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K12 SWP – K12 Strong Workforce Program

Strong Workforce Program created 2016 by California to enhance and expand Career Technical Education at colleges to prepare students for high-wage employment in industries that meet regional labor market needs
K12 SWP added in 2018
CCCCO issued 2021-22 RFA (Requests For Applications) from eligible LEAs for K12 SWP funds to create, support and/or expand K12 high-quality CTE programs and pathways at the K12 level that are aligned with regional workforce efforts
CCCCO offers significant support including technical support, planning templates and rubrics �https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/Workforce-and-Economic-Development/K12-Strong-Workforce/K12-SWP-Request-for-Applications

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CCC offers significant support

CCC offers written guidance, templates, examples, rubrics, FAQs, and technical support.
https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/Workforce-and-Economic-Development/K12-Strong-Workforce/K12-SWP-Request-for-Applications

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Read the RFA

Read the RFA to identify what is required and allowable. Use the RFA to obtain as much information as possible
For example, in K12 SWP, you will find what will be needed and the timeline to submit. The RFA lists: Eligibility, Deadlines, Grant Submission Requirements, Budget Match Requirements, Partners, and technical information such as the review process.
Be sure to identify your CCCCO Technical Provider – p 18 in RFA
The CCCCO will offer a Bidder’s Conference on Aug 24, 2021, 1:00 PM�https://cccconfer.zoom.us/webinar/register/WN_Fz2Nme3QQ3azLirPNM8vOg
As you read, create a timeline that includes requirements and due dates

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Preparing and Submitting the K12 SWP

Create a NOVA account

Access at https://nova.cccco.edu or create a new account at https://nova.cccco.edu/request-access
We will be looking at NOVA during this session

This grant requires information that will not be scored

Pathway, Project Title, Applicant Organization, Previous K12 SWP and CTEIG awards
Lead Local Education Agency (LEA), Primary Contact, Participating Schools, Program Region
K12 Partner Agencies – select from dropdown list
Higher Education Partners – CCC/CCD Partner
Collaborative Partners – Industry Partners

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Use RFA Info – Example Objectives from the RFA

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Align with your SWP Regional Plan

Page 7 of RFA

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BACCC Regional Plan

Shifts from 2020

Global Pandemic
National recognition of systemic racism, income disparity, and calls for equity
Change in the nature of work – massive unemployment, work from home, essential employees, disparities in work and wages. Challenge of CTE long-distance learning

BACCC Goals

Goal A: Provide pathways that enable all Bay Area students to find employment and advance to livable wages
Goal B: Meet the needs of employers in the Bay Region for well-qualified candidates for positions that pay livable wages
Goal C: Ensure equity in participation, completion, and employment
The challenges and opportunities listed above lead us to these areas for focused effort and investment:

K-14 Instructional Adaptations
K-14 Pathways
Adult Pathways to Employment
Equity

Access BACCC plan from this link: https://sites.google.com/a/baccc.net/baccc/Home/

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Problem Statement and Project Objectives – 40 points

Problem Statement – 20 points
Project Objectives – 20 points

Problem Statement & Objectives

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Problem Statement – 2500 characters

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Problem Statement – Example (2453 characters)

In August 2019, the Maple Unified School District began an in-depth investigation of discrepancies in course completion and graduation rates among student subgroups. Data indicate that our Hispanic or Latino students have the lowest graduation rate (68%), were more likely to be identified as chronically absent (42%), suspended (10%), and less likely to meet UC/CSU requirements (44%) than any other race or ethnic subgroup. When asked on a HS college and career readiness survey if they believe their high school education is preparing them for a gainful career or post-secondary education only 25% of Hispanic or Latino students responded “yes.” We need to implement strategies and programs that increase student engagement, academic performance, graduation rates, and prepare our students for high-skill and high-wage careers in our region. In response, Maple USD is developing the Fire Science Career Pathway.

A report shared by our regional consortium identified firefighter as a growth area for employment due to the impending retirement of 750 fire fighters by 2025. Employment opportunities in fire safety include fire investigator, fire inspector, emergency medical technician, and firefighter. Throughout the Spring of 2021, Maple USD administrators met with Deep River Community College District’s staff and Fire Department leaders to discuss creating the Fire Science Career Pathway which would consist of two courses, Introduction to Public Safety Careers and Emergency Medical Response (EMR). This pathway would serve students interested in a variety of public safety careers and the EMR course meets a requirement for Deep River CCD’s Fire Science Program.

Discussions with Forest Service, CalFire, local fire departments, CBOs, and Maple USD leaders identified the importance of providing all students with work-based learning experiences and increasing the number of bilingual workers and the ethnic and gender diversity of the public service workforce. These stakeholders, along with Deep River CCD administrators, will serve on an advisory committee and work closely to support the development of this pathway. Maple USD will also implement several initiatives to ensure our Hispanic or Latino students enroll and are equipped to successfully complete the Fire Science Career Pathway, including small group tutoring available at Maple USD and the Deep River CC, a firefighter mentoring program, and a bilingual outreach coordinator.

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Problem Statement – Scoring

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Problem Statement - Practice

Use Rubric to develop

Statement is clear and concise, describing challenge(s) or need(s) the proposed plan will address.
Statement provides clear and documented data-based evidence from demographic, enrollment, and completion data that substantiates the targeted student population to be served.
Statement provides clear data-based evidence that supports the stated challenge(s) or need(s).
Statement is clearly informed by the region’s SWP Regional Plan and/or Labor Market Information.

Problem Statement

In 2019, Public Unified School District evaluated course completion and graduation rates. Data identified Latinx students had the lowest graduation rate, with males at 62% and females at 64%. Of these graduates, only 38% completed the UC/CSU requirements.
Of those not graduating, approximately 25% do not return to complete high school. We must offer a program that engages these youth and prepares them for competitive employment
The BACCC Regional Plan identified Cybersecurity as a high-wage ($35-80/hour) field with long-range growth projected for this area.
Establishing a new Cybersecurity Pathway that includes a seamless transition to post-secondary training, certification and employment targeted to male and female Latinx students will help us meet this need.

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Activity 2 - Create a sample problem statement

Identify the targeted student population.
Use data describing the student need
Use regional plan employment info
High-level statement of plan
View and share Sample Problem Statement Activity
7 Cs of grant writing: clear, concise, compelling (urgent), convincing (data), considerate (attentive to what they want), connected, complete
Share activity worksheet

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Project Objectives – �20 Points

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Sample Objectives – evaluate like a reader �SMART – specific, measurable, achievable, relevant, time-based

Maple USD (MUSD) and Deep River CCD (DRCCD) will recruit Fire Technology Employers and convene a Fire Science Advisory Committee to review LMI data to inform this new pathway.
MUSD will recruit and employ a bilingual outreach coordinator (.5 FTE) to lead efforts to inform students, parents, teachers, and the community about education and career opportunities in fire science and the introduction of Maple’s Fire Science Career Pathway.
Fund Curriculum and Instruction staff at MUSD and DRCCD to develop the course outline for the Introduction to Public Safety Careers course, develop all instructional materials, and work with employers to develop site visits and other work-based learning experiences, including bringing MUSD DRCCD Fire Science students together to strengthen connections between the programs. This team will also analyze student data on a regular basis to ensure the program and supports are meeting students’ needs.
MUSD will recruit and employ a teacher (.5 FTE) to teach the Introduction to Public Safety Careers course which will be taught in one high school in the Fall of 2022, and at both high schools by the fall of 2023. Grant funds will pay for the development and offering of the course in 2022 and 2023 with MUSD absorbing costs in subsequent years.
A MUSD and a DRCCD counselor will meet with employers, use LMI, and develop materials to support counselors’ ongoing career guidance work with Fire Science students. This team will also work with administrators to identify academic and social support services to ensure the success of our Hispanic or Latino students.
DRCCD will offer the Emergency Medical Response (EMR) course in one MUSD high school as a dual enrollment course using a combination of CCSWP funds and apportionment through the term of the grant and will continue to do so after the grant if enrollments remain at 25 or more students.

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Activity 3 – Identify Equity Issue �Initial Thoughts

What is the equity issue you plan to address?
What evidence/data do you have? What do you still need?
Why is this issue urgent and important?
What are your initial thoughts on strategies to meet this need?
How will you know you have made an improvement?

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For Equity - Use Evidence

Identify your program equity needs
You have access to significant data
Local Data – High-Quality CTE Program Evaluation, SIS, Perkins, CA School Dashboard
Regional Plan, CalPass Plus, Community College partners
CA Workforce Development Board, Local WDB, EDD, Bureau of Labor Statistics
Stakeholders group, include staff from K12 and CC, students, parents, industry partners and make sure there are members of diverse groups

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Positive Considerations – up to 20 points

These points are determined by evaluation committee and may include unemployment rates, dropout rates, rural locations, special populations, new programs or new applicants.
Positive Considerations help establish equity

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CTE Pathway/ Program �Work Plan – �35 points

High-Quality CTE Program Evaluation (not scored)
K14 Pathway Quality Strategies – CCCCO provides a template. Identify which of four strategies will be addressed by CTE Program/Pathway work

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

CTE Pathway/Program Work Plan

Description of work funded by K12 SWP
List of project activities and expected outcomes
Partner role and responsibilities
Number of students and/or teachers to be served, and the way in which they will be served
Activities to meet targeted student needs

Leveraging other CTE Funds

LCFF, Perkins, CTEIG, Ag CTEIG, �CTEFP, CPA, SSP, SWP

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High-Quality CTE Program Evaluation

Completed with CTEIG
Self-evaluation of 11 elements of High-Quality CTE Program
Provides data and insight to begin your planning

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K14 Pathway Quality Strategies�2500 Characters per field

CCCCO provides a template
Identify areas (use up to 4):

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

Develop Workplan:

Describe work funded by K12 SWP
List project activities and outcomes
Identify role and responsibility of partners
Numbers served; ROI
Describe activities designed for equity

Template at: https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/Workforce-and-Economic-Development/K12-Strong-Workforce/K12-SWP-Request-for-Applications

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Sample Strategy – Demo working together

Postsecondary Transition and Completion
Public Unified School District
Cybersecurity Pathway
Partner with Public College
Focus on Latinx short on HS credits

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Budget – �15 points

Budget must include object code, descriptions, and identify match funds
CCCCO provides a Budget and Match template planning tool and example at the K12 SWP site. �https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/Workforce-and-Economic-Development/K12-Strong-Workforce/K12-SWP-Request-for-Applications

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Budget

LEA match is 2:1; ROP/C match is 1:1
May use:
School district and charter school LCFF apportionments
Perkins V
Partnership Academies Program,
Agricultural Career Technical Education Incentive Grant
Community College Strong Workforce Program (SWP) serving K–12 (i.e., dual enrollment, early college credit)
California Adult Education Programs (CAEP)
Business, industry, philanthropic sources that directly �support the program, and any other source, except �those described below.

May not use:

California Career Technical Education Incentive Grant Program (CTEIG).
Career Technical Education Facilities Program Grant.
Public School Facilities Bond (Proposition 51).
The same local match that is being used for a California Career Technical Education Incentive Grant.
The same local match that is being used for another concurrent K12 SWP grant/application.

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Use the templates, rubrics, appendix

Draft responses in the template and modify based on required word count
Prior to submission, read your responses using the rubric
Each appendix has lots of valuable information – don’t ignore it
Contact your Technical Assistance Provider for support

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Submission Requirements:�info will be covered in Bidder’s Conference

Must upload Assurances on letterhead with signatures and upload – view document
Must upload 2020-21 High Quality CTE Program Evaluation for each LEA participating in work
Must upload MOUs with Cal-PASS Plus for the K12 SWP Lead and all K-12 Partner Agencies, or an action plan with timeline to secure MOUs
For assistance –

In Planning, contact your Technical Support Contact listed in RFA
Using NOVA, contact NOVA support https://nova.cccco.edu/help

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Fund Development for your program

Use the plan to apply for additional funding and to attract industry partners
Introduced common grant elements

Problem Statement
Project Objectives
Work Plan

Activities, Partners, Expected Outcomes

Budget

Time Management
Explore online submission program prior to due date
Use existing evidence to prove your need, your strategies and your competency
Grant Writing is technical writing: brief, clear, precise
You know your program best!

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Writing – Doing Your Best Work

Schedule the writing in calendar. Stick to your schedule.
Know the environment that best serves your work. For me – work independently, large blocks of time, music with no sound, either jazz (KCSM), classical (KDFC), or YouTube using 50-80 beats per minute, best for creativity and focus. No email, no social media.
Pomodoro technique – 25/5 or 45/15
If you work best in collaboration, schedule time and either project the draft, or work in collaboration using Zoom and google docs or equivalent
“Talk it out.” Draft early, use the critical eye later.
Once draft is ready, open for specific advice
This is formal writing – avoid contractions, jargon, and slang
Write in simple, clear language. Be precise. Each word should serve a purpose
Explain acronyms

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Explore Sites

K12 SWP Request for Applications (RFA)
https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/Workforce-and-Economic-Development/K12-Strong-Workforce/K12-SWP-Request-for-Applications
NOVA system – there will be a training video

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Thank You!�Best of Luck with your Grant!

You can do this and you will continue to develop these skills!
Please join us for additional sessions

All are on Wednesday beginning at 3 PM
Session 2 – Defining and Addressing Equity Issues - August 25, 2021
Session 3 – Defining the Problem Statement and Creating Objectives - September 1, 2021
Session 4 – September 8, 2021
Session 5 - Q&A – September 15, 2021

Please complete evaluation https://forms.gle/AgLFyWkeF3nzrosw8
Bay Area Community College Consortium Technical Contacts:

Don Daves-Rougeaux don@baccc.net
Sharon Turner TurnerSharon@fhda.edu

For additional grant writing questions, contact Linda Wells Linda.Wells.Ed.D@gmail.com