Presentation on theme: "Career, Technical & Agricultural Education Curriculum/Career Pathway: Development to Implementation Grades 6-12 CTAE Directors February, 2007."— Presentation transcript:
Career, Technical & Agricultural Education Curriculum/Career Pathway: Development to Implementation Grades 6-12 CTAE Directors February, 2007
Factors Influencing Achievement 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learning Intelligence/ Background Knowledge 11. Motivation Teacher Student School
Guaranteed and Viable Curriculum Guaranteed Curriculum …“Operationally, this means that clear guidance is given to teachers regarding the content to be addressed in specific courses and at specific grade levels.” “Additionally, it means that individual teachers do not have the option to disregard or replace content that has been assigned to a specific course or grade level.”
Guaranteed and Viable Curriculum Viable Curriculum …“the content articulated in the curriculum for a given course or grade level can be adequately addressed in the time available.”
Question: Are performance standards different from QCCs? Answer: Performance standards go into much greater depth than the content standards used in the previous curriculum. They provide clear expectations for assessment, instruction, and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know “how good is good enough.” The performance standards isolate and identify the skills needed to use the knowledge and skills to problem-solve reason, communicate, and make connections with other information. Performance standards also tell the teacher how to assess the extent to which the student knows the material or can manipulate and apply the information.
What do you want students to know and be able to do? What performance level do you expect? What is acceptable evidence? How will you assess (students and the instruction?) What are the learning experiences and instruction? Basic Backward Design
CTAE Georgia Performance Standards Academic Alignment Technical Skill Development Workplace Readiness/Foundation Skills Postsecondary Alignment – Statewide Articulation Business & Industry Standards Alignment
Ensure RIGOR Challenge all students with high expectations Provide RELEVANCE Help students connect their studies to the real world Build RELATIONSHIPS Foster supportive relationships between students and adults
Re-Engineering CTAE Curriculum with Performance Standards The New Image of CTAE
How can rigorous CTAE programs support high achievement levels for all students?
Question: What is a career pathway? Answer: A career pathway is established to help students align their academic and career, technical and agricultural studies to better prepare them for graduation, post-secondary education, and career opportunities.
Question: How does a career pathway relate to the definition of a “program of study” as defined by the new Perkins IV Legislation? Answer: Programs of study are very similar to career pathways. In Georgia, career pathways will become a program of study. A program of study, as defined by the new Perkins IV Legislation, incorporates secondary education and post- secondary education elements; includes coherent and rigorous content aligned with challenging academic standards and technical content in a coordinated, non-duplicative progression of courses that align secondary education with post-secondary education to adequately prepare students to succeed in post-secondary education. Below see an outlined schedule for career pathway implementation: – Phase I: Development 05-06; Training 06-07; Implementation – Phase II: Development 06-07; Training 07-08; Implementation – Phase III: Development 07-08; Training 08-09; Implementation (Please see the CTAE Career Pathway Development document at ) Once the Georgia State Plan has been developed, it will create benchmarks upon which career pathways will be developed for students.
Question: What is the implementation schedule for Phase I Curriculum? Answer: Phase I of our new CTAE Georgia Performance Standards (GPS) is expected to be implemented during the upcoming school year Instructors who will be teaching courses from the new Phase I curriculum will be expected to teach to performance standards. We have received many questions about Phase II Curriculum and its corresponding performance standards but urge you at this time to concern yourselves only with Phase I implementation. As referenced in an earlier answer, Phase II implementation will take place during the school year. Staff members are working diligently to ensure that instructors get the necessary training beforehand to ensure a smooth transition from the Georgia Quality Core Curriculum (QCC) to the new GPS during Phase I, II, and III implementation. We encourage local systems to realize that there is capacity in place to align courses that will build career pathways for students. See two career pathway schedules below of a four-year schedule for a student utilizing a block schedule and a student participating with a traditional six- period day:
Any Selected Pathway Dual Seal/6-period a day/possible 24 units 9 th 10 th 11 th 12th English Math Political Science (1/2 unit) /Health (1/2 unit) W. HistoryAmerican HistoryEconomics (1/2 unit) / PE (1/2 unit) Physical ScienceBiologyChemistry/PhysicsElective Foreign Language Fine ArtsElective CTAE
Any Selected Pathway Dual Seal/Block/possible 32 units 9th Semester I 9th Semester II 10th Semester I 10th Semester II 11th Semester I 11th Semester II 12th Semester I 12th Semester II EnglishMathEnglishMathEnglishMathEnglishMath Health (1/2 unit) ScienceSocial Studies ScienceSocial Studies SciencePE (1/2 unit) Elective Foreign LanguageFine ArtsForeign Language Elective CTAEElectiveCTAEElectiveCTAEElectiveCTAEElective
Question: How does my system decide which pathways to offer? Answer: Consideration should be given to current program offerings, industry/community needs, and the capacity to implement pathways based on the available resources, faculty, equipment, and facilities. How does this differ for small and large systems?
Phases II-III are DRAFT Marketing, Sales & Service Five (5) Pathways Phase I Pathway: Marketing & Management Pathway Courses: 1.Marketing Principles (MKT-MP) 2.Advanced Marketing (MKT-AM) 3.Entrepreneurship: Building a Business (MKT-EN) Recommended Fourth Related Courses: Marketing Research (MKT-MR) International Business & Marketing (BCS-IBM) Phase II Pathway: Fashion Marketing Pathway Courses: 1.Marketing Principles (MKT-MP) 2.Introduction to Fashion Marketing (MKT-FM) 3.Advanced Fashion Marketing (MKT-AFM) Recommended Fourth Related Courses: Marketing Research (MKT-MR) Entrepreneurship: Building a Business (MKT-EN) International Business & Marketing (BCS-IBM) Phase II Pathway: Marketing Communications & Promotion Pathway Courses: 1.Marketing Principles (MKT-MP) 2.Professional Sales and Promotion (MKT-PSP) 3.E-Marketing Recommended Fourth Related Courses: Marketing Research (MKT-MR) Entrepreneurship: Building a Business (MKT-EN) International Business & Marketing (BCS- IBM) Phase III Pathway: Sports & Event Marketing Pathway Courses: 1.Marketing Principles (MKT-MP) 2.Introduction to Sports & Event Marketing 3.TBD Phase III Pathway: Travel Marketing & Lodging Management Pathway Courses: 1.Marketing Principles (MKT-MP) 2.Introduction to Travel Marketing & Lodging Management 3. TBD
Phase II is DRAFT Business and Computer Science Five (5) Pathways Phase I Pathway: Small Business Development Pathway Courses: 1.Business Essentials (BCS-BE) 2.Legal Environment of Business (BCS-LEB) 3.Entrepreneurial Ventures (BCS-EV) Phase I Pathway: Computing Pathway Courses: 1.Computing in the Modern World (BCS- CMW) 2.Beginning Programming (BCS-BP) 3.Intermediate Programming (BCS-IP) Phase II Pathway: Interactive Media Pathway Courses: 1.Computing in the Modern World (BCS- CMW) 2.Fundamentals of Web Design (BCS-FWD) 3.Advanced Web Design (BCS-AWD) Recommended Fourth Related Course: Introduction to Animation and 3d Design (BCS-IAD) Phase II Pathway: Financial Management- Accounting Pathway Courses: 1.Business Essentials (BCS-BE) 2.Principles of Accounting (BCS-PAI) 3.Principles of Accounting II (BCS-PAII) Phase II Pathway: Financial Management-Services Pathway Courses: 1.Business Essentials (BCS-BE) 2.Banking and Investing (BCS-BI) 3.Insurance and Risk Management (BCS-IRM) Recommended Fourth Related Courses: Financial Literacy (BCS-FL)
Question: As a CTAE Director, what can I do presently to prepare for Phase I Implementation? Answer: In preparation, your instructors in related program areas can collaboratively review the new standards to: – identify similarities to current programs; – identify differences from current programs; – identify changes/additions required in programs; – identify change/additions required in facilities and/or equipment; – identify changes/additions required in resources; and, – generate questions.
CTAE Curriculum Review and Preparation Reviewers/Department Date Program Area Pathway Courses Similarities to Current Program Differences from Current Program Changes/Additions Required in Program Changes/Additions Required in Facilities and/or Equipment Changes/Additions Required in Resources Questions Concerns
Question: Will course names and the corresponding course numbers change? Answer: Due to most of the courses being revised to the GPS, the majority of course numbers and titles will remain the same. However, any new courses that will be developed/or have been developed, will carry new course numbers. For additional information on course titles and numbers, see the CTAE Phase I Course Information Guide at
Question: Will the Georgia Department of Education require an end-of-pathway assessment/certificate for every student? Answer: Career pathways and end-of-pathway assessments are being developed to help local systems align career and academic students in a sequenced academic study to increase student achievement. The intent of the pathways is to create this alignment. Today it is not a requirement for every student to be in a career pathway. We are attempting to create a sliding scale which means that every system starting with the school year should offer at least one career pathway. Larger systems should make available several pathways choices to students during the school year. Since the Georgia State Plan has not been developed, it is difficult determining exactly how many pathways should be available to students based on school or system size. We are aware, though, that the new legislation “does require” pathways or programs of study. To support this, systems will be required to identify the percentage of their students that will participate in career pathways. Also, the legislation states that career pathways will determine the foundation of programs including, but not limited to, the type of equipment to be used in a particular program. It is our hope that the creation of career pathways will assist with increasing the graduation rate.
Career Pathway Certificate – Validation Academic Skills, Technical Skills, Workplace Readiness Skills – Articulation Postsecondary and Industry – Endorsements Governor’s Office of Workforce Development, Department of Labor, Georgia Department of Education, Georgia Department of Adult and Technical Education, Board of Regents – Recognition Georgia-specific industries and businesses
Courtesy of NOCTI
What is the plan for Middle School CTAE Curriculum Revision? Answer: A curriculum team was formed and has worked to develop a preliminary document containing standards for Career Development. Work will resume upon filling a position for a Middle School Curriculum Coordinator.
Question: What is the proposed implementation schedule for Phase II Curriculum? Drafts to be presented as an item for information in March, 2007 Drafts to be posted for Public Review in April, 2007 Request for Adoption to be in July, 2007
Rigorous CTAE programs that support high achievement levels for all students
Ann Hatchell CTAE Curriculum Coordinator Georgia Department of Education 1752 Twin Towers East Atlanta, Georgia office cell
Phase I Curriculum Roll-Out
Eight Pathways 20 Trainers 2000 Teachers Pathway Specific Training Cutting Edge Technology June 1, 2007
8 Pathways Transportation Logistical Operations Transportation Logistical Support Engineering Small Business Development Computing Marketing & Management Therapeutic Services Agriscience
20 Trainers Selected By Program Specialist Transportation Logistical Operations Transportation Logistical Support Mike Smith North Metro Tech
20 Trainers Selected By Program Specialist Engineering Dr. Roger Hill UGA
20 Trainers Selected By Program Specialist Small Business Development Donna RobinsonFulton Co. Sarah HeathGwinnett Co. Cherri HooksEmanuel Co. Christi ThomasCoffee Co.. Paula DavisFulton Co. Diana MarquezHenry Co. Donna AlexanderDekalb Co.. Johnnie Sue MooreJasper Co.
20 Trainers Selected By Program Specialist Computing Barb EricsonGA Tech Deepa MuralidharFulton Co. Eddie LindseyMuscogee Co.
20 Trainers Selected By Program Specialist Therapeutic Services- Nursing Phyllis DumasDekalb Co. Laura MesmerEffingham Co.
20 Trainers Selected By Program Specialist Agriscience Frank Flanders GA DOE CTAE
Pathway Specific Training What & Where & How & When What will be delivered? – Detailed Look At Pathway – Georgia Performance Standards – CTAE Foundation Standards – Academic Standards – New Content Concerns – Equipment Needs – Suggested Resources
Pathway Specific Training What & Where & How & When Where will training be delivered? – All training will be delivered at the 13 Educational Technology Training Centers (ETTC’S) located strategicially throughout the state.
Pathway Specific Training What & Where & How & When How will it be delivered? – One Full Day Pathway Specific – Max Capacity 25 per ETTC Site – Using Content Specific Master Trainer (multiple locations) Polycom – Using Content Specific Trainer – ETTC Technical Support Staff Using On-Line Resources
Pathway Specific Training What & Where & How & When How will my teachers register? – Only through the CTAE Resource Network – Registration will be cut off automatically at 25 for each event. ETTC must be able to provide computer with on-line capability for each participant. – Workshop Must be chosen by: Specific Pathway Specific Date Specific Location
Pathway Specific Training What & Where & How & When How will this be paid for? – Local systems will be responsible for paying all travel expenses per person. – There are no registration cost, But registration is mandatory for participation.
Question: What about training for potential new hires that will implement Phase I next fall? Answer: It is our objective to have the training event for each pathway video taped, so that it can be accessed on-line through the GA DOE CTAE website.
Question: Will teacher training for the implementation of Phase I be offered this summer? Answer: At this time it is our plan to be completed with the Phase I Roll-Out by June 1, There may be specific topics concerning curriculum discussed at the GACTE Summer In-Service or Summer workshops, but they will not be designed to look at the Phase I standards as a whole.
Question: When will the GPS training take place for Phase I Implementation? Answer: CTAE Directors’ Training is being scheduled for 8:30 – 11:30: – February 14 – South (Tifton) – February 15 – Central (Forsyth) – February 23 – North (Gwinnett) Trainers for Teachers have been identified and met February 1 for training and scheduling.
Pathway Specific Training What & Where & How & When When will training be delivered? Dates are Tentative Transportation Logistical Operations/Support – TBA Engineering – TBA Small Business Development – March 28 th 8 Locations – April 10 th 1 Location – April 14 th 3 Locations – April 17 th 4 Locations – April 24 th 2 Locations – April 28 th 1 Locations – May 1 st 1 Location – May 5 th 2 Locations
Pathway Specific Training What & Where & How & When When will training be delivered? Continued Dates are Tentative Computing – May 5 th 6 Locations – May 10 th 6 Locations Marketing & Management – TBA Therapeutic Services – March 15 th 4 Locations – March 23 rd 4 Locations – April 12 th 4 Locations – April 19 th 4 Locations Agriscience – April 10 th 1 Location – April 11 th 1 Location – April 12 th 1 Location
Will lesson plans/units be provided? Answer: GDOE will work with the CTAE Resource Network and Instructors to provide lesson plans for Phase I Career Pathways by June, Resource development will continue.
Lesson Plan Development Project
The Goal A Set of Lessons for each CTAE Pathway Course to Include: – Internet Resources Web-Links Images Video Links – Student Assignments – Academic Tie-In – Grading Rubrics – Differentiation
How Will Lessons Be Created? All pathway specific instructors will be encouraged to develop lessons. Lessons will be developed using a standard delivery format. Lessons will be submitted to a team of pathway specific Master Teachers for Jury and Query. Georgia Department of Education
Question: Where can I access information regarding the CTAE Curriculum Revision process? Answer: CTAE Curriculum revision process information can be accessed at the following website: PLEASE CHECK THIS SITE REGULARLY FOR UPDATES.
Question: Will the new pathways have an impact on program Industry Certification/Recertification? Answer: – Yes, as with any process, the new Georgia Performance Standards will become a part of this process. They will be phased in gradually, and any program currently in the process should adhere to the guidelines that are currently in place.
Skip Brown CTAE Professional Learning Specialist Georgia Department of Education 1752 Twin Towers East Atlanta, Georgia office cell
Tech Prep and Perkins IV: Connecting the Partnership Pieces for Student Success! Cathy Myers, State Tech Prep Coordinator
Tech Prep Transformation: A Brighter Horizon According to David Bond, Director, NTPN, “ Career Pathways, the next step in the evolution of Tech Prep, actively promote these three R’s.” (Rigor, Relevance, Relationships)
In the State of Georgia, career pathways will be an umbrella initiative that incorporates and aligns all the necessary educational and training components to align with the Governor’s Strategic Industries and to assure that Georgia’s current and future workforce can compete in a knowledge economy. The structure will evolve through time and align educational, economic, and social entities that help students or workers obtain the skills needed in the workforce. Building Georgia’s career pathways system will be a process of adapting existing programs and service and the possibility of adding new ones that will enable all students to advance to higher levels of education and employment. Georgia’s Career Pathways
Support of Career Pathways Building Leadership and Partnership Capacity –Creating a new Education and Career Partnership Model. –Establishing new roles and responsibilities for all partners (forthcoming). –Providing training for all partners beginning in July –Having a well-defined focus for grant funds based on Perkins IV (Basic Grant).
That was then; this is now. OLDNEW Tech PrepEducation and Career Partnership Title II – Separate FundingTitle I – Merged Funding Consortia Structure with 50/25/25 membership Partnership Structure with 25/25/50 membership Restricted Ownership!Shared Ownership! Broad Grant ActivitiesFocused Grant Activities
Merged Funds and Title I (Basic Grant) Perkins IV allows “pooled” funding GaDOE and DTAE to use “reserve” funds (approx. 7.5%) Formula being created by both agencies (Sec. 112) – Rural areas; – Areas with high percentages of CTE students; – Areas with high numbers of CTE students Equal allocations (50/50 split) between agencies Use of leadership funds (10%) for state positions Commitment to fund same amount as past (approx. 3 mil), minus carry over
How does it work? LEAs receive allocation as grant (like others in Local Plan). All (secondary/postsecondary) must contribute to partnership based on existing service area or forfeit funds. Funds “pass through” to designated fiscal agent and must be identified and tracked “separately. Depending on selected fiscal agent by partnership, accounting occurs through GOARS or People Soft and will be uniquely “coded” like other Perkins grants for identification purposes and tracking. Additional funding sources can be identified “outside total grant amount.”
State-Wide SPECIFIC Pathway Committee State-Wide SPECIFIC Pathway Committee State-Wide SPECIFIC Pathway Committee State-Wide SPECIFIC Pathway Committee School Site (District) Team* School Site (District) Team* School Site (District) Team* Task Committee Community Teaming Task Committee Postsecondary Credit Opportunities State-Wide SPECIFIC Pathway Committee Task Committee Programs of Study School Site (District) Team* State-Wide Ed & Career Partnership Steering Committee: GaDOE; DTAE; Economic Dev agencies; B/I; expand to others as CP initiative grows State-Wide Specific Pathway: Business/Industry specific Local Ed & Career Partnership: Sec; PS; B/I; local Economic Dev; Chamber; DOL; etc School Site Team*: Adm; Counselors; Academic; Technical; can be part of existing school teams (school improvement team; curriculum dev team; CTAE advisory committee) Task Committee: As needed and can be expanded, i.e., Data Collection, Communications, etc, Ed & Career Specialist Executive Committee State-Wide SPECIFIC Pathway Committee Task Committee Career Dev. Task Committee Prof. Dev.
Shared Ownership Joint Leadership Shared Resources More Flexibility Customer Engagement Alignment with Economic Development More Accountability System vs. Institution Benefits the Student!
Alignment with Economic Development Conducting needs assessments through use of local resources – Local Economic Development – Economic Development Division of Technical Colleges – Chamber of Commerce – Department of Labor Conducting needs assessments within school setting – Surveys Aligning career pathways with community/economic needs Filling gaps by maximizing resources – Articulation – Dual Enrollment
The Past The Future Tech Prep Grant AreasFY08 Partnership Components Leadership and CommitmentPrograms of Study and Career Pathways Curriculum IntegrationCommunity Teaming Curriculum AlignmentPostsecondary Credit Opportunities Career GuidanceCareer Development Professional Development Evaluation and Assessment
Career Pathways Career Activities Needs Assessments Workbased Learning Curriculum Enhancement Professional Dev. Communication Career Mentors
Postsecondary Credit Opportunities Joint Enrollment -Course taught by postsecondary- A high school student taking postsecondary courses for postsecondary credit ONLY Alignment/ Articulation -Course taught by secondary- A high school student taking HS courses aligned with PS courses that have been locally approved for advanced credit upon completion of HS and entrance into PS Dual Enrollment -Course taught by postsecondary- A high school student taking postsecondary courses for BOTH high school AND postsecondary credit Methods of Payment: HOPE-Tuition paid by HOPE -must follow guidelines as outlined - Other-Tuition paid by some source other than HOPE Methods of Payment: HOPE-Tuition paid by HOPE Other-Tuition paid by some source other than HOPE Dual Enrollment Degree Programs Dual Enrollment Certificate and Diploma Programs Methods of Payment: Accel –Accel Program is funded by GA Lottery for Education Other-Tuition paid by some source other than Accel Program For complete details go to:
In 1999, there were 21 “statewide” articulation agreements. In 2006, there were 1,066 “local” articulation agreements. It is no longer enough to simply create agreements. We must honor agreements by ensuring that students, not only are aware of the “prize” ( ) but take advantage of the “prize.”
FY2006 Tech Prep Data AreasSecondaryPostsecondary Total Tech Prep Students 15,505 (dual) 18,573 (T/C seal) 9,984 Dual Enrollment6,239 Joint Enrollment953 Articulated Credits Of the 34,078 total students, how many had the “potential” for articulated credits upon graduation based on the 1,066 total articulation agreements? How many of the 9,984 are coded in Banner with AC?
Capturing Articulation Data Efforts to turn “Can’t” into “Can” at local level in gathering student data. 37 Coordinators being asked to complete articulation/dual enrollment reports this year. Promising results already (for example): – 365 graduates (2006) of Camden County with total of 710 articulated courses with 85 grade and above per course. – If each secondary course equaled 3 credit hours at cost per class, this would mean a savings of $123,540.00!
Dual Enrollment Matrix Posted on Website FYI: Website Resources
TCC Diploma Associates Bachelors Laddering for Career Advancement Promote Rigor, High Expectations, and Long Term Goal Setting: Compare admission requirements and course requirements
Dual Enrollment Update Process being developed for courses to be added to the matrix. Will involve local review with sign offs by all parties before state review. “If approved,” course will be added. “If not approved,” local school systems will submit DE Form 0287 to GaDOE by November 1 annually.
Funding? State-approved course number Courses do not supplant others (except when secondary course exceeds state class size guidelines) Exclusion of academic courses Monitored/supported by secondary staff person: –Georgia certified; –Employed by the secondary school system; –Available during time course is offered. FTE “K Weight” for six instructional segments –Replacement costs of equipment and materials 50 percent higher than those needed for a regular general education class, except for cooperative work study laboratories, pre-apprenticeship programs and apprenticeship programs. –Students spend a minimum of 25 percent of the instructional time in ‘hands-on” activities. –All equipment, software, materials, etc. used in the lab are in place and operational on the day of the FTE count. –Students are enrolled in grades 9-12.
Counts Toward Hope Grant? (HB 1325) In summary, students may only received the HOPE Grant for a total of 95 quarter hours or 63 semester hours of attempted coursework unless his/her diploma program is designed to be more than 95 hours or 63 semester hours, but the absolute maximum for the HOPE Grant is 130 quarter hours attempted or 86 semester hours attempted or the amount required for graduation-whichever is less.
Career Development: Support Peach State Career Pathways: Education and Planning Tool. Establish structured approach to delivering education and career planning. Emphasize deliverables: –Individual Education and Career Plans for students –Comprehensive Career Development Plans in school systems. –Teachers as Advisors –Career activities for students
Professional Development Legislation emphasizes “high quality, sustained, and intensive” programs that go beyond one-day or short-term workshops or conferences. Partnerships target other program components. Partnerships focus on continuous program improvement. Partnerships use “strategic plan” as roadmap.
Planning for Change TimeframeInvolvement February 27 – March 1Winter Training - Tech Prep Coordinators March-AprilCTAE Directors’ Update – Workshop for Counselors and TP Coordinators AprilTechnical Assistance Visits (FY08 partnership grant) April 15 – May 15Partners meet, plan and decide: Education and Career Specialist, chairperson, fiscal agent, executive committee, funding, strategic plan, budget May 15 ECP Grant Due Electronically (as part of Local Plan) June 1Education and Career Partnership Grant Application DUE
Systemic Planning and Training Transitional Year TimeframePartners and Focus July 2007 (GACTE Conference)ECP Specialist and Executive Committee (roles/governance) September 2007ECP Specialist and Chairperson and Fiscal Agent (roles/governance) October 2007 (NTPN Conference)ECP Specialists and Executive Committee (Strategic Plan) January 2008ECP Specialists – Monitoring Strategic Plan Progress March 2008ECP Specialists – Evaluation/Data and Grant Preparation Others….TBA
Value of Partnership Restructure Support Georgia’s Career Pathways. Involve all stakeholders Support all partners collectively. Join forces for clear and defined focus on program components. Create a strategic plan for the partnership that reflects “shared ownership.” Focus on data collection and evaluation outcomes. Strive for ongoing and continuous program improvement.