What are They Doing in California? - National Association of State

Report
What Are They Doing In
California?
Achieving Excellence Institute
Patrick Ainsworth, Ed. D.
June, 2014
 Introduce the philosophy and
components to the CCPT grant
 Highlight successful applicants
 Consider the implications and
opportunities available in other
states
 Funds Available = $249,750,000
 One-time funding, 2014-15 to 2017-18
 2014-15 Proposed Funding = $300
million for new applications
 Administered by the California
Department of Education
Overarching goal
…build robust partnerships between
employers, schools, and community
colleges in order to better prepare
students for the 21st century workplace
and improve student transition into
postsecondary education, training, and
employment.
1. Establish or strengthen existing regional
collaborative relationships and partnerships
between business entities, community
organizations, and educational agencies.
2. Develop and integrate standards-based
academics with a career-relevant,
sequenced curriculum following industrythemed pathways that are aligned to highskill, high-wage, high-growth jobs, or
emerging regional economic sectors.
3. Provide articulated pathways to
postsecondary education aligned with
regional economies.
4. Leverage and build on any of the following:
 Existing structures, requirements, and
resources of the Carl D. Perkins Act,
California Partnership Academies,
Regional Occupational Centers and
Programs (ROCPs), community
relationships, and course development.
 Matching resources and in-kind
contributions from public, private, and
philanthropic sources.
 The California Community Colleges
Economic and Workforce Development
Program and its sector strategies and
deputy sector navigators.
 Participation in the local California
Community Colleges Skills Panel.
5. Pathways
 Must “target” K-14 career pathways
 Career pathways may be delivered by
high schools, ROCPs, California
Partnership Academies or other career
academies, alternative education
programs, continuation schools, county
offices of education programs, adult
education programs, or community
colleges.
1. Participating students will be more
prepared for college and career
2. Collaborative regional or county-wide
networks are more likely to build
innovative and quality (high-skill, highwage, and high-growth) career pathways
programs that lead to employment or
postsecondary education than programs
designed by a single institution.
3. Work-based educational and training
opportunities will enhance the
employment prospects of low and
moderate income individuals, and
contribute to the stability and economic
development of their communities.
4. Integrated academic and technical
learning will best prepare students for
both postsecondary education and careers
in high-skill, high-wage, and high-growth
sectors of the economy.
 Regional Consortium Grants: 10 grants
planned; 12 awarded up to $15 million
 Regional or Local Consortium Grants: 15
grants planned; 16 awarded up to $6 mil.
 Local Consortium Grants: 15 grants
planned; 11 awarded up to $600,000
CDE could award a reduced amount for individual
grants or award fewer or more grants per category
2014 –15
50 % of the total award
2015 –16
35 % of the total award
2016 –17
15 % of the total award
2017 –18
Additional funding
lifespan
1-21-14
RFA Release Date
2-14-14
Letter of Intent
3-28-14
Online application deadline
April May
Application scoring process
5-30-14
Grantees Announced
6-6-14
Appeals received at the CDE
7-1-14
Project Term Begins
 Regional/Local consortium of multiple
local K-12 LEAs, community colleges,
and business partners
 Formed to address the employment
needs of a specific economic region
 Must submit a Partnership Agreement
 Letter of Intent submitted by February
14, 2014
 Must identify an applicant agency/fiscal
agent to prepare application, coordinate
the grant implementation, and prepare
reports
 Partners must coordinate and funding to
operate and sustain the program
commitments
 Member agencies can participate in other
applications
 Focus on high-skill, high-wage, highgrowth jobs, in industry sectors that
drive the regional economy
 Required to provide labor market data
and projections and define skills gaps
 Specific Partner Responsibilities – See
handout
 Innovative approaches
 Funding of an intermediary organization
 Career specialists to support pathways
and work-based learning
 Curricula and instructional materials
 Professional development
 Purchase equipment
 Planning meetings & service contracts
 Cannot supplant existing funding or
efforts
 Provide sub grants to members
 Purchase furniture or facilities
 Provide food or promotional items
 Services to non-pathway students
 Number of students enrolled in the career
pathways program.
 Number of students who have successfully
participated in the career pathways
program (defined as a “C” grade or better
in all pathway courses).
 Number of students participating in workbased learning: internships, mentoring, job
shadowing, work experience, and student
leadership organizations.
 Number of students in the career
pathways program who received a high
school diploma.
 Number of students in the career
pathways program who received a
nationally recognized or state approved
career technical education (CTE)
certificate.
 Number of students enrolled in the
career pathways and credits earned in
either dual enrollment or credit by
exam.
 Number of students who completed one
credit-bearing course, two courses,
and/or completed a career pathway.
 Number of students in work-based
learning
 Number of students who transitioned
from community college to a California
State University, University of California,
or private university.
 Number of students who received an
Associate of Arts degree or Associate of
Science degree.
 Number of students who entered
employment or training.
 Number of students who received a
nationally recognized or state approved
CTE certificate.



What surprised or impressed you
about the background of the grant
presented so far?
Who would you see leading a state or
regional effort like this in your state?
What questions do you have so far?
 Agreement on fiscal agent
 Commitment of partners
 Partner agreements
 Determine who are the lead staff members
responsible for assisting with the application
 Decide on the program components and
services to be funded by the grant and from
other sources.
Describe:
 Work-based learning
 Student leadership skills
 Integrated academic and career based
courses
 Career exploration and planning
 Support services
 Transition services
Describe:
 Industry sector skills analysis
 Soft skills contextualized in CTE
 Dual enrollment and/or early admission
into aligned postsecondary career
programs.
 Industry partnerships
Describe:
 Projected numbers of students served
 Programs of study, grades 9-16
 Roles and responsibilities of partners
 Matching funds
 Data collection processes
 Plan for sustainability



Letters of Intent = 258 representing $1.5
billion in requests
Applications Submitted = 123, containing
request for $709 million
Awards given to 39 Applicants;
12 - up to 15 mil, 16 - up to $6 mil, and 11
- up to $600,000 (See Handout)
Los Angeles Unified School District consortium
Targeting five high-skill, high-growth industry
sectors in Health Science, Medical Technology
Culinary, and Environmental Resources.
 Education agencies include the LAUSD,
Centinela Valley High School District and Da
Vinci Science High School.
 Industry partners include Kaiser Permanente, the
LA Chamber of Commerce, Gold Star Foods,
Southern Calif. Gas Company, Tyson Foods, Time
Warner Cable, and the Boeing Company.

East San Francisco Bay Consortium,


Preparing students for 4 critical sectors : Health
Sciences, Engineering (including Advanced
Manufacturing), Information and Communication
Technologies/Digital Media, and Public Service.
Industry partners include Bayer, Oakland
Children’s Hospital, Bio-Rad, San Francisco
General Hospital, Lawrence Livermore
Laboratory, Turner Construction, BAYWORK,
Terminal Manufacturing, Autodesk, Maxon
Computer, the Alameda County Sheriff’s Office,
and the Richmond Police Department.
Ventura County
 Partnership - Ventura County Office of
Education, Ventura Community College,
15 school districts, and 50 employers.
 Expand the number of pathways to 62
serving 35,000 students
 Two year Air Academy allowing students
to build and fly Unmanned Aerial
Vehicles - drones. Certification exam
leading to pilot license.
Paramount Agriculture Career Academy (PACA)
 Collaborative among the Paramount Academy charter
school, four school districts, three community colleges,
six major agriculture production and processing
companies.
 PACA will immerse students from five high schools in a
demanding, integrated academic program of study
with three agriculture-themed pathways: Agricultural
Business Management, Agricultural Mechanics, and
Plant Science.
 Executives from each company identified plant science,
mechanics, and business as the fields with the greatest
current and long-term needs for skilled applicants. The
agriculture sector is the region's largest employer base.
 What
innovative programs are occurring
in your region or state?
 How
could you get business to fully
participate in supporting CTE?
 What
would it take to implement this in
your state?
 What
questions can we answer?
Information on CCPT available at:
http://www.cde.ca.gov/ci/ct/gi/ccptinfo.asp
Patrick Ainsworth
Consulting and Leadership Services
Painsworth @painsconsult.com

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