EDPAC - AGENDA INDEX 8.29.12 revised
Transcription
EDPAC - AGENDA INDEX 8.29.12 revised
California Community Colleges Workforce & Economic Development Program Economic Development Advisory Committee August 29, 2012 Through the CALIFORNIA COMMUNITY COLLEGES Advisory Committee Meeting California Community Colleges Chancellor’s Office 3rd Floor Boardroom AGENDA Wednesday, August 29, 2012 9:00 - 9:45 New Member Orientation Ms. Catherine Swenson, Statewide Initiative Director, Training and Development Information Main Meeting: 10:00 a.m. to 2:15 p.m. 10:00 - 10:15 1. Welcome, Introductions and Approval of Minutes Dr. Patricia Hsieh, Chair Information Action 10:15 - 11:45 2. Review of Doing What Matters for Jobs and the Economy Framework Ms. Van Ton-Quinlivan, CCCCO Division of Workforce & Economic Development, Vice Chancellor Information/ Discussion 3. Proposed Restructuring Ms. Van Ton-Quinlivan, CCCCO Division of Workforce & Economic Development, Vice Chancellor Ms. Catherine Swenson, Statewide Initiative Director, Training and Development Information/ Discussion Working Lunch 12:00 - 1:00 4. Case Study: Allied Health Innovation Project Ms. Valerie Fisher, Innovate What Matters-Allied Health, Project Director Ms. Catherine Swenson, Statewide Initiative Director, Training and Development Ms. Linda Zorn, Sector Navigator, Health Information/ Discussion 1:00 - 1:30 5. Round Robin: Leveraging Opportunities - All Dr. Patricia Hsieh, Facilitator Information 1:30 - 1:45 6. Updates Ms. Katie Gilks, CCCCO, First Contact, Sector Monitoring Team 1:45 - 2:00 7. Public Comment 2:00 - 2:15 8. Goodbye Celebration: Dr. Benjamin Duran Dr. Patricia Hsieh, Chair Information 9. Adjournment Next EDPAC: October 3, 2012, Sacramento Action Information Action 1 California Community Colleges Chancellor’s Office 1102 Q Street Sacramento, CA 95811 EDPAC Agenda Index August 29, 2012 Time Agenda Item 10:00 – 10:15 Welcome, Introductions and Approval of Minutes Review of Doing What Matters for Jobs and the Economy Framework Proposed Restructuring Working Lunch Case Study: Allied Health Innovation Project Round Robin: Leveraging Opportunities Updates Public Comment Goodbye Celebration: Dr. Benjamin Duran Adjournment 10:15 – 11:45 12:00 – 1:00 1:00 – 1:30 1:30 – 1:45 1:45 – 2:00 2:00 – 2:15 Supporting Materials Minutes from EDPAC Meeting, March 28, 2012 Information Information Information Initiative Reports N/A N/A N/A N/A N/A Advisory Committee Meeting Economic & Workforce Development Wednesday, March 28, 2012 I. Dr. Patricia Hsieh, Chair, Advisory Committee, called the meeting to order at 10:00 a.m. II. Members Present: Dr. Patrick Ainsworth, Assistant Superintendent, Secondary Education, Career and College Transition, CA Department of Education Ms. Yolanda Benson, Government Strategies Dr. Benjamin Duran, Superintendent/President, Merced College Dr. Douglas Houston, Chancellor, Yuba Community College District Dr. Patricia Hsieh, President, San Diego Miramar College Ms. Laurel Jones, President, Mission College, Santa Clara Dr. Erlinda Martinez, President, Santa Ana College Ms. Renee Martinez, Vice President Workforce Education, East Los Angeles College Mr. Brian McMahon, Executive Director, California Employment Training Panel Mr. Wheeler North, Academic Senate, San Diego Miramar College Dr. Jessica Pitt, Coordinator, Bay Area Workforce Funding Collaborative, c/o San Francisco Foundation Mr. Ken Quesada, California Workforce Investment Board Mr. Tim Rainey. Executive Director, California Workforce Investment Board Mr. Wayne Schell, President/CEO, California Association for Local Economic Development Dr. Ron Taylor, Superintendent/President, Feather River College Ms. Van Ton-Quinlivan, Vice Chancellor, Economic & Workforce Development, Chancellor’s Office Mr. Spencer Wong, Deputy Division Chief for Labor Market Information Division, California Employment Development Department Also Present: Ms. Erin Larson (representing Mr. Ray York) III. Approval of Minutes The Minutes from the October 26, 2011, were moved and seconded for approval. IV. Budget Update and Discussion Ms. Diane Brady, Fiscal Budget Division, gave updates on the current budget and 2012-13 budget. In the current year, the governor's budget is not settled. In original estimate, there was to be $400 million cut expected to be offset by an increase in student fees of $10 per unit bringing in $110 million, netting $290 million. Triggers were put into place in December to be released if the money did not come in as estimated. December brought in $72 million plus $30 Page 1 of 6 million on top of the $400 million already in effect. As a result, all triggers applied along with another $10 increase in student fees to offset the $30 million dollars. The fees will go into effect in summer term. There are three main sources of financing: student fees, property taxes, and state general fund. The estimate is put in by Department of Finance. If the first two estimates are low, the state doesn't put in more money to make up the shortfall. The shortfall is now at $149 million, due to a shortage in property taxes and student fees. As fees increase, more students are qualifying for fee waivers resulting in shortage to the original estimate and the state does not backfill. The first fee increase did not bring in the money that was anticipated and the second fee increase will not make a dent in the $30 million dollar shortage. Because of a lack of automatic backfill for shortages, advocacy was focused on Advocacy Day visits. For the 2012-13 budget, the May Revision will be able to consider the tax revenue received, then the governor’s budget will be revised. Parts of the proposal: one, the categorical programs or $411 million will go into one pot; and two, the general apportionment money will not be tied to anything like FTS. The Governor proposes to change how community colleges are funded and start from a blank slate. He proposes that the amount of funding will increase 4% per year, if colleges are meeting a current unknown criteria. There is no detail to the new "plan". The Board of Governors has the option of coming up with a new plan, as to how the funding would be distributed to the colleges but can't be done in time for 2013. The January version of the budget will not happen because the Legislature has the control of how colleges are funded and is recommended that the Legislature keep control. Currently, what will happen on the budget is unknown. Cal Grant proposals have been made by the Governor and rejected by the Legislature. There will be no major cuts prior to seeing the May revision. All is contingent to the November ballot and tax proposal. If tax proposal passes, the anticipated $218 million increase to the budget will be used to unwind some of the present deferrals. The amount of $961 million dollars in deferrals is currently being bumped from year to year. If everything passes on the November ballot, the community colleges would get $218 million, there will be no new money available for any growth, COLAs, etc. If tax proposal does not pass, there will be a new way of how money is calculated. The system will have to pay for general obligation bonds up to $300 million dollars, absorbed into the present money costs in the budget with no additional money. Budget hearings will be starting next week in both the senate and assembly. The attendees were urged to discuss the situation with their own districts and put together a Q and A Fact sheet between the CCC Chancellor’s Office and the League. Discussion of Federal Funds being available, there are no details at this time. V. Doing What Matters for Jobs and Economy Ms. Van Ton-Quinlivan unleashed problem solving ideas. Strategize and be proactive. Key theme is “Jobs and the Economy”. Deliver what the State of California needs. The brochure was created by the Chancellor’s Office and will be continually updated. The brochure will be used as a tool to communicate key strategic issues. The community college system has regional economies and local decision making with a state focused on sectors. The challenge of California is how to deliver. To navigate the response a framework was developed, “Doing What Matters for Jobs and the Economy”. The framework is broken down into four quadrants: 1. Give priority to what matters Consider labor market needs. Decide on program capacity as a region. Page 2 of 6 2. Make room for what matters Retool programs that are not meeting current market need, provide technical assistance. Revitalize. Need to know what jobs are vacant. Colleges collaborate. Concerned that cuts may occur in more expensive programs rather than desirability of program. 3. Student success matters Adopt common metrics and skills panels in CCCCO RFAs. Assess for career readiness (basic and academic). Job readiness, articulation with K-12 aligned with colleges. To have a study of regions, must agree on common set of regions. Through varies methods of funding want to strengthen regions with four skillsets; data mining, convening, technology, and curriculum approval. Top level participation from all CEOs and Chancellor’s Office should broadcast what is regionally important on basic practices. Two initiatives that add value (Department of Labor Tact Grant and CA Education Policy Fund). Currently in discussion with Smarter Balance and need to have a stronger voice from CCCCO because it is not well represented by California. The “common core” has adopted implementation plan and is work in progress. The common core is Math and English. What is the definition of career readiness? Need distinction between career readiness and career preparedness. Direction of SB70 is now being looked to better the goals in systemic way. 4. Innovate what matters Solve complex workforce training needs so that our system can better deliver for employers and sectors. Curriculum approval. EWD’s programs have strength. Mr. Rainey had brought together multiple sectors together with community colleges. Challenge was to figure out how to make the money work. Built model that moves from growth sectors, applied industry partnerships to regional partnerships to a state leadership body, then up to the Governor to develop shared goals, methods for meeting those goals, monitor progress and course correction, as needed. The plan is to use model and roll it out statewide. If funding doesn't come through, the partners are committed to continuing their work and seek alternative funding. Mr. McMahon commented that he is interested in pushing CTE into the initiative to work with workforce intermediaries. It takes coordination to bring all parties together. The community colleges are one piece of large puzzle and take a lot of coordination to push initiative forward. Themes discussed were “sectors” and “regions”. Ms. Ton-Quinlivan broke the meeting members into three groups based on three questions: 1. How to better affect college decision making around budgets, courses, and programs to better align with labor market needs? Discussion from the first group: There were two streams, one on challenges and the second on possible solutions. It was noted that it would be helpful if the state would come back with a codification of the revised missions. Discussed data and the procurement of data and there were suggested talking points on data: operational views with definitions to allow an across the board application; preparedness and follow-up on students; funding models and problems; tools that Page 3 of 6 would be helpful with businesses, student tracking and case studies; validation of results; and talking to the companies with surveys to open dialogues. 2. What to do with tenured faculty whose programs are being retooled? Discussion from the second group: Reframed the question, “making the programs more responsive and more responsible and the impact it has on faculty”. There were four suggestions. First, include faculty leave for retraining by setting up a tuition account. Second, technicians for externships, and third, operational challenges addressing internal skills gap due to leaving faculty. Forth, career laddering and career latticing providing folk’s the resources and having faculty, Human Resources, labor, and systems office at the table. The systems office intent is to enable these best practices. The kind of resources being asked of the Chancellor’s Office are human capacity and dollar resources, it is about restructure systems and how systems meet. 3. What strengthens regional decision making and regional accountability? Discussion from the third group: Started discussion on how to define "regions". Most of the conversation focused on convening, coordinating and aligning. Who needs to be at the table and acknowledged a need to create forums for various groups to come together to express specific interests and what entities should convene at these meetings. Need to have a compelling reason to be at this table, it should be focused around economic growth and prosperity. It was suggested that the right entity would be like that of “Lead Sacramento” where it has all key leaders from education and chamber. There was a discussion regarding aligning high school skills on into college programs creating linkages and pathways. Also, acknowledged accountability. The discussion was concerned with data and its alignment throughout the community colleges. The context of the data needs to be good and reliable data, and be able to share that data. Lastly, there was discussion on fragmentation and diversity of California regions and a need to collaborate. Because of the existing structure on how EWD works today, it was felt that the questions were being answered by community colleges and outside entities. One question unanswered was how Initiative Directors work today and how much change will be involved for them. Ms. Ton-Quinlivan moved on into the vision on how to galvanize state resources in order to support regional activities. Focused on community colleges and realizing the role needed to be involved in sector strategy and the state's economic development. Introduced the idea to integrate, for a greater impact, by "braiding" funding streams, which is what the Federal Government is doing. The three pots of funds include: EWD, Perkins, and SB70. Each will move forth different elements of the same architecture. There's also a larger pot available called state apportionment, about $5.5 billion that colleges make local decisions on. By blending these pots it would be collectively more impactful. Several suggestions were made for funding sources (DOL leveraged, basic skills initiative dollars, SB734, Perkins, and Initiatives). “Braiding” as a policy change is ultimately the idea to change how dollars would be distributed. Rather than just looking at EWD money, look at all money and use dollars to support regional structures and EWD support overlay of these structures. Another model shared that would simplify the system for our partners starts with the regions selfidentifying their sector priorities. To get result of how to use the EWD funds: deploy Initiative Directors to deal with complexity; by dealing in multiple regions, designate sector navigators and simplify system for all the partners; sector navigators reduce complexity; and sector creates system of stackable credentials. Once the stack is modularized, focus on tier and the skill gap can be closed. Next discussion reviewed the high value EWD program and its three strengths through the Initiative Directors and the community college system to move the needle on jobs and the Page 4 of 6 economy: 1) Labor market information to inform decision making, 2) Moderate complexity through system of sector navigators, and 3) Skills panel, how EWD reacts to industry need. The navigators would be multiregional. Who will be needed at the EDPAC table beyond those already committed to forward the strategy, was the last topic discussed. What are the action items that EDPAC can contribute? Skills Panel could have an advisory committee and foundation element. o The foundation element would translate into who would be called to the table Examples of those called to table: CEOs, Political leaders, training agencies, employers, certification organizations, Deans of universities Invite those from industry to a round table Utilize initiative and invite those people representing the initiative Have a small auditorium between businesses and colleges Need alliances in whatever is shaped. Use industry groups statewide and national because they have already started working on integrated issues. Use one of these groups from a broader base. Under the existing statute, there should have an advisory group for each one of the industry sectors. Currently, the Advisory Committee should support community colleges at better labor market analysis, system measures, etc., to make community colleges most affective at the skills panel tables. The next step should be to develop a tangible action plan. Skills panels are triggered when there is an industry need, have data exchange. It could be possible for the agencies that hold the credentials have their data interact with CCCEWD data. There needs to be a mechanism to invite and welcome industry leaders to hear that CCCEWD is a solution. State standards have an advisory committee already established. The participation needs to translate into action. Ms. Brosseau, Facilitator, opened to comments on what worked with meeting format: Positive comments: advice, more interaction amongst board members, small groups that did not have the same assignment, sequence (preparation, address challenges, sharing outcomes with large group). Negative comments: missing Advisory Members, make sure representative metric works. EWD Updates Ms. Erin Larson gave update on the EWD reauthorization. SB 1402 is being carried by Senator Lieu. The bill aligns and includes some of the changes that have been discussed in the meeting today. A change to the EDPAC members, the membership will not be limited to the ten regional economies. The bill is scheduled for Senate Education Committee hearing on April 18, 2012. An extended invitation was asked of members to send in a letter of support prior to hearing. The SB 1070 and SB 1402 bills being reauthorized, the Chancellor’s Office will have a webinar and will invite all members. The EDPAC members strongly urged that all these issues and processes of the bill reauthorization be shared on continual bases (start to finish). Members are concerned with language of bill. Members suggested that Initiative Directors be involved in legislative visits. Page 5 of 6 The Initiative Directors were involved in Advocacy Day and have done follow up to all visits. They have also invited industry, business and labor representatives, to attest to the success of program. A discussion was raised about UCCI funding in 1070 that involves UC Chancellor's Office, what it is and whether it will continue and the process for bringing concerns before the legislature prior to the hearing on bills in general. The UCCI is being funded with carry over and is not being called out. It is a joint planning with Department of Education and Chancellor’s Office. Need to move forward and at June EDPAC have an in depth discussion about the implementations and concerns. Industry and Educational Programs Mr. John Chocholak shared a benefit story for the education system. Due to a manufacturing error from a Chinese manufacturer, Koehler allowed teachers and colleges in California to be rewarded with $4 million dollars of equipment at only $8 per engine rather than $50. He shared a short presentation from the California Resources Board on the engines donated to education. The program introduced students to automotive technology with a complete source of study. He noted that a problem that exists in California, there was not a specific entity for contact. VI. Public Comment Ms. Gaertner shared a study on a key briefing, on new emerging, rapidly changing industries and how research and tools are being used for reports. Dr. Hsieh summarized: Group know ahead of time for preparation Follow-up on presentation “Vital to Jobs and the Economy” Adjournment Meeting adjourned at 2:10 p.m. Page 6 of 6 EdPAC Date/Version # Van Ton-Quinlivan, Vice Chancellor Recap of April 18, 2012 Discussions California Workforce Investment Board (CWIB) Sector Pathways Strategy for California Governor State Leadership Body CWIB, Labor Agency, CCCCO, ETP, EDD, DAS, CDE/Adult Ed, HHS, Vets and others Regional Partnership Industry Partnership Industry Partnership Industry Partnership Regional Partnership Industry Partnership Industry Industry Partnership Partnership Regional Partnership Industry Partnership Industry Industry Partnership Partnership •Develop shared goals for the system; •Align and repurpose resources to achieve those goals; •Establish metrics for success and develop “integrated” data collection system; •Establish statewide communities-of-practice and support TA to regions; •Work together to develop an effective system of actionable labor market information; monitor progress; course correct. How are Community Colleges vital to Jobs and the Economy? Jobs & Economy* Goals: • Supply in-demand skills for employers • Create relevant pathways and stackable credentials • Get Californians into open jobs • Ensure student success * CCCCO Division of Workforce & Economic Development California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students 3 Doing What MATTERS for Jobs & the Economy Four pronged framework. • 2. Retool programs that • 1A. Consider labor market needs when making local decisions: budget, courses, programs. • 1B. Decide on program capacity as a region. are not working or not meeting a labor market need so that students can study what matters. GIVE PRIORITY to what matters to jobs & the economy MAKE ROOM for what matters to jobs & the economy GOALS • 4. Solve a complex workforce training need so that our system can better deliver for employers and sectors. INNOVATE what matters to jobs & the economy STUDENT SUCCESS matters to jobs & the economy • 3A. Adopt common metrics and skills panels in CCCCO RFAs. • 3B. Strengthen regions with four skillsets: data mining, convening, technology, and curriculum approval. California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students | Van Ton-Quinlivan vtquinlivan@cccco,edu 4 What if? INTEGRATE for greater impact. Current Future EWD EWD Perkins SB70 Braid these funding streams Jobs & the Economy Goals California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students 5 High Value EWD Functions Move the Needle on Jobs & the Economy • To analyze, secure, and disseminate labor market data in a way that informs and supports state, regional and local decision-making regarding college programming, including decisions to increase or decrease investments in programs of study in context of the regional economy and state sector priorities • To moderate the workforce system complexity for industry and partners who interact with the community colleges – in particular, for those competitive and emergent sectors that span multiple geographic regions and a multitude of colleges – through a network of sector navigators. • To adopt a skills panel process, as a default process, when responding to labor market needs. This closes the skill gap for employers and helps students find their way. California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students 6 Sector Pathways Strategy: Sector Navigators Reduce Complexity Sector Pathway Strategy: System of Stackable Credentials 8 Tier 6–8 Job Specific Skills/Credentials 7 6 Occupation-Specific Requirements Occupation-Specific Technical Occupation-Specific Knowledge Areas 5 Industry-Specific Technical 4 Industry-Wide Technical 3 Workplace Requirements 2 Academic Requirements 1 Personal Effectiveness Tier 4–5 Industry Fundamentals Tier 1–3 Basic Training Energy Competency Model 8 APPENDIX Quadrant 3: Skills Panel – Flow Chart California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students 9 Proposal for EDPAC Realignment August 29, 2012 Draft V8 Purpose of Realignment • Prepare for SB1402 and SB1070 • Regions • Sectors • Technical Assistance • Advise on execution of Doing What MATTERS for Jobs and the Economy • Respond to EDPAC suggestions on EDPAC membership • Inform the investment decisions • Recognize other bodies with redundant activities • Streamline administration Discussion Topics – Think about… • Should there be a legislative action body? • Should there be a philanthropic body? • How should Sectors and Regions be evaluated? • • • Regional outcomes Sector outcomes Individual leadership Quick Snapshot ewpoints: Sector Navigators Regional Consortia Chairs/Co-Chairs TA Providers CCCCO Division Other CA bodies: • ASCCC • CA Apprenticeship Council • CCCAOE • CCCCO Consultation Council & Board of Governors Mtgs • CCCL & CCCT • CCCCO SSTF Working Groups • CWA • Other EDPAC Extended Operations Team (ExOp) & Deep Dives (DD) New New CWIB State Leadership Working Group Viewpoints: • State agencies Other Nat’l bodies: • AACC • ACA • ACE/CAEL • Corporate Voices • NSC • Skills for America • USDOE, USDOL • Other Current EDPAC Membership: • Has evolved over time beyond the legislative requirement • 36 members if all seats filled • Not enough business/industry representation SB 1402 - SS 88610 (b)(2) • Representatives from labor, business, and appropriate State agencies • 1 faculty, 1 classified representative • CEO representative from each of the regions of the program Last meeting’s discussion… Who should be at the EDPAC table: • To inform investment discussions? • To integrate and connect the dots? • To consult on performance and accountability? New State Leadership Working Group of the CA Workforce Investment Board (CWIB) CA Community Colleges (CCCCO) CA Department of Education (CDE) CA Energy Commission (CEC) CA Workforce Investment Board (CWIB) Division of Apprenticeship Standards (DAS) Employment Development Department (EDD) Employment Training Panel (ETP) Governor’s Office of Business & Economic Development (Go-Biz) Health & Human Services (HHS) Labor & Workforce Development Agency (Labor) Coordinate alignment on state workforce priorities Note: This is a subset of Rainey’s revised CWIB which will have 50+ members, including business leaders, thought leaders, and labor. New CCCCO Extended Operations Team (ExOps) - 10 Sector Navigators - 9-14 Regional Consortia Chairs/Co-Chairs - 4+ Technical Assistance Providers - CCCCO Vice Chancellor, Deans, Staff Working group. Reviews progress on execution, collaboration and integration against regional sector priorities 2012 Nov 27 2012 Dec 19 2013 Jan 29 2013 Feb 13 2013 Mar 20 2013 Apr 24 2013 May 29 2013 Jun 26 2013 Jul 24 2013 Aug 21 2013 Sep 25 2013 Oct 30 2013 Nov 27 2013 Dec 11 ExOps + Deep Dives Deep Dives EDPAC ExOps + Deep Dives Deep Dives ExOps + Deep Dives EDPAC ExOps + Deep Dives Deep Dives Deep Dives ExOps + Deep Dives EDPAC ExOps + Deep Dives Deep Dives Proposed EDPAC Membership (cutover effective January 2013) • Representatives from each of the priority sectors • • 1st choice: a credentialing body, trade association or state advisory committee rep Alternative: a company representative • CEOs from colleges representing commitment to CTE and regions • • 1st choice: first/second quartile “CTE as a % of FTEs” CEOs Alternative: “aspirational” CEOs from region • CTE Faculty representative from Academic Senate • • • • • • • • • 1st choice: single POC with ASCCC for workforce issues Alternative: instructional redesign expert CCCAOE representative Classified Senate representative Student Senate representative Board of Governors Member CWIB Executive Director (for State Leadership Group) Labor representative CCCCO Vice Chancellor and Dean EDPAC Meeting Cadence 3 meetings per year Meeting time from 10am-2:30pm • Sector Strategies – January 29, 2013 • Regional View – May 29, 2013 • Accountability & Performance – October 30, 2013 2012 Nov 27 2012 Dec 19 2013 Jan 29 2013 Feb 13 2013 Mar 20 2013 Apr 24 2013 May 29 2013 Jun 26 2013 Jul 24 2013 Aug 21 2013 Sep 25 2013 Oct 30 2013 Nov 27 2013 Dec 11 ExOps + Deep Dives Deep Dives EDPAC ExOps + Deep Dives Deep Dives ExOps + Deep Dives EDPAC ExOps + Deep Dives Deep Dives Deep Dives ExOps + Deep Dives EDPAC ExOps + Deep Dives Deep Dives Braiding Funding Streams Current EWD $ Perkins 1B $ Future SB70 $ EWD $ Perkins 1B $ SB70 $ Jobs & the Economy Goals 11 2013-14 CTE Collaborative Communities Communities of practice (CoP) come and go based on their charter. Targeted at peer-to-peer development of curricular models, issues resolution, and faculty training. Chartered based on fundings 1. 2. 3. 4. 5. 6. Public safety Education, child development, family services Construction trades, engineering, architecture, and related Business administration (accounting, tax, finance, marketing, etc.) Interior design, fashion, and the arts Others 2013-14 Priority Sectors Investments Resourced with Sector Lead + Collaborative Community + Mini Grants + Programming 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Advanced Manufacturing Advanced Transportation Agriculture, Water & Environmental Technologies Energy & Utility Health Life Science/Biotech Information Communications Technologies International Trade & Exports Small Business & Tourism Retail/Hospitality “Learn-and-Earn” 2013-14 Regional Grouping: Resourced with Consortia Chair (Co-Chairs) + Collaborative Communities + Mini Grants ----• San Diego/Imperial ----• Los Angeles • Orange County ----• East Bay • North Bay • SF/Mid Peninsula • Silicon Valley • Santa Cruz/Monterey ----• Inland Empire ----• Greater Sacramento • Northern Inland CA • Northern Coastal CA ----• South Central ----• Central • Mother Lode 2013-14 Technical Assistance (TA) Investments TA Providers to support field’s attainment of regional sector priorities • • • • • • • • • Labor market information (e.g., Centers of Excellence) Navigating contract education (aka., Catherine Swenson) Data and accountability (e.g., Veratac, DCS) CACareerCafe.com toolkits • Veteran’s pathways; work-based learning Perkins special pops and non-traditionals With ASCCC, instructional redesign & curricular approval With CCCAOE, Leadership Program on CTE fundamentals With Basic Skills Initiative, contextualized basic skills Others • As is prioritized by regions, sectors and funding Let’s discuss: • Should there be a legislative action body? • Should there be a philanthropic body? • How should Sectors and Regions be evaluated? • • • Regional outcomes Sector outcomes Individual leadership DOING WHAT MATTERS FOR JOBS AND THE ECONOMY DIVISION OF WORKFORCE AND ECONOMIC DEVELOPMENT Innovate What MATTERS: Allied Health Project Overview Innovate What MATTERS Allied Health Give Priority The healthcare industry: ambulatory services, acute care hospitals, skilled nursing & residential care facilities Healthcare employment = 1.5 million jobs statewide Healthcare will continue to be a major economic driver as the state’s population increases and the current workforce ages Projections from the California Hospital Association: the State will need to train 1 million more healthcare workers by 2030 CA Community Colleges currently train over 70% of ADN nurses and most of the needed allied health professionals Radiology Techs, Lab Techs, Dental Hygienist, PTAs and more Innovate What MATTERS Allied Health Make Room Statewide CCs lack the capacity to meet employer needs Healthcare (HC) employers rely on CCs for incumbent worker training Many HC employer groups have educational funds to pay for training, either as an individual student or cohorts of students SEIU is the largest healthcare union representing more than 300,000 members Educational funds have members dispersed in small groups statewide All prerequisite courses needed for allied health occupations are impacted! Innovate What MATTERS Allied Health Promote Student Success Utilize student support services provided by employer educational funds to increase career ladder mobility Schedule classes and trainings for working adults or students Consider accelerated or condensed course curriculums Using a regional approach, pool multiple employers to fill cohorts for occupational specific trainings Using existing CCCCO regions to identify lead colleges for each allied health occupation, and/or develop regional “Centers for Allied Health Education and Training” Innovate What MATTERS Allied Health Innovate What Matters Project scope 1. Analyze and research the complexities in public education’s ability to meet the growing needs of industry 2. Engage industry stakeholders – form Advisory Committee 3. Develop inventory of innovative best practices – online & DE 4. Develop pilot project in concert with SEIU & other employers 5. Make recommendations/suggestions for legislation amendments with EWD staff & IWM partners 6. Disseminate project findings statewide Innovate What MATTERS Allied Health Barriers Identified Barrier 1 Lack of employer services represented on college websites Barrier 2 Lack of standardized policies/procedures in the CCC system make it difficult for employers to access services Barrier 3 Pre-requisite science courses are impacted statewide Barrier 4 Access to Incumbent worker occupational advancement training is limited Barrier 5 Restrictions imposed by allied health educational accreditation organizations Innovate What MATTERS Allied Health Due to course impaction, barriers to allied health programs are at every transition. Two more Years 3 Entrance into allied health program 2 Anatomy Physiology Microbiology 1 Chemistry & Intermediate Algebra College Level English and Math courses Online Prerequisite Courses by Region 25 20 Math 1A English 1-A 15 Anatomy Physiology 10 MicroBio 5 0 North/Far North Bay Area Central Valley So.Central Coast LA-OC Desert San Diego/Imperial Valley Innovate What MATTERS Allied Health What Employers Will Fund 1. Increase the availability of prerequisite science courses for incumbent workers via contract education with colleges who have the interest and capacity to participate. 2. Computed Tomography Training (CT Tech) – To meet employers’ current needs, develop a contract education regional training program in concert with Merced College or Long Beach City College. 3. Facilitate a regional or statewide incumbent worker allied health prerequisite track for science courses with sequenced cohorts of students using distance education modalities. But, employer-funded programs are limited to their employees. Innovate What MATTERS Allied Health Capacity is Created by Funding Grant funds State Apportionment Allied Health Programs Student Employer Paid Innovate What MATTERS Allied Health Policy Discussion: The Question of Access to Allied Health Pathways How do we increase student access to allied health pathways when dealing with impacted courses compounded by unusually high regional or statewide job demand? Initiative Reports August 2012 Health Workforce Initiative Linda Zorn The Health Workforce Initiative (HWI) has created and continues to implement a successful structure for a statewide advisory committee. This work is in complete alignment with the Doing What Matters for Jobs and the Economy strategic initiative from the CCCCO. The HWI conducts three meetings annually of a statewide advisory committee. The committee is governed by the bylaws which allow for a minimum of 12 and a maximum of 25 voting members. These voting members consist of business/industry representatives from major medical centers statewide, governmental appointees, health care related associations, secondary/ROP programs, community college allied health faulty and program directors, and others as appointed by the committee. Each HWI regional center also convenes an advisory committee to guide the programming of the center. As industry makes requests, HWI programming is aligned to respond to the identified need. One example is the request for more training on cultural and linguistic competency. HWI has completed 9 of 17 modules for integration into any community college allied health program on this topic. These modules are now available on our website http://cahwi.org/. Modules completed include: a. b. c. d. e. f. g. h. i. Cultural Awareness (Culture versus Personality) Cultural Awareness (Visible and Non-visible Cultural Aspects) Levels of Cultural Awareness - Moving Toward Responsiveness Cultural Humility and Responsiveness Communications Styles - Paralanguage and Elements of Body Language Cross-Cultural Communication Style and Differences Patient-Centered Communication with Limited English Proficiency (LEP) Patients Bilingual Staff vs. Trained Medical/Healthcare Interpreters Managing Effective Patient Communication Through Medical/Healthcare Interpreters HWI utilizes the DACUM Job Analysis process to respond to identified industry need for emerging occupations. This is very similar to the Skills Panel concept. A DACUM panel is convened consisting of expert workers to define their occupation in terms of successful task performance. An industry advisory panel is also convened to validate the skills and competencies required for this job/occupation. The HWI website contains a listing of the DACUM Job Analyses completed by the Initiative - http://ca-hwi.org/. Interactive Internet & Mobile Applications for Business Steve Wright Our Initiative’s goal is to cause positive economic and workforce development results by encouraging business to accelerate the utilization of interactive internet and mobile applications for business (iima4biz). This effort is accomplished by direct to business workshops and curriculum development with California Community Colleges (CCC) Faculty. Iima4biz currently has three programs being utilized. First is the Social Media Management Workshop. This is an online workshop, www.web4biz.org, with a Completion Certificate that has been announced thru press releases and social media marketing to the general public. It has also been made available to CCC Faculty to use as a curriculum asset in their classes. Currently there are ten CCC Classes signed up for use and 135 registered users from the general public. The second program, Tecnificate, is the third Tecnificate that was recently held on May 19th at Hartnell College. Marketing included on air interviews with Univision-Salinas and had over 120 attendees (20 were via live streaming). There is a video on-demand recording available online. Lastly, the Social Media Curriculum Collaborative is a pilot effort to stimulate the development of a CCC Social Media Certificate. The collaboration website, www.ccc-colab.org., is where interested Faculty from all 112 Colleges are invited to share and join in a project managed by iima4biz. These will enable Faculty to develop a generic Social Media Curriculum/Certificate template for use at any CCC institution. Twelve faculties are currently registered and participating. Environment, Health, Safety, and Homeland Security Initiative Richard Della Valle Model certificate development was started for Water and Geospatial Technologies. This includes the development of skills panels, micro-credentials and badges. Each program will be aligned to industry needs and will include core and elective courses, and fulfill STEM requirements. For Geospatial Technology the core courses will be: Introduction to Geospatial Technologies, Spatial Analysis, Data Acquisition and Management and Cartographic Design and Visualization. The elective courses will be: Introduction to Remote Sensing, Programming and Web Application Development, Field Data Collection and Internship. Micro-credential and badge development will be based on the DOL Geospatial Competency Model, Reviewed by a California Community College Geospatial Educator panel and Vetted by an Industry Advisory Group. The Geospatial Program Standard will be held and administered by recognized national industry professional group where testing and administration will be completed. The colleges will be encouraged to align their Geospatial programs to the industry recognized standard so students can develop their portfolio of badges and micro-credentials. This approach will enhance student success, persistence, life-long learning and career pathway development. In addition, twenty-three corps members spent a week in training at the Greenwood Center last month and became the first in the CCC to be certified as Environmental Health and Safety Technicians. They were among more than 400 corps members throughout the state who had previously completed 40-hour Hazwoper training -- Hazardous Waste Operations and Emergency Response -- taught in 17 locations by the Northern California Environmental Training Center directed by Michael Hall. The training included units on hazardous waste labeling, blood borne pathogens, confined space entry, incident command system, hazardous material transportation, hazard communication, and forklift certification. Included in the training was a presentation from Rodney Woody, general manager of the West Coast region for Clean Harbors. He gave an overview of his company, its benefits, and the types of positions corps members would be eligible for after their certification. Clean Harbors has already hired at least one former CCC member, he said. Rodney is an industry member of the advisory committee for the Job Incentive grant. Applied Competitive Technology Initiative Jose Anaya CACT’s formed partnerships and collaborated with industry, colleges, businesses, and economic agencies to help train and place individuals in jobs. These partnerships resulted in colleges and centers developing new training programs, expanding services and meeting the needs of business and industry. Surprisingly there is still a skills gap; manufacturers cannot find enough skilled workers. To address this need, the CACTs focused on training individuals for in-demand skills in partnership with hiring companies. These efforts resulted in 145 individuals receiving jobs. The training was primarily in areas like CNC machining, printing, optics, solar, welding, and wind. Focused on Industry Sectors: Based on regional workforce needs, the CACTs provided technical assistance, develop curricula and deliver training to manufacturers Statewide that resulted in 190 individuals receiving industry certifications. Supplying in-demand skill set for employees and students: This past year, CACTs trained over 3,200 individuals in manufacturing related skills and served 321 manufacturers in delivering grants and contracts worth $40 million. Pathways of training development & delivery with partners: CACTs continue to offer training to interested faculty from all California Community Colleges and support high school partners to create a pipeline of students from the high schools into college CTE programs. Stackable industry sector related credentials, based on common metrics: Over 3,200 employees and students were trained in: engineering and process technologies; industrial maintenance; managerial and supervisory; computer aided design and drafting; skills standards and certifications; advanced materials; rapid prototyping and digital manufacturing; benchmarking, quality ISO 9000 and AS9100; machining skills, CNC programming and CAD/CAM; and accelerated technology boot camps. Training and Development Institute Catherine Swenson Training & Development (T & D) conducted Using a Performance Approach in Contract Training for the Central Region Contract Education practitioners at the Merced College Business Training Center. T & D also provided Contract Ed 101 to the Bay Area Consortium Contract Education practitioners at the Chabot-Las Positas District training facility in Dublin. The Initiative Director provided technical assistance to Merced College, Mission College, College of the Desert, Butte College, Solano College, College of the Sequoias, College of the Canyons, Pasadena City College, Foothill-DeAnza Community College District, Cerritos College, Chaffey College, and San Diego CCD. The Director also provided a question-answer session to the members of the Association for Community and Continuing Education regarding Education Code regulations for Contract and Community Education. The Initiative Director continues as the Executive Director for the California Corporate College and oversees the project directors for marketing, sales, and the California Department of Corrections Contract. Training and Development Director provided an orientation to new members of the EDPAC and assisted the Dean in the development of the agenda. Training and Development continued to oversee the EWD Website and Marketing project, DCS project, and oversight of the Program Evaluation contract. The T&D Director has continued to participate with the Vice Chancellor of Economic & Workforce Development’s “Red Team” meetings and conference calls and is working with the HWI Initiative Director to develop a pilot “Innovate What Matters” project. T & D has continued to participate on the PG&E Power Pathway Core team and is assisting with identifying additional welding programs within the community colleges to participate with Power Pathway. T&D Director attended a Sector Strategy Convening at the San Ramon Conference Center. International Trade and Development Jeffrey Williamson International Trade Education, CITD, was presented the NASBITE (North American Small Business International Trade Educators) “State International Trade Program of the Year” Award at the NASBITE annual conference in Oregon, this past April. The award recognized the CITD contribution and support in developing and helping to launch the first industry recognized credential for international trade – the Certified Global Business Practitioner (CGBP). The CGBP credential is gaining increasing recognition nationwide, with over 400 certifications issued since its inception, including professionals in fortune 500 companies, government and small business. The CITD currently offers CGBP exam preparation workshops to assist job-seekers and incumbent workers to add this credential to their qualifications. Export Education & Promotion in utilizing funding from the U.S. Small Business Administration, State Trade and Export Promotion program – California STEP, the CITDs are leading a statewide effort including nine CITD centers and affiliates, the California Chamber, the Los Angeles Area Chamber of Commerce, the Governor’s Office of Business and Economic Development, the California Department of Food and Agriculture, and the San Diego World Trade Center which has produced over $18.6 million in current and projected exports of goods and services which support high paying California jobs. Firms that export, pay on average 15% higher wages than companies that do not export – according to the U.S. Department of Commerce Advanced Transportation Technology and Energy Initiative Peter Davis ATTE training priorities are influenced by many sources including the Community College’s Economic and Workforce Development Program mission statement, legislative regulatory agencies, grants and requests from the Chancellor’s Office. ATTE also serves as technical experts to offer direction and industry requirements to potential funding sources, such as the Legislature, EDD, CALTRANS, CDE, CEC, WIB, WIA and ETP, as requested. These grants/contracts demonstrate a powerful return on investment and reflect a clear connection and understanding by ATTE of the energy and transportation priorities in California. The initiative is reviewing current outreach, development and delivery practice and infusing the proposed Skills Panels & Sector Strategies concepts. Focused on Industry Sectors through Regional Advisories: Based on regional workforce development sector needs and as funding permits ATTE will continue to provide technical assistance, develop curricula and deliver advanced transportation and energy training Statewide. Supplying in-demand skill set for employees: Our concentrated effort of planning, delivery and developing of partners has yielded (revised June 2012) grants/contracts for $18,235,000 transportation and energy training through 2015. Pathways of training development & delivery with partners: ATTE continues to offer in-service training to interested faculty from all California Community Colleges and our Energy Academy High Schools partners to increase the total capacity of the System. ATTE is developing contracts with NRG to establish Electrician training and PGE to offer alternative fuel, infrastructure and Fleet tech transition training. Stackable industry sector related credentials, based on common metrics: 577 trained Samples of Fee based: CNG Cylinder Safety, Heavy Duty Electronics & Multiplexing, Electrical Schematics Troubleshooting, Utility-Scale Solar Energy, Advanced Hybrid, Diagnosis, INSITE Train-the-Trainer, Electrical II and an Electrical III training Samples of FTE training based on Advisory skills panel responding to labor market needs; Automotive Electricity, Electronics Engine Management, Alternative Fuels, Diagnostic Engine Management, Hybrid Class, Westport GX LNG Class, Cummins ISL G level I fuel systems, Wireless Communications for Building Automation Systems, Hydraulic Filtration Class, Hydrostatic Drives Class, DVOM for transit, and Basic Electrical Section 1,2 & 3 Workplace Learning Initiative Bruce Whistler The Workplace Learning Resource Initiative continues to align its efforts to support Jobs and the Economy with a refocusing on the retail and hospitality sector. This sector employs over three million workers and generated a revenue exceeding $500 billion in 2010. The WpLR’s expertise in delivering basic skills and advanced workplace skills training positions them to support this vibrant and growing industry sector. In addition to supporting the retail and hospitality sector the WpLR’s six funded Centers and four affiliate Centers continue to deliver high-quality workplace basic skills training to all sectors directly to our stakeholders or in partnership with other Workforce and Economic Development initiatives or partner Community Colleges. Example activities include but are not limited to: Explore sector specific programs already being delivered by CTE programs around the state with an eye to replicating and supporting successful programs. Prepare community college faculty to teach courses that address the workplace skills gap with a series of trainthe-trainer workshops. Train-the-trainer sessions included the Customer Service Academy, Next Skills Institute, and Cultural Diversity. Explore innovative delivery methods to accommodate the unique schedules of those employed in the retail and hospitality sectors. Build partnerships that help promote WpLR offerings to national employers in the retail and hospitality sector. Partner with other Workforce and Economic Development initiatives to disseminate and support knowledge of basic skills training directly or as contextualized learning for a specific industry sector. Explore and implement dual certificate and/or certificate degree programs to create educational and career advancement opportunities. Centers of Excellence Elaine Gaertner The California Community College's Chancellor's Office Doing What Matters for Jobs and the Economy campaign focuses on determining labor market needs as a basis for regional capacity planning and sector priorities. To support the work of the Doing What Matters campaign DWM), the Centers of Excellence Initiative has developed a series of Industry Sector Profiles. The sectors were chosen for their relevance to the State’s economy and also for the opportunity they represent for advancing a qualified workforce through education and training. The following Industry Sector Profiles are available at www.coeccc.net/dwm: Energy and Utilities, Agriculture, Healthcare, Small Business Export, Retail and Hospitality, Advanced Manufacturing, Biotechnology, Advanced Transportation, Information and Communication Technologies (ICT). These, and a series of economic profiles by region, are also available at the COE website. For more information, contact Elaine Gaertner, Statewide Director, at [email protected] Business & Entrepreneurship Center Program Michael Roessler The Business & Entrepreneurship Center (BEC) Program was created to address the proactive needs of entrepreneurs and California’s business communities. Nine BEC offices throughout the state assist local economic development corporations, chambers of commerce, business outreach centers and other community-based organizations whose primary mission is to assist small business. Below is an overview of our technical assistance and training outcomes and from our 2011-12 fiscal year funding: Business training events provided by the BEC: 175 Business owners attending these trainings: 4863 Business owners receiving technical assistance: 186 Hours of technical assistance provided to business owners: 426 Number of jobs created and retained from technical assistance: 75 Business sales increases by BEC clients: $13,238,112 Business loans secured by business owners: $210,000 Equity investment secured by business owners: $594,095 Increased value realized by business owners:14,992,179 In fact, between January and March 2012, the Business & Entrepreneurship Center’s training events attracted business owners that were directly responsible for 5,851 employees. The Entrepreneurship in Education Conference 2012, being held in Fresno in September, is inviting the most qualified entrepreneurial-minded professionals from our campuses to attend this valuable, knowledge-sharing event. Presented by the Business & Entrepreneurship Center (BEC) Program, hosted by the Lyles Center for Innovation and Entrepreneurship, and officially endorsed as part of the Regional Conference Series of the National Association for Community College Entrepreneurship (NACCE), this conference will bring together some of California’s top Entrepreneurship Educators to help Launch, Grow and Move an Entrepreneurship Program on any one of the 112 California Community College campuses. There is no charge to the attendee for complete attendance. www.eecwestcoast.com . Applied Biotechnology Jeffery O’Neal (On medical leave until October 2012) This is a time of shifting priorities. There have been a number of reports and policy recommendations issued recently with the intent of making the community colleges more effective. These include the Little Hoover Commission report on Updating the California Community Colleges to Meet Evolving Demands (LH), The Student Success Task Force recommendations, and ‘Doing What Matters’ from the EWD program leadership. While there are commonalities among the recommendations of these reports, there are distinct differences in key areas. It will be important for EWD leadership to clarify what aspects of the various reports will take priority, issue clear policy direction to the initiatives in terms of goals and emphasis, and be sure data collection and reporting systems capture measures of effectiveness that appropriately reflect the new goals and priorities. Energy & Utility Initiative Jim Caldwell The industry addresses the workforce issues identified by the electric, gas, and water utilities in California. It also assists the state’s investor Owned Utilities (IOUs) with specific workforce development activities mandated by the California Public Utilities Commission. Strategy: Progress continued in developing workforce programs to meet the state’s carbon reduction goals mandate by AB 32 and related legislation. A gap of approximately 25,000 workers is projected for 2012-16 in thirteen industries that serve the state’s energy efficiency enhancements to commercial, industrial, and agricultural processing buildings. More than 120 stakeholders from industry, education, government, and workforce investment system participated in the PG&E Sector Strategy launch event in San Ramon. Research into job openings and leading community college programs was translated into a platform for 2013-14 workforce development initiatives. A Steering committee focused on driving results for 2012, including two new market transformation courses to be delivered this fall. California Energy & Utility Consortium: Comprised of major energy utilities in California, this consortium addresses on common workforce issues for the state’s electric, gas, and water delivery infrastructure. A decision was made in May to prioritize the following activities: 1. Veterans – An initial project to map military occupations to utility jobs is underway, leading to developing bridge training programs that will assist in placement into employment. 2. Engineering and Information Technologies – Hard to-fill positions are being identified in preparation for statewide strategy that increases completions of relevant certificate programs. 3. Grid Modernization – Assessment is underway to develop long-term strategies dealing with major changes in workforce knowledge, skills, and abilities. Smart Grid Workforce Development: This initiative supports the grid modernization workforce by engaging selected community colleges and CSU campuses in planning career pathways, stacked credentials, and “Badges” programs. A Technology Roll-out assessment and Statewide Workforce Development Strategy are being prepared for delivery in Q3.