Call to Order: Chair John N. called the meeting to order at 7:05 a.m.

In Attendance: Nick Waldoch, Braham School District #314, Terry Dalbey, Mora/Cambridge WorkForce Center, JoAnn Faust, Crystal Cabinets, Vicky Wills, Crystal Cabinets, Susan Merritt, Communities Investing in Families/Pine Technical College, Robert Musgrove, Pine Technical College, Sharon Prahl, Team Industries Inc., Connie Hockert, East Central Energy, Ken Runberg, Cambridge-Isanti Schools, John Schlagel, John Norris, Atscott Mfg., Cathy Lund-Ziebarth, Cambridge Community College, Kathy Burski, Lakes and Pines CAC, Richard Williams, Isanti County Family Services, Nancy Mach, Pine Technical College, Darwin Bostic, Pine City Public Schools, Barb Zakrajsek, Milaca Schools, Ryan Jacobson, Industries Inc., Ginger Glenn, Glenn Metalcraft, Craig Paulson, Cambridge-Isanti High School, Keith Lester, Mora Public Schools, Dan Smith, CFL and Ray Hoheisel, Executive Director.

Introductions: Chair John N. welcomed Dan Smith and had those present introduce themselves.

Minutes: Partnership meeting minutes of March 12, 2002 were approved upon motion by Darwin B. seconded by Robert M. Motion carried.

Historical Perspective From Superintendents to Meet Goal To be a visible and vocal advocate for career and technical education on local, regional and statewide level:

Braham &endash; Nick W. stated that in the past Braham had been a member of Oak Land Vocational Cooperative and had 6.67 vocational teachers. They now have 1 industrial technology, 1 business and 1.5 family and consumer science teachers. They have a vacancy in industrial technology and no applicants. Very few colleges are preparing teachers for these areas. It is looking pretty bleak to fill the position. Braham has facility and students but can't find qualified people.

Milaca &endash; Barb Z. stated that they have 3 Agriculture, 3 Industrial Technology and 1 Family and Consumer Science staff, although they have searched for a year for a licensed Family and Consumer Science staff member. Their current staff member is licensed by variance. Enrollments are holding steady. Career investigation curriculum in grade 9 has worked well in Milaca. All students take this class. It has been moved from department to department, but remains strong. Budget reductions could alter offerings in future and find it very difficult to find agriculture teachers as very few are graduated by the colleges.

Pine City &endash; Darwin B. said the erosion in support on a political level for education as a whole, but especially in career areas has been noticeable. Concerned about transition after School-To-Work funding ends. Staff find it difficult to get vocationally certified. Vocational certification is an issue in Pine City. Doesn't appear to be incentives in place to do so. On the positive side the whole community and business involvement has really helped school districts, getting to see the importance of skills they need as well as need to be on time, etc. Community expert has worked well, but is a union issue. While Pine City has been able to get career and technical education staff, two issues need to be addressed. They are "What is the future of vocational funding and how do we get people licensed?"

Mora &endash; Keith L. stated that at one time Mora hosted a full-fledged vocational cooperative that had extensive offerings, but it has gone by the wayside. Currently Mora has 1 agriculture (could use 1.5), 2 industrial technology, 2 family and consumer science and 2 business (students aren't taking business classes so 1 staff member spends time at alternative school) teachers. Mora has used School-To-Work to strengthen their program and is trying to offer a career investigation unit in 9th grade.

Cambridge-Isanti &endash; Ken R. said Cambridge-Isanti has a long-standing program that has had strong leadership and is part of Oak Land Vocational. There has been an emphasis on career and technical education with the district spending considerably above the state average in this area. They have 7 industrial technology (1 Automotive from Pine Technical College), 5 family and consumer science, 1 health (part-time), 3 business, 1 agriculture (part-time) teachers. They also have 4 career advisors that work with teachers and students. These are not licensed positions.

Craig P. explained career planning system and district offerings like Cisco, NATEF and apprenticeship programs to obtain relevance and a desire to continue in post-secondary programs. Current enrollment is high, but licensure is a problem. Teachers are difficult to find and must be actively recruited. District also has industrial technology and family and consumer science teachers at the middle schools.

Discussion &endash; Following the presentations questions were raised with the first being, "What is demand for industrial technology classes from parents/students?" Braham sees high demand. Mora students were surveyed and they expressed strong interest in career and technical classes. Puzzling is the decline in business class enrollment, but staff feel that since many of their classes teach computer skills, the students feel they "know it already."

Another question related to costs of these programs? Responses included that while these programs are in demand the combination of small class sizes and equipment costs place schools in a difficult situation to continue and keep offerings. Programs are at risk. Costs within the area vary widely. In business it is the class and a roomful of computers. Typically the classes are 2/3 the size of other classes, plus the equipment.

Demand also depends on whether or not the classes meet graduation standards. The concern about locking students into a narrow career and technical path was mentioned, however, the opposite is probably more real in high schools. With the cutbacks in career and technical offerings many students are in a 4-year academic program, putting them in classes in which they are not very happy or successful. The lack of career and technical offerings causes students to leave the very schools that are already having difficulty operating because of their size. It was acknowledged that in most districts represented, teachers were doubling on assignments because districts can not afford to hire full-time teachers for part-time positions.

It was also mentioned that size of program makes it difficult for smaller institutions within the MNSCU system, however it is easier to license career and technical education teachers in MNSCU. MNSCU is seeing more and more post-secondary enrollment option students, but this is a two edged sword in that these students generate _ the value of a regular college student.

The general issue of college training programs for teachers was also addressed. College training programs in industrial technology focus on CAD technology, but haven't touched tools or have not welded, so are unprepared to teach classes in high schools. A suggestion was made to specifically design teacher training for 30-40 year olds and have licenses that would build on their skills rather than require traditional 4-year program and student teaching. Non-traditional students find it difficult to meet demands of current licensing training programs and see much of it as redundant.

General fear of presenters and discussion is that while career and technical education is extremely important the present barriers, expense and lack of teachers could be translated into "no need" and programs will ultimately be "dead in the water."

Dan Smith, CFL, Presentation: Dan S. mentioned that he has heard similar concerns raised in other parts of the state. Dan's presentation to the group gave a state overview and perspective on the status of career and technical education. He discussed career and technical funding history and present status as governed by recent legislation and said the local levy for 2002 has been extended for another year. Legislators need to hear if there is support for career and technical education funding He addressed not only state funding, but also federal funding and the incumbent requirements attached to the funding.

Next he addressed licensing for career and technical educators and explained the new licenses required by the Board of Teaching. He emphasized that the Board of Teaching is an autonomous body, not connected to CFL, however, CFL has worked to improve licensing situation in state. He outlined the requirements called for in order to be licensed and explained how districts could use the "limited license" provision if regularly licensed staff were not available. Colleges most involved in offering programs appear to be U of M and Bemidji. Private colleges can get programs approved through the normal approval process.

Handouts including Perkins: Required and Permissive Activities Core Indicators, Standards and Measures and Notification of Intent Concerning Carl Perkins Data Collection were distributed. Also included were state staff assignments.

Discussion ensued following the presentation and superintendents pointed out the problems districts in this area face when considering an unequalized levy, such as the current levy.

By consensus the members agreed that the issues revolve around;

1. Current levy

2. Limited funding for career and technical education

3. License issues

4. Lack of teachers

5. School board knowledge

What action could be taken to achieve our goal? It was suggested that we produce a 1 or 2 page document spelling out concerns and highlight those concerns by bullets. The bulleted topics would be expanded on and fleshed out with particular and specific information so any members of the partnership would have enough information to intelligently discuss the issues with local legislators. The printed materials should include a listing of businesses, individuals and school districts involved in preparing the materials. It was also mentioned that businesses might want to include a statement that for them to be successful they need employees with skills learned in career and technical education classes.

The Executive Committee will work on a developing the above plan. It was also mentioned that the Partnership may wish to invite representatives from the Board of Teaching to hear of problems with licensure in this region.

John N. thanked all the presenters and members for their contributions to the discussion and meeting.

Employer Conference: Susan M. reported in Marty's absence. To date there are 86 registrants, 23 speakers and 6 Isle students who will attend. Members were encouraged to solicit attendees. Extra brochures were made available and committee members were asked to meet briefly after the meeting.

Information Items: Ginger G. reported on the success of the first cooperative learning session involving local experts that was hosted by Crystal Cabinets in Princeton. The session was held as part of the regular HR meeting, 16 businesses were invited and 18 people attended. The topic was office and shop ergonomics taught by experts from Crystal Cabinets. Ginger G. shared comments from some of the completed evaluations.

They were most positive saying they especially appreciated the networking, sharing documents and sharing failures. Topics suggested for future sessions included, environment, problem employees, insurance, incentive plans and 403b plans. Nancy M. mentioned that PTC was hosting a secondary math teacher's conference on technical and applied learning.

Adjournment: Chair John N. adjourned the meeting at 9:00 a.m. Minutes by Ray H.