/Tech Student Organization
  • Work-based Learning
  • Professional Development
  • Regional Coordinators
  • Entrepreneurship
  • Accountability
  • Middle School Curriculum
  • Research/Assessment

Best Practice 3
  • Leading up to Perkins IV

Region Focus Meetings
  • Fall of 2005
  • Involvement of all local Career/Technical
    Education Supervisors/Administrators
  • Roll-out of Re-engineering of CTAE
  • Reaction to new vision
  • Focus on where do we want to go

CTAE Improvement Strands
  • Career/Academic Teaming
  • School Certification
  • Program Certification
  • Work-Based Learning
  • Post-Secondary Transitions
  • CTSOs
  • Business Engagement
  • Career Development Curriculum Development
  • Professional Development
  • Leadership Development
  • Facilities/Equipment

Policy/Procedure Review
  • Analysis of existing code, policies and guidance
    for CTAE
  • Analysis of existing code, policies and guidance
    for high schools, higher ed and technical
    colleges affecting CTAE
  • Analyze and summarize federal policy and upcoming
    Perkins legislation
  • Summary of findings and recommendations for
    policy, funding and direction changes

  • Re-Engineering CTAE Booklet and Brochure Policy
  • Re-Engineering CTAE Booklet and Brochure
    Parents and Students
  • CTAE Administrators and Teacher
  • Re-Engineering CTAE PowerPoint Presentation and
    Slide Notes
  • Articles and Presentations

  • Professional Standards Commission
  • GVSDC Endorsements
  • Colleges Universities
  • Business Partners
  • Vendors Meeting
  • Georgia Association Career Technical Education
  • CTAE Administrator

Perkins Program Reviews and Development of CTAE
Improvement Plans
  • Perkins Program Reviews
  • 37 program reviews will be completed by December
  • Regional Coordinators will serve as the System
    Level Chairpersons
  • The first program review was successfully
    conducted on Sept.12 in Gwinnett County
  • CTAE Improvement Plans
  • CTAE Improvement Plans are now a follow up to the
    Program Review Process
  • Technical Assistance Workshops will be provided
    for CTAE Administrators on the Development of the
    School System CTAE Improvement Plans
  • CTAE Improvement Plans will be updated annually
  • CTAE Improvement Plan Form will be available
    online in the near future

Other 06-07 Major Program Initiatives
  • CTSO Restructuring
  • Capital Equipment List
  • Laboratory Revisions
  • Industry Certification Restructuring
  • Program of Work / Annual Reviews / Online
  • Middle School

Assessment Timeline
  • Establish a clearinghouse to assist CTAE with the
    Assessment Process by early 2007
  • Establish Subject Matter Experts (SMEs) panels to
    facilitate assessment development by early 2007
  • Pilot testing of newly developed assessments by
    December 2008
  • Comprehensive assessment program ready for
    utilization by May 2009 for Phase I Curriculum

End Results
  • Assessments that validate CTAE skill attainment
    and provide necessary student data to improve
    CTAE instruction
  • A Career Readiness Certificate provided to our
    students which certifies that they have met
    national standards for career readiness through a
    recognized job-ready written assessment

Transforming Tech Prep
  • Leadership Capacity
  • Delivering Equitable Services
  • Accountability
  • Integrating Performance-based Activities (Perkins
  • Quality
  • Acting upon Federal Monitoring Visit
  • Unifying Statewide Tech Prep Services.
  • Professional Learning
  • Strengthening training of Tech Prep Coordinators
  • Delivering Quality, Research-based Professional
    Learning in Service Areas

Transforming Tech Prep
  • Partnership Capacity
  • Strengthening State Level Collaboration Among
  • Building Local Level Collaboration
  • Tech Prep Consortium Coordinating Committee
  • Site Implementation Teams
  • Site Team Leaders
  • Business and Community Engagement
  • Well-Defined Tech Prep Message
  • Strengthening Definitions for Better
    Understanding and Communication
  • Providing Tech Prep Publications for Engaging
    Community Partners
  • Creating Procedures and Policy Handbook for
    Statewide Use
  • Tech Prep Data Validation
  • Improving the identification and tracking of Tech
    Prep students
  • Gathering, reporting, and tracking articulated
    credits as a component of the Career Readiness

Discussion Sessions
Context and Trends
  • How have the economy, social, and political
    contexts changed since Perkins III?

Context and Trends
  • Trends in CTE? (Influence on your strand?)

Biggest Challenges
  • Three biggest challenges facing your community?

Biggest Challenges
  • How has your state addressed these challenges?

Biggest Challenges
  • How will Perkins IV help or hinder these

Innovations and Opportunities
  • Three biggest innovations or opportunities in
    your community?
  • Underused existing opportunities?
  • New opportunities under Perkins IV?

Leading Change
  • How can you inspire change?

Leading Change
  • How can you use the Perkins State Plan to
    implement your goal agenda?

  • The great leaders are like the best
    conductors they reach beyond the notes to reach
    the magic in the players.
  • - Blaine
    Lee, The Power Principle