Posts Tagged ‘North Dakota’

Funding Career Technical Education: Using the 2023 State of CTE Funding Report Resources

Thursday, September 21st, 2023

Advance CTE’s newly released 2023 State of CTE: An Analysis of State Secondary CTE Funding Models highlights how states and the District of Columbia provide high-quality Career Technical Education (CTE) through various secondary CTE funding models and approaches. This blog, the second in a series, describes ways to use the website and supporting resources. 

Overview

This resource builds on baseline research conducted in 2014 by RTI International, with the support of Advance CTE, on behalf of the U.S. Department of Education, and is generously supported by the Walton Family Foundation. Advance CTE is committed to supporting states as they design equitable funding models that direct funding where it is needed most, as described in Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits). Expanding knowledge about funding models and approaches for state secondary CTE is critical for state leaders to provide high-quality CTE for diverse learners. The website consists of an executive summary, research report and three case studies, interactive national funding landscape map and downloadable state-by-state funding table. Below are tips on using and sharing this research with your colleagues and stakeholders, with links to the resources in each header.

Executive Summary

Read the executive summary to get a background of CTE funding foundational basics, a project overview and recommendations for revising and implementing more equitable funding models. This is a great resource for you to pass along to policymakers, legislative staff, state budget staff, partner agencies or local CTE leaders in your state. Consider adding the summary as a pre-reading assignment or an agenda item during your next meeting about state funding.

Research Report and Case Studies

The research report provides a 50-state landscape of state secondary CTE funding, highlights key trends in state funding models, and provides recommendations to advance equitable, learner-centered funding designs. You can learn about some of the ways states made adjustments to their models in the past decade and read examples of how states have designed elements of their funding models to address CTE program quality, access and completion. Case studies from Massachusetts, North Dakota and Texas showcase how three states implement different categorical funding models. 

These case-use examples provide ideas for you to maximize the website and supporting resources in conversations about CTE funding. 

National Funding Landscape Map

The interactive map provides a comparison of secondary CTE models across all 50 states and the District of Columbia. Identify your state’s funding model and then compare it to other states with the same funding model. You can also compare your state’s allocation to other states with similar demographics and CTE learner participation numbers. Use the information for benchmarking purposes when discussing – or advocating for – secondary CTE funding in your state. 

State-by-State Funding Table

The state-by-state funding table provides descriptions of each state’s funding approach, allocations from fiscal year 2022 and sources for legislative and regulatory documents. You have the option of downloading the table for additional analysis. Run keyword searches in the descriptions for “enrollment” or “average daily membership” or “ADM” to identify how states structure funding around learner enrollment. Run a keyword search for “grants” to identify which states are using competitive or one-time grants to support secondary CTE. Compare models and approaches from 2012 and 2022 to identify states that have changed their model and/or approach in the last decade. This is helpful information to reference if your state is considering or is in the process of changing its secondary CTE funding model and/or approach. 

ACTION: Bookmark the website for easier future access, watch the explainer video and share this blog with your colleagues. 

Be sure to read the first blog in this series, Funding Career Technical Education: Secondary CTE Funding Basics, which provides a background on CTE funding and describes various models and approaches states use to fund secondary CTE. In the next blog in this series, we will explore how states have incorporated equity elements into their funding models to address CTE program quality, access and completion.

You can read more about funding in the following Advance CTE resources:

Dr. Laura Maldonado, Senior Research Associate

By Layla Alagic in Public Policy, Research
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Six Focus Areas to Actualize CTE Without Borders

Thursday, May 4th, 2023

In March 2021, Advance CTE released Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits). This vision put forth a bold vision for a cohesive, flexible and responsive career preparation system that aims to close equity gaps in educational outcomes and workforce readiness and leverage Career Technical Education (CTE) as a catalyst for ensuring each learner can reach success in their career of choice. CTE Without Limits lays out five inter-connected and equally critical principles – Principle 5 in CTE Without Limits describes that all learners can access CTE without borders. 

To truly meet the needs of learners, we must remove the geographic barriers that limit access and opportunities, particularly for learners in rural communities. CTE policies and programs should enable, not limit, mobility and access and states should come together to develop and expand new models of collaboration by investing in open-access systems that enable access within and across states.

Advance CTE’s upcoming release, the CTE Without Borders Policy Playbook, developed in partnership with the Southern Regional Education Board and the Western Interstate Commission for Higher Education, and with input from more than 100 national, state and local leaders, highlights six focus areas to help states, secondary and postsecondary institutions actualize CTE without borders with expanded access to high-quality CTE and work-based learning within and across states. The six focus areas include:

The policy playbook features promising state and local practices from across the country including Colorado, North Dakota, Rhode Island, Texas and more; strategies to actualize each focus area; and resources to support state and local leaders in providing expanded access within and across states.

Review the CTE Without Borders Policy Playbook series in the Learning that Works Resource Center when it’s released later in May to learn about the ways your state can meet the needs of all learners regardless of where they live.

Haley Wing, Senior Policy Associate

By Jodi Langellotti in Publications
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Spotlight on CTE Month: Celebrating the creative ways states engaged with stakeholders

Tuesday, March 7th, 2023

February’s Career Technical Education (CTE) Month celebrations illustrated CTE’s continued spotlight in both federal and state communications and policymaking. This post recaps some of the inspiring activities from across the nation elevating both the value of CTE and the learners it serves.

Spotlight on CTE in the Nation’s Capital

CTE Month started strong this year with a major policy speech by U.S. Secretary of Education Miguel Cardona, during which he highlighted the importance of Career Technical Education (CTE): “We must challenge our myopic view that emphasizing the importance of career pathways is about limiting students, or the view that its four-year-college or bust. Advancing career pathways in high schools is about more options for students, not less. What it does is prepare them for the careers of today with options, and in some cases, their employer will pay for their future education. If we do this well, our graduates will be able to compete on a global stage. It’s my intention to Raise the Bar so we can lead the world in advanced career and technical education.” 

Just two weeks later, First Lady Jill Biden’s guests for the State of the Union (SOTU) address included Kate Foley– a 10th-grade computer-integrated manufacturing student who the First Lady had met last year during a visit to CTE programs in Rolling Meadows High School. In addition, Rep. Glusenkamp Perez (D-WA) brought Cory Toppa, a construction, engineering design, and manufacturing teacher at Kalama High School and the director of CTE for the Kalama school district. 

During the SOTU, President Biden highlighted how the intersection of education and workforce development is integral to America’s ability to compete within the wider global economy. The President mentioned career-focused education saying, in part, “Let’s finish the job, and connect students to career opportunities starting in high school, provide access to two years of community college, the best career training in America, in addition to being a pathway to a four-year degree. Let’s offer every American a path to a good career, whether they go to college or not.” 

Finally, support for CTE  extended to Capitol Hill, with both the House and Senate passing resolutions supporting CTE that achieved a high water mark for the number of co-sponsors.

Spotlight on CTE in State Capitols and Beyond

Outside of the U.S. House, 25 states and at least 1 U.S. Territory had proclamations designating February as CTE Month, and many state capitols hosted CTE students for showcases and meet and greets.

 

Spotlight on engaging with CTE stakeholders

Many states used CTE Month as an opportunity to connect with learners, families, employers and other stakeholders.

Louisiana hosted a roundtable discussion featuring panelists from K-12, postsecondary and industry professionals at their annual conference. Michigan hosted a Value of CTE virtual conference for employers and Missouri launched their CTE Perceptions Survey to learners, families, educators and business leaders.

 

States used a variety of marketing channels to share stories and promote CTE. Wyoming released a CTEZine published in local newspapers. South Carolina created My CTE Story videos featuring learner stories. North Dakota shared tips for maximizing messaging during CTE Month in their monthly newsletter. Oklahoma created a week’s worth of suggested activities that fostered pride in and self-promotion of local programs during #ILuvOKCTE week.

Through social media posts, many states shared information on the power and purpose of CTE as well as success stories and celebrations of CTE learners.

 

 

While CTE Month is a great opportunity to promote and educate those not familiar with the opportunities within and successes of CTE, our advocacy and education efforts should continue year-round. For information on how you can more effectively communicate CTE, check out the following resources in our Resource Center:

Jodi Langellotti, Communications Associate

By Jodi Langellotti in Uncategorized
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Increasing Apprenticeship Opportunities Through State Policy

Thursday, November 18th, 2021

Preparing to enter the workforce is no easy task, especially as the COVID-19 (coronavirus) pandemic continues to transform the world of work. It is critical that apprenticeship, pre-apprenticeship and youth apprenticeship programs exist to allow learners of all ages to participate in significant work-based learning opportunities that connect their learning with on-the-job skills that they can leverage as they grow in careers of their choice. Pre-apprenticeship programs, for example, demonstrate significant benefits, including creating more equitable access to high-wage, in-demand careers and improving the success of apprenticeship programs more holistically. In the past year, at least 19 states enacted legislation impacting work-based learning opportunities, including expanding access to apprenticeships, allowing credit to be earned for out-of-school-time learning, and increasing transparency in communication about apprenticeships. The following policies represent a small sample of pre-apprenticeship, apprenticeship, and work-based learning policies already passed in 2021:

Advance CTE’s 2021 Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) calls for a cohesive, flexible and responsive career preparation ecosystem that allows learners to participate in aligned and connected work-based learning systems, like industry-aligned apprenticeships. Visit our CTE Without Limits landing page for our call to action and the Learning that Works Resource Center for more resources surrounding work-based learning, including pre-apprenticeship and Registered Apprenticeship.

Dan Hinderliter, Policy Associate

By admin in Uncategorized
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Improving CTE Data Quality: Information is Relevant, Timely and Disaggregated

Thursday, May 6th, 2021

Career Technical Education (CTE) stakeholders — including families, employers and local practitioners at the secondary and postsecondary levels — need access to relevant and timely data to make informed decisions when it matters. For all the data CTE leaders collect, processing, cleaning and sharing relevant information can take a year or more, making it far less useful for practitioners on the ground. State leaders should ensure that information is relevant, timely and disaggregated so that stakeholders can understand and act on the data. This requires states to provide a comprehensive view of their career readiness system; differentiate reports by user; make data available when it matters; and disaggregate data by population, program and institution.

To improve the relevance and timeliness of CTE data, North Dakota created a statewide longitudinal data system (SLDS) that feeds data into public and internal data dashboards on a daily basis through PowerSchool, a data management system that all public school districts use to collect data on attendance, grades and other metrics. North Dakota’s postsecondary institutions also upload their data to the state’s SLDS, allowing for linkages between the K-12 and postsecondary sectors. These data dashboards provide stakeholders with timely information that they can use to make important education, career and policy decisions. 

The SLDS currently includes data on K-12 student demographics, attendance and enrollment, assessment performance, CTE participation, graduation and dropout rates, historical grades, and college and career readiness. The SLDS also includes postsecondary data on student enrollment, courses, performance, demographics and graduation rates. Workforce data such as wage and employment information are fed into the SLDS by Job Service North Dakota, the state’s workforce development agency. North Dakota’s SLDS also collects data on CTE participation, concentration and completion rates along with credential attainment. Soon, the SLDS will include data on work-based learning completion.

Through a public dashboard tool called Insights, policymakers, agencies, researchers and the general public can access data on preparation and outcomes for education and workforce training programs and use that data to make informed decisions. The reports generated on Insights are user friendly and easily accessible to the general public. Examples of reports and data that users can explore on Insights include the demand for a particular occupation, the average salary of that occupation, the CTE program of study that could lead to a career in that occupation, and which institutions offer that program.

The SLDS also provides data to the North Dakota Education Portal, a set of dashboards available to public school teachers and administrators that provide information on metrics such as predicted learner outcomes, high school and college readiness and historical learner data. The North Dakota Department of Education and its public postsecondary institutions have access to internal data on the North Dakota Education Portal, with levels of access differentiated by user. Additionally, the portal provides learners and families direct services such as access to transcripts and the ability to send transcripts to any postsecondary institution in the state or participating in the National Student Clearinghouse, thereby making applying to those institutions easier. High school students are also able to apply to North Dakota postsecondary institutions for dual credit enrollment and complete some first-year applications online through the student portal.

North Dakota’s SLDS and data dashboards equip stakeholders, including local CTE practitioners, to make data-informed decisions when it matters by providing data in a way that is timely, relevant and actionable.

Read the Advance CTE Case Study North Dakota: Data Dashboards to learn more about how North Dakota’s data dashboards have helped to foster a data- and information-rich culture throughout the state. For additional resources on improving the quality and use of career readiness data, check out the Career Readiness Data Quality microsite

This is the fifth edition in a series of Advance CTE data quality blogs to accompany Advance CTE’s latest releases, Career Readiness Data Quality and Use Policy Benchmark Tool and Data Quality Case Studies. For more resources on data and accountability in CTE, please visit the Learning that Works Resource Center.

Brian Robinson, Policy Associate

By admin in Uncategorized
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Governors Praise CTE, Workforce Development in 2021 State of the State Addresses

Thursday, February 11th, 2021

Since the beginning of the year, over 35 governors have delivered their State of the State addresses, sharing their visions for the future of their state and highlighting educational priorities. Some addresses proposed to create new Career Technical Education (CTE) initiatives or increase funding for work-based learning, while others emphasized the importance of preparing students for their careers. In all, 24 addresses implicated CTE in some capacity, especially in the areas of workforce development, work-based learning and funding.  

Workforce Development

Speeches most commonly addressed workforce development at all learner levels which, considering states’ strategies for economic recovery, comes as no surprise. At the secondary level, Missouri Governor Mike Parson set a goal of 12,000 high school students with the WorkKeys Certification, calling the program an “important stepping stone for students who are not immediately college bound but have the knowledge and skills to fill high-demand jobs.” Kentucky Governor Andy Beshear announced the creation of the Better Kentucky Promise Program, a postsecondary-focused initiative to help over 6,000 Kentucky residents complete associate degrees or secure industry-recognized certificates. At the adult level, Governor Greg Gianforte of Montana announced the establishment of the Montana Trades Education Credit, which subsidizes businesses through scholarships up to 50% of the cost of upskilling or reskilling employees, and highlighted the Missouri One Start program, which has trained over 100,000 adults through 400 employer training partnerships.

Work-Based Learning

Many governors highlighted the importance of work-based learning initiatives in providing secondary students with career-ready skills. Governor Kim Reynolds of Iowa applauded efforts to integrate work-based learning into the K-12 curriculum and called on legislators to make work-based learning an expectation in all Iowa schools. Governor Brad Little similarly highlighted the role of work-based learning in Idaho, committing to further connecting students and employers for on-the-job experiences and professional skill development. Alaska Governor Mike Dunleavy also called for an expansion in this area, directing the Alaska Department of Education to create an apprenticeship program allowing secondary students to receive credit while working for local employers.

Funding and New Initiatives

Announcements of new or proposed funding also featured prominently across many speeches. South Carolina Governor Henry McMaster proposed $97 million for high-demand job skills training and workforce scholarships and grants to improve access to skills-based certificates. Governor Bill Lee of Tennessee highlighted the Governor’s Investment in Vocational Education (GIVE) Act, which consisted of $25 million in grants for 28 projects focused on CTE program expansion, and proposed a $10 million expansion for ten new sites, prioritizing economically disadvantaged communities. North Dakota Governor Doug Borgum advocated for $45 million allocated to supporting the expansion and development of successful CTE centers through matched grants, while South Dakota Governor Kristi Noem announced the Build Dakota Scholarship, a five-year, $40 million investment to match students with high-demand career opportunities. Investment in access to and expansion of CTE programming and training remains a clear priority nationwide. 

Outside of CTE related areas, governors also focused heavily on equity in education, including highlighting how COVID-19 has disproportionately exacerbated achievement gaps for communities of color and allocating additional funding for expansion of broadband to students still participating in virtual learning. Advance CTE will continue to monitor the State of the State Addresses as they happen for their relevance to CTE.

Additional resources can be found in our Learning that Works Resource Center.

Dan Hinderliter, Policy Associate

By admin in Uncategorized
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Middle Grades CTE: Data and Measurement

Tuesday, June 23rd, 2020

There is widespread agreement that high school is too late to begin to expose learners to careers and the foundational skills needed to access and succeed in careers, but there remains a lack of consensus about what CTE and career readiness should entail at the middle grades level.

Advance CTE, with support from ACTE, convened a Shared Solutions Workgroup of national, state and local leaders to identify the core components of a meaningful middle grades CTE experience. This collaboration resulted in Broadening the Path: Design Principles for Middle Grades CTE and a companion blog series exploring each of the core programmatic elements of middle grades CTE defined in the paper. In this seventh entry in the blog series, we will examine the core programmatic element of data and measurement.

As states and districts are working to expand their middle grades CTE programs, it is critical that they are able to measure the effectiveness of those programs to ensure continuous program improvement process and that resources invested are having the desired impact on student achievement. Yet, there are few policies and mechanisms in place to date to collect meaningful middle grades CTE data. As more attention and resources are focused on middle grades CTE, state and local leaders should dedicate time and attention to identifying effective strategies for measuring whether students have achieved established standards, gained skills and other key outcomes as a result of middle grades CTE courses and activities.

As part of its teacher evaluation system – DPAS II – Delaware requires all teachers to bi-annually develop goals for instruction based on the state’s framework for teaching. The state has created specific guidance and tools for middle grades CTE teachers on how they can establish clear, measurable goals that are aligned with their schools’ focus and priorities and CTE performance data. The system intentionally is linked to the state’s high school college- and career-ready accountability framework, and requires middle grades teachers to focus on goals around Perkins indicators and employability skills. Middle grades CTE teachers must also identify which populations of students will be impacted, which standards and skills will be taught and attained, and how they will assess student growth. The state provides the framework, but teachers work directly with their building administrators to identify and finalize those goals that will support their own professional growth, as well as the growth of their students.

As a way of monitoring and collecting critical information on instruction and skills development, Utah requires each local education agency to submit an End of Year Summary. This reporting mechanism requires local districts to describe how the College and Career Awareness requirement was delivered, how it was integrated with other subjects, what teachers were involved, how the required workplace skills were addressed and demonstrated by students, which Career Technical Student Organizations were explored and how, what work-based learning experiences were offered, and how teachers and counselors collaborated to advance middle grades students’ college and career awareness. Starting in 2021, districts will be required to upload artifacts to provide more evidence.

In terms of reporting and accountability, North Dakota includes participation data for both grades 9-12 and grades 6-8, disaggregated by the 16 Career Clusters, on its annual CTE fact sheet.  And, Georgia is one of the few states that includes some indicator of career readiness in its statewide accountability system, with the percentage of students earning a passing score in a career exploratory course at middle school level as one of the “beyond the core” readiness indicators for middle schools.

Key reflection questions for state and local leaders as they build or evaluate this element of middle grades CTE programs include:

For additional resources relevant to CTE educators in the middle grades, check out the Middle Grades CTE Repository, another deliverable of this Shared Solutions Workgroup.

By Kate Blosveren Kreamer in Middle Grades CTE
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Tribal Colleges and Universities Take Innovative Approaches to Support Native Populations

Monday, March 9th, 2020

In February, the American Indian Higher Education Consortium (AIHEC) hosted an event at the Senate Office Building to discuss innovative strategies, programs and ideas to address the key challenges impacting Native higher education. To unpack these challenges and strategies, the event featured panelists from colleges that primarily serve American Indian, Alaska Native and Native Hawaiian populations. 

Much of the event focused on how Tribal Colleges and Universities (TCUs) are able to meet the needs of Native populations. Specifically, the panelists discussed how TCUs address barriers to access for learners. While TCUs are one of the most affordable postsecondary education options with an average annual tuition of $3,592, the cost of attending a TCU can still be a barrier to learners. To address this and transportation issues, Sitting Bull College in North Dakota provides tuition waivers and transportation to and from the college. 

Core to advancing equity in Career Technical Education (CTE) and the broader education field is not only ensuring that students have access to CTE and education programs, but also taking action so that learners feel welcome in and can fully participate in education programs. Panelists emphasized how TCUs are able to create an inclusive environment for Native learners through providing intentional supports and preserving Native populations’ cultures. For instance, Ilisagvik College in Alaska developed a pathway program that places students in cohorts to help learners feel supported and part of the community. 

Many of the panelists discussed the role language plays in creating an environment that students feel welcome in and can succeed in. In Hawai’i, learners can take courses taught in Olelo Hawaii, the Native Hawai’ian language, from infancy through doctoral programs. TCUs take approaches to ensure that Native languages continue to be commonly spoken in the community and the classroom. In Montana, Salish Kootenai College created an apprenticeship program that allows participants to become qualified in both Salish language fluency and effective teaching strategies to meet the demand for Salish language teachers. 

The event ended with a discussion about changes that can be made to the Higher Education Act (HEA) to help support TCUs. Specifically, AIHEC proposes two new programs and modifications to two existing programs during HEA reauthorization:

Brianna McCain, Policy Associate

By admin in Uncategorized
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Governors Celebrate CTE in 2019 State of the State Addresses

Monday, March 4th, 2019

Numerous governors have celebrated or prioritized Career Technical Education (CTE) during their annual State of the State Addresses to their state legislatures this year. When outlining their policy agendas for 2019, many governors highlighted successes related to CTE and committed to fostering CTE in their respective states.

Governors prioritized expanding access to CTE for learners. In New Hampshire, Governor Chris Sununu announced an $8.6 million allocation to remove barriers, such as tuition and transportation, to CTE participation. In Idaho, Governor Brad Little mentioned that he will focus on expanding CTE opportunities for learners. Meanwhile, in Massachusetts, Governor Charlie Barker celebrated adding 4,000 seats to the state’s vocational and technical schools. In Rhode Island, Governor Gina Raimondo noted that the state increased the number of CTE programs offered in high schools by 60 percent. Both Massachusetts and Rhode Island have prioritized increasing high-quality career pathways under the New Skills for Youth (NSFY) initiative.

During the addresses, Governors also emphasized CTE funding in their states. In Maryland, Governor Larry Hogan celebrated voters’ approval of the “casino lockbox initiative,” which will provide $4.4 million in additional funding for innovative CTE programming and other educational initiatives. In North Dakota, Governor Doug Burgum dedicated $40 million in Legacy Fund earnings for career academies.

Numerous governors also celebrated work-based learning, particularly the expansion of apprenticeships. In Montana, Governor Steve Bullock highlighted that seven out of 10 two-year colleges in the state offer apprenticeship coursework. In New Jersey, Governor Phil Murphy celebrated the creation of more than 100 new apprenticeship programs that hired more than 2,000 new apprentices. In Pennsylvania, Governor Tom Wolf noted that the state increased the number of apprenticeship programs to roughly 800.

In total, more than 20 governors have celebrated or prioritized advancing CTE in their states during their State of the State Addresses. This is Advance CTE’s second blog post on the State of the State Addresses- to view the first blog post click here. Advance CTE will continue to monitor the State of the State Addresses for their relevance to CTE.

Brianna McCain, Policy Associate

By admin in Uncategorized
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Welcome Wayde Sick, North Dakota’s New State CTE Director!

Tuesday, May 29th, 2018

Wayde Sick may have less than a month on the job in his new role as North Dakota’s State CTE Director, but he’s already setting some ambitious goals for Career Technical Education (CTE) in his home state.

Among them, he’s setting out to raise the profile and awareness of CTE in North Dakota so that it is a first-choice for students while in education – including those who plan to attend a four-year university after high school – and be recognized source of workforce talent by employers.

“I believe in the importance of CTE – not only for education but for fulfilling [the state’s] workforce needs,” Sick said. “I want to tell everybody what CTE is and the opportunities it can lead to.”

Sick knows he has big shoes to fill, as the previous State Director held this position for 15 years, but is confident that his background and experience will be an asset to help him develop creative, effective partnerships to advance high-quality CTE.

Born and raised in North Dakota, Sick attended Minot State University and graduated with a degree to teach social studies. Soon after graduation, he accepted a position teaching high school history and coaching football and track. A few years later, he had the opportunity to move to the Burdick Job Corps Center in Minot and continue teaching as an academic instructor. It was here that he first connected with CTE. By the end of his eight-year tenure at the center, Sick served as the manager of all CTE programs and even rose to be deputy director.

After a short stint helping to turn around a local Montessori preschool, Sick joined the North Dakota Department of Commerce, where he helped establish a unique partnership with the state’s Society of Human Resource Managers to co-host a Governor’s Workforce and Human Resources Conference to help employers and state leaders work collaboratively on workforce solutions.

Another point of pride for Sick was establishing a workforce development grant program with the state’s tribal colleges to align with in-demand industries and help lower the unemployment rate for the state’s native populations.

Serving as the director of the state’s workforce development programs also allowed Sick to interact with the state CTE office. Though he had no plans to leave his post at Commerce, when the job of State CTE Director became available, Sick jumped at the opportunity.

Sick said he is settling into his new role and excited about the work ahead.

Andrea Zimmermann, Senior Associate for Member Engagement and Leadership Development

By admin in Advance CTE State Director
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