WINNING GRANTS��OBJECTIVES��LINDA WELLS, ED.D.

OBJECTIVES

How you will solve the problem.

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OBJECTIVES

• The Problem Statement identifies the issue
• The Objective identifies how you are going to address it

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POINTS

• The Problem Statement is worth 20 points.
• The Objectives are worth 20 points.
• This is a considerable amount, so you want to spend ample time on each.

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ISSUES

• Objective is too vague; ex. funding for purchase of equipment is not an objective
• Objective is hard to measure – ex. students will be prepared for college
• Padding/generic AI driven
• Objectives that don’t connect with problem
• Leaving out the obvious – new pathway
• Misaligned budget – objective: upgrade equipment; budget: personnel
• Repetitive; be wise with the field limitations

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4 QUESTIONS – 2500 CHARACTER ANSWERS

• Identify measurable outcomes for this project that align career pathways/programs to community college programs AND lead to high-wage, high-demand career opportunities.

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Question 2

Describe the efforts your project will include that will close equity gaps by improving access to and completion of high-skill/high-wage CTE opportunities for disproportionately impacted students.

Include student services 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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Question 3

• How do your objectives respond to the needs described in the Problem Statement?

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Question 4

• How are your objectives informed by and aligned with the region's Strong Workforce Program Plan and the region's Labor Market Information provided by the region's Centers of Excellence?

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EXAMPLE - OJAI

Project Objectives

Provide clear, concrete objectives, which this project aims to achieve, to address the issues in the Problem Statement. Include how the LEA(s) is using the K12 SWP funds to help meet those objectives. Avoid statements of lofty goals.

1. LABOR MARKET FOCUS: The SCCRC has identified ICT/Digital Media as a high-demand sector with a significant labor demand of 1,440 annual job openings. To meet this labor market demand, NHS will retool its current Digital Media program into an industry-driven Digital Media Academy.
2. FUTURE-FOCUS: To develop all students’ abilities to compete in a global creative market and the gig economy, integrated English Language Arts instruction, business acumen, entrepreneurship, and work-based learning skills will be taught. 
3. EQUITY-FOCUS: To ensure equitable access to the Academy and increase opportunities for students to successfully complete the pathway courses, particularly socioeconomically disadvantaged and Hispanic students, NHS will adopt the UC Curriculum Integration model. We will develop at least one Digital Media course integrated with A-G English Language Arts academic coursework. Providing opportunities for both CTE pathway completion and remediation for students failing English will open doors to K-14 and living wage work.
4. INDUSTRY-FOCUS: Industry partners will interact with and support students with virtual and on-site WBL gigs, consults, and feedback. With technical guidance from partners, NHS will prepare students for employment by upgrading outdated digital media equipment to industry standards.

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V1 SAMPLE PROBLEM STATEMENT - OJAI

• WORKFORCE SHORTAGE: The SCCRC Year Plan emphasizes the priority sectors of ICT/ Digital Media along with Business & Entrepreneurship. A regional Demand and Supply Analysis of the South Central Coast region identifies that / middle-skill jobs in these sectors have supply gaps. There is annual regional labor market demand of , ICT/Digital Media job openings.

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• OUTDATED DIGITAL MEDIA PATHWAY: While todayʼs students largely communicate in a digital world filled with multimedia content, Nordhoff High School (NHS) does not have a robust Digital Media Career Pathway program. Our current pathway has multiple needs including ) industry-standard skills, equipment, and soware to prepare students to attain employment in the field; ) a structured program for work-based learning opportunities, which are plentiful for students with proper support and coordination; ) curriculum that is aligned with digital media employers in the region and SBCC; ) formal instruction on how to pursue work as entrepreneurs in the gig economy.

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• EQUITY AND ACCESS: NHS is home to students: underserved populations include Hispanic (%) and socioeconomically disadvantaged (%) students. Last year, % of Grade students failed at least quarter of English. Students who fail English repeat it, filling their free elective slot instead of a CTE course. While scores for all students have recently declined in both English and College and Career Readiness (CCI), underserved populations rank in the second to lowest performance groups. The CCI measure shows that the same students are unprepared for success are high school: only / socioeconomically disadvantaged and / Hispanic graduates were considered "prepared." CTE data is similar: less than % of underserved students completed a pathway. Experiencing frustration and oen failure in core academics, and losing their opportunity to access and potentially succeed in CTE, they are less likely to leave high school as pathway completers or transition to postsecondary CTE options.

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• NEED: NHS must ) remove systemic barriers for underserved populations and others who are repeating English instead of accessing CTE; ) cultivate meaningful, paid WBL activities that develop students' practical and entrepreneurial skills; ) align the Digital Media Pathway to both industry and K- standards; and ) make a viable contribution to the regional economy through a skilled workforce.

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V2 SAMPLE PROBLEM STATEMENT - OJAI

Problem Statement

Provide a brief Problem Statement that is concise, clear, and evidence-based, supporting the problem or need that your K12 SWP efforts will address.

• WORKFORCE SHORTAGE: The 2021 SCCRC 4 Year Plan emphasizes the priority sectors of ICT/ Digital Media along with Business & Entrepreneurship. A regional Demand and Supply Analysis of the South Central Coast region identifies that 10/12 middle-skill jobs in these sectors have supply gaps. There is annual regional labor market demand of 1,440  ICT/Digital Media job openings.
• OUTDATED DIGITAL MEDIA PATHWAY: While today’s students largely communicate in a digital world filled with multimedia content, Nordhoff High School (NHS) does not have a robust Digital Media Career Pathway program. Our current pathway has multiple needs including 1) industry-standard skills, equipment, and software to prepare students to attain employment in the field; 2) a structured program for work-based learning opportunities, which are plentiful for students with proper support and coordination; 3) curriculum that is aligned with digital media employers in the region and SBCC; 4) formal instruction on how to pursue work as entrepreneurs in the gig economy.
• EQUITY AND ACCESS: NHS is home to 741 students: underserved populations include Hispanic (38%) and socioeconomically disadvantaged (48%) students. Last year, 48% of Grade 9 students failed at least 1 quarter of English. Students who fail English repeat it, filling their 1 free elective slot instead of a CTE course. While scores for all students have recently declined in both English and College and Career Readiness (CCI), underserved populations rank in the second to lowest performance groups.

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RANDOM SAMPLE

• “E” Secondary will develop a Maker Space course to augment its AME pathway.
• “A” High School, which has an existing AME pathway with introductory and capstone courses and a field practicum, will create a new curriculum focused on college and career planning and integrate it into its Leadership course, required for all students.
• “B” School for the Arts will implement a 3-course sequence in music production, leading to students working for a locally-operated record label. 
• COE, which has introductory and capstone courses in AME at its “C” Academy, will establish an MOU with the community colleges to provide dual enrollment classes at its schools and programs.
• All participating schools will engage students in college and career counseling and planning. They will collaborate with college partners to interest greater numbers of students in taking college courses while in high school and enrolling in college after they graduate, and to assist them to matriculate. 
• All schools will expand opportunities for students to explore their pathway fields through work-based learning experiences. Teachers and other career education personnel will have extensive professional development to build school capacity to provide and connect students to WBL activities. 
• As noted, students who attend the target schools are predominantly from underserved groups. This project will increase students’ access to, engagement in, and benefitting from career education.

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OBJECTIVES SHOW OUTCOMES�ACTIVITIES SHOW HOW TO ACHIEVE OUTCOMES

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OBJECTIVE SOLUTIONS

• Backwards map your want to identify your need
• Use the SMARTIE goal

Describe and provide a list of expected, measurable outcomes

• Establish new Public Service Academy
• Go through the SMARTIE goals
• Specific, Measurable, Achievable, Relevant, Time-Bound, Inclusive & Equitable
• By Fall 2026, establish a new, Fire Science pathway with industry approved curriculum and DE credits with Generic Community College. This new pathway will be focused on recruiting and supporting Samoan youth.

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PRACTICE

• Identify measurable outcomes for this project that align career pathways/ programs to community college programs AND lead to high-wage, high-demand career opportunities.
• Describe the efforts your project will include that will close equity gaps by improving access to and completion of high-skill/high-wage CTE opportunities for disproportionately impacted students. Include student services that are designed to intentionally improve outreach and increase targeted academic supports, such as tutoring, mentoring by professionals and work-based learning.
• How do your objectives respond to the needs described in the Problem Statement?
• How are your objectives informed by and aligned with the region's Strong Workforce Program Plan and the region's Labor Market Information provided by the region's Centers of Excellence?

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OBJECTIVES IMPROVE WITH PRACTICE

• An “activity goal” – think in large buckets – starting a new pathway, establishing an industry board, rebuilding recruitment efforts.
• The next section will include the specific activities to accomplish the task.
• It’s all about practice
• Look at successful models

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THANK YOU

Linda Wells, Ed.D.

linda.wells.ed.d@gmail.com

�Sharon Turner

BACCC K-14 Technical Assistance Provider

turnersharon@fhda.edu 

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