Perkins IV Policy Advisory Committee PPAC

1
Perkins IV Policy Advisory Committee (PPAC)

• 2nd Meeting
• 4 October 2007
• With Meeting Notes
• (also see Notes Page under View for PPAC
  discussion during the Taskforce Presentations)

2
Perkins IV Advisory Committee Agenda

• Welcome Introductions
• Meeting Objectives, Expectations
• Perspective
• Brief Overview of CTE Perkins Connection to
  Education and Workforce
• Presentation of the Four Taskforces Work
  Recommendations
• Discussion Feedback

• Working Lunch Continue Discussion
• Review System/Policy Issues
• Discuss Three Policy Issues
• Discuss how the Perkins IV Policy Advisory
  Committee Can Stay Engaged
• Review Next Steps, Brief Audit
• Meeting Close

3
Welcome Introductions
4
Objectives Expectations
5
PPAC 2nd Meeting Objectives

• Primary Focus
• Review the work recommendations of the four
  Perkins taskforces
• Discuss key policy issues
• Provide guidance to ODE staff in developing the
  draft Perkins IV State Plan

6
Expectations (Revisited)

• Build on the recommendations of recent efforts
  not reinvent the wheel
• Perkins IV Transition Taskforce (1 Year Plan)
  early 2007
• SB 364 Workforce Taskforce 2006
• PTE Symposium of 2004
• We are not looking for a one-size-fits-all
  solution or a cookie-cutter approach to CTE
• Our diversity is our strength in demographics,
  local needs, what has worked in the past
• We have lots of good practice models out there
• We are looking for how CTE can/must become
• More responsive to the evolving needs of students
  the workforce
• High Skill, High Wage, High Demand
• More seamless across the spectrum of PK-20 across
  the State

7
Perspective

8
Perspective Shift Happens

• The 25 of the population in China with the
  highest IQs is greater than the total population
  of North America!
• Translation for teachers They have more honors
  kids than we have kids!
• If you took every single job in the U.S. today
  and shipped it to China  it would still have a
  labor surplus
• US-DOL estimates that
• Todays learner will have 10-14 jobs . . . by the
  age of 38
• 1 out of 4 workers today is working for a company
  they have been employed by for less than one year
• More than 1 out of 2 are working for a company
  they have worked for less than five years
• Former Secretary of Education Richard Riley
• The top 10 in-demand jobs in 2010 didnt exist in
  2004
• We are currently preparing students for jobs that
  dont yet exist . . .
• Using technologies that havent been invented . .
  .
• In order to solve problems we dont even know are
  problems yet

9
Brief Overview of CTE Perkins Connection to
Education and Workforce

10
Convergence of Forces
Demands Close Cooperation Strategy
CTE TRANSFORMATION
Perkins IV
Contextual Learning
CTE Study
Teacher Shortage
Career Pathways
Outcomes Driven
Diploma Requirements
EDUCATION
NCLB
The Timing is ripe for change Are We Ready?
11
Out of Date Please use your handout
12
Perkins IV Planning Components
Horizontal Integration of Ideas
13
Perkins from the Inside Out

• Program
• of Study
• Core
• Elements

14
Presentation of the Work Recommendations of the
Four Taskforces

• Program Design
• Accountability Evaluation
• Professional Development
• Special Populations

15
Designing the Career Pathway Program of Study
WORKFORCE
Post-secondary Studies
Program of Study
Secondary Studies
Program Design
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Programs of Study ala Perkins IV

• Shared continuum of curriculum
• Cohesive, non-duplicative instruction course
  sequences
• Builds on knowledge and skills/standards instead
  of course or textbook outlines
• Integrates of academics and CTE
• Aligns and/or articulates curriculum
• Prepares students to graduate
• Leads to postsecondary education
• Leads to high skill, high wage, or high demand
  occupations-current or emerging

Program Design
17
Oregons Current Status

• Program data
• Collaboration
• State-of-the-art
• High skill, high wage, or high demand
• Course-to-course articulation
• Credits may lack value in a degree or certificate
• Addresses both adolescent and adult needs
• Widening gap with workforce needs

Program Design
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Transition Taskforce Highlights

• One program of study for every eligible entity
  during the transition year
• Each program will be a Program of Study at end of
  five year plan
• Oregon Skill Sets and additional industry
  standards will be our standards reference
• Employment Dept. definitions for High Skill, High
  Wage, High Demand will be used
• Shared work between secondary, post-secondary
• Consider the career framework of the Oregon Skill
  Sets as the overarching organizer for pathways

Program Design
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Program of Study Core Elements

• Standards
• Alignment and Articulation
• Technical Skill Attainment Measurement
• Student Support Services

Program Design
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Standards Highlights

• Oregon Skill Sets additional industry standards
  as CTE Standards
• Incorporate the Oregon Diploma Requirements
• Incorporate Oregons academic standards at the
  secondary level
• Incorporate General Education requirements at the
  community college level

Program Design
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Alignment and Articulation Highlights

• Extend pathway roadmaps from secondary to
  postsecondary including university
• Move towards alignment articulation based on
  standards, skills and outcomes
• Align exit and entry requirements for programs
• Explore models/methods to provide a package
  transfer of credit

Program Design
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Technical Skill Attainment Highlights

• Measure against standards (Oregon Skill Sets and
  additional industry standards)
• Consider using foundational level skills as a
  formative assessment
• Consider the role of community colleges in
  developing secondary assessments
• Create standardized rubrics for assessment of
  skills attained and articulation

Program Design
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Student Services Highlights

• Ensure personalized curriculum
• Provide electronic portfolio system
• Incorporate and integrate career guidance with
  academic advising
• Use technology to extend access to services
• Ensure portable transition services

Program Design
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Program Design Highlights

• Use advisory committees and focus groups to
  inform curriculum
• Use multiple delivery systems
• Leverage technology
• Provide additional planning and development time
  for faculty
• Use data for program and curriculum decisions
• Target apprenticeship for alternative transitions
  and delivery systems
• Determine a method to collect use student
  leadership data to demonstrate progress

Program Design
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Implementation Obstacles

• Resistance to change within the CTE community
• Shortage of CTE teachers staff
• Horizontal and vertical alignment/articulation
  transfer issues
• Understanding and changing the perception of CTE
• Understanding of workforce partners relative to
  CTE capacity in Oregons education system

Program Design
26
Presentation of the Work Recommendations of the
Four Taskforces

• Program Design
• Accountability Evaluation
• Professional Development
• Special Populations

27
Accountability Taskforce

• Student Definitions  Secondary Post-Secondary
  Levels
• Participant
• Concentrator
• Performance Definitions
• Federal Indicators for both Secondary
  Post-Secondary
• Additional Measures  for Oregons use only
• Utility of Tech Prep Measures
• New with Perkins IV
• Duplicates Program Design
• Therefore recommended merging the two

Accountability
28
Presentation of the Work Recommendations of the
Four Taskforces

• Program Design
• Accountability Evaluation
• Professional Development
• Special Populations

29
Perkins IV Narrative

• (2) describes how comprehensive professional
  development (including initial teacher
  preparation and activities that support
  recruitment) for career and technical education
  teachers, faculty, administrators, and career
  guidance and academic counselors will be
  provided, especially professional development
  that .

Professional Development
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Seven Points Professional Development

• PERKINS IV wants us to
• Promote integration
• Increase the percentage of qualified CTE teachers
  
• Improve the academic knowledge and understanding
  of industry standards through high quality,
  intensive and sustainable professional
  development activities
• Encourage applied learning
• Provide the knowledge and skills needed to
  improve instruction for special populations
• Assist in accessing and utilizing data
• Promote integration with professional development
  activities offered through other federal programs

Professional Development
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Promote Integration

• Identify and/or create models where CTE and
  secondary academic teachers work together to
  enhance integrated instruction
• Implement communities of practice
• Draw explicit connections how CTE is linked with
  the high school diploma requirements and Oregon
  education goals
• Create outreach strategies to inform all
  stakeholders of importance of CTE and increase
  their understanding of CTE

Professional Development
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Increase Supply of CTE Teachers

• Create a comprehensive licensure program that
  will cover all areas of CTE
• Form a licensure taskforce
• Design a pathway for prospective teachers to have
  the option to obtain a CTE license independent of
  a 4-year preparation program and/or being
  employed in a currently approved program
• Develop a new overarching course on CTE to be
  required for CTE teachers, administrators,
  counselors, and special education personnel to
  become familiar with CTE

Professional Development
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Improve Academic Knowledge

• Tie a percentage (perhaps 10) of local Perkins
  funds to professional development
• Reserve a certain percentage of that local
  percentage for administrator professional
  development
• Establish a CTE leadership cadre, made up of
  education and industry partners who work together
• Create Community of Practice cohorts with CTE and
  core teachers (could include post-secondary
  partners) in each building with administrative
  support

Professional Development
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Encourage Applied Learning

• Administrative in-services will be provided on
• How to develop local program that encourage
  integrations
• How to develop Perkins plans that include
  continuity of programs and pd continuum
• Specific needs of administrators which will
  create an infrastructure that facilitates
  connections between academic and CTE
• Ensure professional development is based on
  assessed needs of CTE educators as part of their
  school system improvement goals
• Utilize industry experts in providing relevant
  training to secondary/postsecondary personnel

Professional Development
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Improve Instruction for Special Populations

• Design and implement professional development
  opportunities and trainings for community
  partners and educators that address the needs of
  special populations within the CTE context
• Apply appropriate secondary and post-secondary
  engagement and placement training
• Provide training to administrators about
  appropriate placement and effective utilization
  of CTE and special populations

Professional Development
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Access Utilize Data

• Provide professional development for data
  managers and administrators on how to extract and
  report current data in a format that allows for
  timely and efficient use
• Train all staff on how to use the data for post
  secondary transitions and employment
• Connect CTE data to building, and district goals
  through continuous improvement processes

Professional Development
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Promote Integration with Other PD Activities

• Promote collaboration through developing a common
  language, required partnerships and integration
  through shared federal dollars
• Establish the expectation that CTE will be an
  integral part of all federally funded, statewide
  education preparation at secondary and
  post-secondary
• Include CTE in professional development
  authorized through local planning and
  implementation

Professional Development
38
Presentation of the Work Recommendations of the
Four Taskforces

• Program Design
• Accountability Evaluation
• Professional Development
• Special Populations

39
Special Populations Taskforce
Recommendations Refinement Still in
Progress PLEASE see the detailed handout
Special Populations
40
Two Policy Issues Discussion We need your
advice!
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Professional Development Advice

• How do we address the teacher shortage in CTE in
  the short term while we make long term systemic
  change?
• Root causes
• Competitive salaries? Not enough
• Perception of CTE across the board
• Secondary and Post-secondary
• The divide between Industry and Education must
  transcend the separation
• Could get more industry-paid folks to teach
  part-time
• Why not have the industry folks complaining about
  CTE weaknesses come in and teach the classes
• The transition zone is the opportunity vs. the
  hard line separation
• OARs allow for CC folks to teach one class  vs.
  highly qualified under NCL

• OARs allow for CC folks to teach one class  vs.
  highly qualified under NCLB
• Intersection between OSU and Chemeketa is an
  opportunity
• OUS study about 10 of students want a career
  in education
• Create a grow your own regional approach that
  results in licensure
• Needs to be proficiency-based
• Must find a way to capture them
• We can get our students on a pathway to CTE
  Teaching by the time they graduate HS  can we
  foster this?
• Europe is looking at a 3-yr Bachelors Degree (190
  gt 168 hr)
• Boot Camp idea field experience
• NCLB intent is good, but economically is a problem

PPAC Discussion
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Professional Development Advice

• Is this an emergency plan pulling from industry
  combined with educational approach in a boot-camp
  like setting?
• A way to give back for industry
• Use proficiency as an avenue to give a license
• Quality assurance needs to be there as well
• Ref CC level cooperative work experience  could
  be used for validation
• Moving past the S/T need how do we solve the
  L/T shortage?
• Lends itself to comprehensive workforce proposals
  (by sector)
• Can tie the Teach-ed component to this
• Are we making this too complicated re all the
  certifications needed

• Lots of side-jobs needed to balance the economic
  gap with CTE teachers
• Are there other recognizable experiences that we
  can acknowledge, e.g.
• Credit for years of experience
• We need to gather the three best practices used
  to augment salaries models labors ideas
• Dont try to recreate the wheel at each local
  school/CC
• Cluster Idea Industry folks/artists to come in
  to teach in adjunct to CTE core teachers
   theme-based approach
• Key is institutionalizing CTE

PPAC Discussion
43
Professional Development Advice

• What are we going to do right now?
• Must streamline the system with TSPC or use
  work-arounds
• Is the emergency certification system working?
• Identify kids who have a CTE-ed goal, put them
  through a CC program, into the field for a year
• The package has to be such that each sector has
  the resource to make this happen
• We could scholarship students or grant loans that
  are forgivable based on years of service
• 2-yr degree, work in industry, get their teaching
  degree in the interim
• Texas is paying 10k sign-up bonus for teachers
  to sign up a win-win
• Partnerships with industry

• Under-represented populations
• For them to afford to do any of this is almost
  impossible
• Undocumented kids
• High age, high skill, high demand requires
  continual retooling
• Barriers
• Financial
• Regulatory
• Pipeline/Pathway to Licensure
• Key is how to elevate these issues, package them
  in a compelling way create the business case

PPAC Discussion
44
Accountability Advice

• To what degree should Perkins-eligible CTE
  Programs of Study align with high skill, high
  wage or high demand occupational areas?
• Should Secondary programs be demand driven?
• Wide range of definitions needed to be narrowed
  down (OWIB Dept of Employment)
• Regionally based
• Dont be to directive or restrictive from a
  State-wide perspective
• Perkins High Skill, High Wage OR High Demand
• Table based on 2004-2014 Projections (see DOE
  website)
• Occupation categories updated nationally every
  five years

• Post-secondary programs now show a demonstrated
  need to be funded
• What about Secondary?
• Linked together with a Program of Study
• I dont want more regulation
• Why would you want to align to this?
• Maybe focus on high wage
• We need to be strategically selective, given our
  limited capacity
• From a State-stand point this does make sense
• Dont forget the avocation vocational aspects
  of this
• Not enough to do it all  therefore must get
  strategic
• OJT can take care of a piece of this let
  industry take care of this

PPAC Discussion
45
Accountability Advice

• Implication for Professional Development
• Dont forget non-traditional learners
• Dont allow the easy route of focusing on the
  high graders
• What about up/down cycles?
• Demand-supply cycle driven
• Cant go blindly to high demand
• Combined high wage-high demand makes more sense
• Use this to build the concrete examples and the
  business case
• How will this be implemented?
• Could add an approval criteria HW/HD for the
  secondary level

• Unintended consequence
• Forcing Eastern Oregon to lose its Perkins
  funding
• Thats why the s are regionally based, so this
  doesnt happen
• 1.8 million in Oregons workforce
• Need to make the explicit connection between what
  happens in school and what happens at work to
  show the pathway
• Strategically connects to reality
• 22 does have a combined Program of Study
  approach
• People vote with their feet at CCs
• Accrediting agencies Local Bds hold CC to high
  standards

PPAC Discussion
46
Accountability Advice

• If there are limited resources above and beyond
  what is currently allocated
• Dedicated funding drives program selection/focus
• Watch-out devil in the detail is there a
  downside to implementation must be thoughtfully
  done
• Big difference for Secondary not getting
  Perkins vs. not getting Program approval
• Ref we are the only State that has
  adverse-impact for Private Schools

• Dont look at this as all or nothing  there is a
  middle of the road
• For example, being able to make the case for an
  exception
• Ref Marylands fast track approval process or
  using a backup process (Secondary side)
• Concern about this being pushed down to the HS
  level
• Perkins leads to .

PPAC Discussion
47
How Perkins IV Policy Advisory Committee Can Stay
Engaged
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Engagement Discussion

• Three Layers suggested
• ODEs work and posting of that work
• Chat room dedicated to dialoging around specific
  policy/strategic issues
• Local creative initiatives that are underway
• Need to extract what makes models/experiments
  succeed
• In Oregon
• Elsewhere

PPAC Discussion
49
Next Steps Brief Audit
50
Next Steps

• ODE, et al will be crafting
• These issues we discussed
• Draft Perkins IV Plan
• Other systems-perspective issues
• Distribution List future eMails
• Virtual blog/chat discussions in the interim
• Electronic site
• PPAC only
• Next PPAC Meetings
• January 08
• April 08
• Whats next, e.g., implementation challenges

51
Brief Audit

• What worked
• Great information
• Other feedback
• Local 5-year plan concept how each region will
  implement
• Training at CTE conference in April 08
• I need to get my hands dirty
• Need to see how the policy advice gets translated

• We need to se what it is before we can endorse
  it  purpose of the January meeting
• How does progress get circulated back to the
  taskforces
• The Plan is a work in progress
• Can be revised as implementation issues arise
• Continuous improvement

PPAC Discussion