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San Diego and Imperial Region

September 9, 2021

Sally Cox, K12 SWP Fiscal Agent

Leslie Wisdom, K14 TAP

Round 4 K12 Strong Workforce Program Regional Engagement Meeting

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Agenda

Regional approach
Overall intent
Changes and updates to the RFA
Application overview

Problem Statement
Project Objectives
Work Plan
Budget

Tips for success

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K12 STRONG WORKFORCE

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Regional Approach to Strong Workforce

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Regional Approach

Our region’s approach to Strong Workforce is transformational and focused on institutional change.
Our expectation is that this work is sustainable and data-driven.
We value equity and social mobility.

Regional Plan p.26

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Regional Approach

A shortage exists of middle-skill workers to fill high-wage, high-demand jobs.
At the same time, too many people in our communities are under-employed and in low-paying jobs.
The ideal proposals link populations of students who may lack opportunity with pathways to great careers and the knowledge and skills they need to obtain one of these jobs.

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Workforce Gap = Opportunity for Students�

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K12 STRONG WORKFORCE

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Overall Intent

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Overarching Intent of Strong Workforce

. . . . is for colleges to work together with workforce development providers, education partners and other stakeholders to be responsive to the needs of employers by aligning and expanding high-quality industry valued offerings, enabling students to access current and future job markets and promoting economic and social mobility.

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Specific Intent: Ed Code 88830

Give positive consideration to:

Aligned programs serving unduplicated pupils (42238.02)
Programs serving pupil subgroups that have higher than average dropout rates
Programs located in an area of the state with a high unemployment rate.
Programs that the K12 Selection Committee, in consultation with the consortium, determines most meet the needs of the local and regional economies.
Programs that operate within rural school districts
Programs that create new pathways
First-time K12 SWP applicants who have never received K12 SWP funds as a Lead or K-12 Partner Agency

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Metrics

K12 SWP Metrics measure:

Completed 2+ CTE courses in high school in the same program of study.
Completed 2+ CTE courses in high school in the same program of study that include early college credit, work-based learning, or third-party certification.
Graduated high school.
Enrolled in a CA Community College within one year of leaving secondary school.

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K12 STRONG WORKFORCE

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Important Updates and Changes

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Timeline

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K12 SWP Application Released/NOVA platform opens	August 16, 2021
NOVA platform training posted to Chancellor’s Office website	September 1, 2021
Questions Submission deadline to K12SWP@cccco.edu	September 17, 2021
K12 SWP Applications due in NOVA system	October 15, 2021
K12 Selection Committees review period concludes	November 19, 2021
K12 SWP preliminary awards announced	November 23, 2021
Appeals due to Regional Consortium	December 10, 2021
SWP Regional Consortia communicate intent to award funds to LEAs and initiate subcontract process	December 24, 2021
K12 SWP project term begins	January 2022

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Important Changes and Updates

Section I: General Information

Background and Purpose, Objectives (p.6)

Additional Objective: Identify and close equity gaps by improving access to and completion of high-skill/high-wage CTE opportunities for disproportionately impacted students.

Funding, Statewide Funding Allocations to the Regions (p.7)

Round 4 will use 2020-21 allocations to mitigate the impact of COVID

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Important Changes and Updates

Section I: General Information

Positive Considerations (p.12)

Programs that create new pathways.
First-time K12 SWP applicants who have never received K12 SWP funds as a Lead or K12 Partner Agency

Partnerships, K12 Partner Agencies (p.13)

If the ADA for a K-12 Partner Agency are included on the application, then that LEA must also receive K12 SWP funds and is also responsible for submitting all required reports. If a K-12 Partner Agency will only receive services but not award funds, the ADA for that LEA cannot be included as the population served.

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Important Changes and Updates

Section II: Instructions

Application Format and Instructions (p. 20)

Grant applications are scored based on a 100-point scale as indicated in the list provided below. New K12 SWP applicants and applications proposing new CTE programs and/or pathways are eligible to receive up to 10 additional points (5 points for new CTE programs and/or pathways and 5 points for new K12 SWP applicants). Please note that these 10 points are in addition to the 100 points. A minimum average score of 75 must be obtained during the review process, which includes multiple readers and scoring rubrics, to be considered for funding.

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Important Changes and Updates

Section II: Instructions

Application Format and Instructions (p. 21)

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Important Changes and Updates

Section II: Instructions

Application Format and Instructions, Pathway Identification (p. 20)

• If applicable, K12 SWP applicants who were awarded funds as a Lead or K–12 Partner Agency may be requested to include information on prior awards including a brief description of efforts K12 SWP awarded funds have supported to date.

Application Format and Instructions, Lead Local Education Agency (p.21)

Awarded K12 SWP LEA Leads must:

• Agree to the Statements of Assurance (in NOVA),

• Ensure the Lead LEA and all K–12 Partner Agencies have an MOU with Cal-PASS Plus,

• Ensure all required Progress and Fiscal and Cal-PASS Plus reports are submitted on behalf of all K–12 Partner Agencies,

• Have an invoice process for all K–12 Partner Agencies (sub-grantees), and

• Share K12 SWP-relevant communications and information with all partners.

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Important Changes and Updates

Section II: Instructions

Application Format and Instructions, K-12 Partner Agencies (p.23)

• If the ADA for a K–12 Partner Agency is included in the application, that K–12 Partner Agency must:

Receive K12 SWP awarded funds and
Submit all required K12 SWP Progress, Fiscal, and Cal-PASS Plus reports.

Application Format and Instructions, Roles in NOVA (p.24)

• Project Lead

• Project Lead Alternate(s)

• Project Contributor & Reporter

• Project Viewer

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Project Lead: Please designate one individual to be the first point of contact for the entire project. The Project Lead is the accountable party for the project.

o Permissions include:

submitting and editing the application

editing project plan budgets and contacts

submitting and editing progress and expenditure reports

• Project Lead Alternate(s): Multiple individuals can be assigned to this role. The Alternate(s) will not be the first point of contact but will have the same permissions as the Project Lead. Communication through the NOVA system will only be received by the Project Lead.

o Permissions include:

submitting and editing the application

editing project plan budgets and contacts

submitting and editing progress and expenditure reports

• Project Contributor & Reporter: Multiple individuals can be assigned to this role. The Project Contributor & Reporter can contribute to the application but cannot submit. This is the role that should be provided to anybody that is not a lead but is a delegate of the lead.

o Permissions are limited to:

submitting and editing expenditure reports

editing project plans

• Project Viewer: Multiple individuals can be assigned to this role. The role of Project Viewer is for information purposes only. Permissions are limited to view only.

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Important Changes and Updates

Section II: Instructions

Application Format and Instructions, Problem Statement (.25)

• Problem Statements should:

1. Be informed by the region’s Strong Workforce Program (SWP) Regional Plan and/or region’s Labor Market Information.

2. Identify the sector/industry challenge(s) or need(s) the proposed K12 SWP plan(s) will address.

3. Include sector/industry data that supports the identified challenges or need(s).

4. Use data to identify equity gaps of how student subgroups (e.g., race, gender, socioeconomics) access, experience opportunities, and complete high school course work that are aligned to CTE programs at disproportionate rates.

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Important Changes and Updates

Section II: Instructions

Application Format and Instructions, Positive Considerations (p.25-26)

6. New CTE Programs/Pathways: Indicate whether one or more new CTE programs/pathways are proposed. +5 points

7. New K12 SWP Applicant: Indicate whether the Lead and/or K–12 Partner Agency has never been awarded K12 SWP awards as a Lead or K–12 Partner Agency on any prior round of funding. +5 points

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Important Changes and Updates

Section II: Instructions

Application Format and Instructions, CTE Pathway/Program Work Plan (p.27-28)

D. Identify number of students and/or teachers to be served and the way in which they will be served and Justification for requested funds and plans for sustaining the effort (Return on Investment)

E. Describe activities designed to improve access to and completion of high-skill/high-wage CTE opportunities for disproportionately impacted students. Include activities that are designed to intentionally improve outreach and increase targeted academic supports, such as tutoring, mentoring by professionals, and work-based learning.

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Important Changes and Updates

Section II: Instructions

Application Format and Instructions, Supporting Documentation (p.30)

• A signed agreement (Statement of Assurance) with each K–12 Partner Agency whose ADA is included on the application as the students served, and

• MOUs with Cal-PASS Plus for the K12 SWP Lead LEA (if applicable) and all K–12 Partner Agencies or an action plan with expected timeline for securing MOUs.

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Important Changes and Updates

Scoring Rubric

Problem Statement:

Maximum Points = 20

Each aspect scored

independently

Must use data to

identify equity gaps

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Important Changes and Updates

Scoring Rubric

Project Objectives

Maximum Points = 20

Each aspect scored

independently

Must describe efforts to

close equity gaps

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Important Changes and Updates

Scoring Rubric

Positive Considerations

Maximum Points = 20

Additional points for New Pathways and New Applicants

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Important Changes and Updates

Scoring Rubric

CTE Work Plan

Maximum Points = 35

Scored holistically across all

strategies chosen

Must describe activities to

improve access and completion

for disproportionately impacted

students

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Important Changes and Updates

Scoring Rubric

Budget

Maximum Points = 15

Each Budget Sheet scored independently

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Important Changes and Updates

Appendix A

Reporting Requirements

• five (5) Progress and

Expenditure Reports via

the NOVA

• three (3) Annual Course

Data Reports via

Cal-PASS Plus

• one (1) Final Report K12 Expenditure Report and Outcomes via the NOVA Reporting System

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Application Overview

Problem Statement - 20 points
Project Objectives - 20 points
Work Plan - 35 points
Budget/Match - 15 points

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Problem Statement

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Use Equity Data to Identify and Close Gaps

Why is equity in general and/or serving this demographic important to you?
Who will your targeted population be?
What is your plan, strategy, and/or intervention that will result in effective outcomes for your targeted population?

Sources of Data to Identify Your Subgroup

Student Information System
District/School website
California Dashboard https://www.caschooldashboard.org/ - look at College and Career Indicator (CCI) data for subgroups
Dataquest – https://dq.cde.ca.gov/dataquest/
SARC – https://sarconline.org/public/findASarc
Perkins Data – your submitted Perkins data; �Perkins 4 https://misweb.cccco.edu/perkins/main.aspx
Launchboard
CalPASS Plus

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What jobs are in demand?

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Labor Market Information

What jobs and skills are in demand?
What are employers looking for?
What jobs pay a living wage?

Sources of LMI

Special Reports by COE

Regional & Subregional Profiles

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Regional & Subregional Profiles

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2020 Career Education Guide

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2020 Priority Sector Handouts

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Why respond to labor market demand?

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San Diego County Population (2009-19)

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San Diego County: Median Home Price

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California Family Needs Calculator

$18.43 per hour for a single adult in San Diego County
$15.24 per hour for single adult in a family of four* in

Imperial County

These are the minimum wages to cover basic expenses

Living wage is dependent on the family size and can be calculated at https://insightcced.org/family-needs-calculator/.

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*2 working adults and 2 school-aged children

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What sector should I focus on?

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Program Alignment

Use the CC Program Finder to locate programs at the community college

Use the K12 to CC Program Finder to locate K12 programs that align with community college

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Labor Market Information

Develop a skilled workforce to meet the state’s labor market needs

Equity Data

Ensure upward social and economic mobility for Californians

SWP Goals

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A good statement of need describes...

targeted populations �(e.g., demographics)

labor market demand �(e.g., jobs, sectors)

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… that the work plan proposes to address.

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K12 STRONG WORKFORCE

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Project Objectives

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�Project Objectives Informed By Regional Strong Workforce Priorities�

Middle School Career Development
High School Career Development
Pathway Development/CTEIG High Quality CTE Program Evaluation and Plan

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MS/HS Career Development

Services and opportunities that build awareness, foster exploration, and build skills across multiple pathways in four domains:

In-school Standards-Based Curriculum (focus on teaching and learning)
In-School: Career Research & Planning Activities
Out-of-School: Work-Based Learning
Out-of-School: Postsecondary Engagement

See the Middle School and High School Career Development Continuum Documents for guidance

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Middle School Career Development Continuum In-School: Standards-Based Curriculum

Self Awareness

Career Awareness

Career Exploration

Career Preparation

Learning about ONESELF

Build awareness of strengths, interests and values and connect this information to future purpose and career through reflection and related metacognitive activities.

Classroom and School

Curriculum and tools to identify strengths, interests and values and connections to career
Personalized learning experiences and activities to unlock students’ strengths and potential
Building students’ sense of themselves as “college and career bound”

Learning ABOUT a wide variety of careers

Build awareness of the variety of careers available and the preparation required to obtain a career; broaden student options.

Classroom and School

Career contextual instruction
Exposure to career pathways
Projects
Building skills and habits of mind needed for HS, college, career, and life success, including social-emotional and “21^st Century” skills
Building a “love of learning”
Building respect for all work

Learning ABOUT work and exploring, research and planning for career

Explore career and post-secondary options for the purpose of motivating students and to inform their decision making in secondary school through postsecondary education.

Classroom and School

Courses, experiences and clubs
Pathway exploration
Integrated curriculum
Classroom simulations
Career-focused projects, assignments and assessments
Building skills and habits of mind needed for HS, college, and career, and life success, including social-emotional and “21^st Century” skills

Learning THROUGH work

Apply learning through practical experience that develops knowledge and skills necessary for success in careers and postsecondary education.

Classroom and School

Core academic preparation
Career technical courses and programs
Career-related project-based learning
College and career portfolio that carries forward from year to year
Building skills and habits of mind needed for HS, college, and career, and life success, including social-emotional and “21^st Century” skills

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High School Career Development Continuum In-School: Standards-Based Curriculum

Self Awareness

Career Awareness

Career Exploration

Career Preparation: Practicum & Internships

Career Training

Learning about ONESELF

Build awareness of strengths, interests and values and connect this information to future purpose and career through reflection and related metacognitive activities.

Classroom and School

Curriculum and tools to identify strengths, interests and values and connections to career
Personalized learning experiences and activities to unlock students’ strengths and potential
Building students’ sense of themselves as “college and career bound”

Learning ABOUT a wide variety of careers

Build awareness of the variety of careers available and the preparation required to obtain a career; broaden student options.

Classroom and School

Career contextual instruction
Exposure to career pathways
Projects
Building skills and habits of mind needed for HS, college, career, and life success, including social-emotional and “21^st Century” skills
Building a “love of learning”
Building respect for all work

Learning ABOUT work and exploring, research and planning for career

Explore career and post-secondary options for the purpose of motivating students and to inform their decision making in secondary school through postsecondary education.

Classroom and School

Career pathways, courses, experiences and clubs
Integrated curriculum
Simulated environments
Career-focused projects, assignments and assessments
College and career portfolio that carries forward from year to year
Building skills and habits of mind needed for HS, college, and career, and life success, including social-emotional and “21^st Century” skills

Learning THROUGH work

Apply learning through practical experience that develops knowledge and skills necessary for success in careers and postsecondary education.

Classroom and School

Freshman transition courses
Core academic preparation
Career technical courses and programs
Career-related project-based learning
Advanced level courses related to career
Building skills and habits of mind needed for HS, college, and career, and life success, including social-emotional and “21^st Century” skills
Occupational certifications
Work-ready certification/”21^st century” skills

Learning FOR work

Train for employment and/or postsecondary education in a specific range of occupations.

Classroom and School

Work-ready certification/”21^st century” skills
Occupational certifications

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Pathway Development

Focuses on one or more pathways within identified sectors; encompasses activities such as:

Curriculum and Instruction
Career Exploration/Guidance & Support (including Postsecondary Engagement)
Work-Based Learning (pre-apprenticeships, internships, other WBL)

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Pathway Development (continued)

Example activities:

Creating new or sequencing courses within a pathway
Aligning courses between high school and community college
Designing and creating dual enrollment courses
Engaging employers to support the pathways; recruiting for and conducting advisory committee meetings
Ensuring pathways lead to credentials, certificates, further education, or employment
Recruitment and enrollment of students and ensuring equitable access and retention

See the High Quality CTE Program Evaluation (CTEIG) rubric for guidance on Pathway Development

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CTEIG High-Quality CTE Program Evaluation

Help LEA identify areas of improvement
Help to develop the K12 SWP Work Plan to address target areas
K12 SWP funding can complement existing CTE plans/work

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K12 STRONG WORKFORCE

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Work Plan

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WORK PLAN

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Design Purpose

Create a new pathway(s)
Scale an existing pathway(s)

*It is acceptable for a project’s scope of work to focus on only one design purpose.

Pathway Quality Strategies

Curriculum and Instruction
College and Career Exploration
Postsecondary Transition
Work-Based Learning

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WORK PLAN

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CTE Pathway/Program Work Plan to describe the activities and strategies that will be implemented to address the Problem Statement and to achieve the Project Objectives. For each K14 Pathway Quality Strategy (i.e., Curriculum and Instruction, College and Career Exploration, Postsecondary Transition, Work-Based Learning) that is the focus of this work (selected earlier in the application), you will:

1. Describe work to be funded by K12 SWP

2. List project activities and expected outcomes

3. Identify partner roles and responsibilities

4. Identify number of students and/or teachers to be served and the way in which they will be served and Justification for requested funds and plans for sustaining the effort (Return on Investment)

5. Describe activities designed to improve access to and completion of high-skill/high-wage CTE opportunities for disproportionately impacted students. Include activities that are designed to intentionally improve outreach and increase targeted academic supports, such as tutoring, mentoring by professionals, and work-based learning.

Complete only the forms that reflect the Strategy in which K12 SWP funds will support.

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K12 STRONG WORKFORCE

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Budget

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BUDGET

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Regional Funding Philosophy

Focus is on social mobility and increasing economic opportunity
Strengthen and transform institutions
Sustainability
Strengthen partnership with industry without paying industry for work-based learning
No per-pupil costs like industry certifications, uniforms or paying students for WBL

Expense Examples