Innovating a New State Plan Under Perkins IV

1
Innovating a New State Plan Under Perkins IV

• Maximizing the State Leadership Opportunities

2

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

3
Opportunities for Leadership

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

4
OverviewOpportunities for Leadership

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

5
1 High Skill, High Wage, High Demand

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

6
1 High Skill, High Wage, High Demand

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

7
1 High Skill, High Wage, High Demand

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

8
2 In-State Distribution of Funds

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

9
3 Reserve Fund

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

10
3 Reserve Fund

• States have broad discretion in using the reserve
  fund
• Can use to form consortia (including tech prep
  programs)
• Programs of study
• Incentive Grants
• Teacher Prep programs

• Other ideas
• Focus on an industry area
• Focus on a performance indicator
• Send out competitively or by a formula

11

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

12
4 Articulation Agreements

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

13
5 Programs of Study

• Programs of study are
• A way to transition from VTE to CTE.
• Can enhance secondary and postsecondary
  collaboration.
• Can build on tech prep as infrastructure.
• Decision point
• Who develops and how approved?
• Marylands Fast Track Program
• http//www.marylandpublicschools.org/MSDE/division
  s/careertech/career_technology/programs/
• New York States Program Approval Process
• http//www.emsc.nysed.gov/cte/ctepolicy/docs/CTEgu
  ideprogapproval2004.doc

14
5 Programs of Study

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

15
6 Local Applications

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

16

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

17
6 Local Applications

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

18
7 Consortia

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

19
7 Consortia

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

20

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

21
8 Tech Prep

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

22
8 Tech Prep

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

23
8 Tech Prep

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

24
8 Tech Prep

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

25
9 Negotiations Fed to State

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

26
9 Negotiations State to Local

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

27
9 Accountability Data

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

28
9 Accountability Data

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

29
10 Incentive Grants

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

30
10 Improvement Plans

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

31
10 Improvement Plans
32
10 Sanctions

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

33
10 Sanctions

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

34
10 Sanctions

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

35
Accountability

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

36
The Idaho Experience

• Making Change Happen

37
Best Practices

• Focus on Quality

• Focus on Partnerships

• Focus on Leadership
• Development

38
Focus on Quality
39
Quality Agenda

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

40
Developing Rigorous Programs
41
Secondary Enrollment Growth1996 - 2006

• Five year Enrollment in professional-technical
  programs increased 8
• General 9-12 enrollment increased 6
• Ten year Enrollment increased by 39
• General 9-12 enrollment increased by 8

42
Professional-Technical Schools

• FY 1999 Five schools
• 20 programs
• FY 2006 Twelve Schools
• 114 programs

43
Professional-Technical School Enrollments
44
Program Growth
Secondary Schools 2002-2006

• 2002 31 new programs (net
• decrease of 6)
• 2003 28 new programs (net
• decrease of 10)
• 2004 51 new programs (net increase of 24)
• 2005 32 new programs (net decrease of 5)
• 2006 50 new programs (net increase of 15)
• Total - 192/Net 18

45
Program Evaluation

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

46
Approved Program
Critical components Essential components
47
Critical Elements

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

48
Essential Components
There are also twenty-one (21) essential
components listed on the review form that are
considered best practice. A secondary program
would also be placed on "Conditionally Approved"
status if more than three (3) of these components
did not meet standard.
49
On-Site Program Reviews

• After a program review the program is assigned a
  Program Status. They are
• Approved
• Conditionally Approved
• Probationary
• Not Approved

• Program Managers conduct on-site reviews
• Program review form is also used by instructors
  and/or administrators for self-assessment

50
Integration of Academics

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

51
PTE/Academic Courses

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

52
PTE/Academic Courses

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

53
PTE/Academic Courses

• Health/Wellness
• Orientation to Health Professions
• Fundamentals for Health Professions
• Family Health and Wellness

54
Senior Project

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

55
Improving Academic Achievement Through PTE

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

56
Tech Prep Enrollment
57
Secondary Tech Prep Enrollments and Credits FY05

• Total credits 10,036
• Value of credits - 1,032,078

58
Focus on Partnerships
59
The Right Attitude

• We dont have to exist
• Must provide a value added service
• Must be results oriented
• Must have a clear mission
• Money follows ideas

60
Creating the Context

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

61
An Example
62
GAO Workforce Challenges and Opportunities for
the 21st CenturyJune, 2004

• Growth of knowledge-based economy
• Emphasis on problem solving and teamwork
• Advanced skill levels
• Use of new technology
• Competition from countries with greater supply of
  young, well-educated workers
• Under-emphasis on career-technical education

63
Educational Testing Service Poll

• Only 9 of Americans think most high school
  students are challenged

Peter Hart and David Winston, Ready for the Real
World? Americans Speak on High School Reform,
Educational Testing Service, June 2005
64
Idaho high schools are doing an adequate job of
preparing students for their future

• 43 Agree

2004 Idaho Public Survey Produced by Clearwater
Research
65
Need for Rigor

• ETS poll
• All students should get rigorous coursework
  before graduation
• 4 years of math (73)
• 3 years of science (69)
• Schools need to emphasize real-world experiences
  through career-technical courses (64)

Peter Hart and David Winston, Ready for the Real
World? Americans Speak on High School Reform,
Educational Testing Service, June 2005
66
Attitudes Towards Education

• Study 1000 high schools in 26 states
• Important to continue education beyond high
  school
• 84 of girls
• 67 of boys
• Useful to do well in school
• to meet lifes goals
• 70 of girls
• 57 of boys

67
Types of Information

• Enrollment
• Results or performance
• Examples
• Numbers
• Stories

68
The Good and The Bad

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

69
Students need more information about careers and
educational requirements

• 93 Agree

2004 Idaho Public Survey Produced by Clearwater
Research
70
Parents need more information about careers and
education requirements

• 95 Agree

2004 Idaho Public Survey Produced by Clearwater
Research
71
High school students need more opportunities to
take classes for a specific career

• 88 Agree

2004 Idaho Public Survey Produced by Clearwater
Research
72
Idahoans need more access to community colleges

• 81 Agree

2004 Idaho Public Survey Produced by Clearwater
Research
73
More technical college programs are needed

• 82 Agree

2004 Idaho Public Survey Produced by Clearwater
Research
74
Professional-Technical EducationHigh School
Reform Committee

• Chair Shawn Dygert

75
Celebrate Success
Secondary Kevin Tucker
Postsecondary Cindy Kuhn

• School Vallivue High School, Caldwell
• Program Business Technology
• BPA National Vice President

• School North Idaho College, Coeur dAlene
• Major Accounting Assistant
• BPA National Parliamentarian
• Background Military wife, mother oftwo, and
  first in her family to attend college.

76
Focus on Leadership Development
77
Crisis in Leadership for CTE

• Aging Teacher population
• Significant decrease in teacher preparation
  programs
• Significant decrease in doctorate level programs
• No federal effort to fill the gap

78
Idaho PTE Leadership Institute
Purpose

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

79
Idaho PTE Leadership Institute
Structure

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

80
Idaho PTE Leadership Institute
Content

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

81
Teacher Education

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

82
Making winners

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

83
Developing A Process for Reauthorization

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

84
(No Transcript)
85
Career, Technical and Agricultural Education

James Woodard Director 404-657-8304 jwoodard_at_doe.k
12.ga.us
86
Superintendent Coxs Charge

• Focus on Re-engineering Career, Technical and
  Agriculture Education
• Heightened Level of CTAE Excitement
• Academic Integration
• Performance Standards for Career Pathways
• Workforce Development
• Postsecondary and Career Transitions
• CTAE Involvement in High School Improvement

87
Georgia Department of Education Vision Statement

• We will lead the nation in improving student
  achievement.

88
Vision of Seamless Education

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

89
Workforce Development Task Force Recommendations

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

90
Lifelong Learning
91
Manufacturing (Architecture, Communications
Logistics, Engineering Technology)
Entrepreneurship
Marketing, Sales Service
92
CTAE Organization
93
(No Transcript)
94
Signature Projects

• Career Pathway Identification and Alignment
• Program Concentrations/Clusters
• Governors Strategic Industries
• Curriculum Revision Phase I
• Academic Alignment
• Technical Skill Development
• Workplace Readiness Skills/Foundation Skills
• Postsecondary Alignment
• Industry Standards Alignment

95
Program Concentrations

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

96
(No Transcript)
97
Best Practice 1

• 10 Reserve - GVSDC

98
New Vision for GVSDC

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

99
New Vision for GVSDC (continued)

• Perkins IV
• More Accountability for
• Programs of Study
• Technical Attainment
• Performance Measures/Data Collection
• Professional Development
• Academic Rigor

100
New Vision for GVSDC (continued)

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

101
New Vision for GVSDC (continued)

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

102
New Vision for GVSDC (continued)

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

103
New Vision for GVSDC (continued)

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

104
New Vision for GVSDC (continued)

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

105
New Vision for GVSDC (continued)

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

106
Best Practice 2

• Leadership Capacity

107
New CTAE Leaders Training Overview

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

108
TALL Teachers as Leaders and Learners

• Team Building
• Leadership
• Legislative/Policy
• Advocacy/Communication
• Business Engagement
• Accountability

109
Georgia Association Career Technical Education-
Professionalism

• Teacher Engagement
• Teacher Empowerment
• Teacher Identity
• Teacher Professionalism
• Increased summer leadership attendance from 1,100
  to 2,300
• Increased membership from 1,321 to 2,358

110
Department of Education

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

111
Best Practice 3

• Leading up to Perkins IV

112
Region Focus Meetings

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

113
CTAE Improvement Strands

• Career/Academic Teaming
• School Certification
• Program Certification
• Work-Based Learning
• Post-Secondary Transitions
• CTSOs

• Business Engagement
• Career Development Curriculum Development
• Professional Development
• Leadership Development
• Facilities/Equipment

114
Policy/Procedure Review

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

115
Communications

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

116
Collaborations

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

117
Perkins Program Reviews and Development of CTAE
Improvement Plans

• Perkins Program Reviews
• 37 program reviews will be completed by December
  2006
• Regional Coordinators will serve as the System
  Level Chairpersons
• The first program review was successfully
  conducted on Sept.12 in Gwinnett County
• CTAE Improvement Plans
• CTAE Improvement Plans are now a follow up to the
  Program Review Process
• Technical Assistance Workshops will be provided
  for CTAE Administrators on the Development of the
  School System CTAE Improvement Plans
• CTAE Improvement Plans will be updated annually
• CTAE Improvement Plan Form will be available
  online in the near future

118
Other 06-07 Major Program Initiatives

• CTSO Restructuring
• Capital Equipment List
• Laboratory Revisions
• Industry Certification Restructuring
• Program of Work / Annual Reviews / Online
  Reporting
• Middle School

119
Assessment Timeline

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

120
End Results

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

121
Transforming Tech Prep

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

122
Transforming Tech Prep

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

123
Discussion Sessions
124
Context and Trends

• How have the economy, social, and political
  contexts changed since Perkins III?

125
Context and Trends

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

126
Biggest Challenges

• Three biggest challenges facing your community?

127
Biggest Challenges

• How has your state addressed these challenges?

128
Biggest Challenges

• How will Perkins IV help or hinder these
  challenges?

129
Innovations and Opportunities

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

130
Leading Change

• How can you inspire change?

131
Leading Change

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

132

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