Tuesday, March 4, 2008


  • The work of the AHE Network intersects between and among leaders from all community constituencies to include educators, government, higher education, business, and corporations.

  • When shared, our collective knowledge (including virtual info [websites]) helps everyone.

  • There is a need for common voice – common definitions and data for comparison and contrast; data collection needs to be consistent across centers; there is a need to better understand Jeff’s data.

  • Incorporating the in-depth look at classroom data to increase the rigor in our schools would help our schools better prepare our students for college.

  • Being “connected” is of direct benefit to my work and my productivity; we have to connect with others engaged in our mission; there is strength and voice in the connections between people and partnerships.

  • I am not the only one concerned about the previous lack of consistency in our network frameworks, but I have learned that we are a learning organization and this delights me.

  • Know who the leader in a community is; not always the superintendent or principal; grant coordinator/graduation coach, etc. need to find out who this person is.

  • The 7 segments of the community - “things”- in the Engaging All Leaders framework; all are connected; the framework is powerful.

  • Storytelling is powerful; leaders use stories to engage others.

  • Need to always be looking for funders and a method of approach – take the lead.

  • Grant writing needs to be focused and prepared with specific outcomes; must be motivated and in agreement.

  • There are specific ways to ask for funding, and there are extraordinary resources for assistance in getting resources.

Note: Network agreed to collect data using the following guidelines/framework:

1. Fall Census Data From Schools – Use what is reported to the State; include School and Senior Enrollment

2. Identify Number of Seniors Awarded Diploma; number recognized by Postsecondary Education (PSE) institutions; include December graduates/May/June from School Year Data

3. State Numbers

4. ARC Grant – Senior Focus

Postsecondary Education includes - 4-year; 2-year; Technical Certificate; military; Dual enrollment - counts as enrolled in college


  • What are the ways to help students achieve a more productive life or lifestyle?
  • Why has it taken so long to develop a consistent data collection plan?
  • What is the most efficacious method of working in/with leadership?
  • Who do I include in the drafting of our plan? What are my “chunking” resources?
  • How do we successfully open the door to funding opportunities as a regional group?
  • What do we bring to the table as a Network? How can we bring cohesiveness – with regard to funding opportunities – to the AHE Network?
  • How can I embed these fund raising ideas in my presentations so that information dissemination is also a “moment of inquiry?”
  • Unique position: Not competing with [my] Board of Directors. My Board is composed of college presidents who have their own fund raising agendas for their individual campuses. I have to constantly work in the group to keep the access network in their outreach efforts.
  • Can we continue the grant writing activity at our April meeting in DC? Maybe each of us can write a grant proposal and have others critique it?
  • How do I organize all my contacts so that I know them better?
  • How do we piece it all together?
  • How do I keep the vision of sustainability going in budget cutting (recession) times? Within my network? With my Board of Directors?
  • What activities and best practices can schools use to promote college access?

MAJOR CONCERN: Preparing/exciting students about higher education, if they are not adequately prepared. Should we consider issues on educational rigor or higher education retention?


  • Tell my story! Focus on my [leadership] activities for the year; refocus schools on senior services; develop a common data set; count any diploma that is accepted.
  • Choose my audience from the 7 community categories – segments; develop my leadership plan to include leaders from each of the 7 community segments; focus on the mission as you define group construction in/from the framework for leadership change; think from the bottom up.
  • Remember the “leadership matrix/framework” and relationships; Leadership skills can be learned; Leadership spans across roles; leaders may be formal or informal.
  • Effective networking is critical to sustainability; contact campus experts for assistance. Make contact – call – the people I know such as: Pollyanne Frantz, Jeff Schwartz, Betty Hale, other AHEN members, etc. Successful contact of a leader is a process over time – networking, not collecting business cards.
  • Write your thoughts down; bring it all together by folding and braiding; continue to hold workshops for our grantees.
  • Write letters of inquiry immediately; Use 990s more; LOIs and Foundation Centers – good resources and tools for raising funds; research funders prior to writing letters of inquiry.
  • We [all of the AHE Network] have some of the same problems (editor’s note: “comfort in numbers” or “misery loves company”); There are a lot o common issues among AHEN – keep in touch; we are as different as we are similar.
  • We are becoming more “in the know” through these regularly scheduled meetings.
  • We are a network working together to improve capacity of young people to continue their education; Progress is working together.
  • Long term impact comes from earlier sustained efforts; [Jeff needs faster results].