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National Association of State Directors of Career
Technical Education Consortium (NASDCTEc)

CTE Research Review

June 25th, 2014

Research Image_6.2013In this week’s Research Review, we dive into unemployment rates for community college graduates and a new report on the manufacturing sector from the Milstein Center.

Community college graduates vs. unemployment rates

The New York Times has tapped into data from the Bureau of Labor Statistics linking unemployment rates to educational attainment. Most strikingly among community college graduates, those who finished with an occupational degree had a substantially lower unemployment rate than their academic-degree counterparts at 4.0 and 4.8 percent, respectively.

The data also suggest that occupationally focused associate’s degrees (which encompass most CTE fields of study) “are healthy and growing,” according to additional analysis from the Economic Modeling Specialists International.

Six proposals to expand manufacturing’s innovative capacity

The recently released inaugural report from The Milstein Commission on New Manufacturing, which is part of the University of Virginia’s Miller Center, explores challenges facing the future of small- and medium-sized manufacturing enterprises and their ability to innovate as technologies advance and global demand shifts over the next decade.

Among the six ideas proposed, the commission advocates for “upside-down degrees” to encourage alignment between work experience and college education, a “skills census” to better understand the skills gap and a renewed focus on technology and engineering skills for high school students as a means to stimulate the rise of new manufacturing in the United States.

According to the report, the country’s 258,000 small- and medium-sized manufacturing enterprises represent more than 98 percent of all U.S. manufacturing firms and now share 45 percent of the sector’s jobs. The report identified a serious and comprehensive cultural change as necessary to create a pipeline of skilled workers from K-12 and workforce training programs. However, those challenges notwithstanding, small and medium firms often lack the required capital to invest in their employees or the on-the-job training needed to keep their existing workforce current.

Check out the entire report to learn more about the six proposals.

NASDCTEc’s state pages updated

Our state profile pages have been updated to include state allocations of the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins) for fiscal years 2013 and 2014. We’ve also recently added new functionality for members only that allows users to compare multiple states, and have begun identifying and sharing CTE success stories from across the country. We’ll list other new additions here as they become available.

Andrea Zimmermann, State Policy Associate

Legislative Update: Senate Postpones Labor-HHS-ED Appropriations, WIOA Momentum Grows 

June 24th, 2014

CapitolEarlier this month, the Senate Appropriations Committee was set to mark-up its Labor, Health and Human Services (Labor-HHS-ED) appropriations bill for Fiscal Year (FY) 2015, but now has abruptly halted this process.

As we shared previously, Senate appropriators had set the overall spending cap for appropriations bill— also known as a 302(b) allocation— at $156.8 billion. This figure was in line with the spending caps put in place by the Murray-Ryan budget agreement for Fiscal Years 2014 and 2015. This particular appropriations bill funds the departments of Labor, Health and Human Services, and Education and ultimately determines funding levels for programs such as the Carl D. Perkins Career and Technical Education Act (Perkins) and its basic state grant allocations.

Following the Senate’s 302(b) announcement, the Senate Labor-HHS-ED Appropriations Subcommittee approved by voice vote its mark-up of the FY 2015 funding bill, which preliminarily determines individual funding levels for the departments and programs under the bill’s jurisdiction. However these proposed funding levels— specifically for the Perkins Act and its basic state grant program— were not publicly released prior to the next step in the Committee’s appropriations process. The full Senate Appropriations Committee was set to take this bill up for consideration a few days after the subcommittee’s affirmative voice vote, but unfortunately that mark-up has been indefinitely postponed and it is still unclear why the process has been delayed.

Turning attention towards the other Congressional Chamber, the House Appropriations Committee also recently set its FY 2015 302(b) allocation at $155.7 billion— roughly $1 billion below the Senate level, which was on par with the FY 2014 allocation level. No date has been set for the House bill’s mark-up, but Committee staff are optimistic that the Labor-HHS-ED appropriations bill will be considered sometime in July.

NASDCTEc remains hopeful that both Chambers will pass their respective Labor-HHS-ED appropriations bills, but as the summer wears on progress in this area will become more difficult. More recently, Congressional appropriators have talked about a “minibus” approach to passing these funding bills— a strategy that would combine a handful of other appropriations bills together in an effort to speed up passage. As this process unfolds, check our blog for information on what the FY 2015 appropriations process will mean for the Perkins Act in the coming year and beyond.

WIOA Update

Late last week, the Senate announced it had reached a procedural agreement to move forward with its consideration of the Workforce Innovation and Opportunity Act (WIOA) legislation that would reauthorize the Workforce Investment Act (WIA). The agreement sets out a framework for which the bill will be taken to the entire chamber for a vote. Three amendments will be considered— two from Senators Jeff Flake (R-AZ) and Mike Lee (R-UT) and another package of minor changes from the bill’s original co-sponsors. The agreement also limits debate significantly, which means the process should move rather quickly once it is brought to the Senate floor.

NASDCTEc is expecting WIOA to be brought to the full Senate sometime this week and possibly as early as tomorrow. Although the likelihood of the three above amendments’ passage remains relatively low, strong concerns have been raised among the education and workforce development communities surrounding some of the possible negative ramifications from elements contained in the first two of these amendments. As this process unfolds, stay up to date with WIOA’s progress here.

Senate CTE Caucus Hosts Inaugural Briefing

Earlier this month, the recently formed Senate Career and Technical Education (CTE) Caucus held its first public event featuring a panel discussion on CTE and its role in preparing students for entry into the 21st century economy. As the reauthorization process for the Perkins Act begins to gain momentum, the caucus has planned several other events to familiarize Hill staff and members of the public with the legislation and its role in supporting high-quality CTE throughout the nation. NASDCTEc Executive Director Kimberly Green participated in the event along with three other panelists:

  • Johan Uvin, Acting Assistant Secretary, Office of Career, Technical and Adult Education, U.S. Department of Education
  • Robert Chiappetta, Associate Director of Government Relations, Toyota
  • Steve DeWitt, Deputy Executive Director, ACTE

Senators Tim Kaine (D-VA) and Tammy Baldwin (D-WI) attended the standing room-only briefing and delivered remarks to the audience regarding their interest and continued support of the CTE enterprise.

Odds & Ends: NGA, BUILD CTE Act, President’s Worchester Commencement Address

Yesterday, the National Governors Association (NGA) released its principles for the reauthorization of the Perkins Act. The document lays out NGA’s positions on governance and leadership, alignment and collaboration, state flexibility, accountability, funding and more with regards to Perkins. The full set of principles can be found here.

Representative Kurt Schrader (D-OR) introduced H.R. 4782 a bill that would establish a career and technical education exploration pilot program for middle and high school students. The Building Understanding, Investment, Learning, and Direction (BUILD) CTE Act is a companion proposal to S. 1293, legislation that was introduced July of last year in the Senate by Senator Jeff Merkley (D-OR). Both proposals seek to create a competitive grant program for local education agencies which do not already receive Perkins funds to establish career exploration programs for these students.

President Obama delivered the commencement address on June 11th for the 2014 graduating class of Worchester Technical High School in Worcester, Massachusetts. The President focused his remarks on the importance of engaging the local community and private sector which has helped to support the high-quality career technical education (CTE) experiences on offer in Worcester. He also highlighted the long list of accomplishments the school and its students have had since it more fully embraced a CTE model throughout the high school. The full speech and transcript can be found here.

Steve Voytek, Government Relations Associate 

Achieving Excellence: NASDCTEc Session Case-Making/CTE Works

June 13th, 2014

CTE_Logo_RGBMany are the times I have found myself handing over a business card or describing this corner of the education world and received in answer a blank stare and three confused letters: “CTE?”

For all of the vibrancy of modern Career Technical Education, public perception often lags reality – sometimes by decades. As CTE advocates, it is crucial that we be able to present a cogent picture of what CTE looks like today, where it is going and why it is so crucially important to our educational and economic future.

This session is designed to teach attendees strategies to overcome the knowledge gap that persists among all stakeholders – parents, educators, policymakers and more – about where CTE stands and where it is going. It will also contain a brief overview of the Learning that Works for America campaign – seeking to establish a national brand for high-quality CTE with myriad case-making resources and access to a wide-ranging network.

Want to coordinate communications with your colleagues? Or learn tips and tricks to making a lasting impression? Join us on 6/17/2014 at 8:45 a.m. in Courtroom K at the Achieving Excellence Institute!

Evan Williamson, Communications Associate

Catching Up With … State Legislatures (Part 2)

June 12th, 2014

Catching Up SeriesEditor’s Note: This is part of a series that will highlight some of this year’s major state legislature activity as it relates to Career Technical Education (CTE). Further explanation of the series can be found here and the first installment here. For a comprehensive look-back at the 2013 legislative sessions, check out the “2013 CTE Year in Review,” which was published jointly by NASDCTEc and the Association for Career and Technical Education in March.

With more than 80 percent of high schools now enrolling students in dual enrollment coursework, it’s not a huge surprise that dual enrollment continued to expand its reach during the 2014 legislative sessions across the country.

In Alabama, the governor signed a bill that seeks to incentivize a CTE dual enrollment scholarship program. The scholarship program was first proposed by Gov. Robert Bentley’s College and Career Ready Task Force in January and further championed in the governor’s State of the State address.

The scholarship program is intended to be funded by private donations from businesses and individuals, who in turn would receive a 50 percent tax credit on their donations. The law sets aside $5 million dollars for tax credits each year, providing $10 million in scholarships for 9,500 students each year. Additionally, businesses that donate to the program can direct up to 80 percent of their donation to train students for a particular field.

In Alaska, this year’s legislative session was dubbed “the education session” by Gov. Sean Parnell in his State of the State address in January. Whether that focus was achieved still appears unclear, but one large omnibus education bill did pass both chambers and was signed by the Governor last month. Expanded CTE dual credit options were among the bill’s final contents. Institutions that receive funding through the state’s Technical and Vocational Education Program (TVEP) must establish and maintain partnerships with Alaska schools for dual credit in high school and toward certification.

Florida and Oregon also expanded eligibility for dual enrollment. Now, Florida students can begin enrolling in dual-credit courses starting in the sixth grade, and in Oregon, students in the 9th and 10th grades are now eligible.

Finally, Montana Gov. Steve Bullock announced recently that educators who teach dual enrollment classes will earn coupons to pay for their own college credits. Gov. Bullock said the program is designed to increase the number of dual credit courses available by providing an incentive to instructors themselves. Under this new credit-for-credit program, which will be funded by the Office of the Commissioner of Higher Education, an educator with a master’s degree teaching a dual-credit course will receive a coupon that can be used toward classes in the Montana University System as well as tribal and community colleges. These credits are also transferrable, meaning teachers can give these credit coupons to friends, family or even their students. The pilot program will start this fall and end in spring 2016.

Andrea Zimmermann, State Policy Associate

 

Certiport Helps CTE Programs Teach and Validate Digital Literacy Skills

June 11th, 2014

Below is a guest blog from one of our partner sponsors, Certiport. They will share information on their upcoming sessions at Achieving Excellence in CTE: The National Career Clusters Institute.

Certiport-Pearson-Logo-FinalDigital literacy and basic computing skills are increasingly necessary to help students succeed in the workforce. Technology is pervading every work environment and as a result there is a demand for skilled IT talent. According to the Bureau of Labor Statistics, 50 percent of the 9.2 million jobs in the science, technology, engineering and math (STEM) fields will be in computing and IT by the year 2020.

Although today’s digital natives have grown up immersed in technology, many do not know how to use these tools intelligently and efficiently. In order to help graduates compete, CTE programs must not only teach basic technology skills, they must be able to prove those learning outcomes. A graduate who lists “Microsoft Office Specialist Certification in Excel 2013” on their resume has a more powerful arsenal than one who simply lists “Microsoft Excel skills.” Being able to prove competency is invaluable in the job market.

As a result, CTE programs must teach students the basics of computer hardware, software, and applications to prepare them to succeed in the workforce. Technology certifications such as the Microsoft Office Specialist, Adobe Certified Associate, and IC3 Digital Literacy Certification are recognized worldwide and give students the proof they need to succeed.

For example, at Brooklyn Technical High School, 1400 freshman students take the Autodesk Inventor Certified User exam each year to build industry-recognized credentials. As students advance they take additional Autodesk Certified User exams. The Autodesk Brooklyn Technical High School Success Story shows how this cutting edge school is preparing their students for college and the workforce.

Certification validates computing excellence, in-depth knowledge and real-world skills. It differentiates and elevates the individual from the crowd. By teaching technology skills and then validating them with certification, CTE programs will help students increase:

  • Employability
  • Job Opportunities
  • Wages
  • Confidence
  • Skills
  • Productivity/Efficiency
  • Ability to Compete

As CTE leaders, there is a lot we can do to create a skilled workforce equipped with the necessary technology skills for current and future job openings. We have to expand our curriculum to teach essential workforce technical skills and validate them with certification.

To learn more about how Certiport can help your CTE program teach and validate in-demand workforce skills with industry-recognized certification, visit Certiport’s sponsor table, located in the Grande Ballroom Foyer, or www.certiport.com.

Ramona Schescke, Member Services Manager

CTE Research Review

June 11th, 2014

Research Image_6.2013The Government Accountability Office (GAO) has stepped into the STEM conversation with a new review of the federal government’s STEM education programs. The Obama Administration has championed STEM as critical to maintaining U.S. global competitiveness and has set a clear priority that American students “move from the middle to the top of the pack in science and math.” Against the backdrop of repeated warnings over the growing STEM skills mismatch, researchers have argued over whether the education system needs to produce more graduates to fill jobs in fields that require STEM competencies. The GAO report investigates this issue, as well as existing federal programs’ ability to address the matter, including looking at programs’ workforce alignment and college preparation goals.

The review focused on 13 of the 154 federal STEM programs for secondary and postsecondary education administered by the Departments of Education, Health and Human Services and the National Institutes of Health. These 13 programs represented the largest federal investment in STEM education – 54 percent of the total $2.6 billion obligated in fiscal year 2012. The findings also gave an update on the GAO’s 2012 report that found 83 percent of the federal government’s STEM education programs reviewed overlapped to some degree with at least one other program. Federal agencies have been working to consolidate duplicative programs and missions through strategic planning. The report concluded that demand for STEM workers remains difficult to pinpoint and thus the appropriate role of the federal investment in this area is uncertain. However, it did find that regardless of a STEM degree-holder’s career choices, the “rigor of a STEM education may help promote a workforce with transferable skills and the potential to fuel innovation and economic growth.”

Andrea Zimmermann, State Policy Associate

NOCTI Continuous Improvement in CTE and More!

June 10th, 2014

Below is a guest blog from one of our partner sponsors, NOCTI. They will share information on their upcoming sessions at Achieving Excellence in CTE: The National Career Clusters Institute.
NOCTI--Navy--Med--Web-Use
Continuous improvement is a core component of successful programs. We recently released a new book entitled: “Putting Your Data to Work: Improving Instruction in CTE” in collaboration with ACTE. The book focuses on using research-based strategies to keep classrooms moving toward understanding data and achieving technical competence. The book discusses the importance of utilizing technical assessment data as the basis for improving CTE instructional programs. Readers will also learn a bit more about the implications of “Big Data” and “Open Badges” as well as suggestions for improving teacher training. Each chapter of the book contains “key learnings” and multiple citations regarding the research base of each component of the system. It is a great resource for any CTE teacher that is focused on continuous improvement of student competency.

NOCTI, a not-for-profit entity governed by an unpaid board elected by the State CTE Directors in all 50 states and several territories, works solely for the CTE community to provide the data and support that schools and students need. NOCTI has close relationships with ACTE, NRCCTE, NASDCTEc, and the National College Credit Recommendation Service (NCCRS) just to name a few. We have many new collaborations and initiatives underway. Here are a few worth mentioning:

  • Open Badges: NOCTI has created an open badge system for NOCTI SkillBadges™. Five states recently participated in a beta test. NOCTI will be offering the option for ALL students to earn an Open Badge this coming fall.
  • Online College Courses: Agreements have been established to provide CTE students the opportunity to take online college courses, resulting in potential college credit, free of charge, on their own time.
  • College Credit: College credit recommendations are now available to CTE students for over 100 NOCTI assessment titles as well as credit recommendations for one of our certification partner’s assessments- the American Culinary Federation.
  • Student Growth Measures: A Student Growth Measure program has been developed as a tool for the new teacher evaluation requirements that many states put into place as a result of the Race To The Top.
  • Banners: NOCTI banners are available to show pride in your school’s program quality.
  • Publications: Work is underway to start our second book, focusing on helping new teachers not only survive, but also thrive! We are looking for stories from the field. If you have a story about how you survived your first years of teaching, send it our way.

Contact us at [email protected] to see how we can help you. NOCTI is also a Platinum sponsor of the 2014 Achieving Excellence Institute; be sure to stop by our booth and say hello!

Ramona Schescke, Member Services Manager

Legislative Update: Senators Call for Presidential CTE Award, FY15 Appropriations Process Moves Forward

June 9th, 2014

Senate CTE Caucus co-chairs Tim Kaine (D-VA), Rob Portman (R-OH) and Tammy Baldwin (D-WI) recently sent a letter to President Obama asking him to create a Presidential Career and Technical Scholars award through executive order. Currently the Presidential Scholars program recognizes up to 121 high school graduates in the nation based on a combination of academic achievement, community leadership and extracurricular activities. The program also identifies an additional 20 students in the visual and performance arts or creative writing fields centering on participation in the national YoungArts program.

NASDCTEc applauds the Senators’ request to expand the Presidential Scholars program for Career Technical Education (CTE). Such an expansion would more fully acknowledge the level of high-quality CTE work currently under way in high schools throughout the country and highlight the strong academic and technical achievements of individual CTE students. As with the current awards, the application and eligibility requirements for a CTE component to this program would be determined by the Presidential Scholars Commission.

NASDCTEc encourages those in the CTE community to send President Obama a message urging action on this issue here. If you have not done so already, please take the time to thank Senators Kaine, Portman and Baldwin for their continued dedication to the CTE enterprise. While no official response has been sent from the White House as of today, NASDCTEc is hopeful that later this week the CTE community will have an answer to this request.

Labor-HHS-ED Appropriations Outlook
As we shared last month, the House Committee on Appropriations passed a measure setting the 302(b) allocation for the Labor, Health and Human Services, and Education (Labor-HHS-ED) Appropriations bill. The Department of Education and the Carl D. Perkins Act (Perkins) basic state grant program it administers, falls under this spending bill which the Committee set at $155.7 billion for Fiscal Year (FY) 2015. This figure is approximately $1 billion below FY 2014 levels. The Labor-HHS-ED Appropriations Subcommittee must still “markup” an appropriations bill conforming to this cap for FY 2015. This essentially amounts to deciding how that sum will be divided up between the various agencies, departments and programs falling under the jurisdiction of the subcommittee.

While no date has been set in the House, the Senate Committee on Appropriations has embarked upon much the same course. Recently, the committee in that Chamber set its 302(b) allocation for the Labor-HHS-ED Appropriations bill at $156.8 billion for FY 2015— $1 billion above the House level, but still on par with the FY 2014 allocation. The Senate subcommittee has scheduled markup for this bill for tomorrow, June 10th, when funding levels for individual programs— including Perkins— will be determined. The full Committee is also expected to hold a markup on the Labor-HHS-ED appropriations bill sometime later this week, but an official time and date have not been released.

As a reminder, NASDCTEc supported two Dear Colleague letters in both Chambers calling for a restoration of the remaining sequester cuts to the Perkins Act basic state grant program. In addition to this, NASDCTEc also submitted a formal request for additional funding for the Perkins Act to the Senate Committee on Appropriations based on its FY 2015 call for additional investments for the basic state grant program. As this process unfolds, check back here for updates and analysis on the appropriations process as it relates to Perkins.

Upcoming Webinar: Wage Record Interchange System (WRIS) 2
NASDCTEc encourages those interested to join the Workforce Data Quality Campaign this Thursday at 2:00 – 3:00p.m. ET for a discussion on the Wage Record Interchange System (WRIS) 2. This system allows states to exchange wage records for performance reporting on a variety of programs, including career and technical education, adult education and TANF. The webinar will include information about: why it is important to share wage records across state lines; how WRIS2 operates and ways that states can use the system; and examples of states that are using WRIS2.

Panelists:
• Rachel Zinn, Director, Workforce Data Quality Campaign
• John Glen, Oregon Employment Department
• Ruben Garcia, Texas Workforce Commission

Please click here to register and attend. In case you are unable to attend at that time, WDQC will share a recording of the webinar following the live event.

Odds & Ends: WIOA, ATB, and Hill Staff School Visit
The Workforce Innovation and Opportunity Act (WIOA), the bicameral, bipartisan agreement to reauthorize the Workforce Investment Act (WIA) is expected to be taken up by the full Senate sometime during the week of June 16th. The compromise legislation proposes to substitute the House-passed SKILLS Act with the agreement language and will likely be open to some amendments if and when the legislation is considered by the full Chamber.

NASDCTEc recently supported a letter to the House and Senate Appropriations Committees and Labor-HHS-ED Subcommittees, calling for the reinstatement of the “Ability to Benefit” (ATB) provision in Title IV of the Higher Education Act (HEA). Following Congressional austerity measures in 2012, students who do not have a high school diploma or an equivalent— even if they can demonstrate college-readiness— have not been able to utilize the Pell Grant program to pay for the costs of their postsecondary education. Read the full letter here.

Last week, NASDCTEc participated in a school visit to Edison Academy in Alexandria, Virginia. Hosted by the Association of Career Technical Education (ACTE) and the newly formed Senate CTE Caucus, the visit gave House and Senate staff the opportunity to see a CTE program first-hand and illustrated the vital role the Perkins Act has in supporting the types of high-quality programs on display on the doorstep of the nation’s Capital. Do you have a program you would like to see featured on the Hill? Please contact Steve Voytek at [email protected] or Evan Williamson at [email protected] to learn more.

Steve Voytek, Government Relations Associate 

How do you Plan to Achieve Excellence at the Achieving Excellence in CTE: The National Career Clusters Institute?

June 9th, 2014

kuder_logo

Below is a a guest blog from one of our partner sponsors, Kuder, Inc. They will share information on their upcoming sessions at Achieving Excellence in CTE: The National Career Clusters Institute.

The 2014 Achieving Excellence Institute theme is “Achieving Excellence in CTE: The National Career Clusters Institute.” How exactly can we do that, you might ask? Connect with Kuder, Inc. during the conference to find out.

Kuder’s approach to achieving excellence is personalized and customized, one user at a time. With over 75 years of research that proves our evidence-based solutions make a positive impact on lifelong learning, development, and achievement, we are confident we can make reaching excellence an easier climb for you, your organization, and the students/clients for which you serve.

The following Kuder activities will not only provide you with innovative career development strategies, they will show you how to achieve new points of excellence in your school, district, or organization:

  • Pre-conference session: “Purpose-Driven Career Development: Implementing a Model that Works,” on June 15, 2014, from 1:00-4:30 p.m. in Grande Ballroom D (Note: You may register in advance by calling 301-588-9630 or once onsite, pre-registration is not required).
  • “Adding the “WOW” factor into your CTE program,” on June 17, 2014, at 1:30 p.m. in Courtroom O.
  • Grab information about Kuder from our sponsor’s table.

We look forward to meeting you in June! Reach out to us before and during the event on Facebook or Twitter using #CCI2014.

Sincerely, The Kuder Team

Ramona Schescke, Member Services Manager

Achieving Excellence: What’s New at SIRDC?

June 6th, 2014

SFA

Greetings from the great state of Texas and the Statewide Instructional Resources Development Center (SIRDC)!

Our team is once again looking forward to presenting a breakout session at Achieving Excellence in CTE: The National Career Clusters® Institute. We have added lots of new free lessons, teacher online courses, and resources to our website for use this coming year that we are anxious to share with you. Yes, everything on the website is still free, no username, password or credit card required! SIRDC is funded by the Texas Education Agency through a Perkins state leadership grant awarded to Stephen F. Austin State University. The purpose of this project is to develop and provide free instructional lessons, resources and professional development for Texas instructors teaching 25 courses in the following career clusters:

  • Education and Training
  • Hospitality and Tourism
  • Human Services

There are currently over 280 instructional lessons published on our website http://cte.sfasu.edu/with additional lessons published monthly. Each lesson includes, in addition to the basic components, suggestions for special needs and ELL students, connections to core subject matter, handouts and activities, reading and writing strategies, CTSO and service learning ideas, and much more. SIRDC also provides 23 free teacher online courses, including an opportunity for instructors to earn CPE’s, see http://cte.sfasu.edu/course/lifetime-nutrition-and-wellness/, links to additional cluster/course resources, see http://cte.sfasu.edu/rgroup/instructional-practices-in-education/ and a free monthly newsletter, see http://cte.sfasu.edu/c/newsletters/

If you have any questions, comments or suggestions, feel free to contact me. We look forward to being with you in beautiful Phoenix, AZ!

Sandra Ann Delgado, CTE Associate Project Director, Statewide Instructional Resources Development Center

 

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