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CTE Revitalization. Lessons Learned Tom Thompson Oregon Department of Education. Agenda. Context Strategies The Crystal Ball Next Steps. Context. What value does CTE have for your district or school? What do our partners value? Partnerships with business, industry and labor.
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CTE Revitalization Lessons Learned Tom Thompson Oregon Department of Education
Agenda • Context • Strategies • The Crystal Ball • Next Steps
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.
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
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
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.
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.
Added By RFP • Equity • Student Leadership – Legislative priority • STEM – Legislative priority • Regional Programs • Middle School • Innovation • Evaluation • Integration
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
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.
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.
How Do Partners Contribute? • Program design • Internships • Equipment and Infrastructure Advice • Employee time • Donated goods and services • Expand relationships • Planning and organization • Money
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
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.
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
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
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
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.
Future Funding • Existing supporters • Governor • OEIB • Deputy Superintendent • Legislators • Industry representatives • In budget atcurrent funding level
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
CTE Trends • Regional approaches • Industry certification • 40/40/20 • Summer experiences • Early awareness • Connections to STEM • Equity
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
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