Oregon Career and Technical Education

Schrader Runs

2008-02-26T05:48:00.000-08:00

Finally, a candidate who understands and supports career and technical education. The announcement that Senator Kurt Schrader running for Darlene Hooley's congressional seat came Monday...

From the Associated Press:

State Sen. Kurt Schrader announced Monday that he'll run for retiring U.S. Rep. Darlene Hooley's Congressional seat, becoming the first Democrat to jump into what's shaping up as a marquee race for both parties.
Schrader, who serves as the co-chair of the Legislature's powerful budget-writing committee, could have the Democratic field all to himself. His wife, Clackamas County Commissioner Martha Schrader, was considering a run, but said she'll stand down for her husband.

And earlier Monday, another Democrat who had expressed interest in the race, former Monmouth mayor Paul Evans, took himself out of the running.

"If Schrader is the only serious candidate on the Democratic side, that's great news for him," said Portland pollster Tim Hibbitts. "A Republican primary battle could cause them to use up resources, and may leave some bad feelings."

Schrader, a veterinarian and farmer, said that he'd like to continue Hooley's signature work on methamphetamines, identity theft and veterans' issues. He also said he hoped to work on broader topics, including health care reform, and transportation issues.

As someone who has worked closely with Kurt to make sure Oregon understood CTE, I know he will be someone in Washington who will support federal legislation and financial support for our students and programs. Please join me in supporting his candidacy.

Study to go to RFP

2007-09-22T05:26:00.001-07:00

Members of the Workforce 2005 Taskforce on CTE in Oregon are meeting with Department of Education officials to finish up the details on the RFP for our sustainability funding research. We hope to have preliminary data to show the interim Legislature in January.

Stay tuned. We are working to show Oregon lawmakers that CTE works for all students while sharing with them how states like Washington and California can invest dollars on a regular basis with great results. If you want more information or would like to help support our cause by contacting your local lawmakers let me know.

Session Review

2007-06-27T11:06:00.000-07:00

The Oregon Legislature is wrapping up its work in Salem. Our bill died in the Senate Committee because the chair was upset with our bill's chief sponsor, Senator Kurt Schrader. Thanks to Kurt the provisions of our bill have been put directly into a funding package for the Department of Education. This is what the Department will be looking at this summer.

May 21, 2007

TO: Senator Schrader
Education Subcommittee of Ways and Means

FROM: Salam A. Noor, Assistant Superintendent, Office of Educational Improvement and Innovation, Department of Education

RE: CTE Task Force and Study

Deliverables Cost Per Total
1. Research state funding models and formulas for career and technical education including Oregon 5 states @ $5,000 each $25,000
2. Research state systems and structures for supporting career and technical education (e.g. departments of education, post secondary state agencies, state labor agencies, etc.) 5 states @ $5,000 each $25,000
3. Research delivery models including structure, modalities, cost, capacity, etc. 5 states @ $7,500 each $37,500
4. Research cost requirements for K-12, community colleges, and universities to offer CTE programs and opportunities 5 states @ $5,000 each $25,000
5. Establish task force to review and make recommendations to the 2009 legislative session .25 FTE x 18 months $29,708
6. Other costs including staffing the task force, travel, reimbursements, services and supplies, procurement, printing, etc. $57,792
Total $200,000

OACTE Convention Highlights

2007-04-23T04:56:00.000-07:00

The OACTE convention is over. A special thank you to Senator Schrader for being one of the keynote presenters. I think his remarks made great sense and hopefully cleared up some misconceptions for attendees. Jan Bray, from ACTE, also had some great comments regarding the need to fully engage legislators about the need for CTE.

There was a great turnout this year with some wonderful presenters. Folks are doing some great work around Oregon. Unfortunately, it takes a convention to hear what others are doing.

Several folks have asked to be involved in our legislation. I appreciated all the words of support at the end of the conference.

I am no longer on the executive board of the organization but have every intention, thanks to the support of Senator Schrader, to make sure CTE continues to have a voice in Oregon politics. Standing on the sidelines during this session makes no sense.

Virginia Massacre

2007-04-17T06:48:00.000-07:00

I know this post doesn't directly connect with our Senate bill. However, I am deeply saddened that we lost more students and teachers this week in our classrooms. Teaching gives us the ability to nuture and help students deal with crisis. This kind of situation, unfortunately, evokes emotions in our classroom that students should not have to feel.

My students, primarily juniors and seniors in a news broadcasting class, watched the coverage with interest as they prepared to produce their own podcasts. The thoughtful and relevant questions raised made me think about how I would protect my charges if they were attacked.

As my own daughter, who is in my upper-level class, looked at me I wondered for the safety of her and her classmates. Would I be prepared to handle a similar situation? All I knew is each one of those children were gifts and I only wished they never had to deal with this kind of tragedy in their lives.

Carl Perkins Funding

2007-04-11T06:06:00.000-07:00

Rumor has it that the Department of Education has proposed some changes to the distribution of Carl Perkins funding for next year and beyond. Secondary schools are not expecting to see as much federal funding. For folks that don't know, the Carl Perkins funding is the majority of funds high schools and community colleges receive to fund CTE programs in Oregon. Other states supplement the funding. SB 589 aims to add Oregon to the list of states that support CTE classes financially.

We've asked Oregon lawmakers to look into the decision and find out why.

Check out the state's Perkins transition plan. If only all classes could show such rigor for students.

Oregon Perkins Guide

Washington State CTE Legislative Issues

2007-04-07T07:40:00.000-07:00

Last year, Washington made historical gains in the case of CTE funding. Those same lawmakers are reviewing a list of CTE issues this session.

Thanks to WAVE - the Washington Association for Career and Technical Education for this list.

Issue: Updated Equipment and Technology
Investment: 2007-09 - $10M - $5M per year

Rationale: Equipment & technology should be appropriated on an on-going basis.

* Equipment and technology needs are intensive in Career and Technical Education

* Train students on up-to-date, quality equipment to meet the demands of business and industry
* Districts need the ability for long-range planning for the replacement of equipment and technology
* Fund CTE equipment at $75 per FTE for the comprehensive high schools and $125 per FTE for skills centers
* The funds should not be supplanted and no indirect charges applied

Issue: Skills Centers

Investment: $4M+

Rationale: The 2006 legislature approved a study of skills centers under SB 5717 – recommendations include:

* Expanded FTE – removal of 1.0 FTE lid – provide parity between school districts, skills centers, and running start funding
* Address rural, remote, distance, and extended learning
* High Demand Fields – startup funding
* Establish rules for skills center operation and start up
* Dropout prevention and retrieval
* Academic Support

Issue: Certificated CTE Director

Investment: TBD

Rationale: There continues to be an erosion of certified CTE Directors in local school districts. To assist in this arena, the following is recommended:

* Increase CTE leadership at the district level
* CTE Director should meet certification requirements
* CTE Director Certification should be based on competencies
* Provide an incentive (up to $20,000/pro-rated) to districts who hire a certified CTE Director

Issue: Enhanced Funding for Career and Technical Student Leadership Organizations (CTSOs)

Investment: $106,000 increase

Rationale: The CTSOs are funded annually in the state budget in the amount of $97,000 per year. The original amount was $200,000 but a 3% reduction was taken several years ago.

* Request is for $300,000 for the biennium or an increase of $106,000
* Original request was for five CTSOs to be funded, there are now six with the addition of the Technology Student Association (TSA)

What other states are doing

2007-04-04T16:43:00.000-07:00

In Arnold Schwarzenegger’s 2007 State of the State
Address in California, he said, “We must also continue to
reinvigorate career-tech education, I love career-
tech, love it.” He also proposed $52 million
in his 2007 budget, on top of increases in
recent years, for career and technical education.
This includes $32 million
in new funding for CTE instruction
and programs and legislation
to streamline CTE teacher
credentialing, proposals that
are already gaining the support
of more state policymakers.
Schwarzenegger’s support
has created momentum
in California. Local school
districts are paying more
attention to CTE programs,
and local media are covering the changes
with more frequency. The James Irvine Foundation,
which sees CTE as a promising solution
to the state’s dropout problem, spent
$6 million to launch a new statewide center
dedicated to the issue. Voters have passed a
bond that includes $500 million for new CTE
facilities, and in January, the state Board of
Education adopted new standards to enhance
curriculum. State Superintendent of Public
Instruction Jack O’Connell has also proposed
expanding the number of career and technical
academies in the state from 290 to 500.

California CTE Results

2007-04-04T16:39:00.001-07:00

Study: California's partnership academy model improving student outcomes

March 19, 2007 – Students participating in California Partnership Academies (CPAs) outperformed their peers on high school exit exams, rates of graduation, the completion of college prep classes and attendance, according to a new report. In 1994, CPAs were launched to reform high schools in the state and were established in larger comprehensive high schools. “A Profile of the California Partnership Academies 2004-2005” evaluated the CPAs which are organized around major industries including agriculture and natural resources; arts, media and entertainment; engineering and design; and manufacturing. Now 290 CPAs exist and are showing some success in getting high school students prepared for college and careers.

The study, conducted by ConnectEd: The California Center for College and Career and the Career Academy Support Network, examined the latest data (2004-2005) from the state’s CPAs. The study found that CPA sophomores outperformed their peers on the California High School Exit Exam (CAHSEE) with 84 percent of CPA students passing the English Language Arts, compared to 76 percent of students statewide. On the math test 80 percent of CPA students passed it compared to 74 percent of students statewide. CPA students are also doing better in terms of graduation with 96 percent of CPA seniors graduating at the end of the 2004-05 academic year compared to 87 percent statewide. In terms of a gender breakdown of the graduation numbers, 98 percent of female and 95 percent of male academy students graduated, compared to 91 percent of female and 83 percent of male students statewide. The starkest differences in graduation rates were among Native American, Hispanic/Latino, Pacific Islander and black CPA students.

“All graduated at rates 10 to 16 percentage points higher than the general population,” the report notes.

CPA students showed up for class in high numbers too: Of the 32,547 CPA students with reported attendance, 84 percent attended school at least 90 percent of the time, and more than half reported 96 percent or better attendance. A big part of the CPA model is preparing students for their postsecondary academic plans. In California, high school students planning to attend the University of California (UC)/California State University (CSU) must fulfill a specific course pattern covering seven academic subjects required for admission. CPA seniors also outperformed their peers statewide on this indicator with 50 percent meeting the requirements compared to 39 percent statewide.

“Almost a quarter (23 percent) of the 2004-05 CPAs report that at least 80 percent of their seniors have fulfilled the A-G subject requirements; however, 17 percent report that less than 20 percent of their seniors have done so,” the report finds.

One explanation for CPA students outperforming their state peers is that CPAs possibly offer more UC/CSU-approved academic and career technical courses as part of the model’s goal to maintain its dual focus on college and career. And in maintaining a focus on career preparation, CPAs offer students the opportunity to meet and learn from professionals in the community, gain an understanding of the workplace, and explore careers. Seventy-two percent of 11th-graders participate in mentorship programs to gain invaluable work-based learning experience as a component of the CPA model. Many CPA 12th-graders participate in internships, employment related to their academy career field, or other work experience.

California Superintendent of Public Instruction Jack O’Connell recently announced findings from another study, the California Regional Occupational Centers and Programs 2006 Longitudinal Study Technical Report, which found that students attending regional occupation centers in the state are also outperforming their peers in postsecondary education and in their careers as a result of participation. That report was conducted by the School Improvement Research Group at the University of California, Riverside.

Portland Public Schools CTE

2007-04-04T16:26:00.000-07:00

Roosevelt High School and local trades unions are partnering in an
after-school course to prepare students for local union apprenticeship
programs following graduation.

Roosevelt students will be able to operate a 40-ton crane at an event
to raise awareness about career opportunities in the construction
trades.

WHEN: 11:30 a.m. Wednesday, April 4
WHERE: Roosevelt High School football field, 6941 N. Central St.

Students will meet with career counselors and representatives of the
Operating Engineers Local 701, including Roosevelt High School alumnus
Mike Teeter, superintendent for Campbell Crane. Other participants in
the event include Nelda Wilson, assistant business manager of
Operating
Engineers Local 70 and board member of Construction Apprenticeship &
Workforce Solutions (CAWS), which is working to increase the
representation of persons of color and women in the construction
trades;
Quint Rahberger, coordinator of the Operating Engineers Training
Center;
Kevin Jeans-Gail, executive director of the Portland Workforce
Alliance;
and Deborah Peterson, principal of Roosevelt High School.

The construction industry is expected to grow by 18 percent during the
next 10 years, yet many of today’s workers are set to retire over
the short term. By 2014, it is expected that an additional 10,000 workers
will be needed to fill new construction jobs. Many of today’s high
school students are unaware of career opportunities in the
construction trades, particularly as school systems have cut trades and shop
classes because of budget cuts.

The average wage of today’s operating engineers, who run heavy
equipment, perform heavy duty repair and conduct site surveys, is $29
per hour or about $60,000 per year.

For more information, contact Kelly Stoner of Operators Local 701,
503-706-0698, or Kevin Jeans Gail of the Portland Workforce Alliance,
503-201-1803.

Adopt A Classroom

2007-03-30T08:41:00.000-07:00

We are always in need, like other CTE programs, for additional support and equipment. Feel free to go to the site and spread the word about this program.

Thanks for your help.

Deborah

CTE Cutbacks

2007-03-27T11:37:00.000-07:00

I was asked how many CTE programs have been cut in Oregon during recent legislative testimony. The Oregon Department of Education statistics show:

2003 - 1021 CTE programs
2006 - 847 CTE programs

Even though I don't teach math those statistics clearly show we have lost 174 programs in just three years. That's nearly 60 programs a year. Enough is enough.

NW Automotive Trades Association

2007-03-27T11:13:00.000-07:00

Special thanks to the Association for supporting our legislation. This comes from their webpage in support of SB 589...

Senate Bill 589, directing the Oregon Department of Education to conduct a study on career and technical education in Oregon, and appropriates money from the General Fund for the study.

Career and technical training is the new "buzz word" for any type of trades/blue collar education in high schools, including auto body, auto tune up and electrical, computer aided drafting,e ngines and transmissions, brakes and alighment, culinary arts, carpentry, etc. This study will focus on citing these "skills centers" throughout the state, whether they are "bricks and mortar" and/or working with local community colleges in existing facilities to bring in high school students to study.

The Oregon Department of Education, doing a very preliinary look at students who have completed automotive programs in the State of Oregon, have identified 129 students in a current school year. With 550,000 high school students enrolled throughout the state, this translates to 0.0002 of high school students who may go on to a community college for further automotive study. Any "trades-type" graduation statistics would likely find the same infinitesimal percentage. Many blue collar "trades" companies in Oregon are in a crisis situation, looking to the next generation for new, trained, and experienced emplloyees. Oregon must recognize the importance of trades occupations, and must pull out of the stops to recognize, support and provide education for our proud blue collar tradition.
Statistically, 28 of 100 high school students in Oregon continue on to a 4-year college to work toward a baccalaureate degree. What about the 72 other students who go out into the world to seek their fortunes without the "tools of the trade," including hands-on education in middle and high schools? California and Washington States have articulated, funded high school trades programs, and are churning out graduates with two years of experience in a trades program of their choice. Oregon needs to provide our high school students with nothing less than that.

For more information about NWAT - Phone: 503-253-9898 (1-800-730-7282)
Fax: 503-253-9890
E-mail: info@aboutnata.org

Benson High School Cuts

2007-03-27T10:49:00.000-07:00

I received word today that Portland Public Schools Superintendent Vicki Phillips has decided to cutback on the programs and personnel at Benson High School. Folks, this school has been around for over 90 years giving students opportunities in career and technical education. We all understand budget constraints but why Benson? Ms. Phillips has been busy testifying on behalf of full-time kindergarten funding but seems to forget that those same five-year olds will need to eventually graduate with some training for the "real world". I urge folks to continue to support SB 589 so our district administrators don't have to make a choice between kindergarten or CTE programs in Oregon. Contact your local lawmakers and urge them to find sustainable funding for CTE in Oregon before Benson shuts down.

First Hearing

2007-03-08T05:50:00.000-08:00

SB 589 had its first hearing in the Senate Education and General Government committee on Tuesday, March 20th. Many thanks to the Auto Trades Association for their written testimony. In addition, we give thanks to the Reynolds contingent which included two students from the Culinary program who are members of Skills USA.

We are proposing a change in language in section three of the bill that suggests a uniformity in 2+2 agreements statewide. After talking with a number of Regional Coordinators, I believe it is best for them to work as a team to make things more consistent statewide. (WE HAVE SINCE REMOVED SECTION THREE OF THE BILL TO MAKE THE UNIFORMITY ISSUE BE A PART OF THE OVERALL STUDY)
We are also looking at the possibility, thanks to the urging of Senator Walker, to actually fund some CTE programs immediately based on employment need in various communities.(AND AFTER HEARING ABOUT THE CUTBACKS AT BENSON HIGH IN PORTLAND AND AT VARIOUS OTHER SCHOOLS IN OREGON THIS IS EVEN MORE OF A CRITICAL ISSUE.)

We will keep you updated. The bill should move out of the committee and onto Ways and Means after the revisions take place.

A great day at the Capitol

2007-02-19T18:13:00.000-08:00

Spent the day walking the halls and visiting lawmakers today. Had appintments with 11 legislators and received incredible responses. My most pleasant surprise came from Rep. John Lim of Gresham. Lim has asked that his workforce committee come to Sabin-Schellenberg. The chair of the committee thinks it is a great idea and will make arrangements. Most lawmakers told me they just want to get the ball rolling and start building new CTE programs.

We also have support from COSA and OSBA and their lobbyists will be there to testify on behalf of the bill.

The ball continues to roll....

OACTE CONVENTION

2007-02-16T13:25:00.000-08:00

Plan on attending the annual OACTE conference at the Salishan Resort this April. Topics include the following:
Best Practices and Emerging Trends Facing Community Colleges
•Career Pathways as a Systemic Framework: Progress with
Oregon State Initiatives
•Challenges, Best Practices and Emerging Trends Facing CTE in
Community Colleges
•Chemeketa’s CAD/CAM Pathway
•Credit by Proficiency: What Is It? and How Is It Done?
•Employment Department: High Skill, High Wage and High
Demand Job Trends
•Learning Communities: Strategies for Student Success and
Retention
•Manufacturing/Engineering Technology Pathway
•Math-in-CTE Research Project
•No Boys Allowed
•ODE Comprehensive Guidance & Counseling Programs
•ODE Regional Capacity Grants/New Diploma Requirements
•ODE/CCWD Update
•Oregon CIS: Building the HS to CC Bridge
•Oregon CIS: Connecting Student Records with Career Planning
via Web Services
•Pathways on the Ground: Student Centered, Demand Driven
Progress Across the State
of CTE in Your Community
•Youth Transition Model: Serving Special Populations
•Math-in-CTE Professional Development: A Closer Look
•Supporting Special Populations in Transition
Friday, April 20 – Sessions: 8:00-2:30
•Advisories
•CISCO Program
•Connections to Workforce – Regional and State Workforce
Investment Boards
•Credit by Proficiency – Lane County Models
•Drug-Free Workplace
•Employment Department: High Skill, High Wage and High
Demand Job Trends
•Engaging Parents: We Can’t Do It Without Them! (POCI)
•Legislative Update
•Meeting Core Standards in CTE Classes (The Highly Qualified
Teacher Conundrum)
•OSU Research: Charter SLOs
•Our Shrinking Workplace
•Project Lead the Way: Hands-on Integrated Model
•Credit by Proficiency: What Works!

Findings of the Workforce 2005 Taskforce

2007-02-15T05:31:00.000-08:00

Summary

Workforce 2005 Task Force Recommendations

Purpose of Task Force

The Workforce 2005 Task Force was created by the 73rd Oregon Legislature for the purpose of reviewing career and professional technical education in Oregon and recommending changes that systemically integrate education with workforce and economic development. The Task Force held six work sessions over five months, facilitated by staff from the Oregon Department of Education. A final report, outlining findings and recommendations from the task force will be sent to the 74th Oregon Legislative Assembly.

Membership

The 18-member Task Force was appointed by the Governor, President of the Senate, Speaker of the House of Representatives, the Chancellor of the Oregon University System, the Superintendent of Public Instruction and the Commissioner for Community Colleges. See the attached membership list.

Overview of Task Force Work

The Work Force Task Force members’ findings and recommendations seek to strengthen and expand effective professional technical education (PTE) in Oregon high schools and community colleges. The Task Force believes that PTE offers a promising, although still largely underutilized, strategy to increase the number of Oregonians who successfully prepare for postsecondary education and work. PTE is a critical component of high school redesign and improvement and should be aligned with postsecondary opportunities and workforce needs. What distinguishes effective models of PTE from the traditional vocational precursors is the academic rigor of the coursework. Partnerships between employers and institutions of higher education are critical in providing students the opportunity to apply academic and technical knowledge and skills to real-world problems. PTE motivates and engages students of all ages in learning and deepens their understanding of why mastery of academics and advanced technical skills is important in a global society.

Professional Technical Education is an essential component of the total educational system in Oregon and across the United States. It is critical to the United States’ ability to compete in a global economy. Sustained financial support of Oregon PTE programs, classes, and delivery systems is necessary for Oregon’s economic development and to meet future needs of a global economy.

Task Force Priorities in Addressing Legislative Charge

Summary of Task Force Findings

Task Force Priority Recommendations

Review available funding sources to determine the amount of moneys that should be appropriated to adequately fund career and professional technical education in grades 7 through 12 and in higher education; recommend innovative and cost-effective funding models for career and professional technical education programs.

Other states in the region supplement federal Carl D. Perkins money with state funds for career and professional technical education.

Funding for professional technical education in Oregon relies on the federal Carl D. Perkins funds. In addition, school districts and community colleges utilize general funds to support programs. Spending decisions are locally made.

The amount of money needed to adequately fund career and technical education in Oregon has yet to be determined.

Additional time is needed to explore innovative and cost effective funding options for career and professional technical education.

Commission an independent study to review best practices in other states and Oregon
and recommend the best funding mechanism to support professional technical education at all levels. Consideration should be given to a funding formula to sustain programs. The study should include recommendations on how to provide funding to:

Sustain programs statewide
Provide regular equipment upgrades
Identify a performance metric for programs and students

Review and report data about the two-plus-two programs and recommend changes in the programs that reflect the strong natural ties between education, workforce and economic development.
Alignment of PTE programs among high schools, community colleges and universities is imperative.

Obstacles to consistency include the lack of transferability of dual credit courses into four-year degree programs, lack of quality assurance processes to ensure that work produced in dual credit courses is college-level work, and lack of clear and consistent communication about dual credit opportunities.
Develop statewide agreements on dual credit programs with common terms and consistent practices and structures.

Ensure that dual credit courses are based on college-level proficiencies and require students to produce college level work.

Provide funds for communicating dual credit opportunities to students and parents

Examine access to high-quality career and professional technical education programs at high schools, community colleges and public and private institutions of high education.
Community colleges have two education program pathways for students: one bound for the world of work and the other for baccalaureate degrees. Often PTE courses do not transfer or satisfy baccalaureate degree program requirements. Additional work is needed to address the problem
Develop an Applied Baccalaureate degree for selected high growth and high demand occupations.
Develop strategies that would enhance credit for prior learning and credit for certification transfer
Link and expand models with high school professional technical education programs (e.g. 2+2+2)

(c) Examining and making recommendations for innovative and cost-effective funding models of career and professional technical education programs and associated student leadership programs at high schools, community colleges and public and private institutions of higher education;
The best programs are co-curricular and school-based.

Locally, capacity to offer student leadership opportunities are critical to student success.

The current funding model for the student leadership center does not ensure sustainability nor provide adequate support for school programs.
The task force members agreed business and industry partnerships should support the state’s student leadership center.

Businesses should also help schools and students build local capacity to offer a variety of student leadership opportunities.

The number of student leadership groups should be expanded beyond the few currently involved in the state’s student leadership center.

(d) Examining the ability to access high-quality career and professional technical education programs at high schools, community colleges and public and private institutions of higher education;
Some AA degrees are terminal. Some courses and programs do not transfer to four year degrees. The inability to transfer credits to four year degree programs hinders student’s progress towards degree completion and increases time in school and decreases time in the workforce.

It is difficult for local businesses to connect with schools, and for schools to find local business partners. Access could also be improved by more directly connecting businesses and classrooms.

It would improve access to four-year degrees if students could earn Bachelors of Applied Science (BAS) or Bachelors of Applied Technology (BAT). High-wage high-demand jobs should be the initial target for developing these baccalaureate programs. Systemically, the alignment of outcomes and proficiencies at each community college is critically important.

If a clearinghouse could be established then businesses and schools could find each other. Education service districts could support a clearinghouse in this capacity. Resources should be dedicated that can be used to establish the infrastructure that will build local capacity in this area. Business Education Compact (BEC) would be a great partner. The Oregon Workforce Initiative Board and similar regional boards should participate.

(e) Reviewing existing investments in distance education and making recommendations for building new partnerships that increase the capacity for delivering high-quality career and professional technical education across the state;
Distance Education opportunities for career and technical education students are rare.

The Oregon Virtual School District is not currently planning to address career and technical education needs.

There are high demand job training opportunities that could be delivered in virtual learning environments

The Oregon Virtual School District should include career and technical education courses. High-demand health occupations should pilot the development of modules or courses for the network.
This work could be coordinated through the nursing and allied health initiatives.

(f) Reviewing the status of teacher education programs and making recommendations for establishing quality teacher education programs for professional technical education teachers; and
There are not enough career and technical education teachers in education programs at the universities to meet demand.
Many career and technical education teachers are coming directly from industry and lack teacher preparation.
Administrators are not trained to supervise and support career and technical education teachers and programs.

To increase the number of teachers qualified to teach career and technical courses, scholarship money to pay for credit bearing courses.
Increasing the knowledge-base of administrators so they can better supervise and support career and technical teachers is also needed.

(g) Working in groups based on teacher endorsement areas for the purpose of identifying practices that lead to high student performance in each endorsement area and identifying the barriers and costs for implementing those practices
Only two teachers were listed as members of the task force so this work could not be completed.
A thorough analysis of all issues related to career and technical teacher education programs and endorsements should be further studied in conjunction with TSPC.
Coordinating with the Career Pathways project would be ideal.

Sabin-Schellenberg Professional Technical Center

2007-02-15T05:26:00.000-08:00

There are hundreds of CTE programs in high schools and community colleges in Oregon. I work at a center that offers 22 different career and technical classes to high school students in the North Clackamas School District. Over 2500 students attend those classes every day at four different sites. Our students travel by bus from three of our district high schools. We invite you to come visit to take a look at our programs.

Sabin-Schellenberg Center

Watch the coverage

2007-02-14T19:03:00.000-08:00

If you are interested in watching live coverage when folks testify on the bill you can do so by following the link...

Oregon Channel

Legislators Who Care

2007-02-14T18:41:00.000-08:00

We have a great deal of appreciation for lawmakers who understand what we are doing. Please don't forget to write them a note thanking them for understanding the importance of CTE in Oregon.
Rep. Carolyn Tomei
Rep. Dave Hunt
Rep. Mike Schaufler
Senator Bruce Starr
Senator Richard Devlin
Senator Bill Morrisette

Senator Kurt Schrader

2007-02-14T18:07:00.000-08:00

We have to thank the vision of Senator Schrader who has made this issue a top priority in the legislative session. Please remember to send him an email thanking him for supporting us as we move through the legislative process. His email is:

Senator Kurt Schrader

Creating Legislation

2007-02-14T17:18:00.000-08:00

Our proposed legislation, coming on the heels of the Oregon Workforce 2005 Taskforce, has now morphed into a Senate Bill 589. The bill has several co-sponsors, including Senators Devlin, Morrisette, Starr and of course, Senator Kurt Schrader. Representatives who have signed on to the bill include Hunt, Tomei and Schaufler.

Highlights of the bill include:

1. A study at finding best practices of CTE in Oregon and in other states and then finding a way to best find sustainable funding for CTE programs, equipment, and supporting teachers who come from business and industry willing to share their experiences as teachers.

2. Support a pilot program that could be expanded offering Bachelor of Applied Technology degrees.

3. Inform the public, including parents and students, about our two-plus-two agreements. Those agreements will also be streamlined so if a students earns college credit in a CTE high school program those credits will be transferred from the community college through the university system.

4. The bill supports the student leadership program while allowing business and industry to find an easier way to provide connections with our programs.

We will keep you informed and ask that you contact your local legislators to support this important legislation.