www.centralcoastk16collab.org

CENTRAL COAST

COLLABORATIVE

REGIONAL

9-11-25 Steering Committee Meeting

Slides can be found here.

Agenda

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9:00 AM Welcome & Agenda

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9:05 AM Committee Updates

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9:15 AM Administrative & Budget Items

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9:30 AM Dual Enrollment: Master’s Upskilling Project

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10:00 AM Biannual Data Collection Report

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10:30 AM Adjourn

Equity Subcommittee Report

The Equity Subcommittee continues to meet monthly. Recent areas of work include:

• Developing a subcommittee membership expansion process - will bring to a future Steering Committee meeting.
• Attended a Data Work Group meeting to understand current efforts and the impact of qualitative and quantitative program evaluation data outcomes from the K16 equity lens perspective.
• Presented at the Uplift Advisory Council meeting in August regarding the recent allocation of funds to aligned Catalyst grantees to support work-based learning for 100 socioeconomically disadvantaged students.

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Mapping Our Journey To Equity

Mapping Our Journey To Equity

Administrative Items

Work Plan Changes

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Recommendation: Approve changes to our work plan by removing items:

2.1. Host biannual Lunch and Learn sessions to engage educational and industry stakeholders from across the region

4.1. Host annual Northern and Southern Regional Professional Development Sessions for teachers and administrators across K-12, CCC, UC, and CSU related to culturally sustaining and relevant pedagogy

4.3 Fund Local Intersegmental Collaboratives to lead professional development focused on math, ELA, and other STEM

5.1. As part of Annual Northern and Southern Regional Professional Development Sessions, provide professional development for teachers and educational administrators across K-12, CCC, UC, and CSU related to providing inclusive supports

6.4. As part of Annual Northern and Southern Regional Professional Development Sessions, provide professional development for educators and administrators on strategies for incorporating high-tech, high-impact advising

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Deadline Changes & Budget Items

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Passage of AB 121 extends deadlines

• June 2028 - Completion of two career pathways
• June 2030 - K-16 Collaborative Expenditures

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Budget for core operations

• Staffing/Backbone Operations thru June 2027 - $1,418,366
• Administrative Savings from delay start - $1,778,504

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Deadline Change for our partners

• Extending program timeline to June 30, 2027

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Interviewed 5 universities:

University of Tennessee, University of Houston, Texas Tech University, Arizona State University, and CSU Channel Islands

• Four offered programs that could work for our teachers
• Issues revolved around Synchronous and Asynchronous classes
• Costs ranged from $17,316 to $23,200
• Time to completion of degree was similar - 2 years or less depending on class load
• Students could start either Spring 2026 or Fall 2026

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Recommendation is to partner with CSU Channel Islands

• One of our Collaborative partners
• Competitive price - willing to negotiate
• Offer online asynchronous classes for both degree programs
• Optional in-person regional gatherings for students in the program
• If no degree in math, may propose a synchronous intensive summer session to ensure success

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Dual Enrollment

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Data Report

Data Report - Highlights

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• 4 Training Sessions (July)
• 97% participation rate
• Submitted data report to the state on August 15th
• Summary of quantitative data

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Data Report - Highlights

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• First time reporting on data

Data Report

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Defining Pathways

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• Each institution selected pathway-aligned courses/programs
• K-12 institutions used CALPADS (California Longitudinal Pupil Achievement Data System)
• Community colleges used Taxonomy of Programs (TOP) codes
• 4-Year institutions used Classification of Programs (CIP) codes

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K-12 Institutions

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STUDENT ENROLLMENT

K-12 Institutions

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A-G COMPLETION

K-12 Institutions

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A-G COMPLETION

K-12 Institutions

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A-G COMPLETION

Community Colleges

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STUDENT ENROLLMENT

4-Year Institutions

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STUDENT ENROLLMENT

REFLECTION - HOW CAN WE USE DATA

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Who is enrolling in these pathways?�

• Which student groups are most represented in each pathway?
• What are the patterns at your institution? What factors might be contributing to these enrollment patterns (e.g., course offerings, advising, scheduling, outreach)?”�

Equity and Access�

• What opportunities exist to strengthen recruitment or outreach for underrepresented groups? What outreach strategies have been most effective at your institution so far?
• How do we reach economically disadvantaged students? ��

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Pass Rates

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PASS RATES

Please note that some institutions did not report data disaggregated by demographic group. Therefore, total pass rates may not equal pass rates disaggregated by demographics.

REFLECTION - HOW CAN WE USE DATA

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What stands out about the differences in pass rates across programs or pathways?

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• Are pass rates consistent across pathways (engineering/computing vs. healthcare), or is one showing stronger student success? What might be driving any differences at your institution?
• Are there particular courses at your institution that contribute to lower pass rates for the pathway overall?�

Equity and Access

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• Are some demographic groups (gender, race/ethnicity, economically disadvantaged) passing at lower rates? What supports are in place at your institution to help address gaps?�

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Completion

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COMPLETION

Number of Students that Earned Degrees or Certificates by Institution Type

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• What factors might explain the decline in community colleges across both pathways?
• What are efforts and supports that could help increase the number of completions through the pathway?

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Dual Enrollment

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Dual Enrollment

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• Numerous institutions did not offer dual enrollment courses
• Dual enrollment offerings were limited
• Several institutions noted that while current offerings are limited, they are actively working to expand these opportunities.
• Expanding dual enrollment options is a key strategy for strengthening pathway alignment, supporting early college credit attainment, and improving students’ readiness for postsecondary programs in these fields.

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8 K-12

4 Community Colleges

Did Not Offer Dual Enrollment

Work-Based Learning

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ACTIVITIES

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• “We were able to develop a unique opportunity for our students to connect with industry partners that allowed them to access projects under the guidance of industry mentors.”
• “Students participated in two industry tours in April 2025, where they explored career pathways and observed how classroom skills apply to real-world. Both tours supported students in connecting industry practices to upcoming hands-on projects.”
• “Students participated observed guest speakers, site tours, Job Shadows, job/ career fairs, resume review, mock interviews.”
• “Students in our Engineering-related pathways had a variety of experiences with work-based learning. They attended career expos, visited worksites of local engineering related employers, and also visited several institutions of higher education offering degrees in engineering.”
• “We hosted a 3 part speaker series for students and their families to learn about types of occupations, and to engage with local employers. Students also had access to career expos, a health career expo, and 8 students had paid, month-long internships in healthcare related settings.”
• “Internship placements include Naval Postgraduate School, UCSC, City of Monterey, County of Monterey, and Joby Aviation”
• Summer 2025 is the first time we are offering internship opportunities. We had 3 students participate; two engineering students and one computer science student. We currently do not have internships with local industry partners but we are working to expand our options.

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Dashboard

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Moving forward:

• First reporting cycle, and helping institutions refine the definition of the pathway
• Supporting institutions in measuring the activities they have implemented
• Understanding and measuring equity-driven approaches

www.centralcoastk16collab.org

THANK YOU!