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that this work is not CTE centric or CTE specific, but this is a true and authentic statewide, multiple viewpoint, all positions engaged in the work. How can we get this message and intent at the forefront of communication and engagement?

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How do we get administrators and districts to become more "flexible?" Telling good stories, having resources available, collecting the what's working, starts to spread...

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To what degree are we talking training...  BTI; separate welding from ag...how many went on to weld?  Very few, learned a great skill, but didn't go on in career.  What are the resources avaialbel for schools who don't have training resources.  And what do we mean by training...depth and width.

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I would advocate keeping in mind all that we ask CTE instructors to do. So many of these things are great ideas, but they need to come along with support. We can't rely on CTE instructors and RC's to implement.

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ODE commitment to keep updated and cannot be old information

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ODE commitment to keep updated and cannot be old information

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Inequitable practices that might exclude groups of students

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Inequitable practices that might exclude groups of students

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This cannot be a CTE/STEM initiative only.  it must be state-wide

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This cannot be a CTE/STEM initiative only.  it must be state-wide

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Concern that some of the small projects that ARE happening don't want to be overwhelmed.  I have a wonderful program coordinator who has been very generous with her time...but she has become the go-to person for everyone in the state.

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Something so prescriptive that innovation is discouraged.

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Needs to provide regional career information - not limited to national or state-wide.

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Needs to provide regional career information - not limited to national or state-wide.

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I miss the old career pathways maps that showed the different career tracks available at multiple levels. They were clickable to jobs available and showed the credentials required. Counselors used this a ton, and students and parents liked it too. They were so user friendly.

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cassy.harris@wesd.org Looking at any resources or connections to aid in our Control Tower project at WESD

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Domain and Audience
Less is More
Quality resources
Links to accessible resources
Examples of how to ensure equity
Inclusive of all types of districts and communities

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Grouping by subject, work area, training type, and age level

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Grouping by subject, work area, training type, and age level

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Links to regional systems to provide places for professionals to engage in CCL.  AND educational resources for teachers, how do you include CCL in your curriculum no matter what subject you are teaching.

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Clear, concise definitions of each step in the career exp/aware/training cycle.

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Regional, user friendly, web-based information about highest-wage, most in-demand career pathways and employment opportunities

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It will provide information that hopefully we can use to implement opportunities for our schools that may have limitations
.

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Every tool requires ongoing costs--subscriptions at the district or teacher level.  Makes it hard for a district to commit so the resources don't get built.  State investment in common tool/s?

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1. Make the case for Superintendents/Administrators and 2. Explicitly describe how they could use their SIA, HSS or other funds to fund CCL.

My superintendents tell me that I am the only one communicating with them about the expectation to provide CCL.  It's not that they are opposed...it just isn't being communicated from other areas of ODE or they aren't hearing it.

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whitess@linnbenton.edu
Really looking for opportunities at the Middle School level. (Also seeking a career interest/aptitude assessment tool for this age group that can be taken independently on a mobile device in under ten minutes!)

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Self directed

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Emerging technologies or new careers

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Opportunities based at the middle school range.  As a parent I regret that my child had limited exploration
in middle school

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Focus on engagement (FUN) and direction (HOPE)

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Focus on engagement (FUN) and direction (HOPE)

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Exposure to careers/subjects/activities that students might not otherwise see.

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Team building, problem solving
Hands -on, interest based

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Experiential learning, getting in the spaces trying out things. Students idea of a job is so very different than the actual job.

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Essential employability skills. Experiential, place-based, collaborative projects

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Oregon Essential Skills
Speak/Listen
Use Technology
Personal Management & Teamwork
Think critically
Apply math
Global Literacy

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Would agree with Beth that the soft skills piece needs to be imbedded early and often.
Exploration would/could entail aptitude in order to get students thinking about their skill sets/talents.

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Exploring variety of entrepreneurial possibilities at different training/educational levels, not just engineering/tech

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STEAM resources for applied, project-based learning in all Oregon elementary schools

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Professional skills/soft skills needed for all careers