Perkins IV Program Design Taskforce

1. Perkins IVProgram Design Taskforce Kickoff Offsite 12 July 2007 With Discussion Notes & Next Steps (Slide 61) For Perkins IV-PDTF Use Only — Prepared by HHCG

2. Offsite Agenda: Welcome, Introductions, & Logistics Meeting Objectives, Groundrules-Assumptions & Expectations Stage Setting — Brief Overview of Perkins IV; Other Taskforces Feedback from the Interviews & Focus Groups Who Are Our Customers? Discussion of the Opportunity for CTE What Success & Failure Look Like Our Vision of 2012 Foundation Blocks of Our Vision (Biggest Opportunities) Major Challenges/Obstacles to Achieving Our Vision What Can We (CTE) Control *vs. Influence vs. Have No Impact On? Which Challenges Can/Must Be Addressed First? How Do We Maximize the Impact of the PDTF? Review Next Steps, Brief Audit Program Design Taskforce Agenda For Perkins IV-PDTF Use Only — Prepared by HHCG

3. Welcome,Introductions,Logistics & Message from Salam Noor For Perkins IV-PDTF Use Only — Prepared by HHCG

4. Objectives,Groundrules-Assumptions& Expectations For Perkins IV-PDTF Use Only — Prepared by HHCG

5. PDTF Offsite Objectives • Primary Focus for this Offsite : • Create a compelling vision of CTE's future • Use that vision to think strategically about the biggest opportunities in front of us • Identify major challenges/obstacles that need to be overcome • At Future Offsites we will: • Build on past efforts and not reinvent the wheel (including the Transition Taskforce, SB364, etc.) • Address those challenges that we have control over or can influence (vs. those we have no impact on) • Develop specific strategies to make our Vision a reality For Perkins IV-PDTF Use Only — Prepared by HHCG

6. Be here 100% of the time — phones, pagers & Blackberrys off Constructive dialog & even disagreement are welcome Lots to do — please get to the point Respect our diversity — backgrounds, experience, capabilities and uniqueness Aligned, we can get almost anything accomplished Misaligned, we will melt down If you miss a meeting Please prepare anyway Send us your thoughts & proxy Review the session notes to stay current No substitutes or stand-ins Off-the-Table for the PDTF: Perkins IV Funding Distribution Formula Your Role: Active participation Open minds; honest discussion Yellow vs. Green Hat My Role: Help drive us toward our goals Bring in outside perspective Groundrules Assumptions For Perkins IV-PDTF Use Only — Prepared by HHCG

7. Expectations • Build on the recommendations of recent efforts — not reinvent the wheel • Transition Taskforce • SB 364 • PTE Symposium of 2004 • We are notlooking 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 For Perkins IV-PDTF Use Only — Prepared by HHCG

8. Stage Setting * Perkins IV* Taskforces & Advisory Committee For Perkins IV-PDTF Use Only — Prepared by HHCG

9. Perkins IV • The Carl D. Perkins Career and Technical Education Act of 2006 provides funding for approved high school and community college career and technical education programs • The purpose of this reauthorized Act is to develop the academic, career and technical knowledge, and skills of secondary and postsecondary students who elect to enroll in career and technical education programs. • Each state that seeks funding under this Act must submit a one-year State Transition Plan (2007-08) followed by a five-year State Plan (2008-2013) • The development of the State Plan must allow for input from a broad array of stakeholders including: teachers, counselors, administrators, parents, students, institutions of higher education, members of Tech Prep consortiums, the State Workforce Investment Board, interested community members, representatives from special populations, business and industry, and labor. For Perkins IV-PDTF Use Only — Prepared by HHCG

10. Oregon State Board of Education Dept of Community Colleges and Workforce Development Oregon Department of Education Office of Educational Improvement & Innovation Perkins IV Policy Advisory Committee Agency Operational Tasks Program Design Taskforce Professional Development Taskforce Special Populations & Non-Traditional Students Taskforce Accountability & Evaluation Taskforce Perkins IV Planning Components For Perkins IV-PDTF Use Only — Prepared by HHCG

11. Agency Operational Tasks • Federal Assurances • Reporting • Funding Coordination • Technical Assistance Model • Teacher Recruitment For Perkins IV-PDTF Use Only — Prepared by HHCG

12. Accountability & Evaluation Taskforce • Met twice May 24 & June 21 — initial meeting focused on the purposes for a CTE Accountability System; AETF reviewed: • Current CTE evaluation framework • Use of current performance measures for continuous improvement • How an accountability system can evaluate the return on CTE investment • The accountability requirements to sustain receipt of Perkins funds • Although no firm recommendations have been offered yet, rich discussion has taken place regarding: • Defining Perkins IV performance indicators and measurement approaches • Uses of performance data beyond meeting compliance requirements • What policies or practices are needed to foster continuous improvement of CTE programs • Factors needed in the design and implementation of measurement criteria for technical skill attainment For Perkins IV-PDTF Use Only — Prepared by HHCG

13. Special Populations Taskforce (SPTF) • Met once June 14th — initial meeting focused on background information relating to: • History of Vocational Education in the United States • Creation of the Carl Perkins legislation & changes to the Law, • Identification of categories of “Special Populations” • Development of the Oregon Transition Plan • Timeline and process for the development of the Oregon Five-Year Plan • Requirements for Special Populations in the Five-Year Plan • SPTF made recommendations regarding: • Changes/additions to the Special Populations Transition Plan narrative (for item #1, a/b/c required in the Five-Year Plan.) • Accountability Task Force re: serving special populations • Program Design Task Force re: serving special populations • Professional Development Task Force re: serving populations • Next SPTF meeting July 19, 2007, Chemeketa CC For Perkins IV-PDTF Use Only — Prepared by HHCG

14. Professional Development Taskforce • Met twice May 22 & June 26th — focused on: • Providing operational definitions for high quality, intensive, sustained, focused on instruction • Listing examples of best practices that will provide CTE professionals (at all levels) models to use as guidelines for developing Prof-Dev plans • Exploring what it means to be data-driven and accountable, leveraging other federal program dollars, and mechanisms for integration • Tackling, in a positive manner, how teacher retention and preparation can be more effective and efficient for CTE teachers • Creating a draft for a 5 year implementation plan for professional development • Recommendations will not be finalized by the group until our last meeting in August; discussing excellent options re: • A flow chart for how professional development should be conducted • Components of professional development deemed essential for success • Incentives for professional development at a district and building level • Identifying common challenges for current and pre-service teachers • Infrastructure that assures a seamless mesh between academic and CTE instructors For Perkins IV-PDTF Use Only — Prepared by HHCG

15. Perkins IV Policy Advisory Committee • Focus and Scope of Work • Review policy recommendations from the Perkins IV Taskforces for system coherency and alignment between secondary and postsecondary • Coordinate policy recommendations from the Perkins IV task forces • Review recommendations and seek system coherency and alignment in the State Plan • Finalize State Plan policy recommendations for review and adoption by the State Board of Education — target is April ‘08 • First meeting set for 6 Aug at the Summer Institute For Perkins IV-PDTF Use Only — Prepared by HHCG

16. * Cost or Resistance * * Vision Process Discomfort X X > The "What" The "How To" The "Why" The "Why Not" * All three must be in place to overcome the Resistance to Change The Change Formula For Perkins IV-PDTF Use Only — Prepared by HHCG

17. A Few Guiding Thoughts “The definition of insanity is doing the same thing over and over again, each time hoping for different results.” W. Edwards Deming “The Future is already here; it’s just not widely distributed yet.” William Gibson “By the strength of our common endeavor, we can accomplish more together, than we can alone.” Tony Blair, Prime Minister of Great Britain “Never doubt that a small group of thoughtful committed people can change the world. Indeed, it is the only thing that ever has.” Margaret Mead For Perkins IV-PDTF Use Only — Prepared by HHCG

18. Feedback from the Interviews & Focus Group For Perkins IV-PDTF Use Only — Prepared by HHCG

19. Summary of the Interviews • 14 Phone Interviews — cross-section of HS, CC, Workforce & Industry • Key Question: Is Perkins IV evolutionary of transformative? Overview: • We need to start with prior Taskforces’ recommendations — not reinvent the wheel, bring everyone up to speed and get buy into the conclusions • What are PDTF’s task, scope and goals? • How much actual policy authority do we have? • Is this a rubber stamp committee for ODE mandates? • We need a clear message from leadership as to how the recommendations of PDTF will be reviewed, approved & implemented to make it meaningful • Perkins IV incorporates NCLB style metrics • Can we move beyond the punitive aspects of this and use it as a positive lever without denuding the technical skills focus of the existing CTE programs, and not letting them become just more academic classes? • Corollary: CTE can actually help improve students academic performance • How can NCLB standards help work this angle, as opposed to losing the applied nature of CTE? • Can we use this to demonstrate the viability of "hands-on-learning" to academia? For Perkins IV-PDTF Use Only — Prepared by HHCG

20. Summary of the Interviews, cont’d Overview, continued: • It is hard to implement change effort State-wide — much autonomy is held locally • Can Perkins IV be a lever to move education and CTE toward an integrated vision that aligns Secondary, Post-Secondary & Workforce-Development goals? • How aware are the people on the ground in HSs and CCs teaching and admin aware of the Workforce needs and goals? • Can the Perkins IV process be a chance to disseminate model practices throughout the State? • Can it be used to create statewide CTE standards in terms of curriculum, programs, tracking, counting and providing of services? • No one in this group questions the importance of CTE in the larger scheme of education — all are committed to it • But, the Perkins money means very different things to each of them: • For some it is a nice to have • For others their CTE efforts would die without it For Perkins IV-PDTF Use Only — Prepared by HHCG

21. Summary of the Interviews, cont’d Overview, continued: • There is a deep history of what is now called CTE being seen as a “step child" in the educational system • Can this Perkins IV Taskforce do anything to help CTE to raise its own self esteem? • Can the NCLB style metrics really be used here? Issues to be Addressed: • We need a commitment from top leadership in education • There is no doubt as to the commitment of the taskforce members to CTE, but it is often not a priority by top management • Political gestures have been made, but often w/o committing resources enough to make a difference • Will this be any different? • Must deal with fall out from the Transition Taskforce • What is the appropriate role for industry in the taskforce process? • Collecting some recent grad perspectives on the relevance & utility of the CTE programs they experienced is important For Perkins IV-PDTF Use Only — Prepared by HHCG

22. Summary of the Interviews, cont’d Issues to be Addressed: • What is the appropriate role for workforce goals and perspectives in the taskforce process? • The taskforce has a diverse representation of experience and viewpoints united by a common belief in the value of CTE programs • Many of the groups represented have traditionally been at odds with each other • Additionally, many individual taskforce members have strong personalities, and have been burned by similar projects or are otherwise jaded toward this project • But all of the individuals here involved have the potential to rise above that, and the knowledge, skills, and positioning to make a difference if they so elect • Much of the institutional knowledge about Oregon CTE programs is in the heads of people who are retiring soon • Can the Perkins IV process be used to pass some of this along? For Perkins IV-PDTF Use Only — Prepared by HHCG

23. Automotive Grads Focus Group • Held at NATA 27 June • Facilitated by Barbara Crest • 8 Recent Grads (6 men, 2 women) • Employees from both Dealerships & Independents • See Backup Slides for questions asked • They were also asked to rate their HS or CC CTE experience in eight specific areas and overall: • Technical Skills • People Skills • Problem-Solving Skills • Working in Teams • Computer Skills • Business Skills • Tools • Business Etiquette For Perkins IV-PDTF Use Only — Prepared by HHCG

24. Automotive Grads Focus Group“How prepared were you in …” Ratings: (5=Most Prepared; 1=Least Prepared; n=8) For Perkins IV-PDTF Use Only — Prepared by HHCG

25. Focus Group Findings • Getting a job in the auto industry is easy with the proper skills • There is a huge demand for individuals with these skills • 18 year olds are being hired directly from HS by high profile auto dealerships because they had learned the right skills there • Many have gotten their jobs via placement and internships while in CC • Were best prepared in the areas of electrical systems and basic stuff like brakes and tune-ups • HS programs also taught good basic problem solving • They were not well prepared to communicate what they were doing, either internally to co-workers, office staff, or to the customer • They would have liked to have learned more about communications with service writers • All agreed that communication with the service writers are a key for success, but none of them got any experience from this in HS or CC CTE programs • Lack of integration of materials • Some felt that they were unprepared to really do anything after graduating and that their skills only really came together on the job • One participant’s view: dealership training and working as an apprentice with other techs “made him” For Perkins IV-PDTF Use Only — Prepared by HHCG

26. Focus Group Findings, cont’d • Some were introduced to critical computer software (ALL DATA and MITCHELL) while in HS or CC • Others had to learn it on the job • All agreed that these skills are critical and should be part of CTE programs • Every participant use computers every day at work • Some HS programs seem “stuck in the days of rebuilding carburetors” • Others are learning to use computers to do direct diagnosis and explore factory websites • Most learned “team skills” in HS or CC CTE programs, but this was true for a variety of reasons • Some programs had integral team components • Other programs incorporated teamwork because of a need to share equipment • Although a few CTE programs included “customer contact” (either simulated or actual), many had no experience with customer contact until beginning work For Perkins IV-PDTF Use Only — Prepared by HHCG

27. Focus Group Findings, cont’d • ASE certifications are relevant and valuable to the careers of automotive industry workers • Some were able to earn these certifications while in HS or CC CTE • Found this to be valuable both in getting work and in their subsequent career • Gaining certifications often are directly tied to more compensation • No one had received any training on hybrid vehicles in their HS or CC CTE programs • Participation in automotive competitions linked to CTE programs was immensely valuable • It gave them a reason to be excited and provided goals for their studies • Placing well in local and national competitions allowed them to • Win scholarships for more training • Got them jobs in industry based on their performance • Participants would like to see such competitions given the same prestige as HS sporting competitions — including those who were also HS athletes For Perkins IV-PDTF Use Only — Prepared by HHCG

28. Focus Group Findings, cont’d • If they were King/Queen for a day (visa-vis HS CTE programs), a number of interesting ideas emerged: • Implement longer CTE classes with bigger blocks of time to work • This would require some shuffling, because adequate time for CTE classes would not fit into the standard period system • Expose middle-school kids to lawnmower engines to get them interested early • Better educate HS counselors about CTE and career paths other than college • Specifically, set up opportunities for job shadowing in the trade with successful graduates • Successful techs make upwards of $100k a year • HS students need to open their eyes to the possibility of financial success in the trades • Make HS teachers take regular courses to keep up to date with technology changes • Educate HS students to real world practical concerns • What one needs to be prepared for and dangers to avoid • Dangers from drugs, and alcohol • Negative career impacts in industry of having a bad driving record For Perkins IV-PDTF Use Only — Prepared by HHCG

29. Who Are Our Customers? For Perkins IV-PDTF Use Only — Prepared by HHCG

30. "Masters", not Customers Our REAL Customers Who Are Our Customers? • Who we each consider to be our customers helps determine the degree of alignment across the CTE spectrum: Intermediate-Customers? • Our Org’s Management • Local School Board • State Agency (ODE, CCWD, etc.) • State Board of Education • Feds • Next Org in Line • Students • Workforce • Oregon Employers • Society End-Customers? • Our Org’s Management • Local School Board • State Agency (ODE, CCWD, etc.) • State Board of Education • Feds • Next Org in Line • Students • Workforce • Oregon Employers • Society For Perkins IV-PDTF Use Only — Prepared by HHCG

31. Discussion of the Opportunity for CTE For Perkins IV-PDTF Use Only — Prepared by HHCG

32. Important Trends • Education Week 12 June ‘07: • “Employers interviewed said they were able to redesign jobs around academic-skills deficiencies, but not soft-skills deficiencies” • “One of the biggest crises facing CTE is a teacher shortage. It’s a huge issue” • “For some kids, it is awfully important that they see a job at the end of a sequence of classes” • “We need to dramatically increase postsecondary attainment, especially among underserved groups. Without them, we simply cannot produce enough workers for the jobs of the future, and we risk further expanding the American family-income divide” • “Aiming to prepare 100% of students for the 40% of society’s jobs that require [4-year] college skills makes good politics, but bad economics, and it will create a lot of disappointment” For Perkins IV-PDTF Use Only — Prepared by HHCG

33. Important Trends, cont’d • Diplomas Count 2007 — A Conversation with the Experts 20 June ‘07: • “Why isn't vocational education being better understood? • Children not interested in heading off to college can learn real skills in a well-run vocational setting • The world will always need carpenters and plumbers...these jobs are plentiful, honorable and pay well • It seems to me we could be providing real opportunities for so many of our youth if vocational education were given more respect and more dollars” • Bureau of Labor Statistics: • “There will be a shortfall of 10 million workers by 2010” • “A demographic crunch is coming and will be exacerbated by a talent crunch that threatens to stall the very engines of economic growth” For Perkins IV-PDTF Use Only — Prepared by HHCG

34. Important Trends, cont’d • Graduation Profile (Education Week) Houston, we have a problem! For Perkins IV-PDTF Use Only — Prepared by HHCG

35. Important Trends, cont’d • Graduation Profile (Education Week) • Discussion: • Graduation #’s only tell a small part of the story • Relevance & utility of education received is key — whether academic or CTE or both • The PDTF needs to looks more carefully at different aspects of this issue For Perkins IV-PDTF Use Only — Prepared by HHCG

36. Talent Supply/Demand Disconnect $/hour & skills Developed Economies Labor Market Competing Globally High Skill, High Wage, High Demand Over-supply of low-skills resources creates unemployment Oregon Labor Market Pronounced over-supply of low-skilled labor Supply of workers Men Women Number of people of available/required by skill level Demandfor workers Opportunity to create a more highly skilled Workforce Source: Manpower; IV & VE For Perkins IV-PDTF Use Only — Prepared by HHCG

37. Contextualized Learning Outcomes Real World Experiences Integration/Systems Curricular learning opportunities Systems learning — making connections re problem-solving Strike while the iron is hot! This is very timely Cooperate & co-opt with other educational areas — 3R’s Employers are coming to the table with resources Opportunity to engage earlier grades — it’s coming back National piece — baby boom International piece — economic stakes are high Save the world! To change perceptions about CTE (via marketing, etc.) To start removing boundaries between career-oriented vs. learning For seamlessness between PK and 16, especially in HS Capture the middle students that may not be destined to college Redesign programs so that they are transitional to 4-yr degrees The Opportunity for CTE?Task force responses: For Perkins IV-PDTF Use Only — Prepared by HHCG

38. Marketing CTE opportunities re high-tech industry Make sure students understand that the skills they acquire in CTE are utilized The opportunity is for students utilizing CTE not the other way around Use a variety of data to drive our thinking To reshape CTE — restructuring, using words/ideas that are not as divisive; and closer to the way the world works Ref: Workforce side — Work Readiness Certificate Career-related learning standards Define CTE — it’s a very broad topic Professional-side Lifelong learning, skill-upgrading The labels we use are important — we need to be clear & consistent Perkins may have brought us together — but this discussion is needed now anyway! Ties into the new diploma requirements being implemented now — super-timely How do we take better advantage of these (2012)? We have an opportunity to define the whole K-16 CTE spectrum For CTE to addressed the work & college readiness transferring from HS The Opportunity for CTE?Task force responses: For Perkins IV-PDTF Use Only — Prepared by HHCG

39. With the CTE Teacher shortage, we can look at all of this in a fresh way Can look at extending CTE into teacher education programs Ref: “Reinventing the American HS for the 21st Century” Some wonderful ideas re: changing how we deliver education & qualify teachers Need to build on prior work re: many of the above points — build some common understanding Marketing what? Piggyback on other opportunities Initial Themes: Potential integration of CTE with Academics Collaboration/cooperation among the different levels of CTE The Opportunity for CTE?Task force responses: For Perkins IV-PDTF Use Only — Prepared by HHCG

40. What Success & Failure Look Like For Perkins IV-PDTF Use Only — Prepared by HHCG

41. What Failure Looks Like • Purpose: • Stir negative-discomfort by looking at the costs of not taking full advantage of this opportunity to transform CTE • Process: • Imagine the effects of not succeeding in addressing the current & emerging workforce needs • How would this impact your organization? • How would this impact tomorrow’s students? • How would this affect you personally? • Write a couple of Headlines about the failure of CTE • Share results with the group For Perkins IV-PDTF Use Only — Prepared by HHCG

42. Organization Impact Congress will drop funding ODE loses staff Focus more on NCLB Schools become irrelevant or status-quo continues Perkins awarded to ITT to train citizens from India and Canada to work for American companies — CTE is outsourced! Will see more remediation needs at HS, CC & 4-yr Student Impact Higher dropout rate Lost opportunities (all kinds) Misperception of what’s broken CTE will become available in the private sector at a higher cost & longer time Some students will be left out altogether Lost of relevancy — re experiencing the world of work Loss of roots Lost income Less flexibility; less opportunity to experiment; less transferability Greater barriers for risk populations especially students of color What Failure Looks LikeTask force responses: For Perkins IV-PDTF Use Only — Prepared by HHCG

43. Personal Impact Lose my secure society High cost of repair, technical services It would really jeopardize my ability to engage with local businesses — nothing to offer I would mourn this Lower standard of living I wouldn’t feel as safe Army recruitment would rise for the wrong reasons Our own kids & grandkids won’t have the same opportunities that we had Growing gap between haves & have-nots Oregon = has-been, used to be a nice place to live Headlines CTE is outsourced! Intel closes due to lack of technicians Gates is right — the Education System is broken! Average cost of BS degree now reaching $100k The Monthly Auto-Repair Barge is leaving for India Waiting list for Nursing Home is 10-years Academia Learns Technical Skills What Failure Looks LikeTask force responses: For Perkins IV-PDTF Use Only — Prepared by HHCG

44. Our 2012 Vision of CTE For Perkins IV-PDTF Use Only — Prepared by HHCG

45. Our 2012 Vision of CTE • In small groups — pick a scribe & presenter • Put yourself into the future • Without any of the limitations or issues of today • Imagine that by 2012 Oregon becomes widely known as a World Class Model for Career & Technical Education • A team of observers arrives: • What would they see? • How would recent grads describe their experience? • Employers? • Educators? • Parents? • Share results with the group For Perkins IV-PDTF Use Only — Prepared by HHCG

46. Recent Grads Very relevant to their jobs They love what they do Prepared for advancement Know how to seek next steps Their job connects back to the school systems They equate their success with how well they were prepared Can’t wait to work as a part-time teacher I got a great job; I make a living wage & I owe it all to my school Everything I took applied to my 4-yr degree I bought a new truck/hybrid Our 2012 Vision of CTETask force responses: For Perkins IV-PDTF Use Only — Prepared by HHCG

47. Employers I’ve got employees that create great profit Job-ready day one Where did you get them from They want to contribute to their community My best employees come from local schools I meet with local educators a couple of times a year — they really listen; have the capacity to met our needs We are ready to invest in additional training I enjoy teaching at my HS/CC I have excellent candidates to interview 20% of my workforce are interns Can serve my community/customers better with my diverse workforce The grads know how to work as a team The grads are innovative & create better ways to do business We are growing at 20%/year I am voting for the bond measure to expand CTE Our 2012 Vision of CTETask force responses: For Perkins IV-PDTF Use Only — Prepared by HHCG

48. Educators I have a raise Don’t care about PERS because I enjoy teaching so much I have more personal relationships with students 85% of my completing seniors have jobs! I go home everyday feeling rewarded for the work I do because my work is so successful I’m not burned out I am a happy teacher Every year students ask me “what would it take for me to do what you do” I need more space/periods to serve all those wanting to be in the program I love teaching skills (vs. helping them catch-up) I work closely with the Math & English teachers I team-teach with business owners Our 2012 Vision of CTETask force responses: For Perkins IV-PDTF Use Only — Prepared by HHCG

49. Parents Thank you! My child is out of the house, working & earning solid wages I’m jealous that I didn’t have this opportunity My tax $ have been well spent What is nano-technology? I am happy that my child has a career, not just a job FINALLY my kid is excited about school He/she makes more than I do! Now I’m back in school Our 2012 Vision of CTETask force responses: For Perkins IV-PDTF Use Only — Prepared by HHCG

50. What is that Model? No delineation between CTE and other learning — Academic instruction services CTE Lots of on-line opportunities: Hybrid ed Simulations Distance-learning No boundaries between different level of ed Comprehensive advising system: Awareness => Exploration => Planning => Preparation Competency/outcome/proficiency based CTE -- vs contact hours, units Easy transferable among the schools All faculty periodically engaged in back-to-industry efforts Program completers receive next-step placement or are guaranteed a refresher course Stds for teacher licenses are adapted to fit this paradigm with more opportunities for business environment Different funding model — from contact hours to innovation, demand-programs, economic needs Our 2012 Vision of CTETask force responses: For Perkins IV-PDTF Use Only — Prepared by HHCG