July 9, 2008

The Honorable Arnold Schwarzenegger

Governor of California

State Capitol Building

Sacramento, CA 95814

Dear Governor Schwarzenegger:

Please find the enclosed 2007-2008 Report on the California Career Technical Education

Initiative. The report is required as part of the program requirements authorized by your

signature of Senate Bill 70 by Senator Scott in 2006, and subsequently expanded and sustained

by SB 1133 (Torlakson) in 2007 and SB 77 (Ducheny), the 2007-08 Budget Act.

The purpose of the funds is to align career technical education curriculum between the K–12

school districts, and the community colleges. Prior to the allocation of these funds, the

Chancellor of the California Community College (CCC) System Office in conjunction and

collaboration with the State Department of Education (CDE), obtained approval of a proposed

expenditure plan from the State Department of Finance.

This report provides information on how these funds were spent, and also provides

recommendations for improving and aligning career technical education pathways. The report

was initially drafted by the independent evaluator of the project, WestEd, and principle author

Senior Research Associate, June Lee-Bayha. Staff from both the CCC System Office and the

CDE also reviewed and approved the report.

Should you or your staff have questions, please feel free to contact Jose Millan, Vice Chancellor

for Economic Development & Workforce Preparation at (916) 445-0487.

Sincerely,

Diane Woodruff, Ed. D.

Chancellor

cc: Members of the State Legislature

David Long, Ph.D, Secretary for Education

Michael Genest, Director of Finance

Elizabeth Hill, Legislative Analyst

The Governor’s

Career Technical Education

Initiative

REPORT TO THE LEGISLATURE, THE GOVERNOR, AND THE DIRECTOR OF FINANCE

Education Code Section 88532 [Chapter 352, Statutes of 2005 (SB 70, Scott)]

Division of

Economic Development

and

Workforce Preparation

California

Community Colleges

1102 Q Street

Sacramento, CA 95811-6511

July 2008

Sacramento, California

M E M B E R S O F T H E B O A R D

Barbara Davis-Lyman Fair Oaks

Benita D. Haley Manhattan Beach

Randal J. Hernandez

Long Beach

Bridget Howe Mountain View

Lance T. Izumi

Sacramento

Kristin Jackson Franklin Long Beach

Pauline Larwood

Bakersfield

Debbie Malumed Long Beach

Robert V. “Bobby” McDonald

Anaheim Hills

Alice Perez Roseville

Gary Reed Porterville

Carolyn Russell

Long Beach

J. Alfred Smith, Jr. Oakland

Tanna Thomas

Yuba City

O F F I C E R S O F T H E B O A R D

Lance T. Izumi President

Debbie Malumed

Vice President

Carolyn Russell CPEC Representative

O F F I C E O F T H E C H A N C E L L O R

Diane Woodruff Interim Chancellor

Steven Bruckman

Executive Vice Chancellor

Jonathan Lee Staff Counsel

Carole Bogue-Feinour

Vice Chancellor for Academic Affairs

Tod Burnett Vice Chancellor for

Strategic Planning and Policy Analysis

Marlene Linares-Garcia Vice Chancellor for

Governmental Relations and External Affairs

Linda Michalowski Vice Chancellor for

Student Services and Special Programs

José Millan Vice Chancellor for

Economic Development and Workforce Preparation

Patrick Perry Vice Chancellor for

Technology, Research, and Information Systems

Erik Skinner Vice Chancellor for Fiscal Policy

The Governor’s Career Technical Education

Initiative

Report to the Legislature, the Governor, and the Director of Finance

Education Code Section 88532

[Chapter 352, Statutes of 2005 (SB 70, Scott)]

July 2008

Chancellor’s Office, California Community Colleges 1102 Q Street

Sacramento, CA 95811-6511

916.322.4005 ♦ 916.324-6701 (fax) ♦ www.cccco.edu

For additional copies of this report, please visit

http://www.cccco.edu/SystemOffice/Divisions/EconDevWorkPrep/CTEPathwaysInitiative/AnnualReports/tabid/1312/Default.aspx

CONTRIBUTING STAFF

Chancellor’s Office, California Community Colleges _____________________________________________

José Millan Vice Chancellor of Economic Development

and Workforce Preparation

Carole Bogue-Feinour Vice Chancellor of Academic Affairs

Ron Selge Dean of Career Technical Education

Lynn Miller Specialist, Academic Affairs

Jacqueline Escajeda Program Assistant II

CTE Pathways Initiative

Jeannine Clemons Digital Composition Specialist II

Economic and Workforce Development

California Department of Education _____________________________________________

Patrick Ainsworth Assistant Superintendent; Director, Secondary, Postsecondary, and Adult Leadership Division

Dennis Guido Administrator, Regional Occupational Programs

and Workforce Development

David Militzer Education Consultant

WestEd, Health and Human Development Program _____________________________________________

June Lee-Bayha Cindy Wijma Leslie Poynor

Jeff Polik Rebeca Cerna Gabriela Jones

Zeta Heiter

Coast Community College District _____________________________________________

Susan Coleman Raine Hambly

TABLE OF CONTENTS

Executive Summary .................................................................................... i

Introduction ................................................................................................. 1

Chapter 1 – 2005-06 Cohort ....................................................................... 9

Chapter 2 – 2006-07 Cohort ....................................................................... 31

Chapter 3 – 2007-08 Cohort ....................................................................... 39

Chapter 4 – Recommendations ................................................................... 51

Appendix 1 Data Indicators by Grant Type for 2005-06 Cohort

Appendix 2 List of Grants by Community College Region

(Fiscal Year 2005-06)

Appendix 3 List of Grants by Community College Region

(Fiscal Year 2006-07)

Appendix 4 List of Grants by Community College Region

(Fiscal Year 2007-08)

Appendix 5 Career Pathways Initiative Site Visits and Interviews

(Conducted November 2007 – May 2008)

Appendix 6 Career Technical Education System Goals

Appendix 7 The 11 Elements of a High-Quality CTE System

Appendix 8 Online Resources for Career Technical Education

Appendix 9 Department of Finance Approval Letter for

Expenditure Plans (Dated October 2, 2007)

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EXECUTIVE SUMMARY

The mission of career technical education (CTE) is to provide industry-linked

programs and services that enable all individuals to reach their career goals in order to achieve economic self-sufficiency, compete in the global marketplace, and contribute to

California’s economic prosperity.1

In 2005, the Legislature, with support from Governor Schwarzenegger, provided $20 million to fund the Governor's Career Technical Education (CTE) Pathways and Workforce Development Program to align K-12 career technical education with local community colleges—based on models consistent with the California Community Colleges’ Economic Workforce Development (EWD) Program. As more educators, industry, parents, and policy makers have come to recognize the demographic, economic, and educational benefits of revitalizing CTE, Governor Arnold Schwarzenegger, personally familiar with the benefits of CTE, and the State Legislature have continued to increase funding through SB 70 and SB 1133.

The Education Code section 88532 from SB 70 (Scott) requires that a report be submitted by the Board of Governors of the California Community Colleges, in collaboration with the State Department of Education to the Legislature, the Governor, and the Director of Finance no later than July 1, 2008. The California Community Colleges Chancellor’s Office (CCCCO) and the California

Department of Education (CDE) requested that WestEd2 compile a report on the findings from the Year One statewide evaluation of the CTE Pathways Initiative. This report provides: (a) an assessment of both the capacity and the needs of K-12 and community colleges for the effective implementation of the CTE Pathways Initiative as well as (b) recommendations for improving and strengthening capacity and collaborations to expand career technical education programs in California.

Comprehensive data from the 2005-06 grantees and preliminary data from 2006-07 grantees were gathered from site visits (including interviews and focus groups), key informant interviews with CTE stakeholders, along with review of quarterly activity reports.

All 2005-06 CTE Pathways Initiative grantees must submit quarterly activity reports to the Chancellor’s Office addressing their grant-specific data indicators. In 2005-06, the four grant categories included: (1) Quick Start Partnerships; (2) Strengthening CTE Programs; (3) Career Exploration for Middle School Students; and (4) Faculty and Counselor Work Experience. There are between seven and 14 indicators depending on the grant category. Quick Start Part-nerships has 14 indicators, Strengthening CTE Programs – 13, Career Exploration for Middle School Students – 7, and Faculty and Counselor Work Experience – 8 indicators. All 30 data indicators and their corresponding aggregated data are displayed in Appendix 1. The aggregated data highlights are:

1 California Department of Education and California Community Colleges (2008) Draft 2008-

2012 California State Plan for CTE dated February 27, 2008, Executive Summary p 8. Retrieved on June 5, 2008, from http://www.schoolsmovingup.net/cte/downloads/cteplan_exec_summary_20080227.pdf

2 WestEd is subcontracted with Coast Community College District, the Career CTE Pathways

Initiative statewide evaluation grantee.

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Almost 100,000 students were served by the 2005-06 grants;

Over 2,000 students participated in worksite learning opportunities such as internships and job shadowing;

3,247 faculty members participated in over 17,000 hours of professional development activities;

212 new courses were developed; another 220 courses were revised/expanded;

199 courses were aligned between educational levels;

89 new articulation agreements were created;

34 new certificate programs were developed;

Over 650 partnerships/linkages with business and industry were developed; and

1,144 outreach activities were provided.

Descriptions, findings, and highlights from grant recipients in all three cohorts (2005-06, 2006-07, and 2007-08) are presented in the full report, along with process information about the implementation of CTE programs, lessons learned, and factors that contributed to successful programs. This evaluation finds that the variety of California’s recent strategic initiatives and plans, combined with widespread perceived need, offers new possibilities for renewing CTE to benefit all

students and prepare the State’s workforce for the future.3

A comprehensive listing and discussion of recommendations can be found in the last chapter of the full report. Below is a brief summary of the key recommendations.

Recommendations to Implement an Integrated CTE System

The following recommendations, from the evaluation, address how CTE Pathways Initiative grants can assist the State in achieving its broad and bold vision for an integrated and coherent CTE system and in creating a well-educated workforce.

Recommendation 1: Use the California State Plan for CTE as a foundation for weaving the multiple funding streams (e.g., CTE Pathways Initiative, Perkins, Tech Prep, ROCP, etc.) into a fully articulated and integrated CTE system in California.

Recommendation 2: Provide a centralized and well-publicized website that provides access to the State Plan for CTE, vision, performance indicators, resources, CTE Pathways Initiative reporting requirements and forms for current and future grantees or other stakeholders.

Recommendation 3: Convene CTE Pathways Initiative grantees’ meetings (organized by regions) to share the vision for CTE, provide consistent information about data collection and other requirements, and offer opportunities for grantees to network.

Recommendation 4: Coordinate and streamline the data required by multiple entities to reduce the burden on CTE Pathways Initiative grantees and others participating in CTE programs.

Recommendation 5: Provide ongoing support and assistance to grantees required to submit data to Cal-PASS.

Recommendation 6: Establish common reporting forms and timelines to be used by both the Chancellor’s Office and CDE.

Recommendation 7: Provide experienced mentors to serve as implementation advisors to build capacity of less experienced project directors.

3 California Department of Education and California Community Colleges (2008) Draft 2008-2012 California State Plan

for CTE dated February 27, 2008, Executive Summary p 3. Retrieved on June 5, 2008, from http://www.schoolsmovingup.net/cte/downloads/cteplan_exec_summary_20080227.pdf

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INTRODUCTION

In 2005, the Legislature, with support from Governor Schwarzenegger, provided $20 million to fund the Governor's Career Technical Education (CTE) Pathways and Workforce Development Program to align K-12 career technical education with local community colleges—based on models consistent with the California Community Colleges’ Economic Workforce Development (EWD) Program. The program aims to support and improve education pathways and career-technical awareness for students enrolled in both systems.

The California Community Colleges Chancellor’s Office (CCCCO), in collaboration and consultation with the California Department of Education (CDE), as well as the Office of the Secretary of Education and the Department of Finance, implement the Initiative. Specifically, Senate Bill 70 (SB 70), authored by Scott, added Section 88532 to the Education Code stating:

This bill would require the Board of Governors of the California Community Colleges to assist economic and workforce regional development centers and consortia, including middle and junior high schools or high schools and regional occupational centers and programs, to improve linkages and career-technical education pathways between high schools and community colleges for the benefit of pupils and students in both education systems.

In 2006, Senate Bill 1133 (SB 1133), authored by Torlakson, established the Quality Education Investment Act (QEIA) of 2006 to implement settlement terms of the California Teachers’ Association v. Schwarzenegger lawsuit. The lawsuit claimed the Governor did not fully fund Proposition 98 in accordance with a 2004 agreement he made with the education community. In May 2006, all parties agreed to settle the case and support legislation necessary to implement the settlement agreement. Specifically, Chapter 751, Statutes of 2006 (SB 1133) allocates an additional $32 million in 2007-08 and $38 million annually from 2008-09 to 2013-14 to SB 70 to expand CTE in public secondary education and lower division public higher education, including hiring additional faculty to expand the number of CTE programs and course offerings. The goal of the CTE Pathways Initiative is to promote seamless pathways bridging secondary and postsecondary education benefiting students in both educational systems. Besides greater student access to CTE, this Initiative also builds stronger capacity (e.g., faculty/counselors’ knowledge and skills) and supports (e.g., technical assistance, partnerships with business and industry) for delivering CTE in various settings (e.g., elementary, middle, high schools, ROCP, community colleges, and even four-year colleges).

SB 70 allocated $20 million each year in 2005-06 and 2006-07. In 2007-08,

SB 70 and SB 1133 together provided $42 million.4 (Note: For this report, CTE Pathways Initiative will be used in reference to the Career Technical Education Pathways and Workforce Development Program, which includes funding from both SB 70 and SB 1133.) Through 2013-14, it is proposed that $58 million will be provided for improving career technical education in California by building and,

4 SB 1133 (Chapter 751, Statutes of 2006) includes additional funds for SB 70, appropriating

$32 million in 2007-08 and $38 million annually for the next six years. Therefore, in 2007-08, the proposed amount was $52 million, but was reduced to $42 million due to budget issues.

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aligning coordinated CTE pathways to postsecondary programs of study enabling students to develop high levels of workplace skills, while pursuing personal aspirations.

Purpose This report responds to requirements set forth in Education Code section 88532 that the Board of

Governors of the California Community Colleges, in collaboration with the State Department of Education, shall produce a report regarding the implementation of the act that adds this section and the allocation of the funds appropriated for the purposes of that act. This report shall be submitted to the Legislature, the Governor, and the Director of Finance no later than July 1, 2008, and shall include all of the following:

(a) Information about resource needs and recommendations for future funding. (b) An assessment of both of the following:

1. The capacity of high schools and community colleges to engage in, and support, effective, integrated four-year programs of career and technical preparation.

2. The capacity-building needs of the high schools and community colleges relating to course articulation between those institutions and baccalaureate degree-granting programs.

(c) A recommendation of ways to strengthen collaboration between community colleges and high schools to expand career-technical education programs and related opportunities for pupils attending elementary and secondary schools.

To address these requirements, the CCCCO and CDE requested that WestEd present findings from Year One of the CTE Pathways Initiative evaluation in this report. This evaluation relies on comprehensive data from the 2005-06 grantees and preliminary data from 2006-07 grantees. The Introduction provides an overview of the current context of career technical education in California and the methodology of data collection used to generate this report. Chapter One provides a description of grant categories, highlights from each grant category, and findings from the 2005-06 cohort of grantees. Chapter Two focuses on the 2006-07 cohort of grantees and includes a description of grant categories not presented in Chapter One. Chapter Three describes changes to the grants offered in 2007-08 and describes the new cohort of grantees. Chapter Four offers recommendations based on the findings in the preceding three chapters and includes a ―lessons learned‖ section intended for current and future grantees.

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Context of Career Technical Education in California In this section, multiple funding streams that support comprehensive CTE in California, recent

initiatives that affect CTE implementation, and policies that impact CTE are presented.

Funding Streams that Support CTE To date, the Governor’s Career Technical Education Initiative (SB 70 and SB 1133) has

allocated $20 million each year in 2005-06 and 2006-07 and $42 million in 2007-08. Proposed through 2013-14, $58 million annually will be earmarked for CTE through this Initiative.

Enacted August 12, 2006, the Carl D. Perkins Career and Technical Education Act of 2006 (PL 109-270) [also referred Perkins IV] provides California around $140 million per year to:

Develop and implement challenging academic and technical standards and assist students in meeting such standards; integrate academic and career technical instruction, and link secondary and postsecondary education; promote leadership, initial preparation, and professional development of CTE teachers, faculty, administrators, and counselors; support partnerships among secondary schools, postsecondary institutions, local workforce investment boards, business and industry, and intermediaries; and provide individuals with lifelong learning opportunities to

ensure US competitiveness. 5

The Act requires that California submit a new State Plan for Career Technical Education in spring 2008. California submitted its State Plan for CTE (or Perkins Plan) on April 1, 2008, and may take up to 90 days to receive approval from the US Department of Education. The California State Plan for Career Technical Education (CTE) envisions:

CTE will engage every student in high-quality, rigorous, and relevant educational pathways and programs, developed in partnership with business and industry, promoting creativity, innovation, leadership, community service, and lifelong learning, and allowing students to turn

their ‘passions into paychecks’ — their dreams into careers.6

Tech Prep is funded through the Carl D. Perkins Career Technical Education Improvement Act (Perkins IV), providing about $81,400 to participating community colleges for a total of approximately $8.9 million for 2008-09. Focusing on contextual learning and career pathways, Tech Prep education emphasizes an articulated, planned sequence of study beginning in high school, and extending through at least two years of postsecondary education or an apprenticeship program. Programs can continue up to the baccalaureate degree.

In addition, California increased support for CTE with the Facilities Bond Act of 2006 (Proposition 1D) for $500 million to upgrade and update CTE facilities and equipment (out of the full $10.4 billion the measure allocated to relieve overcrowding, accommodate new enrollments, make overdue safety repairs, and upgrade California's public schools, community colleges and universities).

In 2006-07, a one-time allocation of $37.5 million for equipment and supplies for K-12 schools and community colleges was provided.

Through Assembly Bill 1802 (AB 1802), $200 million is allocated, beginning in 2006-07, to increase the number of school guidance counselors that serve students in 7th through 12th grades. These new counselors will provide students with information on all academic and career

5 California Department of Education and California Community Colleges (2008) Draft 2008-2012 California State

Plan for CTE dated February 27, 2008, Executive Summary p 2. Retrieved on June 5, 2008, from http://www.schoolsmovingup.net/cte/downloads/cteplan_exec_summary_20080227.pdf

6 California Department of Education and California Community Colleges (2008) Draft 2008-2012 California State Plan for CTE dated February 27, 2008, p 48. Retrieved on June 5, 2008, from http://www.schoolsmovingup.net/cte/downloads/cteplan_v5.pdf

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development options available to them and provide specified services to students who have failed or are at risk of failing the California High School Exit Examination (CAHSEE), as well as students who are at risk of not graduating due to insufficient credits.

Policies and Initiatives that Affect CTE

In 2005, the State Board of Education adopted California’s CTE Model Curriculum Standards and Framework, Grades Seven through Twelve which are organized into 15 industry sectors reflecting California’s labor market. These CTE standards integrate California’s academic content standards with industry-specific knowledge and skills and were implemented in 2007.

SB 293, also passed in 2006 for implementation in 2007, is legislation similar to the federal Workforce Investment Act (WIA) of 1998, which requires interpretation and guidance to local Workforce Investment Boards (WIBs). These requirements include the establishment of Youth Councils, which will, among other things, make recommendations to the local WIB for including training in non-traditional occupations for women and girls as well as pre-apprenticeship training in youth program activities.

AB 2448, major reform legislation that shifts the target population of Regional Occupational Centers and Programs (ROCPs) from adults to high school students by 2013-2014, was passed in 2006. Adult student enrollments in ROCPs will be reduced to ten percent. In addition, high school workforce development courses will be sequenced within each ROCP’s community college district.

In accordance with the California State Plan for CTE, 2008-12, community colleges will be asked to use the structure developed by this Statewide Career Pathways project regarding development of articulation agreements. Below are some relevant excerpts from that Plan, which was approved by the Community Colleges Board of Governors in March 2008:

Tech-Prep consortium articulation agreements must: align with standard formats and guidelines as approved by the State, and as developed by the California Community College

Academic Senate's regional articulation structure.7

(c) How the State will support eligible recipients in developing and sustaining articulation agreements—

Response: Beginning in the 2005-06 program year and continuing through the 2013-14 program year, California is using state funds through its Initiative on Economic Development and Career Technical Education (SB 70, SB 1133) to support regional and statewide articulation. Led by the Academic Senate of the California Community Colleges, the Statewide Career Pathways project (www.statewidepathways.org) is working to systematize the

State's articulation efforts and promoting regional and statewide articulation.8

The Statewide Career Pathways project will also coordinate with grant-funded regional articulation projects to assure that appropriate resources are available to faculty tasked to develop articulation agreements. The State's implementation of the Perkins IV Title I and Title II guidelines will be brought into alignment with these emerging articulation templates and

standards.9

7 Ibid, p 160. 8 Ibid, p 119. 9 Ibid, p 119.

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The California State Plan for CTE, 2008-2012, also calls for any secondary or postsecondary institution in a Tech Prep Consortium to submit data to the California Partnership for Achieving Student Success (Cal-PASS) on or before March 31, 2009.

Cal-PASS

Cal-PASS is an informational resource system that creates regional partnerships among K-12 schools, community colleges, and universities through the sharing of student transcripts and performance information. Currently, the Cal-PASS data set includes over 200 million student records with participation from over 4,000 California educational institutions. As of June 2008, 49 counties throughout the State have established Cal-PASS consortia. Participating institutions sign data sharing agreements within their consortium. They submit student-level data to a central Cal-PASS database with data encrypted to ensure all privacy requirements are met. While each student receives a unique identification number in the Cal-PASS system to allow tracking across segments, the database is used to track cohorts of students. Such tracking allows educators to understand what happens to students as they transition from one segment of the educational system to the next.

Cal-PASS also serves to assist partnering educational agencies in assessing the efficacy of their work by granting access to student outcome data, with the permission of the host intuition. This way, organizations that are working to improve student success and transition of students throughout the segments can determine the success of their efforts.10

Besides Tech Prep, other funding sources also require local educational agency (LEA) participation in Cal-PASS in order to receive funding. The other two funding sources associated with Cal-PASS are CTE Pathways Initiative and Perkins Title IC grants. To assist with this requirement, technical assistance is offered by Cal-PASS, local Consortia, and Tech Prep special projects to local partners for extracting and reporting the necessary data within the system and/or buying compatible reporting software during 2008-09.

10 Information provided by Executive Director of Cal-PASS on June 13, 2008.

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Two other initiatives that impact CTE are the California Longitudinal Pupil Achievement

Data System (CALPADS) and California Longitudinal Teacher Integrated Data Education System (CALTIDES). While K-12 districts participating in Tech Prep and the CTE Pathways Initiative will be asked to submit data to Cal-PASS, they will also need to comply with CALPADS due to federal guidelines from NCLB.

CALPADS-CALTIDES

CALPADS was designed to comply with federal accountability requirements under NCLB, stipulating that California must be able to track individual student enrollment history and achievement data over time. To enable California to meet federal requirements, Senate Bill 1453 (SB 1453) enacted in September 2002, requires: (1) assignment of a Statewide Student Identifier (SSID) as an individual, yet non-personally identifiable number to each K-12 student enrolled in a California public school; and (2) establishment of CALPADS that includes statewide assessment data, enrollment data, teacher assignment data, and other elements. In 2006, Senate Bill 1614 was also enacted, establishing CALTIDES to facilitate teacher assignment monitoring through automation and enable monitoring of Highly Qualified Teacher

requirements under NCLB.11

When operational, CALPADS-CALTIDES will be the foundation of California’s K-12 education data system. CALPADS will include student demographic, program participation, grade level, enrollment, course enrollment and completion, discipline, and statewide assessment data. CALPADS will also include teacher assignment data, which will be linked to teacher credential and authorization data in CALTIDES to be provided from the Commission on Teacher Credentialing.

Unlike Cal-PASS, CALPADS-CALTIDES data for public K-12 schools are not linked to student-level data from community colleges or postsecondary institutions. However, Cal-PASS data are restricted to the public and accessible only to those who sign data sharing agreements within a consortium. On the other hand, CALPADS data will be publicly accessible to those interested in program evaluation, assessing student achievement over time, creating reports to meet state and federal reporting requirements, and creating ad hoc data reports. CALPADS also provides local educational agencies (LEAs) access to longitudinal data and reports on their own students, and immediate access to information on new students, enabling them to place students appropriately and to determine whether any assessments are necessary.

It is uncertain how mandatory Cal-PASS participation to receive Tech Prep and CTE Pathways Initiative funds coupled with federal NCLB data mandates for public K-12 institutions will affect participation of secondary institutions. Because of multiple data sharing requirements, it is possible that some K-12 districts may decline to participate in Tech Prep Consortia or other CTE programs. Keeping State and federal data mandates in mind, the statewide evaluator of the CTE Pathways Initiative will coordinate with Cal-PASS and CALPADS to streamline efforts when requesting data from grantees.

Data Collection The Chancellor’s Office required 2005-06 grantees to submit quarterly activity reports along

with quarterly finance reports. For the evaluation, all quarterly activity reports were reviewed. Most grantees completed the activity reports in a timely manner. In some instances, however, submissions were incomplete, completed incorrectly, or missing. Project coordinators were

11 California Department of Education (2008) California Longitudinal Pupil Achievement Data System (CALPADS).

Retrieved on May 25, 2008, from http://www.cde.ca.gov/ds/sp/cl/index.asp

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contacted in these instances and some were unclear how to report their data, and others were not sure who to contact for clarification.

Difficulty in determining how to meaningfully report the unique circumstances surrounding their particular project was a common problem reported by grantees. For example, the question, ―How many students were served?‖ was asked on several of the quarterly activity reports. Depending on how ―served‖ is interpreted, different numbers could be reported describing the same set of circumstances. For example, for a new curriculum developed, one could count all students exposed to it or only those who completed a course. How to answer the question of number of students served is particularly murky when service to students is more indirect as is the case with equipment purchased. The number of students who used the equipment may have been included in the total numbers served by some grantees, but not by others. The result is difficulty in aggregating these numbers across sites to achieve a meaningful representation of ―total students served.‖

Dosage of a grant-related activity is another complicating factor in the compilation of numbers served data. While the quantity of grant-related activities is important, it should not be the sole criterion at the expense of quality. Using the Faculty and Counseling Work Experience grants to illustrate, projects ranged from a few-hour site visit with an industry partner, to a ten-week full-immersion work experience. Projects that involved less intensive activities were able to serve more people. Focusing solely on ―number served‖ data would result in the erroneous conclusion that those with less intensive activities had accomplished more with their funding than their more time- and resource-demanding counterparts. In short, looking only at counts, whether of numbers served, courses developed, activities completed, etc., results in an incomplete picture and should be interpreted with caution.

Another common source of confusion has been the cumulative way in which data were reported. The 2005-06 quarterly activity reports asked grantees to provide ―running totals‖ of relevant indicators. Using the indicator, ―number of new courses developed‖ as an example, if a grantee developed three new courses in the first quarter and one in the second quarter, then the second quarter’s report should reflect the summation of courses developed in both/all quarters, totaling four. Most grantees provided the cumulative data requested, but some reported only what they had accomplished during a given quarter’s reporting period. This type of error was usually apparent to the evaluators and was corrected. However, occasionally a grantee reported what appeared to be cumulative data for some indicators and quarter-specific data for others. Efforts were made to correct such inconsistencies, yet caution is warranted in interpreting aggregated data across grantees.

One final issue is that the reporting quarters did not coincide with the academic calendar, posing another challenge to grantees as how to account for students participating in programs during a semester. For example, should students participating in a career pathways course during fall semester be reported once in quarter 1 (June 1 – September 15) and then again in quarter 2 (September 15 – December 31). Grantees appeared to interpret and answer this question in different ways.

Given these data issues, the recommendations in Chapter 4 include lessons learned from the 2005-06 grantees regarding data collection for the benefit of future CTE Pathways Initiative grantee cohorts.

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CHAPTER 1 2005-06 COHORT

All 2005-06 CTE Pathways Initiative grantees must submit quarterly activity reports to the Chancellor’s Office addressing their grant-specific data indicators. There are between seven and 14 indicators depending on the grant type (Quick Start Partnerships – 14 indicators, Strengthening CTE Programs – 13, Career Exploration for Middle School Students – 7, Faculty and Counselor Work Experience – 8). All 30 data indicators and their corresponding aggregated data are displayed in Appendix 1. A table of 2005-06 grantees by community college region is provided in Appendix 2. The aggregated data highlights are:

Almost 100,000 students were served by the 2005-06 grants;

Over 2,000 students participated in worksite learning opportunities such as internships and job shadowing;

3,247 faculty members participated in over 17,000 hours of professional development activities;

212 new courses were developed; another 220 courses were revised/expanded;

199 courses were aligned between educational levels;

89 new articulation agreements were created;

34 new certificate programs were developed;

Over 650 partnerships/linkages with business and industry were developed; and

1,144 outreach activities were provided.

Data for this report were gathered from site visits (including interviews and focus groups), key informant interviews with CTE stakeholders, along with review of quarterly activity reports. The implementation of CTE programs, lessons learned, and factors that contributed to success are noteworthy for future cohorts.

Six grant categories were funded in 2005-06: (1) Quick Start Partnerships; (2) Strengthening CTE Programs; (3) Career Exploration for Middle School Students; (4) Faculty and Counselor Work Experience; (5) Regional Curriculum Alignment (also called Statewide Career Pathways: School to College Articulation); and (6) Technical Assistance Center (TA Center). The six are divided into two groups: (1) grants that fund coordinated regional/local implementation, and (2) grants that support the State’s capacity building efforts including research and development (i.e., technical assistance center, regional curriculum alignment). The number of grants distributed, the total amount of grants by category, and the length of the grants are detailed in Table 1. A total of 58 grants received $20 million in funding, most of them for a two-year duration. The Chancellor’s Office monitored these grantees.

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Table 1 Number of 2005-06 CTE Pathways Initiative Grants, Amount, and Length by Grant Category

Grant Category

Number of

Grants

Total Amount of

Grants

Length of Grant

(months)

Coordinated Regional/Local Implementation

Quick Start Partnerships 25 $10,800,000 24

Strengthening CTE Programs 10 2,485,204 24

Career Exploration for Middle School Students 11 1,649,235 18

Faculty & Counselor Work Experience 10 499,652 18

Statewide Capacity Building/Research and Development (Infrastructure)

Regional Curriculum Alignment (Statewide Career Pathways) 1 (10 regions) $4,000,000 18

Technical Assistance Center 1 statewide 565,909 20

Total 58 $20,000,000

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Coordinated Regional/Local Implementation Grants This section discusses the four grants that fund coordinated regional/local implementation:

Quick Start Partnerships, Strengthening CTE Programs, Career Exploration for Middle School Students, and Faculty and Counselor Work Experience. Each category includes:

A description of the grant category (or categories);

An example of innovative strategies or exemplary partnerships. (The evaluation team selected the example grant sites because their stories of implementing CTE offer lessons that may benefit others. These sites are named because staff from each provided additional information or details beyond what was collected from site visits for the descriptions of innovative strategies or exemplary partnerships.); and

Data relating to the grant category (or categories).

Quick Start Partnerships Quick Start Partnerships were designed to enhance linkages in CTE pathways between high

schools and community colleges to: (1) increase new enrollments and student exploration in CTE and (2) create a pipeline of students entering career pathways in emerging industries. The key objectives of the Quick Start grants are to align CTE between high schools/regional occupational center or programs (ROCPs) with community colleges, to integrate career technical education programs with local businesses and emerging industries, to create more certificate programs in the identified areas, and to improve the quality of career counseling for secondary and community college students.

Quick Start projects focus on seven emerging industries of CTE that align with areas of the Economic and Workforce Development Program (EWD) Initiative.

1. Advanced Transportation Technologies includes educating the workforce in technology-driven transportation industries. Technicians are trained to meet emerging transportation technologies such as alternative fuels, alternative-fueled vehicles, wireless communications, and intelligent transportation;

2. Applied Competitive Technologies includes small- to medium-size manufacturing technologies, computer integrated manufacturing, and capacity to provide training and technical services to businesses in manufacturing;

3. BioTechnologies/BioSciences includes using both scientific and engineering principles to improve products and processes made from living systems;

4. Environment/Health/Safety/Homeland Security includes methods by which businesses handle, store, use, and dispose of hazardous wastes materials; regulation of air and water pollution; and minimization of waste production;

5. Geographic Information Systems (GIS)/Geographic Positioning Systems (GPS) includes GIS computer software that links geographic information in a digital format as well as GPS integration of positional information into a variety of geographic information applications;

6. Allied Health identifies workforce needs of health care delivery systems and develops solutions through a comprehensive problem solving process; and

7. Multimedia/Entertainment includes education for students to develop technological expertise for careers in communication, entertainment, and interactive learning.

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Innovative Strategies

The Orange County Animation Project The Challenge

Two of the Orange County Animation Project’s goals are to embed professional and academic standards to enhance skills crucial to animation work and to create a model for real world collaboration with experts outside the classroom. Although the Orange County Animation Project has industry partners, it has been difficult to provide a sufficient number of opportunities available for students to participate in internships or shadowing experiences. The project has grown from five participating high schools in 2004 (prior to the Quick Start Partnership funding) to 34 middle and high schools and three community colleges in the 2007-08 school year. In the fall 2007, approximately 43 teachers participated with 64 sections in animation offered. In Year Two, 1800 students participated in the Orange County Animation Project. Not only are the available internship/shadowing opportunities limited in relation to the number of students, it is difficult obtaining new connections in the industry. The animation and gaming industry has many proprietary and confidentiality issues that limit student access to such opportunities.

What They Accomplished

To increase the number of students who have access to professional animation experts, the Orange County Animation Project uses an interactive online community to facilitate connections. This online network of over 160 professionals from animation, filmmaking, and related fields includes animators from major studios such as Pixar, Sony, Disney, and DreamWorks. The animation professionals design beginning to advanced challenges (assignments) for students to develop. Fully aligned with national and state standards in fine arts, each challenge is designed to give students an engaging, creative task that focuses their work and their thinking on fundamental principles used by animators. The online community also connects high school students to peers, teachers, college students, and college instructors. Eleven Orange County high schools also have access to immediate, ongoing feedback with professional animators via videoconferencing. Participating students upload their work onto the online community to receive feedback at varying levels of the educational system in preparation for their videoconferencing session with a professional animator. Students and teachers in the animation classes then apply feedback to their own learning and strengthen the knowledge base and exposure to industry standards. Videoconferencing normally occurs every two weeks or as needed to review completed work. Animation professionals also provide short lessons (15-20 minutes) on various topics to students, usually prior to student critiques.

Some key findings from the local evaluation and site visit include:

11 high schools actively participated in the videoconferencing with professional animators;

176 high school students surveyed shared their work with professional animators (n=558);

Over 75 percent of teachers participating in the Orange County Animation Project use the online community and resources in their animation classes; and

Based on focus groups conducted (n=89), many students indicated that critiques were the most important aspects of their animation course.

How They Accomplished It

Rancho Santiago Community College and Orange County Department of Education (OCDE) leveraged their existing partnership to effectively meet the needs of this Quick Start grant. Rancho Santiago serves as the fiscal agent and partner while OCDE coordinates the Animation Project allowing for an effective collaboration. In addition to the partnerships developed with 17 school districts countywide, OCDE also formed partnerships with all four regional ROCPs in the county, four additional colleges/universities, The ACME Network, and multiple industry partners. These partnerships have been the cornerstone to support the creation of animation projects in K-12 learning environments that have developed pathways to prepare students for careers in animation, game production, and related industries.

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The key partner in linking professional animators to students via the online community was The ACME Network, partnering with OCDE since 2004, when the Orange County Animation Project launched with only five schools. This partnership was key to the creation of the animation project. Next Steps

The ACME Network will provide evening videoconferencing opportunities to accommodate students in evening community college courses.

The Quick Start funding has allowed the Orange County Animation Project to expand across the county. The vision is to integrate core content areas, such as science, math and language arts, with animation to create a robust small learning community. This would anchor the animation elective course more effectively with core curriculum.

As in a majority of projects, sustainability is key. Current funding will only allow for the Orange County Animation Project to continue in some of the participating school districts. Looking for additional funding to support existing services in current schools is vital to this partnership as they hope to maintain the momentum of the Orange County Animation Project.

Quick Start Partnerships Data In 2005-06, 25 colleges received Quick Start grant funding across all seven subject matter

areas: five in advanced transportation, five in applied competitive technology, five in biotechnologies/ biosciences, three in environmental technology, two in GIS/GPS, two in allied health occupations, and five in multimedia. Quick Start Partnership grantees were geographically dispersed across eight of the ten community college regions (not funded in Desert and Far North). Of the $20 million allotted for CTE grants, 54 percent went to Quick Start projects in 2005-2006. Grants ranged in amounts from $200,000 to $450,000. All grants required a 30 percent match (in-kind or cash).

Quick Start grantees were asked to submit quarterly activity reports to the Chancellor's office addressing 14 indicators. As of the time of this report, of the 25 colleges who received Quick Start grant funding in 2005-06, 16 had submitted current data (through December 2007). For the rest of the grantees, data from the most current quarterly activity reports on file were used. The evaluation team was unable to get data activity reports on four grantees in time for this report.

Between June 2006 and December 2007, Quick Start grantees reported:

72,963 students served; 12,866 new students enrolled in career technical education programs; 140 new courses developed; 145 new courses revised or expanded; 134 courses aligned between educational levels; 34 new certificate programs developed; 18 new articulation agreements developed; 412 new business/industry partnerships developed; 744 worksite-learning opportunities (e.g., internships, job shadowing, etc.) created; 1,193 instructors/faculty participating in curriculum alignment and articulation; 9,970 hours of technical assistance provided to Pathway projects at high schools/ROCPs; 2,485 faculty participating in professional development; 17,079 hours of professional development to faculty and counselors; and 1,144 outreach activities provided.

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Strengthening CTE Programs Strengthening CTE programs grants aim to strengthen and improve the quality of existing

CTE programs. Grantees target activities that expand and/or revise their course offerings to align with industry identified skills sets for high paying apprenticeships/employment. Utilizing a phased or sequenced approach, grantees strengthen their programs by articulating course work, aligning curricula, and developing broad-based advisory committees that link education with business, industry, and labor. In this manner, they are responsive to local and regional labor market demands. Projects build on existing effective practices, and must include broad-based advisory committees made up of a majority of business and industry representatives and representatives of participating high schools, ROCPs, community colleges, and labor. These projects must also be linked to the 15 industry sectors (described below), which reflect the intersection of California’s economic and educational needs.

1. Agriculture and Natural Resources includes services and products related to Agriculture Production; Agri-business; Ornamental Horticulture & Landscaping; Agriculture Mechanics, Power and Engineering; Forestry; Natural Resources and Rural Recreation;

2. Arts, Media and Entertainment includes services and products related to Visual and Performing Arts; Electronic and Multi-media Production; Film, Television and Radio; Printed Publications and Professional Sports;

3. Building Trades and Construction includes products and services related to Commercial and Institutional Construction and Structures; Heavy Construction, Building Materials Distribution and Residential Construction;

4. Energy and Utilities includes products and services related to the Petroleum Industry, Alternative Energy and Power Industry; and Utility Industry;

5. Engineering and Design includes products and services related to Engineering Analysis;

6. Fashion and Interiors includes products and services related to Apparel Design and Manufacturing, Commercial Interior Design and Furnishings; Residential Design and Furnishings; Textile Design and Manufacturing; and Textile Care and Maintenance;

7. Finance and Business includes products and services related to Financial Services; Real Estate Services and Business Management;

8. Health and Human Services includes products and services related to Dental Care; Medical Care; Pharmaceuticals; Biotechnology; and Preventive Practices and Fitness;

9. Hospitality, Tourism and Recreation includes products and services related to Amusement, Recreation and Special Events; Food Services; Lodging Services; Travel and Related Services and Recreational Sports;

10. Information Technology includes products and services related to Management Information Systems, Data Processing and Telecommunications;

11. Manufacturing and Product Development includes products and services related to Printing and Publishing, Consumer Product Manufacturing; Machine Tool Manufacturing; Computer and Electronics Products; Transportation Manufacturing; Equipment Manufacturing; Chemical Manufacturing and Industrial Materials Manufacturing;

12. Public and Private Education Services includes products and services related to Preschool, Elementary and Secondary Education; Colleges, Universities and Professional Education; Trade, Technical Education and Training; Child and Youth Services and Educational Support Services;

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13. Public Services includes products and services related to State and Local Government; Justice, Public Order and Safety; National Security and International Affairs; Religious and Civic Organizations and Social Services;

14. Retail and Wholesale Trade includes products and services related to Retail Sales, Distribution and Service; Wholesale Sales, Distribution and Service; Business Management and International Trade; and

15. Transportation includes products and services related to Air Transportation, Land Transportation and Water Transportation.

Partnerships and Capacity Building

Cabrillo Community College The Challenge

Cabrillo Community College is located in Santa Cruz County. As in many other communities, Santa Cruz is experiencing a disparity between the strong economic potential of CTE careers and the weakened educational infrastructure that is struggling to produce enough skilled CTE workers to meet current and future demand. Fire and police departments in the county are facing significant shortages, and other local employers need skilled workers in construction and mechanical trades. Yet the local educational pipeline does not adequately meet employer demands.

What They Accomplished

In collaboration with ROCP, Santa Cruz and Watsonville/Aptos Adult School, local industry partners and local LEAs, Cabrillo established a Tech Prep Consortium eight years ago. During this time, Cabrillo and their partners established six general career pathways as well as model Tech Prep programs in health careers, digital media, business, and marketing. Additionally, they have in place three well-established Partnership Academies from which they draw best practices and expand current pathways. Cabrillo has built strong partnerships, a track record of success, and a feeder system that begins at the middle school level and articulates through to Cabrillo.

One key aspect of Cabrillo’s success is the relationships they have established. These relationships are the foundation of a strong community collaborative that encourages various stakeholders to work together to address local industry needs. It is a symbiotic relationship that acknowledges the need to seek out initiatives that are common to all and leverage resources to meaningfully find solutions. Cabrillo’s Tech Prep Director stated:

It’s also about relationships within the county, knowing everybody- it opens up a lot of doors. We worked together so much that they know we want the best for the community. And we try to offer what the schools suggest and industry needs.

Another key aspect of Cabrillo’s success is their ability to engage industry partners to facilitate collaborative outcomes. Industry representatives are actively involved in the partnership even when the immediate outcomes are not directly related to their industry. There is a mutual understanding and commitment to the Tech Prep model and workforce development.

Utilizing this strong partnership as the foundation for their Tech Prep model, Cabrillo successfully applied for several CTE Pathways Initiative grants. Within the last three years, Cabrillo received a Quick Start (Multimedia/ Entertainment), two Strengthening CTE (Industrial Technology and Public Safety), a Career Exploration, and a Teacher Preparation Pipeline grant. Each of these grants has built the capacity of Cabrillo and its partners to meet local needs for a skilled workforce. Below are examples of how SB 70 funds are being used:

Start Early with Opportunities in Middle School

Funds from one of the two Strengthening CTE grants were critical in the formation of the Industrial Technology Careers Partnership. The Partnership piloted outreach to middle schools, including development of an Industrial Tech Careers video targeting middle school students. This and other

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career-related middle school activities resulted in a successful 7th/8th grade Career Exploration grant the following year.

With the Career Exploration grant, teachers receive training on infusing The Real Game California in up to five middle school sites. School have also hosted career days and career panels with Your Future Is Our Business, Santa Cruz County's business/education intermediary who work to expand career choices for students through direct contact with the working world (e.g., job shadowing, mentorships, etc.). Middle school counselors are now actively incorporating career pathway plans into student sessions.

Additionally, the college is partnering with ROCP and the County Office of Education to offer a summer Middle School Career Academy. The college provides space on campus for the academy, with ROCP providing oversight. The County Office of Education will provide a teacher and collect Average Daily Attendance (ADA), allowing them to sustain the program beyond the term of the grant. The Career Academy will be aligned with the Cabrillo Advancement Program (CAP), a program that provides $1000 college scholarships and summer academic programs to economically disadvantaged middle school students. CAP students will participate in the Middle School Career Academy, which will add a career exploration component. Engagement of the CAP ensures that the Career Academy will be accessible to economically disadvantaged students. The middle schools are enthusiastic about this opportunity to infuse CTE into their curriculum. The number of schools participating has increased beyond the number anticipated when the grant was written.

Stay Current with Industry Trends Digital Media and Entertainment is a rapidly evolving field. Instructors at the high school and

college levels are challenged to remain current with industry trends and keeping up with the industry’s tools. The Quick Start grant brought five colleges and their affiliated ROCPs and high schools together to explore ways in which a collaborative effort could raise skills and knowledge more effectively than would be possible if each college and high school attempted to do this independently. Working together they were able to aggregate training needs and negotiate with training vendors for lower prices. This allowed for higher quality training for less cost than would otherwise have been possible. The larger number of people with a shared need for training also made it economically feasible and desirable to have members of the consortium, once trained, to turn around and train other members. This strategy spreads the benefits of training far more widely.

Develop Pathways The Industrial Technology (Strengthening CTE) grant also brought together the Tech Prep

educational partners to focus on building an Industrial Technology pathway from middle school through high school and ROCP programs to three Cabrillo programs and to eventually lead into Cabrillo’s soon-to-be built Industrial Technology Education Center. So far, some of the successful grant activities have resulted in: 1. Four high school, ROCP, and college courses are aligned and articulation agreements have

been or are in the process of being signed. 2. A new high school program, the Mechanical, Engineering and Construction Academy, has

opened with a new aligned sequence of courses that include district, ROCP, and college courses building pathways into three of the college degrees and certificates.

Promote Regional Collaboration & Partnerships While each college and ROCP program has good local employer advisory committees, the Quick

Start grant allowed them all to come together across the Bay Area region, meet with employers that represent a larger cross section of Digital Media and Entertainment, and gain a regional perspective on workforce trends and needs to inform curricula and programs. Additionally, the two annual face-to-face faculty meetings supported by CCCConfer Conference meetings and a website resulted in dissemination of effective practices and better alignment between programs. It opened discussion for articulation, allowed time to map curriculum and certificate and degree programs. Regional faculty networks were formed and allowed “cross pollination” of ideas, research, and curriculum.

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The Industrial Technology Careers Partnership (ITCP) was formed composed of industry, labor, workforce development and education stakeholders. Over several meetings, two major priorities were agreed upon that will drive the work of the ITCP over the next several years: (1) Build CTE capacity locally and (2) Increase awareness and address the stigma of Industrial Technology careers. Additionally, this grant galvanized the countywide educational systems into developing a CTE countywide plan that was adopted by all of the middle school, high school, and college school boards. Cabrillo’s proposal to create the CTE Community Collaborative was informed by 53 industry representatives from the Industrial Technology Careers Partnership.

Promote Public Safety Careers & Involve Students Using funds from one of two Strengthening CTE grants that Cabrillo received, a Public Safety

Careers Partnership was formed from all law enforcement, fire protection, and related agencies, ROCP, Cabrillo, adult schools, Workforce Investment Board, and Employment Development Department. The partnership met and selected three areas of focus: Recruitment, pre-service and in-service instructional program development, and training facilities. A DVD promoting CTE programs including public safety was developed.

An advisory board composed of high school students was formed for the high school public safety programs. Students on the board interviewed fire fighters and police officers and then advised on the development of the public safety academy program.

Next Steps During the 2006-07 school year, based upon their mutual experiences, the partners again aligned their

efforts and expanded their vision for CTE. Working closely together they drafted a countywide plan, Building Brighter Futures 1.0, A Career and Technical Education (CTE) Capacity Building Plan for Santa Cruz County. The plan was presented and has now been formally adopted by Cabrillo College, the County Office of Education and four main high school/middle school district school boards. This has resulted in a renewed focus on the need and advantages of Career Technical Education and the beginning of building a coordinated inter-segmental system. The plan has been the foundation for several grant efforts at the K-12 level as well as leading into a natural next step with the formation of and recently awarded CTE Community Collaborative, Workforce Innovations, and Supplemental grants. This funding will allow the partners to continue to refine the component parts required for an aligned and well developed CTE pathway program model within and across districts. The CTE Community Collaborative will expand current and develop new model programs that:

Are responsive to present and future workforce needs;

Engage local and regional employers;

Begin career exploration activities early and continuously;

Support academic and career skill building taught in the context of careers; and

Prepare students to utilize CTE post-secondary training, including two- and four-year college programs leading to high skill/high wage laddered careers for the students of Santa Cruz County, while strengthening mutually beneficial inter-segmental working partnerships.

Strengthening CTE Data

In 2005-06, ten Strengthening CTE grants were awarded to nine community colleges across the 15 approved industries: two in Building Trades and Construction, one in Health and Human Services, one in Hospitality, two in Manufacturing and Product Development, one in Public and Private Education Services, one in Retail and Wholesale Trade, and two in Transportation. Amounts of funding ranged from $235,000 to $250,000. Strengthening CTE recipients were geographically disbursed throughout the State. Grantees were located in five of the ten community college regions. San Diego Community College District received two Strengthening CTE grants. Approximately 12 percent of SB 70 funds were allocated to Strengthening CTE grantees ($2.4 million) in 2005-06, and 43 percent ($8.5 million) in 2006-07.

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Strengthening CTE grantees were required to submit quarterly data activity reports addressing 13 indicators. The data below summarize information from September 15, 2006 through December 31, 2007 on nine out of the ten 2005-06 Strengthening CTE grantees. To date, one grantee has not yet submitted a current activity report.

Between September 2006 and December 2007, Strengthening CTE grantees reported:

8,903 students served; 46 new courses were developed; 27 courses were revised or expanded; 65 courses were aligned between educational levels; 8 new certificate programs were developed; 97 new business and industry partnerships were developed; 762 faculty members participated in one or more of the 122 professional development

activities that were offered; 16 new innovative courses developed; 213 student internships, student competitions, and/or job shadowing opportunities were

provided; and 2,069 students participated in student internships, student competitions, and/or job shadowing

opportunities were provided.

Career Exploration for Middle School Students The Career Exploration for Middle School Students grant category funded projects that

create, improve, or expand middle school career exploration and awareness activities, programs, curriculum, and/or events that can be replicated regionally or statewide. Projects are to develop curriculum for career awareness and exploration strategies. The overarching goal is to implement highly visible, high impact projects that can provide a model for career exploration and awareness in middle schools throughout California.

Exemplary Partnerships

College of the Sequoias The Challenge

Located in Central California, College of the Sequoias (COS) along with the Tulare County Office of Education, COS Tech Prep Consortium, and Tulare County Workforce Investment Board all work together to coordinate, leverage, and maximize multiple funding streams (e.g., Tech Prep, VTEA, AB 1802, and SB 70, among others) for career technical education. The Dean of Academic Services at COS and the School-to-Career Project Director at the Tulare County Office of Education meet regularly to discuss the various components of their comprehensive pathway from middle school through to the workforce.

What They Accomplished College of the Sequoias is involved in implementing four CTE Pathways Initiative grants—(1) Quick Start

Partnerships in Advanced Transportation Technologies; (2) Career Exploration for Middle School Students; and (3) Faculty and Counselor Work Experience; and (4) Strengthening CTE Programs.

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Below are examples of how CTE Pathways Initiative funds are treated as a part of a larger vision:

Spark Student Interest in Careers Early Tulare County’s sixth annual COOL Night, held in March 2008, was designed for middle school

students and their parents to explore high school, college, and career opportunities. High school and college students, professionals from the local community as well as representatives from Tulare County high schools and local colleges were present to answer questions. Information for middle school students included: jobs and career opportunities, college entrance requirements, and high school campus life.

Coordinated by the COS Tech Prep Coordinator, the 12th annual Giant Tech Prep Expo was held on April 3, 2008. Approximately 550 high school students (16 years and older) from 27 schools in Tulare and Kings Counties gathered at College of the Sequoias in Visalia for a day of events and competitions. Students competed for certificates and cash prizes in 33 different events. In addition, approximately 90 students from three middle schools participated in career exploration activities. Event organizers included: COS, Kings and Tulare County Offices of Education, Kings ROP, Tulare County Office of Education, Tulare County Organization for Vocational Education, Tulare County School-to-Career, Visalia Unified School District, West Hills Tech Prep Consortium, and College of the Sequoias Tech Prep Consortium.

Partner with High Schools With Quick Start funds, COS implemented project-based learning on alternative fuels in four high

schools. Students were tasked to convert a go-cart with a gas-powered engine into a solar-powered vehicle, while also learning about electric vehicle conversions and bio-diesel.

In addition, project staff provided alternative fuels outreach activities to 19 schools throughout the region, and provided class orientation and hydrogen fuel model demonstration kits to 72 classroom teachers.

Assess Skills and Prepare Students for the Workforce COS provided WorkKeys assessments for over 150 students enrolled in industrial maintenance,

welding, automotive, and environmental control technology. The program established benchmarks for students in determining their levels in applied mathematics, applied technology, and locating information. Each student was given a certificate from the local Workforce Investment Board (WIB). The college has now partnered with the WIB to offer KeyTrains as an online distance education course for individuals who wish to increase their WorkKeys assessment scores.

College of the Sequoias is becoming a leader in the development of WorkKeys assessment and profiling for the business community. The college is working with the local WIBs in Tulare and Kings County on creating an assessment and training center. The college is actively assessing students in a variety of CTE programs and providing training to improve WorkKeys scores. Partnering with the new Basic Skills Initiative, COS is partnering with the mathematics and writing centers to provide students with basic skills training to improve their workplace skills. The college provides WorkKeys profilers who work with local companies to profile their workplace needs to establish baseline WorkKey levels. Profiling will continue as the college brings more partners into the program. The goal of the program is to assess entering manufacturing students, provide intervention/training to increase assessment scores, provide advanced manufacturing training, and provide apprenticeship opportunities for students working with local manufacturers.

In collaboration with the San Joaquin County WorkNet; WIBs in Madera, Merced, Fresno, Kern, Inyo and Mono and Tulare Counties, Alliance WorkNet in Stanislaus County, Kings County Job Training Office, Mother Lode WIB along with the California Partnership for the San Joaquin Valley and Work Keys, the Central California Work Readiness Certificate is available for students certifying they have completed WorkKeys assessments with earned scores in applied mathematics, locating information, and reading for information.

Prepare Faculty/Counselors through Meaningful Experiences Seventeen employers from targeted industry sectors (advanced manufacturing, agriculture

science, transportation, printing, graphics and environmental technologies) provided work experience and career pathway information to 22 educators. A joint research project to identify and learn more about local targeted industry sectors successfully partnered high school and college

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staff with counselors. A summer job shadow and internship program for high school students started in summer 2008 via linkages created by the staff.

Promote Partnerships and Learning In June 2007, Quick Start funds provided project partners with a chance to co-host a regional

discussion on alternative fuels and agriculture issues surrounding this growing industry. With support from local industry and governmental partners, more than 150 community members and students were assembled for a full day of discussion and hands-on learning about alternative fuels and technologies in their communities. Approximately 45 teachers and 32 students joined industry representatives on this day, creating connections not otherwise possible.

The college hosted a regional apprenticeship information workshop with the Coordinator of Apprenticeship and the Vice Chancellor of the Division of Economic Development and Workforce Preparation from the Chancellor’s Office. The workshop was well attended with several local companies wanting to have employees enrolled in an apprentice program with the district. COS is also in the process of forming a Joint Apprenticeship Committee (JAC) which is the first step in setting up an apprenticeship program.

How They Accomplished It

College of the Sequoias is a prime example of a college’s ability to bring partners together in developing a comprehensive CTE program. Working closely with the School-to-Career Project Director at the Tulare County Office of Education, and local industry groups, manufacturing companies, and local WIBs, the college has formed a solid foundation of partners to continue to promote and improve career technical education in their community.

The COS Tech Prep Consortium meets monthly with representatives from 22 high schools in Tulare and Kings Counties. Attendance at the monthly consortium meetings has grown as reports by staff and partners have brought to life pathway discussions and articulation/curriculum needs. Last year, an articulation workshop was convened where 125 high school and community college faculty members developed over 100 articulation agreements to begin to bridge the gap between the K-12 and Community College systems.

Instrumental in creating a pathway from the college to the workplace are the WorkKeys assessments and profiler. WorkKeys "connects the dots" between employers and potential employees. If the employers do not know what kind of skills they are looking for, it is difficult for the education system to train students to be ready for the workplace. By assessing local workplace and training needs and preparing students to have those particular skills, the number of qualified applicants and therefore the number of "successful" students increased.

COS and partnering agencies also maximize their resources through strategic planning. For example, a new high school with a health care careers focus—scheduled to open in fall 2008—is adjacent to their new college campus (Tulare Center), and a middle school will be on the high school site. It is also one of the few community colleges with a research facility. Students learn about alternative fuels in the classroom and also in the field. The college has a 500-acre school farm utilized by students to gain practical hands-on experience in agriculture. As part of the farming operation, students planted a test plot of canola as an alternative fuel project. The college plans to continue utilizing the farming operation to explore different alternative fuel crops for the production of ethanol and bio-diesel.

Next Steps

For 2007-08, the newly funded College of the Sequoias CTE Community Collaborative Project directly aligns and blends this region-wide economic development effort with the unique needs of the Tulare-Kings County service area. This initiative aligns with a demand-driven education and workforce system that includes high quality career, technical and academic education that supports targeted industry clusters including: (1) Advanced Manufacturing; (2) Allied Health and Medical Care; and (3) Environmental Technologies. Recognition of the this region’s central proximity to the rest of the State, combined with a potential pool of trained and educated labor, will allow partners to attract many businesses to the Central Valley.

Working collaboratively, the College of the Sequoias Tech Prep Consortium, will build upon strategic linkages in further expanding middle school exploration, enhancing CTE articulation with high school and adult schools, connecting students, teachers, and counselors to real world work experiences and leveraging professional development opportunities for education and joint advisory membership in the region. The Community Collaborative Project will create awareness, diagnose student skill acquisition

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and provide valuable resources to consortium partners that are critical for supporting advanced technology and emerging labor market solutions. The issues of increasing population and economic growth warrant effective and immediate solutions based on real world application and sustained by education and training.

COS also received a $40,000 augmentation and extension for their Quick Start program to continue working on alternative fuels training and technology.

The brand new health careers academy high school opening in fall 2008 will be a model site for health care career pathways. High school students from the academy will visit Live Oaks Middle School health care career students, building a bridge between the middle and high schools and promoting the pathway.

Career Exploration Data Funding for Career Exploration and Development projects occurred in two grant periods.

Beginning in 2005-06, 11 proposals were funded at $150,000 each, totaling approximately $1,650,000. The funding performance period for the initial 11 awards is from September 15, 2006 through March 15, 2008. In 2006-07, a second round of funding for Career Exploration and Development grants involved 19 additional award recipients for a total of approximately $2,850,000. The performance period for the second round of awards began October 31, 2007 and continues through April 30, 2009.

Career Exploration grantees were asked to submit quarterly activity reports to the Chancellor's Office addressing seven indicators. As of the time of this report, eight of the 11 districts that received funding in 2005-06, had submitted current data (through December 2007). For the rest of the grantees, data from the most current quarterly activity reports on file were used.

Between September 2006 and December 2007, Career Exploration grantees reported:

8,903 students served; 17,450 students served; 26 new courses developed; 48 existing courses revised or expanded; 1,893 students completing individual counseling sessions; 3,596 Students indicating career-focus interest and potential plans for future education; 83 innovative systems and concepts developed; and 305 workshops, field trips, etc., were provided.

Faculty and Counselor Work Experience

This grant category aims to provide business- and industry-based work experience to community college, high school, and ROCP faculty and counselors to improve their work with students by incorporating new skill sets, methods, information, and lessons learned to meet industry standards. Faculty and counselors at the secondary and postsecondary level work together on these projects, to be trained by industry in new and emerging technologies and workforce skill needs.

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The key objectives of the Faculty and Counselor Work Experience grants are to enable college, high school, and ROCP faculty and counselors to provide students with current theory and practice as required in business and industry. In addition, the grant enables colleges, high schools, and ROCPs to provide students with up-to-date job competencies, requirements, and opportunities; expands personal linkages and exchanges between community colleges, high schools, ROCPs, and the private sector; upgrades the technical skills of community college, high school, and ROCP instructors and counselors as related to industry; and implements skill sets, methods, information, and lessons learned that meet industry standards and, where appropriate, involves the local or state academic senates.

Exemplary Partnerships

Glendale Community College The Challenge

How do communities coordinate, leverage, and maximize multiple funding streams (e.g., Tech Prep, VTEA, AB 1802, and SB 70 among others) for career technical education? For Glendale and the neighboring cities of Burbank and La Cañada, they continue to work together and build from the foundation started by federal School-to-Work funds. School district staff and city councils from these three cities along with Glendale Community College (GCC), Verdugo Workforce Investment Board, and other community stakeholders began meeting in 1994. They formed the Verdugo School-to-Career Coalition (VSTCC) with 52 community stakeholders as part of the federal application for School-to-Work grant funding (which they received in 1995). Since the mid-1990s, VSTCC members (many members have been involved since 1995) meet quarterly to discuss and strategize ways to partner with business and youth service organizations to plan policy, programs, and support services that respond to changing workforce needs. The following is one of the Coalition’s goals:

One hundred percent of our graduates will be engaged in additional education or meaningful employment of their choice within six months of graduation, prepared for the changing nature of work. By enabling all students to achieve to their highest academic potential and demonstrate workplace competencies, all students will be able to compete for high-wage, high-skilled jobs in the global marketplace.

When funding opportunities become available, the Coalition meets and discusses how best to pursue these opportunities, which entities have capacity to implement, and how these funds will fill gaps or needs in their communities.

What They Accomplished

Glendale Community College is involved in implementing three CTE Pathways Initiative grants—(1) Quick Start Partnership in Applied Competitive Technologies in Manufacturing; (2) Career Exploration for Middle School Students; and (3) Faculty and Counselor Work Experience. GCC partners with Glendale Unified School District (GUSD), local employers such as Jet Propulsion Laboratory (JPL), AutoCAD, HAAS, and California State University, Northridge (CSUN). Although, these are three separate grants, the three project directors work together to maximize their resources, offer streamlined programs to students, inform faculty and counselors about their programs, and build continuity and unobstructed pathways for students. Below are examples of how CTE Pathways Initiative funds are treated as a part of a larger vision:

Prepare Faculty/Counselors through Meaningful Experiences

Glendale Community College built upon an existing Quick Start Partnership Grant in Applied Competitive Technologies by proposing an intensive 10-week program to better prepare faculty. GCC received $50,000 for the CTE Pathways Initiative Faculty & Counselor Work Experience grant. Again, expanding upon an existing relationship with JPL who already offered GCC student internship opportunities. With the Faculty grant, JPL selected four GCC faculty members for positions in the Summer Faculty Research Program for Summer 2007. These paid fellowships ($12,000 per faculty) assigned the faculty member to a JPL mentor for 10-12 weeks (40 hours per week) of full-immersion at a JPL worksite. JPL supplemented the activity with a full program of

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seminars and laboratory tours designed to give each fellow an overview of the rich variety of work that takes place at JPL. Faculty members were compensated for the summer fellowship only after completion of the evaluation and dissemination of the information to high school and college faculty and counselors. Each of the four faculty members continues to work with JPL staff in some capacity:

o The photography instructor interned at JPL’s Image Processing Laboratory to create digital planetarium presentations of the Mars rover’s journeys using images taken by the rovers. GCC has a planetarium on campus. This instructor continues to work with JPL, recommending GCC students for JPL’s Student Independent Research Internship in digital imaging.

o The oceanography instructor continues to work with JPL’s ocean science and ocean outreach groups as a grant partner to develop curriculum for a new general education college course on climate change. This instructor authored an article on JPL’s ocean surface topography missions in an issue of NASA’s Earth Observer Newsletter. In addition, she was invited to attend the June 15, 2008 launch of the Ocean Surface Topography Mission on the Jason 2 satellite, which among other goals, will improve measures of global sea-level changes.

o The astronomy instructor worked with a JPL scientist who specializes in characterization of Near Earth Objects (e.g., comets, asteroids). During the faculty internship, Somers conducted front line research at Table Mountain Observatory in Wrightwood, California, on the Near Earth Environment, which is strewn with asteroids, comets, and other debris, which are potentially hazardous to Earth. This instructor and his JPL mentor submitted a research grant application to continue this work. If funded, GCC students will be able to participate in this research project.

o The physics and astronomy instructor worked with Interactive Data Language (IDL) programming and the Radio Science Group, which studies atmosphere, rings, and the “structure” of the gravitational field around Saturn for the Cassini Mission at JPL. IDL programming is necessary in order to conduct scientific research at NASA and JPL. As a result of this faculty member’s internship, JPL and GCC will work together to develop an online IDL course at GCC. JPL would refer people to the GCC’s IDL online course prior to doing research projects or participating in their summer Fellowship Internship program. This instructor maintains contact with the Radio Science Group and will work on a scientific paper with the group.

Strategically aligning with requirements of AB 1802 to include career counseling, Glendale’s Career Exploration grant focused on providing resources to middle school counselors to help them comply with AB 1802 while leveraging funds from the CTE Pathways Initiative. Partnering with GCC’s career center staff, counselors from all Glendale and Burbank Unified middle schools were invited to two half-day Middle School Counselors Career Workshops in March 2008. During the workshops, GCC staff provided overviews of career development, career decision-making, and the career process along with tutorials about how to use GCC Career Resources. Counselors also completed the Myers-Briggs Type Indicator. In addition, middle school counselors were invited to Counselors’ Day at GCC, originally designed for high school counselors. It was the first time Counselors’ Day included activities designed specifically to meet the needs of middle school counselors.

Spark Student Interest in Careers Early

On April 27, 2007, 28 teams for a total of 210 students from five elementary and three middle schools competed in the first annual FIRST Lego League (FLL) Regional Robotics Competition, made possible with Quick Start funds. Students from Glendale elementary and middle schools along with their adult mentors attended weekly workshops held at GCC in collaboration with CSUN to build Lego robots. A CSUN professor also provided an eight-hour workshop for teachers about starting a robotics team at their schools, how to integrate math and science using robotics as a tool, and also how to build robots. These competitions aim to spark student interest in robotics as well as enhance team building and problem solving skills. Students from Crescenta Valley High

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School (CVHS) and Clark Magnet High School (CMHS) already compete in annual For Inspiration and Recognition of Science and Technology (FIRST) Robotics competitions, with support from Glendale Community College CTE faculty, counselors, students, as well as former FIRST robotics team students and JPL mentors. In addition, the grant enabled mentoring on many levels. For example, GCC students mentored local high school students. High school students then mentored middle school students who in turn mentored elementary age students on building their robots. Teachers and counselors also mentored one another across elementary, middle, and high schools as well as with GCC.

Also as part of the Quick Start grant, a team of CMHS students created and tested an underwater remote operated vehicle (ROV), which they entered into the Regional ROV Competition in San Diego in April 2007. In 2008, another team of Clark students used CAD design and product rapid prototyping to develop another underwater ROV to compete in the Marine Advanced Technology Education (MATE) Center’s “ROV Fly-Off.” Students received technical assistance and mentoring from GCC’s engineering and manufacturing faculty during the planning, design, and fabrication process.

Promoting Unobstructed Career Pathways Glendale College offers “Jump Start”—an early college enrollment opportunity, allowing high

school juniors and seniors to take classes at GCC while still enrolled at their high school. With Quick Start funds, 65 students in grades 10-12 participated in the “Introduction to Engineering” course at Clark Magnet High. Students were enrolled in the “Jump Start” at GCC and received dual credit from both the high school’s ROCP and three units in college credit. In order to prevent “double dipping” for funding at both the high school and community college, these courses alternated as either ROP or GCC college credit. That way, only ADA was received for the ROCP course or GCC collected FTE as a college course. In addition, articulation agreements based on credit-by-exam and/or outside certification boards between GCC and GUSD were completed in five courses related to engineering and technology.

Through partnerships and collaboration, a link was made with the ROCP in biotechnology at CVHS to participate in Pasadena City College’s Quick Start grant in Biotechnologies/Biosciences. GUSD’s Director of Instructional Support shares, “We will partner with whichever community college has the strongest program and pathway for our students.”

How They Accomplished It Besides having infrastructure of partnerships through the Verdugo School-to-Career Coalition to help plan

and prioritize CTE, key staff at both GCC and GUSD and surrounding communities also played important roles in leveraging multiple funding streams. Individuals involved in implementing CTE Pathways Initiative grants have worked together for many years. Familiar with their communities, local economic conditions, existing business and industry partners, needs of students and faculty, these leaders are also savvy about maximizing different sources of CTE funding.

At Glendale Unified for 15 years and a member of VSTCC, the district’s Director of Instructional Support Services is also responsible for ROCP. Because of these responsibilities and years of experience, this person is instrumental in providing GCC access to K-12 students and developing career pathways for students, especially at Clark Magnet High School. At GCC since 1980, the Associate Dean of Instructional Services and Workforce Development is also the Director of the Glendale Tech Prep Consortium and member of VSTCC. Bringing years of experience, this person also serves as Project Director for the Quick Start grant. In addition, she works closely with other Tech Prep and SB 70 directors and coordinators through monthly meetings convened by the Los Angeles/Orange County Regional Consortium. Another example is the Coordinator for Employment Development/Business Partnerships who has been at GUSD for 11 years and also serves as Project Director for the Career Exploration grant. Through many years of experience working with local business and industry, this project director is aware of the gaps and needs of students, faculty/counselors and other stakeholders, which can be filled using SB 70 and other CTE funds. These three individuals work together and with the VSTCC to strategize how best to utilize Tech Prep, ROCP and also CTE Pathways Initiative funds to further career technical education in their communities.

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When SB 70 funds became available to expand CTE in California, these individuals were instrumental in determining how best to fill CTE gaps in the community and leverage resources to maximize opportunities for students, faculty, and the community.

Next Steps Glendale Community College partnered with Pasadena City College for the 2007-08 Community

Collaborative grants. This grant continues the four grant areas of:

7th & 8th Grade Career Exploration in the 15 Industry Sectors

Instructional and Counseling Faculty Externships in Business and Industry

Counseling and Instructional Faculty Professional Development Training

Strengthening CTE Sectors throughout Glendale Community College and Pasadena City College communities that they serve. The two colleges consider their main strengths to be in manufacturing engineering & robotics, biotechnology, multimedia, and culinary/hospitality.

GCC is also in the process of aligning all GUSD and Burbank Unified School District (BUSD) CTE and ROCP courses with the college’s CTE programs so that a K-12 student will have an educational plan that spans from grade 7 through grade 14. GCC then has grades 12 - 16 education plans by career pathway major. ASSIST course equivalencies will also be used as part of this effort.

Faculty and Counselor Work Experience Data Ten Faculty and Counselor Work Experience grants were funded in 2005-06 ($499,652), and

another seven were funded in 2006-07 ($349,998). The grantees are geographically dispersed across seven of the ten California community college regions, spanning an area from San Diego and up into the Interior Bay area. There were no applicants from Regions 1 (Far North), 2 (North), and 3 (Bay).

Faculty and Counselor Work Experience grantees were asked to submit quarterly activity reports to the Chancellor's Office addressing eight indicators. The data below summarize information from December 15, 2006 through December 31, 2007. As of the time of this report, of the ten districts that received funding in 2005-06, four had submitted current data (through December 2007). For the rest of the grantees, data from the most current quarterly activity reports were used. The evaluation team was unable to get data from quarterly activity reports from four grantees at the time of this report.

Between December 2006 and December 2007, Faculty and Counselor Work Experience grantees reported:

109 people participated in work experience project; 40 high school/ROCP faculty; 21 high school/ROCP counselors; 24 college faculty; 6 college counselors; 18 academic faculty; 148 partnerships and linkages developed; 51 businesses providing work experience sites; and $11,700 funding leveraged (cash and in-kind) from business and industry.

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Statewide Capacity Building/Research and Development (Infrastructure) In this section, the two infrastructure grant categories of Regional Curriculum Alignment

(Statewide Career Pathways: School to College Articulation) and the Technical Assistance Center are described.

Regional Curriculum Alignment or Statewide Career Pathways is coordinated by the

Academic Senate12 for California Community Colleges. The Academic Senate established an infrastructure and processes for the articulation of secondary CTE classes (in high schools and ROCPs) with community college courses. The Statewide Career Pathways project is charged with developing articulation templates, providing guidance on local articulation agreements, developing a state repository of articulation agreements, facilitating dialogue, and conducting outreach.

To support development of articulation templates, nearly 40 Discipline Work Groups were convened to date with 318 secondary and college faculty members, and these work groups drafted more than 90 templates for articulation. More than 1500 faculty members statewide provided input to the proposed templates. These templates include typical course content, activities and objectives for the courses most frequently offered at both levels. The templates serve to simplify and encourage local development of articulation agreements across California. More discipline groups will be convened to develop additional templates in the coming year. All 15 career pathways have been included.

In terms of outreach, the project has invested resources in various venues. For example, the website, www.statewidepathways.org is a repository of articulation templates and offers articulation resources. This website serves to systematize articulation, as directed by the CTE Pathways Initiative and the State Plan for CTE. When articulation agreements are written based on the templates, they will be available on the site. Because the State Plan directs colleges to use the project’s templates and system, the project held training sessions for local Tech Prep Directors and provided them with resources such as a new Handbook for Articulating with Secondary Schools and ROCPs, which encourages them to host local/regional articulation events and shows faculty how the templates can streamline their articulation efforts. The project has also made presentations to over 35 critical groups statewide (e.g., CCC Association of Occupational Educators; state articulation officers; Educating for Careers conference; ARCHES (P-16); chief instructional officers; CCC Board of Governors; Student Services conference; California ROCP; Partnership Academy conference; the Academic Senate for CCCs, Regional Consortia; Tri-Valley Educational Collaborative; industry-sector organizations such as automotive, industrial and technology and agriculture; Vocational Education Leadership Institute; counseling conferences; school administrators and county superintendents, etc).

The project’s Steering Committee with representatives from the CDE, the Chancellor’s Office, Tech Prep, articulation professionals, secondary and college level teachers and administrators, is marketing the project internally to schools and colleges, to inform teachers, counselors, students and parents about opportunities for enrolling in articulated classes. Taking outreach beyond the school setting, the committee decided that a wider, external marketing campaign was needed to encourage high school students to plan for their futures by exploring the CTE programs in California’s schools and colleges. A marketing firm developed a six-month marketing campaign including radio ads (in Spanish and English), posters, web banners and public relations. The advertising directs the targeted audience (teens and their parents) to the new website, www.whodouwant2b.com. The website is intended to stimulate interest in careers and educational opportunities and includes student and graduate testimonials about careers in

12 Information about the Statewide Career Pathways project was provided by the Vice President, Academic Senate

for the California Community Colleges, June 4, 2008.

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the 15 pathways, the True Colors self survey and information about an array of careers. The website, which will be expanded in the coming months to provide more information, has been visited more than 4800 times (as of May 2008).

The infrastructure that has been developed under this grant will be institutionalized through the CTE State Plan, which directs colleges that receive federal Perkins funding to make use of the articulation processes and templates. The databases of templates and agreements, the systematic articulation processes, the articulation handbook, the ongoing training, the outreach to educators, students and parents, and the coordination of efforts between secondary and college practitioners will support the sustainability and high level of participation.

The Technical Assistance (TA) Center is intended to create, improve and expand the capacity of all California Community Colleges, high schools, and ROCPs to optimize their program improvements related to the CTE Pathways Initiative. The TA Center is envisioned to provide a single point-of-contact for information about effective CTE programs and services. In addition, the TA Center is to serve individuals in the public education system who are involved with planning, developing, and delivering CTE and training programs in workforce development. The grantee is to provide technical assistance to faculty and counselors statewide, both at the secondary and postsecondary level, and also make its resources available to other career technical education providers and workforce development organizations. The TA Center is primarily intended as a capacity-building resource available to all CTE practitioners. In addition, the Center will be a repository for best practices, and provide information on available CTE resources.

The Center will specialize in two distinct areas, which in sum encapsulate the goals of CTE Pathways Initiative projects: career pathways and work-based learning. The Center will achieve efficiencies in the expenditure of state funds for CTE reform by eliminating the need for redundant local quests for models, resources, and research.

The State Center Consortium in Fresno is the grantee responsible for the TA Center and developed the website: www.CTEOneStop.org. In addition, newsletters and other resources are available on the website.

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CHAPTER 2 2006-07 GRANTEES

This chapter describes the new grant categories added during 2006-07. If a grant category was described in Chapter 1, it will not appear in this chapter (e.g., Career Exploration, Faculty and Counselor Work Experience). The information presented is based on preliminary findings of 2006-07 grantees. A table of 2006-07 grantees by community college region is provided in Appendix 3.

In 2006-07, a total of 88 grants received funding under the CTE Pathways Initiative. Most grants were for a two-year duration. The WestEd evaluation team conducted site visits with 14 2006-07 grantees from November 2007 to May 2008. The number of grants distributed, the total amount of grants by category, and the length of the grants are detailed in Table 2. Many of these grantees also received grants in 2005-06.

Table 2 Number of 2006-07 CTE Pathways Initiative Grants, Amount,

and Length by Grant Category

Grant Category

Number of

Grants

Total Amount of

Grants

Length of Grant

(months)

Coordinated Regional/Local Implementation

Strengthening CTE Programs 39 $9,727,254 24

Teacher Preparation Pipeline* 15 3,800,846 12

Career Exploration for Middle School 19 2,847,787 24

Health Occupation Preparation and Education (HOPE)* 3 998,962

Faculty & Counselor Work Experience 7 349,998 18

Career Advancement Academy Planning Grants* 3 150,000 6

Statewide Capacity Building/Research and Development (Infrastructure)

Articulation with Four-Year Institutions* 1 statewide $750,000 21

Evaluation* 1 statewide 574,028 18

Total 88 $19,198,275

*Newly introduced grant categories in 2006-07.

The new grant categories added were: Teacher Preparation Pipeline (TPP),

Career Advancement Academy (CAA) planning grants, and Health Occupations Preparation and Education (HOPE) in the group for coordinated regional/local implementation grants. To support statewide capacity building including research and development, two grants—Articulation with Four-Year Institutions and Evaluation—were added in 2006-07. These new grant categories are described below as two groups (e.g., coordinated regional/local implementation and statewide capacity building/research and development).

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Coordinated Regional/Local Implementation Grants

Health Occupation Preparation and Education (HOPE) HOPE projects were designed to provide students with a center of learning regarding

opportunities for careers in a variety of allied health programs, to provide ongoing support services for students currently enrolled in allied health programs, and to identify and align community colleges to partner high school students for career exploration in health care.

The HOPE Project reaches out to partnering high schools to increase student interest in a wide variety of potential career opportunities available in the health care field. The HOPE grantees focus on the following objectives:

1. Develop an on-campus health preparation learning community/facility modeled after the MESA (Math, Engineering, and Sciences Achievement) Program for prospective and current health occupation students;

2. Establish a physical on-campus location to serve as the site for housing the health preparation learning community/facility;

3. Provide appropriate project oversight by a knowledgeable allied health professional dedicated to coordinating and overseeing the project;

4. Provide dedicated counselors for students in the project to develop educational plans as well as other success strategies through counseling and student support services;

5. Link with the work experience coordinator to develop mentorships, internships and work experience placements for students interested in health careers; and

6. Provide outreach to the campus community and surrounding high schools by developing a website, disseminating marketing materials, offering monthly meeting, establishing linkages with high schools, and providing an annual career fair.

In 2006-07, three community colleges received HOPE grant funding. HOPE grantees were located in the following community college regions: two in the Interior Bay and one in the Desert. Of the $20 million allotted for CTE grants, nearly $1 million went to the HOPE grantees. Each site was awarded approximately $333,000 per year.

HOPE Grantees

The Challenge The three grantees implemented a variety of strategies to address the proposed objectives of HOPE

Projects in developing a learning center, recruiting students, minimizing attrition, and providing student support services for those in allied health career pathways. The following are some of the highlights from HOPE Project sites.

What They Accomplished

Career and Job Fairs Allied health job and career fairs were a major effort made to reach out and start to prepare high school

students for careers in health occupations. In addition to standard booths of representatives from the health care industry, one HOPE Project offered breakout sessions on learning skills and interactive demonstrations given by students enrolled in allied health programs at the community college. Breakout sessions included topics such as developing résumés, interviewing skills, and choosing careers in health care. The Allied Job and Career Fair was attended by 240 students from 12 feeder high schools. In addition, over 120 allied health students from the community college volunteered and attended the Career Fair.

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Another HOPE Project partnered with a community agency to hold a health expo for high school students. The expo secured 28 vendors including local hospitals and health care organizations. Approximately 80 students from a partnering high school were invited to attend a workshop event before the expo began. Community college students and the community were also invited to attend the expo.

Maximize Out of School Time–Summer One HOPE Project site is currently planning its Health Care Career Academy that will be held over a

five-week period starting in mid-June 2008. Fifty students from five local high schools have been selected to participate in the academy. The purpose of the academy is to introduce students to a variety of careers in health care, provide them with opportunities to explore health care careers, and provide them with strategies to success in health occupation educational programs. The course will include hands-on activities, field trips to health care agencies, and job shadowing. Students who complete the academy will receive three units of college credit and 10 units of elective high school credit.

Recruit Students While all the sites created activities to retain allied health students, one project site developed an Allied

Health Retention Committee to develop strategies to increase student retention. One of the strategies identified has been to administer the Community College Survey of Student Engagement in selected classes with the intention of making data driven decisions. Survey results will be available in the summer. Another site provided a link from the community college’s health science department to the HOPE project site, which provides information on the center for careers in allied health programs and contact information.

Support Students One HOPE Project provided tutorial services to students who did not pass the Test of Essential

Academic Skills (TEAS test). An additional tutorial program on basic skills will also be offered for students participating in the psychiatric technician program. This same project developed an Emergency Fund committee and created award criteria. This HOPE Emergency Fund has yielded support to students in extreme financial need. To date, 18 students representing eight health science programs have received funding.

Career Advancement Academy Planning Grants The Career Advancement Academies (CAA) is a partnership program among community

colleges, K-12 districts, and local industries. Three model regional CAA programs operating in major population centers across the State were funded in 2006-07. These pilot programs were designed to establish pipelines for undereducated, underemployed youth and young adults, giving them the opportunity to increase their performance levels in reading, writing, and mathematics, and obtain career technical training skills leading to careers and additional higher education opportunities. The projects draw on the ability of the workforce system to provide linkages with business and industry for career pathways linked to regional growth occupations. The workforce system is also instrumental in designing and implementing broad-based outreach, providing individual support and case management, and employment links to businesses and labor, including apprenticeships.

Through this funding participating colleges create effective Basic Skills programs, combining skills development with career orientation, leading to short-term career training that is linked to continuing college and career pathways in industry sectors with high employment opportunities in the service areas. Each project is designed to serve as a prototype offering instruction in remedial/developmental education and industry-driven occupational training. The projects were expected to enroll substantial numbers of targeted young adults and to incorporate independent evaluation to conduct assessments regarding student success and challenges faced. Additionally, the projects are designed to be self-sustaining after the grant funds are no long available.

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The lead community college districts for the three model academies funded are: Peralta in the northern region, State Center in the central region, and Los Angeles in the south. Each project was awarded a $50,000 Planning Grant for the six-month period, from April 1, 2007 through September 30, 2007. The planning grants were intended to help the programs establish partnerships and procedures to more effectively implement the primary CAA grant. The three grantees pooled resources to fund Public/Private Ventures (P/PV) to serve as their external local evaluator.

In April 2008, P/PV staff visited nine of the 25 total campuses and spoke with staff from 11 CAA programs. The interviews included a different mix of faculty, partners and college staff for each CAA program. P/PV staff also conducted six focus groups with student participants: three in Los Angeles, two in East Bay and one Central Valley.

Based on site visits, interviews, and a document review, P/PV noted that each region has approached the implementation of the academies differently providing a wide range of promising efforts that will help shape the direction of the initiative over the next year.

Career Advancement Academies

The Challenge The Career Advancement Academies are charged with reaching out to populations who are historically

underserved and to recruit potential students who would not otherwise come to college, have multiple barriers to postsecondary education, and by definition are under-prepared and “disconnected.” This poses a real recruiting challenge for colleges, which generally have not attempted to do this in the past. P/PV provided the information (below) about grantees based on their preliminary evaluation findings from site visits and focus groups/interviews.

Students were recruited in a variety of ways including through relationships with local Workforce Investment Boards, Cal Works, adult and alternative schools, EOP services, community-based organizations, and through attracting students who had shown an interest in basic skills courses at the various college campuses. In one case, recruitment was accomplished in close cooperation with an employer that referred potential students to the college who had failed their employment test and were still interested in pursuing jobs. Another program used an extensive media advertisement campaign on Spanish radio, which seemed to be an effective recruitment strategy for Spanish-speaking students.

What They Accomplished

Provide Internships, Job Shadowing, and Apprenticeships Utilities employer PG&E held a week-long employer orientation for students in the Power Pathway

program.

The hands-on aspects of one program enabled students to make products such as a tool box, which they could take to their job interviews.

One college had a partnership with a community-based organization providing teacher training experiences in their after school program.

Another grantee promoted connections to the health care union as well nursing homes and assistance with job placement and interviewing.

Contextualize Courses The contextualization of courses was accomplished in different ways—ranging from redesigning

courses with industry-related materials, having faculty gain exposure to industries through site visits and industry briefings, adapting existing contextualized courses developed by partner organizations, and integrating sector specific text books. Activities are aimed at helping students work on areas where they have struggled in the past.

One college’s PG&E Power Pathway, for example, combines contextualized English and math along with a Career Exploration course to help with soft skills and job readiness training as well as electricity

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basics and body conditioning to help students prepare for the physical demands required of many entry jobs in the power industry. The Power Pathway involves a strong link with industry and employment opportunities for successful graduates. The potential of employment upon completion of the program is a very positive incentive for students.

At the same college, the Wood Technology class is highly contextualized and provides a Spanish-speaking instructor familiar with the basics of the trade as well as the language to assist students with math and reading. The instructor also meets with the ESL instructor to review content for the ESL for Skilled Trade class that accompanies the Wood Technology class.

Contextualization of classes was still under development at another college, but students with whom P/PV staff spoke were very enthusiastic about the basic skills boost they were getting in the CAA classes. They were also enthusiastic about the chance that they have been given to enroll in school, an opportunity that many indicated would not have been possible without CAA.

In Central Valley, the colleges that P/PV visited are making progress setting up career pathways and contextualized courses. At one college, where P/PV evaluation staff had a chance to talk with students in the automotive program, the combination of instruction in basic auto mechanics, computers and some contextualized writing and reading needed for auto maintenance seemed to be working well for the students. As in another college, the cohort seemed strong and this group of students also felt that they would not have had a chance for college, had it not been for CAA.

One college’s teacher training program built its work of contextualizing curriculum on their highly successful work with the petroleum industry. Working closely with Cal State, faculty were connecting courses to the sector as well as linking to skills required to enter the four-year teacher-training track.

Offering the courses for credit, non-credit or not-for-credit seemed to influence how rapidly a course can be offered and had implications for the fiscal risk of the class. Thus, P/PV staff saw a mix of credit, non-credit, and not-for-credit classes established for the basic skills offerings depending on the situation.

Wrap Around Services Wrap around services were provided across the campuses visited in various ways. One approach was

to partner with community-based organizations. For example, the TRIAD involves a strong partnership with the Los Angeles Youth Opportunity Movement (LA YOM) and the One Source Centers. The LA YOM provides recruitment, transportation and some support services, while the One Source Centers help with recruitment and the Wilshire-Metro Work Source Center provides space for the instruction.

At another college, a strong partnership with Urban University, results in a counselor/coach attending classes with the cohort of students, developing relationships with the students and bringing specific resources to assist with such issues as child care, transportation and housing. Likewise at a different college, a regional counseling center provides wrap around services and has a counselor coach attend classes with students. Several programs in Central Valley have developed relationships with the WIBs and CalWORKs, which are providing support services to eligible students.

Cohorts The students whom P/PV spoke to in focus groups were formed into cohorts traveling through the same

set of classes together. Without exception, students thought the support provided by the other members of the cohort was critical to their success. Faculty members, many of whom had taught in standard basic skills courses, valued the cohort concept as well and indicated that the students were more motivated to learn and seemed less likely to drop out when in the cohort.

Career Advancement Academies Data

The three regional Career Advancement Academies each received $50,000 planning grants in 2006-07. Based upon successful infrastructure development, each CAA was then awarded approximately one-third of $5,000,000 per year for implementation. Awards were for a maximum period of three years, subject to demonstration of grant-defined outcomes. For the

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2007-08 program year, participating governmental and industry partners have provided $2,967,534 in matching funds.

CAA sites work closely with evaluator P/PV and Cal-PASS, a non-profit initiative that collects, analyzes and shares student data in order to track performance and improve success from elementary school through university. Cal-PASS presented an opportunity for the sites to marry the student information collected by respective Community College registrar’s offices with additional data fields related to the CAA program and services. Cal-PASS is assisting CAA directors’ develop evaluation tools and procedures. The sites use Cal-PASS customized data fields to collect achievement and persistence of these students in the community college system and beyond on a longitudinal basis. The recent agreement between Cal-PASS and California’s Employment Development Department should enable the CAAs to track students as they enter the workforce. Using customized fields in the Cal-PASS database, CAA consortia also will be able to assess the effects of different referral sources and compare pre-admission and post-completion student assessments.

Through this process, the CAA sites are collecting data needed to answer collective evaluation questions beyond that currently collected by the colleges or required by the terms and conditions of the CAA request for applications. Fall and spring 2007-08 data will be uploaded to Cal-PASS by late June 2008 and full MIS data for colleges obtained by Cal-PASS in late August 2008. Analysis of the data should be complete by fall 2008.

Many 2006-07 grantees received funding in fall 2007 and therefore have had less than one year to implement their programs. Additional time would help provide more detailed information about their implementation status, lessons learned, highlights, and findings.

Teacher Preparation Pipeline The Teacher Preparation Pipeline (TPP) is a partnership program among community

colleges, K-12 districts, California State Universities and the University of California to align career-technical education curriculum and student support services in order to establish pipelines for students interested in teaching in today’s CTE fields.

TPP is intended to address the need for teachers in CTE programs. The goal for TPP is to create pathways through which students interested in pursuing a teaching career can begin to do so at a community college. TPP grantees in conjunction with baccalaureate granting institutions, ROCPs, and local high schools establish pathways that prepare students to teach in various CTE industry sectors. Students will begin their teacher preparation at the community college and then transfer to a four-year institution to complete necessary upper division coursework.

Teacher Preparation Pipeline

The Challenge The Teacher Preparation Pipeline program focuses on recruiting students interested in high school/ROCP or

community college CTE teaching careers and also increasing awareness about teacher preparation pathways. Stated in the request for applications, TPP grantees must address the following objectives:

Engage faculty and staff (high schools and/or ROCPs, community college, and four-year institutions) in curriculum development activities that result in courses that are part of a CTE teacher preparation pathway;

Strengthen mathematics, science, and English language arts components of courses included in the CTE teacher preparation pathways;

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Increase awareness of teacher preparation at the community colleges and include outreach and recruitment of current CTE professionals who may be interested in CTE teaching careers at the high school/ROCP or community college. Outreach should include efforts to inform technically skilled professionals of CTE teacher training opportunities; and

Identify the minimum number of students expected to demonstrate intent to complete a teacher preparation pathway and enroll students in community college courses that are part of the pathway.

What They Accomplished

Outreach through Online Resources One college developed a website (www.cabrillo.edu/academics/education) for students and the

community to access information about career pathways, coursework, and about the Teacher Preparation Pipeline grant. The website also includes a mission statement about the TPP program, a description of the partners involved, and opportunities for students resulting from grant funds. For example, students receive: (1) academic transfer advisement; (2) educational counseling on teacher pathways; (3) field placement in a K-12, CTE, or community college class; (4) stipends for teaching or tutoring in a classroom; (5) club mentoring relationships; (6) information on supportive educational services (e.g., financial aid); (7) CBEST preparation course; and (8) guaranteed transfer to many four-year universities.

Another college also offers a website (www.teachertrac.com) describing their Teacher TRAC program which includes services, programs, and pathways for students interested in teaching K-12.

Integrating CTE One TPP grantee formally integrated CTE topics into the curriculum of existing teacher preparation

courses and also infused examples of how to teach CTE for students with different learning styles. In addition, a document was developed that maps CTE teacher credentialing requirements and career pathways spanning high school, ROCP, community college, and four-year institutions for use by counselors and educational advisors. This college also presented three teaching career pathways workshops for aspiring CTE teachers and counselors.

With regard to strengthening math and science components of courses included in the CTE TPP, one college worked closely the math and science departments to identify community college students interested in becoming teachers. These students enrolled in teacher preparation courses and completed at least one CTE course. The grantee noted that one student developed and taught contextualized math modules in college Medical Assisting and Industrial Technology CTE classes.

Staff Development At another TPP college, automotive technology, welding, and woodworking instructors at both the high

school and community college levels participated in six professional development sessions to analyze and review pedagogical approaches based on proven teaching practices. A total of 15 faculty members (i.e., six from ROCP and 9 from the community college) came together to discuss curriculum, instructional challenges and techniques, student learning styles, and visited each other’s classrooms to identify differences and similarities between the high school and community college settings.

Teacher Preparation Pipeline Data Sixteen community colleges received TPP grants between March 15, 2007 and July 31, 2008.

Amounts of funding ranged from $120,000 to $350,000. TPP recipients were geographically disbursed throughout the State. Grantees were located in seven of the ten community college regions. Neither San Diego nor the Far North regions received a TPP grant. Approximately 20 percent of CTE Pathways Initiative funds were allocated to TPP grantees ($3.8 million) in 2006-07.

During fall 2008, it is a priority of the evaluation team to conduct site visits and gather additional information about the Teacher Preparation Pipeline grantees.

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Statewide Capacity Building/Research and Development (Infrastructure) This section provides information about the two 2006-07 grantees that support capacity building

along with research and development: the Articulation with Four-Year Institutions project and the Evaluation. Each project is described below with highlights of accomplishments.

Articulation with Four-Year Institutions South Orange County Community College District (SOCCCD) in partnership with the

System Office of the California Community Colleges, the Center for Student Success (CSS) of the Research and Planning Group of California Community Colleges, and Cal-PASS is conducting the Articulation with Four-Year Institutions study.

The following is a summary of the project’s progress to date, investigating two- to four-year CTE articulation and issues such as transferability of CTE course work, portability of credits recognized by four-year institutions, and degree of consistency in prerequisite requirements and credit recognized for community college course work. Additional expected project outcomes included documentation and assessment of existing model articulation agreements and identification of new strategies for developing articulation agreements for CTE sectors and career pathways, particularly in areas with limited or no existing connections.

The work plan was adjusted in spring 2008 following budget cuts. Accordingly, the quantitative analysis of existing majors and pathways was temporarily put on hold. Meanwhile, work progressed with a comprehensive literature review that provided background and context for the other study components; and a qualitative analysis assessing the state of CTE transfer from two- to four-year institutions (2/4 year transfer) in California. Specifically, the project components addressed the following questions:

1. What research has been conducted to date on the state of CTE 2/4 year transfer and what has been learned from this work?

2. What is actually in place in California in terms of community college CTE programs by enrollment and completion?

3. What are the obstacles to and opportunities for 2/4 year transfer within CTE sectors and overall? What is working and can it be replicated?

The draft literature review was completed at the end of May 2008. The quantitative research generated information about enrollment and awards, while the mapping of articulation agreements was put on hold due to budget cuts. The qualitative research completed about half the work required to make a preliminary assessment of the state of CTE transfer in California.

Evaluation The evaluation is an 18-month grant, renewable starting in 2008-09. Coast Community

College District in partnership with WestEd is conducting the statewide evaluation of CTE Pathways Initiative. The evaluation aims to provide information about the ongoing achievement of objectives and activities (formative); gather information about the final outcomes or products of the projects (summative); determine ongoing technical assistance needs; and identify promising practices.

Year One of the Evaluation

The evaluation began in August 2007 and focused on gathering information through 32 grantee site visits conducted from November 2007 to May 2008, reviewing grant proposals and quarterly activity reports from 2005-06 grantees. This cohort offered more lessons due to their longer duration of implementation. Much of the information provided in this report is from the data collected by the evaluation team.

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Site Visits

In conducting the site visits, the evaluation team selected grantees taking into account geographic representation and the number of CTE Pathways Initiative grants. This first round of site visits focused on community colleges or community college districts with more than two grants. It was of interest to observe how grant sites managed and implemented multiple CTE Pathways Initiative grants. Also, these grantees offered examples illustrating if and/or how they leveraged different funding sources to build comprehensive CTE programs in their communities. A table of site visits is presented in Appendix 5.

Challenges in Data Collection Challenges encountered during Year One of the evaluation relate to data collection.

Some issues were presented in the Data Collection section on page 6, which were specific to data available through grantees’ completed quarterly activity reports. While 2005-06 CTE Pathways Initiative grantees submitted quarterly activity reports, some grantees in the 2006-07 cohort submitted bi-annual reports using different reporting forms. Different data reporting forms with varying reporting periods make comparability across grant categories more difficult. In addition, baseline data to document any existing CTE activities or programs prior to grantees receiving CTE Pathways Initiative funds in 2005-06 and 2006-07 were not collected. Without baseline data, it is difficult to monitor change resulting from CTE Pathways Initiative funds. The evaluation team proposes recommendations in Chapter 4 related to data collection.

In addition, as more grantees were added in 2006-07 and again in 2007-08, it is important to prioritize the focus of the evaluation. With 58 grantees in 2005-06 across four funding categories, the evaluation was focused on this cohort to gather the bulk of implementation information. However, with an additional 88 grantees in 2006-07 and almost 300 new grantees in 2007-08, the evaluation will need to evolve to meet designated priorities set by the Chancellor’s Office and CDE or other CTE stakeholders.

Accomplishments for the Evaluation Presentations were made to CTE Pathways Initiative grantees and others interested in

learning about the statewide evaluation at the California Community College Association for Occupational Education (CCCAOE) conference in October 2007 and at the Educating for Careers Conference in February 2008. In addition, an Access database has been developed to maintain all grant proposals, quarterly activity reports, grantee sites, project director and contact information, region designation, funding amount, evaluation notes, and other pertinent information related to all cohorts of CTE Pathways Initiative grantees. This database will have the flexibility to add new information as appropriate and needed.

The evaluation team will continue meeting regularly with CCCCO and CDE staff to provide updates of the evaluation process and plan for data collection of current and future CTE Pathways Initiative grantees.

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CHAPTER 3 COHORT 3 - 2007-08 GRANTEES

Funds for CTE Pathways Initiative grants more than doubled from $20 million for 2006-07 grantees to $42 million for 2007-08 grantees. Likewise the capacity to make grants has more than doubled since the first 2005-06 cohort. For 2006-07, five new grant categories were added. This chapter provides information about the new grant categories offered in 2007-08. A table of 2007-08 grantees by community college region is provided in Appendix 4.

In 2007, the Chancellor’s Office and CDE together restructured, expanded, and devised a five-year plan for the CTE Pathways Initiative funds. The plan included six thematic areas as described below along with notes regarding when the grant categories were or will be implemented:

I. Career Planning and Development: This category encompasses the Career Exploration for Middle School Students from cohort 1 (2005-06) and cohort 2 (2006-07). It is intended that K-12 districts will work with local colleges and Economic and Workforce Development Centers to develop and implement model projects providing career exploration relating to CTE as well as future employment opportunities. In addition, grantees are to promote opportunities for middle school students to participate in career awareness, career exploration, and occupationally specific experiences, and develop a high school educational plan that incorporates postsecondary and career goals.

II. Career Pathways and Articulation: This category encompasses the Workforce Innovation Partnerships from cohort 3 (2007-08), Quick Start Partnerships (cohort 1), CTE Sector - Construction (cohort 3), Entrepre-neurship Career Pathway (cohort 3), K-12 Health Pathways (cohort 3), Health Occupations Preparation and Education (HOPE) (cohorts 2 and 3), CTE Online (cohort 3), and Statewide Career Pathways: Creating School to College Articulation (cohort 1). Together these grants intend to: (a) increase the number and quality of career pathways and CTE courses that link high school and ROCP career technical education and community college vocational programs and (b) increase student enrollment in high school CTE programs to provide opportunities to enter community college or the workforce.

III. New Program Development: This category encompasses the California Partnership Academies and expansion (cohort 3) and the Career Advancement Academies (cohorts 2 and 3). It is intended these grantees will develop model programs and capacity for enrolling CTE students that addresses unmet needs in key student groups. In addition, they will increase CTE enrollment and utilize promising and effective practices and methodologies.

IV. Expanding Business and Industry Engagement in CTE: This category encompasses the Connection to Economic and Workforce Development Hubs (cohort 3); CTE Business and Industry Advisory Committees

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(postponed), and Career Technical Education Student Organizations (CTSOs) (postponed). Together these grants are intended to increase the participation of business and industry in CTE in the following areas: (a) Work experience, work-based learning, job shadowing, community classrooms, cooperative vocational education, and internships; (b) Skills identification and certification; (c) Career pathways and program/curricula design; (d) Pre-high school career education; (e) Currency with labor market demand and economic trends; (f) Increase membership and level of participation in student-business organizations such as SkillsUSA, Health Occupations Students of America (HOSA), etc.; and (g) Build a statewide system to link business and economic development with CTE.

V. CTE Teacher Recruitment and Professional Development: This category encompasses the Teacher and Faculty Work Experience (cohorts 1 and 2)—renamed Teacher and Faculty Externship in Business and Industry in the five-year plan, In-Service Workshops (A-G) (cohort 3); New Teacher Workshop (postponed), Professional Development (postponed), Teacher Preparation Pipeline (cohorts 2 and 3), and Leadership Development (postponed). These grantees are to: increase the number of students (from high school/ROCP/community colleges and from business/industry/labor/military) in teacher preparation programs that will lead to greater number of CTE teachers who are prepared to be successful in the classroom, develop various in-service strategies for new teachers, leadership development, A-G workshops, CTE Online, and other CTE professional development activities, and connect with the Commission on Teacher Credentialing to coordinate efforts.

VI. Capacity Building and Research and Evaluation: This category includes the: Evaluation (cohort 2) and Technical Assistance Center (cohort 1). These grantees are to provide strategic leadership in system development through capacity building, research, and evaluation.

Categories in the five-year plan evolved somewhat since they were presented and approved in October 2007. As a result of feedback from the field and from the Legislative Analyst’s Office about how CTE Pathways Initiative funds were allocated in the past, grant opportunities in 2007-08 focused on improving: equity, distribution, coherence, partnership balance, local/regional ―ownership,‖ and sustainability.

As of June 2008, approximately 292 grantees received SB 70 funds in 2007-08. Some grants have a different fiscal year (e.g., HOPE) of 2008-09. Table 3 presents the number of 2007-08 grantees, the amount of funding and the duration of the grant. Following the table are descriptions of the new grant categories for 2007-08.

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Table 3 Number of 2007-08 CTE Pathways Initiative Grants, Amount, and Length by Grant Category

Grant Category

Number of

Grants

Total Amount of

Grants

Length of Grant (months)

Coordinated Regional/Local Implementation

CTE Community Collaborative (CC)* 49 $20,300,000 18

CTE CC Supplemental* 21 1,650,000 18

Workforce Innovation Partnerships* 13

Career Advancement Academies (CAA) Institutionalization 3 5,000,000 12

CA Partnerships Academies (CPA)* 50 3,766,000

12

CPA expand* 55 12

K-12 Health Pathways* (CA Health Science Capacity Building Project)

19 2,500,000 13

Entrepreneurship Career Pathway* 33 2,000,000 6

Teacher Preparation Pipeline 9 1,600,000 12

Construction Industry Sector Career Pathways Regional Projects* 3 1,500,000 24

Quick Start Partnerships 25 1,000,000 6

Health Occupation Preparation and Education Program (HOPE) 3 1,000,000 12

Subtotal 282 $40,316,000

Statewide Capacity Building/Research and Development (Infrastructure)

Career Technical Education Liaison, Initiative Hub* 8 $1,000,000 12

CTE Online Standards Integration and Model Curriculum Project* 1 500,000 12

In-Service Workshops (A-G)* 1 150,000 12

Subtotal 10 1,650,000

Total 292 $41,966,000

*Newly introduced grant categories in 2007-08 under CTE Pathways Initiative

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2007-08 Cohort – Description of Grant Categories This section provides descriptions of new CTE Pathways Initiative grant categories from

requests for applications (RFAs) for 2007-08.

Community Collaborative Projects In 2007-08, four CTE Pathways Initiative grant categories—Quick Start Partnerships,

Strengthening CTE, Career Exploration for Middle School Students, and Faculty and Counselor Work Experience—were combined into one grant category, the CTE Community Collaborative Grants. The goal of this grant is to fund CTE Community Collaboratives throughout the State to establish locally-based groups, which can provide coordinated and strategic leadership for CTE efforts. CDE and the Chancellor’s Office approved local CTE Community Collaboratives and invited them to submit applications for this RFA. The CTE Community Collaboratives were pre-approved to ensure all required partners were involved—community colleges, K-12, ROCPs, and adult schools as well as other appropriate partners—to create a seamless system of CTE between postsecondary and secondary education. The Collaborative was also required to have a shared management/steering committee in place to provide planning, coordination and board advisory oversight.

The purpose of the CTE Community Collaborative Project is to establish or enhance projects comprised of the following four program areas:

1. Career Exploration Development for 7th and 8th Grade Students focus on projects that create, improve, or expand middle school career exploration and awareness activities, program curriculum, and/or events that can be replicated.

2. Career Technical Education Sectors are projects that will reestablish or strengthen existing programs in any of the 15 industry sectors identified by the CDE by developing model programs, articulating course work, aligning curriculum, and developing advisory committees to link education with business, industry, and labor.

3. Teacher and Faculty Externships with Business and Industry focus on projects that provide business- and industry-based work experience to community college, high school, and ROCP teachers/faculty to improve their work by incorporating new skill sets, methods, information, and lessons learned to meet industry standards.

4. Professional Development in CTE to focus on Human Resource capacity development such as instruction, instructional support, administrative support, and guidance.

Over $17.5 million was allotted to fund 49 CTE Community Collaborative Grants grant awards. Each grantee was funded for approximately $369,000 for an 18-month period. Projects also required a ten percent match to program funding (cash or in-kind). The funded grantees include high schools, ROCPs, community colleges, and adult education that have partnered with local businesses, workforce investment boards, youth councils, economic development agencies, and other non-profits. CTE Community Collaborative grantees were geographically dispersed across all ten of the community college regions.

Workforce Innovation Partnership and Supplemental Funding Two additional funding opportunities were offered to CTE Community Collaboratives:

Workforce Innovative Partnerships and Supplemental Grants. To be considered for these additional funding opportunities, applications had to be submitted along with the CTE Community Collaborative grant.

The intent of the Workforce Innovation Partnership grant is to develop projects such as the 2 + 2 programs, early college high school, and middle college and create career pathways aligned with the selected Economic Development Strategic areas to prepare the future workforce in California. The priority areas included are:

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Advanced Transportation Technologies;

Applied Competitive Technologies/Manufacturing;

Biotechnologies/Biosciences;

Environment, Health, Safety, and Homeland Security;

Geographic Information Systems (GIS)/Geographic Positioning Systems (GPS);

Allied Health Occupations; and

Multimedia/Entertainment.

The Supplemental grant funds are to supplement the CTE Community Collaborative funding by expanding one or more of the four component areas:

1. Career Exploration Development for 7th and 8th Grade Students; 2. Career Technical Education Sectors; 3. Teacher and Faculty Externships with Business and Industry; and 4. Professional Development in CTE.

Nearly $2 million was awarded across 13 Workforce Innovative Partnership grants, with each individual grant totaling approximately $150,000 for the 18-month period. With the $2 million allotted for the Supplemental funding, a total of 21 sites were awarded. Only one site was awarded $37,500, while the remaining 20 were awarded approximately $100,000 each for the 18-month period. Both the Workforce Innovative Partnership and the Supplemental Grants required a ten percent match (in-kind or cash).

California Partnership Academy (CPA) Program The California Partnership Academy model is a three-year program for grades 10–12 and

structured as a school-within-a-school. Fashioned after the Philadelphia Academies of the late 1960s, California’s partnership academies made a debut in the San Francisco Bay Area in the 1980s. Academies create a close, family-like atmosphere in which academic and career-technical education are integrated, and viable business and postsecondary partnerships are established. Emphasis is placed on student achievement with an eye to the future; decisive postsecondary educational focus and refined career plans are valued goals. California partnership academies have been carefully evaluated and shown to have a beneficial impact on school performance.

A California partnership academy is required to include the following elements:

Voluntary teams of both students and teachers who share an interest in the career focus of the academy and work together for an extended period of time.

Career focus. The career-technical focus of an academy is determined by an analysis of the local labor market, particularly fields that are growing and healthy, offer oppor-tunities with career mobility, and feature companies willing to support the program. The CTE focus is broad, targeting industries rather than specific jobs. Students can view all aspects of the focus industry as they investigate career possibilities of personal interest.

Curriculum. The curriculum is focused on a career field and coordinated with related academic and career-technical classes. The integration of an academic and career-tech-nical curriculum, aligned with the academic and career-technical education standards, is a key ingredient.

Staffing. Teachers ask to participate in the program usually because of an interest in the career theme of the academy and/or an interest in working with a team of teachers in a collegial atmosphere. Teachers are required to have a common planning period to meet regularly to: (a) plan the program activities and curriculum; (b) coordinate with business representatives; (c) meet with parents; and (d) assess student and program progress.

Student selection. Students voluntarily apply, are interviewed, and are selected on the basis of need and interest. About 50-60 students are typically selected for entry each

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year, enough to make up two sections of a sophomore class. At least 50 percent of students selected for entry must meet criteria for at-risk students.

Business involvement. Each academy has a partnership with employers who will: (a) serve on an academy steering committee; (b) help to develop the career technical curriculum; (c) provide speakers for academy classes; (d) host field trips to give students a perspective of the workplace; (e) provide mentors who serve as career-related role models and personal points of contact; and (f) provide job shadowing, internship, and other work experience opportunities.

Partnership. The business community, community college(s), other postsecondary edu-cation institutions, community organizations, and the school district form a partnership to (1) provide students with opportunities for mentorship, internship, articulated career paths, and other means of enhancing an understanding of the world of work; and (2) assist teachers in developing curricula that also mirrors modern careers.

Motivational activities. The activities, with private-sector participation, encourage students’ active involvement in their education to enhance both academic growth and career preparation.

Mentorship. In the 11th grade, academy students are matched with mentors. Mentors are usually employees of participating businesses who volunteer to be a ―career-related and/or caring adult‖ in the student’s life.

Internships. After their junior year, students are placed in internships. These internships typically take place during the senior year but may be scheduled during the summer after the junior year to accommodate scheduling challenges and workplace oppor-tunities. Students apply for these positions as they would in the open market. For example, they prepare résumés, complete job applications, and have interviews. An internship is focused on advancing a student’s knowledge and understanding of the career field and the diverse aspects of an industry.

Postsecondary articulation. CTE Pathways Initiative-funded CPA programs must develop curricular paths, including sequenced career-technical education courses that go beyond high school graduation and lead to a variety of degree and certificate programs. Articulation with the community college system is critical and required.

Assessment. California Partnership Academies are required to submit an annual report in October of each year, providing detailed student and program data. This report determines the amount of funding earned for the previous school year. CPAs will also be required to participate in the comprehensive evaluation of the CTE Pathways Initiative.

The CTE Pathways Initiative supports expansion of the California Partnership Academy program. It provides funding to cover the school years 2007-08 through 2012-13. There will be three rounds of RFAs for implementing 50 new academies with each round. CPA grants will be administered by the CDE.

Funding will be based on the following formula:

First year of funding (grade 10 implementation) $1400 per qualifying student for up to 30 students for a maximum of $42,000

Second year of funding (grades 10 and 11) $1200 per qualifying student for up to 60 students for a maximum of $72,000.

Third year of funding (grades 10, 11 and 12) $900 per qualifying student for up to 90 students for a maximum of $81,000.

Fourth and fifth years of funding (use same formula as for year 3) $900 per qualifying student for up to 90 students for a maximum of $81,000.

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K-12 Health Pathways - California Health Science Capacity Building Project The primary purpose of the Health Science Capacity Building Project is to build quality

programs statewide by preparing students for jobs or for postsecondary options in an effort to prepare an adequate number of qualified workers to meet the critical worker shortages in the health-care industry. Programs selected for funding must be structured so that participating students explore a variety of careers in health care beginning in grade seven. In grades nine through 12, students begin developing knowledge and skills that will prepare them for the transition to postsecondary education and specific careers in health care.

Programs selected must provide a planned sequence of study, competencies, and courses within the Health Science pathway program beginning as early as grade seven. This sequence must extend through skills training at an ROCP, through two or more years of postsecondary education, or through an apprenticeship program of at least two years following secondary instruction. The sequence must culminate in an industry certificate or licensure, a health science-related associate degree, and/or a bachelor’s degree. As a result, the CDE expects that there will be high-quality, innovative approaches to standards-based curriculum, academic and career technical education competency, course sequencing, articulation and overall program excellence. Grantees must be committed to the continuation of a quality Health Science pathway program after grant funds are expended.

The Health Science Capacity Building Project RFA includes two funding alternatives: an Establishment grant and an Enhancement grant. A total of 19 grantees were awarded at approximately $100,000, each representing urban, suburban, and rural areas of California.

Establishment Grants Establishment grants provide funds for the establishment of new, high-quality Health

Science pathway programs. The Establishment funds may be used to plan and design the new program, write new curriculum or align current curriculum with California’s CTE standards and health science content, obtain professional development for the educators who will be implementing the program in subsequent years, provide student leadership opportunities through Cal-HOSA, work-place learning activities, and purchase equipment and laboratory materials directly related to the pathway. Selected schools will receive an Establishment grant for one year.

Enhancement Grants Enhancement grants provide one year of funding. Enhancement grant funds may be

used to enhance a pathway program that is currently being implemented at a school site. The funds may be used to write additional new advanced curriculum, align curriculum to California’s CTE and academic standards, align curriculum competencies and articulate with postsecondary education programs, obtain professional development for the educators who are implementing the program, provide student leadership opportunities through Cal-HOSA, work-place learning activities, and purchase equipment and laboratory materials directly related to the pathway.

The Health Science Capacity Building Project funding period will be June 1, 2008, through June 30, 2009, with grant activities beginning no later than June 2008. No school will receive more than $100,000 over the 13-month period. This grant is administered through the California Department of Education.

Entrepreneurship Career Pathway According to the California Economic Strategy Panel, new business formation due to

entrepreneurial pursuits is responsible for the majority of new jobs in California. Entrepreneurs are innovative, use strategic management practices, and focus on the goals of profit and growth. In start-up and growth ventures, the problems that tend to arise are complex, integrated, and

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multidimensional. These issues require skills in problem identification, root cause analysis, synthesis, and creative problem solving. An additional necessary skill is the ability to adopt a holistic view to successfully manage and problem solve across the boundaries and intricacies of diversified functions.

For most of modern business history, entrepreneurial ventures were inherently local during their early years. Many start-up companies today, however, consider overseas expansion from their inception. Conventional forms of business training and education do not sufficiently address this unique set of needs and challenges. The Entrepreneurship Career Pathways project will focus on fostering small business ownership and formation with a global perspective.

In keeping with the State’s interest in business and industry involvement in CTE, as well as articulation between high schools and community colleges, the entrepreneurship component will be regionally based and inclusive. A regional coordinator from the EWD Small Business Development Centers (SBDCs) and the International Trade Development Centers (CITDs) will oversee locally based collaborations between 40 existing CITDs and SBDCs, selected high schools, ROCPs, community colleges and businesses. Both online learning and weekend institutes will be utilized for service delivery.

This component will focus on providing entrepreneurial and international understanding to the high school and community college young adult. Tasks will include:

1. Provide training and counseling about the skills needed to be self-employed and the value of those skills. This training may take place in the classroom, at weekend institutes, on-site at businesses, evening seminars, on-line or other venues.

2. Inform students about the global business environment and how it affects one’s life and work;

3. Train high school and community college faculty about the need to integrate entrepreneurship and global business into career technical education course work;

4. Articulate the self-employment training between feeder high schools and their community colleges;

5. Facilitate the expansion of college certificates in entrepreneurship and small business and global trade;

6. Initiate or expand student internships where appropriate; and 7. Create and disseminate materials in the field of entrepreneurship.

Funding will be provided to the existing SBDCs and CITDs established under the EWD program for regional coverage. This regional strategy will provide the widest coverage of all California communities. These centers originally earned their designation through a competitive process, and must re-compete every five years to maintain their grants to serve as the regional business assistance centers in their areas. Funding proposed here will be allocated equally to each center.

For 2007-08, 33 grantees received funding for a total of $2 million allocated for this grant category. These grants are administered by the Chancellor’s Office.

Construction Industry Sector Career Pathways Regional Projects The Construction Industry Sector Career Pathways Regional Projects are intended to

increase, expand, and/or improve construction industry sector career pathways programs by developing model programs, articulating course work, aligning curriculum, and developing advisory groups to link education with business, industry, and labor. The Building Trades and Construction industry sector is defined as including products and services related to Commercial and Institutional Construction and Structures, Heavy Construction, Building Materials Distribution, and Residential Construction. Projects should use a phased or sequenced

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approach that is responsive to local and regional labor market demands. Projects will build on existing effective practices, and must include broad-based advisory committees made up of a majority of business, labor, and industry representatives as well as representatives of participating high schools, ROCPs, community colleges, and labor. The inclusion of green construction technology is encouraged.

The State Department of Finance in its letter approving the 2007-08 expenditure plans for CTE approved a one-time $1.5 million set aside specifically to support projects in the construction trades sector. Funds were divided into three projects of $500,000 each to be awarded in three different locations (North, Central and South). Projects must coordinate with the local CTE Community Collaborative within their region. The grant activity period is for 24 months.

The projects aim to address both skills and education required to train qualified and competent workers in the construction industry sector career pathways area as well as to recruit and/or develop qualified instructors to teach courses in this area at both the secondary and postsecondary level. Additionally, projects may address as a permissive activity workforce needs germane to the industry, such as career ladders or step-up career advancement for incumbent workers.

Applicants for these grants were required to include a community college, which will be the fiscal agent, and a high school or ROCP. Additional partners may include: business, labor, and industry representatives, career technical student organizations, adult education, other workforce preparation programs, and university representatives. Other appropriate groups or individuals are permitted and encouraged to participate. Also, projects involving multiple colleges or high schools are encouraged. All partners must actively participate in the project.

Participants must demonstrate a strong capacity to implement industry sector workforce preparation projects that strengthen existing construction programs. The intent would be to build relationships and articulation agreements between community colleges, high schools, and ROCPs to strengthen or reestablish CTE programs that meet local or regional labor market demand.

Activities may include:

Updating course content to include newly adopted State CTE Standards (available at www.cde.ca.gov/re/pn/fd/);

Increasing rigor by identifying and enhancing the academic standards embedded in CTE curriculum through professional development workshops offered for CTE teachers;

Establishing sequenced courses of study in high schools and ROCPs, which provide for a clear and streamlined path from secondary school courses directly into the community college;

Establishing or improving articulation agreements based on resources developed by the Statewide Career Pathways: School to College Articulation project;

Establishing work-based learning programs;

Creating outreach to recruit instructors and participants;

Developing assessments and advising potential or enrolled participants; and

Acquiring updated instructional equipment.

These collaborative efforts aim to develop model articulated/aligned curriculum and advisory bodies that link education to labor, business and industry. These model programs would be expected to serve as a resource to assist other high schools and ROCPs initiate new programs in the construction industry sectors. The construction grantees are administered by the Chancellor’s Office.

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Statewide Capacity Building/Research and Development (Infrastructure)

Career Technical Education Liaison, Initiative Hub The California Community Colleges Economic and Workforce Development program,

(EWD), has proven to be an effective model for involving business and industry in workforce development in the State. Comprised of ten Strategic Priority areas or ―Initiatives,‖ EWD has been successful both in identifying training and education needs for California incumbent workers as well as providing valuable input and assistance to the community colleges to update existing curricular offerings and develop new program offerings in alignment with the needs of California industry and its growing economy.

The purpose of this funding is to improve and expand career technical education through the development of a CTE ―Hub‖ in eight EWD initiatives connecting the EWD network to the CTE network to help improve cross pollination and communication with CTE instructors, Deans, associations, and regional consortia. The CTE Hub system provides a link of businesses and economic development work with CTE efforts, bonding the EWD network of responsive delivery centers to the CTE classrooms and career pathways in the colleges, to enhance each other, network-to-network.

The Initiative CTE Hub has a statewide focus and provides enhanced two-way communication and targeted assistance to community colleges, middle schools, ROCPs, high schools, and business and industry in the Strategic Initiative Priority activities. An important component of the CTE liaison/Hub is the expansion of certificates in the strategic initiative priority areas and aligning existing technical preparation program areas and curriculum between high schools, ROCPs, and community colleges to targeted, industry-driven initiatives through the EWD model. Hubs are also intended to explore new and more relevant career and technical practicum models that integrate coursework and student internships to improve the quality of career exploration and career outreach materials.

Funding is anticipated to remain level from 2007-08 through 2011-12 so as to maintain the effort of establishing a network for the benefit of all colleges and secondary school entities. Eight grantees received $125,000 each for 2007-08. The Chancellor’s Office will administer these grants.

CTE Online Standards Integration and Model Curriculum Project The expansion on the CTE Online project aims to increase the project’s capacity to provide

resources that support development of standards aligned CTE curriculum, expanded statewide use of online curriculum integration tools by CTE teachers and administrators focused on both the Career Technical Education Standards as well as the Academic Content Standards, and online statewide curriculum sharing features focused on best practices and curricular consistency.

New marketing efforts will now concentrate on access for educators statewide, increased professional development activities will be regionalized to provide industry sector standards alignment training, and new statewide data will be collected and analyzed.

In-Service Workshops (A-G)

This single statewide project will provide $150,000 in 2007-08 to continue and expand the success of the cooperative A-G course approval project. Model courses that meet the A-G requirements as college preparatory and that are industry-specific will be developed for use in secondary schools statewide.

The University of California Office of the President (UCOP) and CDE will cooperate in developing new secondary CTE courses meeting A-G course approval and program approval

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status, expanding the number of course curricula available on the UCOP website, and training secondary administrators and teachers on improving CTE course curricula to meet A-G standards.

The projected start and end dates for this grant are: May 1, 2008, through June 30, 2009, to be renewed for four, one-year periods beginning July 1, 2008, and ending on June 30, 2012.

Currently, CDE contracts with the UCOP for the maintenance of an online A-G interactive guide (on the UCOP Web site). The CTE Pathways Initiative funds will:

Promote the development of new secondary CTE courses meeting A-G course approval;

Train secondary educators statewide on improving CTE course curricula to meet the A-G standards (through in-service educator workshops); and

Expand the number of course curricula available in the A-G interactive guide that reflect more CTE sectors integrated with core academic disciplines.

The UCOP may subcontract with appropriate organizations to meet the objectives of this project, and may offer stipends or honoraria as incentives or expense reimbursements to interested educators who successfully develop integrated CTE/core academic courses that receive A-G course approval.

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CHAPTER 4 RECOMMENDATIONS

The 2008-12 California State Plan for CTE presents a ―broad and bold vision for CTE – one that will catalyze the development of a fully integrated approach to CTE, coordinating and drawing upon multiple funding streams, and embedding CTE within the State’s overall education and workforce development

systems to serve the needs of all Californians.‖13

This chapter presents recommendations for CTE Pathways Initiative grantees that also align with the California State Plan for CTE. Organized into three sections, the chapter begins with recommendations that promote a fully integrated approach to CTE, specifically focusing on systemic implementation issues. The second section provides recommendations for strengthening collab-orations to expand CTE through examples from CTE Pathways Initiative-funded projects. The final section consists of lessons learned from current grantees about their capacity to implement integrated CTE programs.

Recommendations to Implement an Integrated CTE System The following recommendations address how CTE Pathways Initiative

grants can assist the State in achieving its broad and bold vision for an integrated and coherent CTE system and creating a well-educated workforce.

Recommendation 1: Use the State Plan for CTE as a foundation for weaving the multiple funding streams (e.g., CTE Pathways Initiative, Perkins, Tech Prep, ROCP, etc.) into a fully articulated and integrated CTE system in California.

The California State Plan for CTE provides a strong foundation with ten system goals for CTE (Appendix 6) and 11 Key Elements of a High-Quality CTE System (Appendix 7). CTE Pathways Initiative-funded programs, along with other CTE programs, need to demonstrate how funds are helping to achieve the CTE system goals as well as how the key elements impact their implementation. More importantly, CTE Pathways Initiative funds allow for moving California closer toward the vision of Building a High-Quality CTE System.

In order to monitor the progress toward meeting the CTE goals, one critical step is to define clear and widely understood definitions or performance indicators used for all CTE Pathways Initiative grantees, developed by a group of CTE stakeholders and researchers familiar with data elements, so that the impact of CTE Pathways Initiative funds after seven years and the progress of grantees in meeting the Initiative’s outcomes can be better assessed. Outcome indicators may include students’: (1) career-related skill attainment or certification and employment, graduation and transition to further education and (2) access to work-based learning experiences (e.g., internships, apprenticeships, etc.). In addition, monitoring and documenting how CTE Pathways Initiative funds are addressing the 11

13 California Department of Education and California Community Colleges (2008) Draft 2008-2012

California State Plan for CTE dated February 27, 2008, Executive Summary p 1. Retrieved on

June 5, 2008, from

http://www.schoolsmovingup.net/cte/downloads/cteplan_exec_summary_20080227.pdf

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key elements will bring to light the progress toward implementing a comprehensive CTE system that provides all students with access to the knowledge and skills they need to succeed in the

workplace and in life.14

Recommendation 2: Provide a centralized and well-publicized website that provides access to the State Plan for CTE, vision, performance indicators, resources, CTE Pathways Initiative reporting requirements and forms for current and future grantees or other stakeholders.

Having a centralized resource online would allow grantees and other stakeholders to access all pertinent CTE and CTE Pathways Initiative grant information. For example, if a project director or coordinator was new or not listed as such, this person may not receive information about report deadlines, upcoming grant opportunities, or other important information. A few key grant staff were unaware of the CTE funding opportunities available for 2007-08. They did not know where to access that information.

Several grantees noted receiving mixed messages about CTE Pathways Initiative data collection requirements. This may be due to staff turnover or different interpretations of requirements. For example, some grantees were told the quarterly activity reports were optional. Having a centralized website location for grantees and others to access accurate information about grant requirements would help with implementation. Information should include: all CTE grant opportunities, reporting requirements, list of all current project directors, information on how to access research articles or other resources, or how to request technical assistance. For example, links to information such as www.whodouwant2b.com; CA Career Zone (free resources), Real Game California (elementary, junior, high school model), and CA Career Network could be available on this centralized website. A list of other online career exploration resources is provided in Appendix 8.

In addition, a community college with multiple CTE Pathways Initiative grants had staff working in isolation unaware of CTE Pathways Initiative-funded CTE programs being

implemented by their colleagues, even when they worked at the same college.15

This website should be a place to disseminate information to the public and a venue to collect information as well to raise public awareness of the programs. Grantees may submit lessons learned or success stories along with barriers/challenges they are facing. It also may be helpful in ensuring equal access to all grant-related information.

It may also assist grantees that compete with private vocational/trade institutions (notably in the area of automotive technologies) that actively recruit students and charge high fees for a similar education including degree or certificate. Grantees need support or technical assistance to market the value (i.e., both monetary and opportunities available) of community colleges. If grantees could offer students easily accessible information about the pros and cons of attending a community college versus a private institution to earn a CTE certificate, then students can make informed decisions about which institutions should receive their tuition.

Recommendation 3: Convene CTE Pathways Initiative grantees’ meetings (organized by regions) to share the vision for CTE, provide consistent information about data collection and other requirements, and offer opportunities for grantees to network.

14 California Department of Education and California Community Colleges (2008). Draft 2008-2012 California State Plan for

CTE dated February 27, 2008, Executive Summary pg 9. Retrieved on June 5, 2008, from

http://www.schoolsmovingup.net/cte/downloads/cteplan_exec_summary_20080227.pdf 15 This is one example and not an indication of all community colleges. Many community colleges had three or four separate

SB 70 grants and effectively coordinated the different types of grants into a cohesive CTE program for students from middle

school, high school to community college. These grantees often had strong leadership from the college, local school districts

or county offices of education, and longstanding partnerships with industry and local employers.

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Conduct annual statewide convening meetings with new grantees, such as the 2007-08 cohort (organized by regions), co-presented by the Chancellor’s Office and CDE offers an opportunity to share the vision for CTE, the performance indicators, and common expectations about data collection. During the meetings, grantees may network with fellow grantees. Grantees need more first-hand knowledge from one another about how their peers may have encountered challenges similar to their own and how those challenges were addressed.

To bolster CTE regionally, it may be helpful to allow grantees to work together to meet common CTE objectives. For example, the new Community Collaborative grantees may benefit from building connections with fellow CTE Pathways Initiative grantees in their regions. Depending on interest and needs, grantees from a particular area could discuss regional issues among all different categories of CTE Pathways Initiative programs. Prospective applicants and new grantees could learn about new and changing requirements (e.g., how to complete data collection documents, what data to collect).

During the annual convening meetings, short presentations by current grantees and/or their evaluators that review lessons learned and promising practices such as those listed at the end of this chapter may be shared. For example, a grantee could speak about the challenges involved in getting businesses involved in the partnership in ways that actually benefit students, the value of tracking outcomes and using the information to make ongoing adjustments in the work plan, and the challenge of managing and serving a partnership comprised of programs and individuals with different agendas and purposes.

Recommendation 4: Coordinate and streamline the data required by multiple entities to reduce the burden on CTE Pathways Initiative grantees and others participating in CTE programs.

Keeping the mandates for CTE-funded programs to participate in Cal-PASS or CALPADS/ CALTIDES in mind, the statewide CTE Pathways Initiative evaluation team should coordinate with Cal-PASS and CALPADS to streamline efforts when requesting data from grantees. An advisory committee with representatives from Cal-PASS, CALPADS/CALTIDES, Chancellor’s Office, CDE, the statewide evaluator, and other stakeholders should meet and collaborate on how to streamline data collection for those implementing CTE. This advisory committee should establish realistic timelines, explore mechanisms for sharing information across agencies, and work together to collect meaningful data without duplicating efforts.

Recommendation 5: Provide ongoing support and assistance to grantees required to submit data to Cal-PASS.

For data required for submission to Cal-PASS, CTE Pathways Initiative grantees would benefit from ongoing support and technical assistance about how to establish and implement data sharing documents within their Tech Prep consortium or CTE Pathways Initiative Community Collaboratives or partnerships. This is especially important for fostering participation from K-12 districts in data sharing.

Recommendation 6: Establish common reporting forms and timelines to be used by both the Chancellor’s Office and CDE.

Currently, there are multiple sets of reporting forms and timelines for different divisions or departments responsible for monitoring the grants at the Chancellor’s Office and CDE. Most grantees are required to submit quarterly activity reports at the end of October, January, April, and July, while a few grantees submit bi-annual reports at the end of March and October. Besides different due dates, the reporting forms for CTE Pathways Initiative grantees may also differ within the same cohort year. This variety of reporting requirements not only causes confusion among grantees, especially if they have multiple grants but, more importantly, makes it difficult to compare data across grant categories over time.

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All data reporting forms should include a set of common performance measures or indicators for all CTE Pathways Initiative grantees with comparable reporting periods. Data should be collected prior to implementing any grant-funded programs or activities in order to establish baseline data as a point of comparison for data collected annually after implementation. In addition, data collection should coincide with the academic calendar of semesters or quarters, even if the start and end dates vary. The duration of a semester or quarter is typically comparable across educational institutions. Therefore, data can be reported as fall or spring semester or by quarters across CTE Pathways Initiative grantees.

CTE Pathways Initiative grantees should be involved in the development of data-collection forms to ensure their usability and access. Consideration should be given to providing them online so that the data can be submitted directly to statewide evaluators, the Chancellor’s Office, and CDE. All CTE Pathways Initiative project managers should then be trained on the new reporting procedures so they can support grantees who may have questions.

Recommendation 7: Provide experienced mentors to serve as implementation advisors to build capacity of less experienced project directors.

Some project directors or coordinators lack prior experience in implementing complex grant-funded programs, especially ones that require collaboration among various stakeholders. These less experienced project directors or coordinators need support and may benefit from mentoring opportunities with more seasoned project directors in order to learn how to coordinate meaningful partnerships and leverage different CTE resources.

Recommendations for Strengthening Collaborations to Expand CTE This section presents recommendations for strengthening collaborations between community

colleges, K-12, and with industry partners in order to expand CTE opportunities and programs.

Recommendation A: Recognize the role of partnership or work-based learning coordinators in strengthening collaboration between secondary and postsecondary institutions and with employers and industry.

The quality of faculty and counselor work experience learning opportunities tended to be greater when an experienced, well-connected coordinator set up the opportunities, rather than relying exclusively on faculty and counselors to seek out work experiences themselves. Likewise grantees with strong industry partners noted the best outcomes result from having a coordinator devoted to the time-consuming and labor-intensive task of engaging employers and building and maintaining meaningful relationships with them.

Recommendation B: Promote and utilize interactive technology to facilitate connections between students/faculty and industry professionals, especially for rural communities with limited access to diverse industries.

Geographic location and access to local employers and industry impacted what opportunities were available to faculty and counselor work experience grantees. Rural communities with a limited number of employers have fewer options for faculty and counselor work experiences and for building partnerships compared to their counterparts in more urban or suburban communities. Rural communities also face challenges of serving populations with limited access to transportation, greater need for enhancing English language skills, and higher rates of poverty. Identifying sufficient openings for shadowing professionals and for internships remains difficult.

One grantee developed an online community for students. Every two weeks, students share their work through videoconference technology and receive immediate industry feedback from a professional animator. Students and teachers in the animation classes can apply feedback to their own learning and strengthen the knowledge base and exposure to industry standards.

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Another grantee uses an online portal for students, parents, and instructors. The website offers students and their parents information on career options and educational paths in digital media and encourages exploration of multimedia and entertainment career paths. Instructors are provided with the opportunity to present media and entertainment as viable career paths. Students and instructors are able to archive student work for other students and educators to view. Students communicate with each other and teachers, show their work in progress, and access course materials, and online tutorial support is also available.

Several programs collaborated with colleagues who play an important role in their industry area, but who are not necessarily in the same geographic region. One program established a consortium of partners through which program activities could best be developed to meet industry needs. This partnership replicates an International and Economic Summit Program where students participate in activities that require them to use the skills developed in the program. The model provides real world problems that students have been studying within their global economics courses at their high school. The lead college partnered with other colleges whose local industries are also intertwined and impacted by a global economy. It was a logical collaboration for these colleges to form a consortium where a successful model was already in place to meet these emerging needs.

Off-the-shelf career exploration software is commonly used to help middle school students begin to explore how their interests and aptitudes relate to careers. Examples seen as part of the site visitations conducted include the ―Bridges Transitions‖ program and ―Career Cruising.‖ Programs like these offer considerable information about countless professions including educational requirements, salary information, and common attributes. These programs typically allow students to save their progress making them highly transportable so a student can continue to explore their career interests at home or after moving on to high school.

Recommendation C: Encourage ROCP partnerships and leverage resources. Depending on the structure of the local ROCP and the relationship with local high schools

and community colleges, ROCPs can play a critical role in facilitating implementation of career pathways and increasing availability of CTE courses. Grantees with ROCPs as partners enhanced opportunities for students to experience career technical education. For example, some grantees offered ROCP classes that included internships or work experience for students. Another grantee offered ROCP automotive classes after school at the community college for high school and continuation high school students.

In other Quick Start Partnerships, the role of ROCPs included participation in advisory council meetings, curriculum development, staff development, and in outreach activities. Examples include:

Quick Start grantees articulated courses in allied health and GIS with the ROCPs while in another, an ROCPs animation certificate program with a community college was articulated.

Additional ROCPs courses/sections were added in allied health in order to augment and expand available opportunities.

The local ROCP in collaboration with a non-profit, raised money to have an all Mac lab to better use software programs currently utilized in the multimedia industry.

A GIS/GPS grantee articulated a high school course for ROCP credit. This allowed students to be able to complete the college program more quickly as they advanced into ROCP.

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Recommendation D: Include external local evaluators in grants.

Some grantees devoted resources to hiring an external local evaluator16, though it was optional. These grantees recognized the benefits of having an external entity monitor and evaluate their progress toward meeting program goals and objectives and to generate information grant staff could use to strengthen implementation. In addition, some evaluators assisted in translating a grant proposal into a viable and realistic work plan. Local evaluators also collected process and outcome data (e.g., surveys, focus groups, interviews) that were then shared in quarterly activity reports or final reports to the CCCCO and CDE. Some evaluators assisted program staff with completing reporting documents.

Lessons Learned from Current Grantees about Capacity to Implement Integrated CTE Programs

This section offers a sampling of the innovative strategies developed by current grantees that may be helpful to share as lessons learned with current and future grantees or those interested in career technical education.

Strategy 1: Utilize after school and summer time to provide more CTE opportunities Many grantees cited the interference of CTE courses with ―academic instruction time‖ as

barriers to offering more CTE options. Some grantees utilized after school time to provide CTE opportunities for students, especially for competition preparation. To engage students through a hands-on project, several grantees offered participating high schools robotic kits (paid for by CTE Pathways Initiative funds) to enable teams of students to compete in competitions such as: For Inspiration and Recognition of Science and Technology (FIRST) Robotics, a national First Lego League (FLL) robotics competition for high school students. Teachers and mentors would spend many hours after school to help students build the robots and prepare for competition. One grantee used SB 70 funds to extend the Lego robot competitions to 5th graders and middle school students.

After school time does not interfere with ―academic instruction time,‖ which many grantees cited as a barrier to offering more CTE courses. After school time is an opportunity to engage students through a hands-on project,

One Allied Health Quick Start offered a summer health academy that provided college credit to high school students (30 participating students each summer). The academy included classroom instruction, case study assignments, industry guest speakers, job shadowing, and field trips to hospital/health facilities. Similar summer career awareness activities were held for an Advanced Transportation Quick Start that focused on International Trade and Logistics and introduced students to possible career paths, encouraging possible enrollment in ROCP programs. Another summer academy program linked high school students with mentors to discuss possible career avenues and to assist them. Mentors were professionals currently working in the environmental technology industry.

Tech-E summer camp hosted by one community college provides middle school students an opportunity to utilize skills from multiple industries (i.e., Energy and Utilities, Business, Manufacturing, and Product Development) to develop a product from design and material allocation through production and finishing. Students are not only exposed to industry sectors as part of this project, but also to postsecondary education via a tour of the community college.

16 An external local evaluator refers to individuals or organizations outside of the immediate project staff. For example, some

grantees worked with researchers at their community colleges while others subcontracted with organizations or individuals

specializing in evaluation.

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Strategy 2: Link middle school and feeder high school career development activities Linkages between middle school and feeder high school career development and exploration

activities provide for continuity, reduce duplication, and share resources among schools. Foundations developed in middle school could be further developed throughout a student’s high school years.

Some grantees expressed that a gap existed when middle school students went to high school because career exploration was not offered in the higher grades. Some grantees stated it is important to establish linkages with local high schools so that students can continue to investigate the career paths they had begun to explore in middle school. For example, at one site visit, a focus group comprised of freshman high school students indicated that they had participated in a variety of activities for career exploration while in middle school. However, no follow-up opportunities were available to them when they reached high school, and they did not anticipate getting any until the 11th grade. Likewise middle schools and high schools often duplicated career exploration activities because of the gap in communication between schools.

Strategy 3: Invite local groups already invested in promoting CTE to participate in grant writing, implementation, and evaluation

In some communities, the local School-to-Career Coalition, Tech Prep Consortium, or Workforce Investment Board is already invested in promoting CTE. One example is a regional consortium comprised of staff from community colleges in two counties. This group meets monthly to discuss CTE Pathways Initiative and Tech Prep issues. Other groups may include the P-16 Councils and developers of local Perkins plans.

Strategy 4: Certify workplace skills As part of a rural community’s Multimedia Quick Start grant, a four-year course sequence

was offered to high school students, including an articulated ROCP course with the local community college. The series of courses provided the students a Work Ready Certificate upon completion of the sequence. High school students also receive college course credit upon completion of the articulated courses. This certificate creates the pathway to the local community college to obtain a Certificate of Training. A Work Ready certificated student is also automatically given priority interview status for jobs and comes with internship and/or job training experience. Business partners indicated that they want students to be Work Ready Certified.

Strategy 5: Coordinate articulation One program developed and aligned an economics course with the course offered at the

community college so that students were not only meeting their high school requirements, but also able to receive credit for it at the community college. Additionally, the course is also aligned with a certificate program that enables students to meet high paying industry job requisites.

Another program aligned their hospitality certificate program curriculum with ROCP and a baccalaureate program. Students are able to start the certificate program within their high school ROCP and receive credit in the certificate and Associate of Arts degree program at the community college. This option allows students to either enter the workforce immediately after certificate completion or enter a baccalaureate program.

Another project created a pathway in environmental technology and articulated two entry-level high school courses in administrative justice. This program also focused on using new technology to deliver instruction and creating a transferable program model to establish consistency and similarity in courses throughout the region. One site infused GIS awareness in academic science courses and elective courses at the middle and high school levels. Although not articulated, they are aligned for the possible pathway of interested students into the articulated ROCP course created by the Quick Start Partnership.

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Strategy 6: Utilize Smaller Learning Community Model The Smaller Learning Community Model, used in many high schools, was utilized to

develop four trade academies. Students participating in these academies move through the program as a cohort. The cohort model builds an internal support network for students. Additionally students participate in extracurricular activities, and receive mentorship and internship opportunities that reinforce their trade industry.

Strategy 7: Offer service learning and work-based learning At one site visit, students at the community college who are interested in a career in

education were encouraged to participate in voluntary service learning. This program was used to support the middle school career exploration grant activities by having community college students serve as assistants to teachers at the local middle schools.

Strategy 8: Integrate career exploration with academic curriculum At one middle school, career curricula were integrated into math classes. A sample

assignment was to have students create graphs comparing salaries of careers that require a college degree versus careers only requiring a high school diploma. This activity showed students what level of education is needed for their desired future career and salaries.

Strategy 9: Involve parents A "My Future and Me" event involves parents and the middle school children in a portfolio

presentation and discussion about high school requirements. Each student develops a portfolio of career-related assignments they complete throughout the semester that can be used to help them decide which courses to take in high school to best fit with the career path they may want to pursue.

A night tailored for Latino families, in which the families had the opportunity to learn about high school graduation requirements, residency/documentation issues, college options, and financial assistance. Around 100 families participated and a bus was provided for those who needed transportation. To get the word out, letters, flyers, and automated phone calls were provided in both English and Spanish. Babysitting services were also provided. One student shared after the event, "I was shocked by the number of opportunities available. My family was very poor; mom didn’t finish middle school and my dad barely finished high school. So it was very encouraging and helpful.‖

Strategy 10: Promote meaningful CTE professional development for faculty and counselors High school and college faculty have the theoretical knowledge but are isolated from the

workplace and have limited opportunities to update their practical skills. The lack of available resources or opportunities for students to participate in worksite experiences, especially in rural communities, needs to be considered. Maintaining a working knowledge of industry needs is essential in CTE. The relationships between CTE partners ensures that staff is informed of emerging technology and shifts in industry needs. By providing the training, teachers can allow students enrolled in their high school class to receive credit for the course at the community college.

The duration of faculty and counselor work experiences ranged from short visits with local employers (i.e., job shadowing or facility tours) to summer-long project-based internships (i.e., 40 hour/week for 10-12 weeks at Jet Propulsion Laboratory). The variation in experiences depended on readiness of local employers to provide meaningful work experiences for faculty and counselors. Employers who already have established student or faculty internship programs are better equipped and prepared to extend these opportunities to new groups. For example, JPL traditionally offered four-year university faculty summer internship opportunities. Because of the Faculty and Counselor Work Experience grant, JPL was willing to extend this opportunity

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for the first time to community college faculty. For most grantees, making contact with local employers and beginning relationships is a major benefit of the CTE Pathways Initiative grants.

Another grantee focused on enhancing faculty and counselor work experiences in the fashion industry. Their grant funds provided college, high school and ROCP faculty, and counselors 20 hours of work experience with an industry partner. A sample of participating employers/industry partners included: Oakley, St. John, the Grove in Los Angeles, and Quiksilver among others. Each participating staff member developed a classroom and work-based learning activity based on his or her own industry site visit. A post-experience staff development forum was held where all participants shared experiences and classroom activities developed as a result of the activity to maximize the impact of the work experience and classroom activities for the program. The end result was that curriculum and/or CTE standards were revised for each Fashion course. Additionally, teams of high school, ROCP and community college faculty used this opportunity to identify fashion pathway and articulation agreements.

A different Faculty and Counselor Work Experience grantee proposed that 14 high school and college faculty and counselor participants have a parallel Grammy Camp experience. They observed, learned in workshops, gained technical skills, rehearsed with technicians behind the scenes, and were involved with the set up and tear down of the students' culmination performance. As a result, they were able to see first-hand the standard that curriculum must achieve if students are to compete in this challenging technical industry. Work experience participants also had access to the new equipment and Emerging Theatre Technologies curriculum being developed at one college with the support of a recently awarded Industry Driven Regional Collaborative grant. Selected employers and entertainment industry venues provided opportunities for faculty and counselors to shadow employees as well as for hands-on work experience. Workshops by top professionals in the field will give participants new knowledge about relevant software and equipment. Participating faculty work together to update curriculum so that students have the learning experiences they need to be competitive.

One community college brought the college-level course to the high school, taught by one of their professors. Currently, they are working on developing an additional articulated curriculum with the intent that the high school faculty will teach it. High school teachers are now involved in the curriculum development process and the community college ensures the content is rigorous enough to earn college credit.

Another project facilitated a joint K-12 and community college staff development academy for teachers, and counselors aligned with specific career pathways. The academy provided training and job shadowing opportunities while also building connections between the K-12 and community college systems. Involving counselors in professional development has been noted as being key. They need to clearly understand all aspects of career ladders and how to deal with student needs. Therefore, counselors were involved in the professional development activities of several grantees.

A GIS/GPS Quick Start grantee had faculty from partnering community colleges participate in GIS/GPS technology applications trainings and industry standards. High school teachers also received professional development in completing project-based modules to incorporate GIS concepts and applications into their respective subject areas (e.g., social studies and science). High school students participating in the program were concurrently enrolled in the partnering community college and could also receive college credit for completing a series of maps using GIS concepts as part of an independent study.

APPENDICES

APPENDIX 1

DATA INDICATORS BY GRANT TYPE FOR 2005-06 COHORT

Indicators Quick Start

Career Exp

Fac/Coun Wrk Exp

Strength CTE Total

Students served 72,963 17,450 -- 8,903 99,316

New students enrolled in CTE programs 12,866 -- -- 4,411 17,277

New courses developed 140 26 -- 46 212

New innovative courses developed -- -- -- 16 16

New/existing courses revised or expanded

145 48 -- 27 220

Courses aligned between educational levels

134 -- -- 65 199

New certificate programs developed 34 -- -- -- 34

New articulation agreements developed 81 -- -- 8 89

New business/industry partnerships 412 -- -- 97 509

Partnerships/linkages developed -- -- 148 -- 148

Worksite-learning opportunities (e.g., internships, job shadowing, etc.)

744 -- -- 213 957

Students participating in worksite learning opportunities

-- -- -- 2,069 2,069

Businesses providing faculty work exp. site

-- -- 51 -- 51

Instructors/faculty participating in curriculum alignment and articulation

1,193 -- -- -- 1,193

Hours of technical assistance provided to Pathway projects at high schools/ROCPs

9,970 -- -- -- 9,970

Prof development activities for faculty -- -- 122 122

Faculty participating in prof. development

2,485 -- -- 762 3,247

Hours of prof. dev. to faculty/counselors 17,079 -- -- -- 17,079

Outreach activities provided 1,144 -- -- -- 1,144

Students completing individual counseling

-- 1,893 -- -- 1,893

Students indicating career-focus interest and potential plans for future education

-- 3,596 -- -- 3,596

Innovative systems and concepts developed

-- 83 -- -- 83

Workshops, field trips, etc., provided -- 305 -- -- 305

Participating in work experience project: -- -- -- --

High school/ROCP faculty -- -- 40 -- 40

High school/ROCP counselors -- -- 21 -- 21

College faculty -- -- 24 -- 24

College counselors -- -- 6 -- 6

Academic faculty -- -- 18 -- 18

Funding leveraged (cash and in-kind) from business and industry.

-- -- 11,700 -- 11,700

Secondary students planning to pursue articulated programs at a community college after graduation

-- -- -- 262 262

1

APPENDIX 2

LIST OF GRANTS BY COMMUNITY COLLEGE REGION (FISCAL YEAR 2005-06)

Region 2 - North (2) $590,252

District Grant Type Focus

Sierra Career Exploration (7th & 8th Grade) Multiple

Yuba Quick Start Multimedia

Region 3 - Bay (9) $6,589,630

District Grant Type Focus

Cabrillo Quick Start Multimedia

Cabrillo Strengthening CTE Manufacturing Tech

San Jose -Evergreen Career Exploration (7th & 8th Grade) Multiple

San Mateo Quick Start BioTech

San Jose-Evergreen Strengthening CTE Construction

West Valley-Mission Career Exploration (7th & 8th Grade) Multiple

West Valley-Mission Quick Start Multimedia

West Valley-Mission Quick Start Environmental Tech

West Valley-Mission Regional Curriculum Alignment Alignment

Region 4 - Interior Bay (7) $1,700,262

District Grant Type Focus

Contra Costa Career Exploration (7th & 8th Grade) Multiple

Chabot-Las Positas Faculty & Counselor Work Exp Multimedia

Chabot-Las Positas Quick Start Allied Health

Napa Valley Strengthening CTE Hospitality/Tourism

Ohlone Quick Start BioTech

Sonoma County Career Exploration (7th & 8th Grade) Multiple

San Francisco Quick Start ATTE

Region 5 - Central (7) $2,154,353

District Grant Type Focus

State Center Faculty & Counselor Work Exp Food Services

Sequoias Faculty & Counselor Work Exp Multiple

Sequoias Quick Start ATTE

San Joaquin Delta Quick Start Environmental Tech

State Center Technical Assistance Technical Assistance

West Hills Career Exploration (7th & 8th Grade) Multiple

Yosemite Quick Start CACT

Region 6 - South Central (5) $1,126,353

District Grant Type Focus

Allan Hancock Joint Career Exploration (7th & 8th Grade) Multiple

San Luis Obispo Faculty & Counselor Work Exp Multiple

Santa Barbara Strengthening CTE Construction

San Luis Obispo Strengthening CTE Automotive

Ventura Quick Start Environmental Tech

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Region 7 - Los Angeles (12) $3,855,218

District Grant Type Focus

Cerritos Quick Start ATTE

Cerritos Strengthening CTE Mental Health

Citrus Faculty & Counselor Work Exp Multimedia

El Camino Quick Start CACT

El Camino Strengthening CTE International Trade

Glendale Faculty & Counselor Work Exp CACT

Glendale Quick Start CACT

Long Beach Quick Start ATTE

Los Angeles Quick Start Multimedia

Los Angeles Quick Start GIS/GPS

Los Angeles Strengthening CTE Child Development

Pasadena Area Quick Start BioTech

Region 8 - Orange (7) $1,633,932

District Grant Type Focus

Coast Faculty & Counselor Work Exp Fashion

North Orange County Quick Start ATTE

North Orange County Quick Start CACT

Rancho Santiago Faculty & Counselor Work Exp Multiple

Rancho Santiago Quick Start Multimedia

South Orange Career Exploration (7th & 8th Grade) Multiple

South Orange Faculty & Counselor Work Exp GIS/GPS

Region 10 - San Diego/Imperial (9) $2,350,000

District Grant Type Focus

Grossmont-Cuyamaca Career Exploration (7th & 8th Grade) Multiple

Grossmont-Cuyamaca Quick Start Allied Health

Imperial Valley Career Exploration (7th & 8th Grade) Multiple

Palomar Faculty & Counselor Work Exp Multiple

Palomar Quick Start GIS/GPS

San Diego Career Exploration (7th & 8th Grade) Multiple

San Diego Quick Start CACT

San Diego Strengthening CTE Manufacturing/Industrial Tech

San Diego Strengthening CTE Automotive

Notes:

CACT = Center for Applied Competitive Technology; ATTE = Advanced Transportation Technologies & Energy

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APPENDIX 3

LIST OF GRANTS BY COMMUNITY COLLEGE REGION (FISCAL YEAR 2006-07)

Region 1 - Far North (5) $1,049,999

District Grant Type Focus

Butte-Glenn Career Exploration (7th & 8th Grade) Multiple

Butte-Glenn Strengthening CTE Manufacturing/Industrial Tech

Shasta-Tehama-Trinity Career Exploration (7th & 8th Grade) Multiple

Siskiyou Joint Strengthening CTE Health

Shasta-Tehama-Trinity Strengthening CTE Agriculture/Natural Resources

Region 2 - North (8) $1,867,629

District Grant Type Focus

Los Rios Career Exploration (7th & 8th Grade) Multiple

Los Rios HOPE Health

Los Rios Strengthening CTE Health

Los Rios Strengthening CTE Automotive

Sierra Strengthening CTE Manufacturing/Industrial Tech

Sierra Strengthening CTE Mechatronics

Yuba Career Exploration (7th & 8th Grade) Multiple

Yuba Strengthening CTE Childhood Ed

Region 3 - Bay (6) $1,403,375

District Grant Type Focus

Cabrillo Career Exploration (7th & 8th Grade) Multiple

Cabrillo Strengthening CTE Public Safety

Cabrillo Teacher Prep Pipeline Teacher Prep

San Jose-Evergreen Strengthening CTE Automotive

San Mateo Strengthening CTE Health

West Valley Mission Strengthening CTE Multimedia/Entertainment

Region 4 - Interior Bay (13) $2,835,134

District Grant Type Focus

Contra Costa Strengthening CTE Manufacturing/Industrial Tech

Contra Costa Strengthening CTE Manufacturing/Industrial Tech

Marin Career Exploration (7th & 8th Grade) Multiple

Napa Valley Strengthening CTE Health

Ohlone Career Exploration (7th & 8th Grade) Multiple

Ohlone Strengthening CTE Health

Peralta Career Academy --

San Francisco Career Exploration (7th & 8th Grade) Multiple

Sonoma County HOPE Health

Sonoma County Strengthening CTE Public Safety

Solano County Strengthening CTE Insurance

Solano County Teacher Prep Pipeline Teacher Prep

San Francisco Teacher Prep Pipeline Teacher Prep

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Region 5 - Central (11) $2,259,503

District Grant Type Focus

Kern Strengthening CTE Engineering

State Center Career Academy --

Sequoias Career Exploration (7th & 8th Grade) Multiple

Sequoias Strengthening CTE Manufacturing/Industrial Tech

State Center Strengthening CTE Natural Resources

San Joaquin Delta Teacher Prep Pipeline Teacher Prep

West Hills Faculty & Counselor Work Exp Multiple

West Hills Strengthening CTE Manufacturing/Industrial Tech

West Hills Teacher Prep Pipeline Teacher Prep

West Hills Teacher Prep Pipeline Teacher Prep

Yosemite Strengthening CTE Vet Tech

Region 6 - South Central (11) $2,155,164

District Grant Type Focus

Allan Hancock Joint Career Exploration (7th & 8th Grade) Multiple

Allan Hancock Joint Strengthening CTE Automotive

Allan Hancock Joint Teacher Prep Pipeline Teacher Prep

Santa Clarita Career Exploration (7th & 8th Grade) Multiple

Santa Clarita Faculty & Counselor Work Exp Multiple

Santa Barbara Strengthening CTE E-Commerce

San Luis Obispo Strengthening CTE Architecture

Santa Clarita Strengthening CTE Multimedia/Entertainment

Santa Clarita Teacher Prep Pipeline Teacher Prep

Ventura Faculty & Counselor Work Exp Multiple

Ventura Strengthening CTE Multiple

Region 7 - Los Angeles (15) $3,157,696

District Grant Type Focus

Citrus Strengthening CTE Teacher Prep

Cerritos Career Exploration (7th & 8th Grade) Multiple

Cerritos Strengthening CTE Teacher Prep

El Camino Teacher Prep Pipeline Teacher Prep

Glendale Career Exploration (7th & 8th Grade) Multiple

Los Angeles Career Academy --

Los Angeles Career Exploration (7th & 8th Grade) Multiple

Los Angeles Strengthening CTE Construction

Long Beach Strengthening CTE Construction

Long Beach Strengthening CTE Architecture

Mt. San Antonio Career Exploration (7th & 8th Grade) Multiple

Mt. San Antonio Strengthening CTE Multimedia/Entertainment

Mt. San Antonio Teacher Prep Pipeline Teacher Prep

Santa Monica Strengthening CTE Finance/Business

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Region 8 - Orange (8) $2,534,198

District Grant Type Focus

Coast Evaluation Evaluation

North Orange County Teacher Prep Pipeline Teacher Prep

Rancho Santiago Career Exploration (7th & 8th Grade) Multiple

Rancho Santiago Teacher Prep Pipeline Teacher Prep

South Orange Articulation 4 year Articulation

South Orange Faculty & Counselor Work Exp Childhood Ed

South Orange Strengthening CTE Advanced Tech

South Orange Teacher Prep Pipeline Teacher Prep

Region 9 - Desert (7) $1,436,243

District Grant Type Focus

Chaffey HOPE Health

Chaffey Strengthening CTE Engineering/Design

Desert Faculty & Counselor Work Exp Multiple

Riverside Career Exploration (7th & 8th Grade) Multiple

Riverside Strengthening CTE Health

Riverside Teacher Prep Pipeline Teacher Prep

Victor Valley Career Exploration (7th & 8th Grade) Multiple

Region 10 - San Diego/Imperial (4) $499,976

District Grant Type Focus

Mira Costa Career Exploration (7th & 8th Grade) Multiple

San Diego Faculty & Counselor Work Exp Aviation

San Diego Faculty & Counselor Work Exp Multiple

San Diego Strengthening CTE Construction

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APPENDIX 4

LIST OF GRANTS BY COMMUNITY COLLEGE REGION (FISCAL YEAR 2007-08)

Region 1 - Far North (10) $2,099,949

District Grant Type Focus

Butte-Glenn Community Collaborative

Butte-Glenn Entrepreneurship CITD

Butte-Glenn Entrepreneurship SBDC

Butte-Glenn Supplemental

Butte-Glenn Workforce Innovation

Chico Unified CA Partnership Academies Agriculture/Natural Resources

Feather River Community Collaborative

Shasta-Tehama-Trinity Community Collaborative

Siskiyou Joint Community Collaborative

Shasta-Tehama-Trinity Entrepreneurship SBDC

Region 2 - North (22) $3,089,490

District Grant Type Focus

Elk Grove Unified CA Partnership Academies Health

Elk Grove Unified CA Partnership Academies Information Technology

El Dorado Union HS K-12 Health Pathways Health

Folsom Cordova Unified CA Partnership Academies Protective Services

Los Rios Community Collaborative

Los Rios Community Collaborative

Los Rios Community Collaborative

Los Rios Entrepreneurship CITD

Los Rios Entrepreneurship SBDC

Los Rios HOPE Health

Los Rios Supplemental

Los Rios Supplemental

Los Rios Supplemental

Los Rios Workforce Innovation

Sacramento City Unified CA Partnership Academies Hospitality

Sacramento City Unified CA Partnership Academies Education

Sierra Community Collaborative

Sierra Entrepreneurship SBDC

Sierra Supplemental

Sierra Workforce Innovation

Yuba Entrepreneurship SBDC

Yuba Quick Start

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Region 3 - Bay (22) $3,752,404

District Grant Type Focus

Cabrillo Community Collaborative

Cabrillo Econ & Workforce Dev Hub

Cabrillo Entrepreneurship SBDC

Cabrillo Quick Start Multimedia

Cabrillo Supplemental

Cabrillo Teacher Prep Pipeline Teacher Prep

Cabrillo Workforce Innovation

East Side Union High K-12 Health Pathways Health

Foothill De Anza Community Collaborative

Mendocino Lake Community Collaborative

Pajaro Valley Unified CA Partnership Academies Env Science & Natural Resources

Salinas Union HS CA Partnership Academies Engineering & Design

San Mateo Community Collaborative

San Jose/Evergreen Construction Construction

San Mateo Entrepreneurship CITD

San Mateo Quick Start BioTech

West Valley-Mission Community Collaborative

West Valley-Mission Entrepreneurship CITD

West Valley-Mission Quick Start ETC

West Valley-Mission Quick Start Multimedia

West Valley-Mission Supplemental

West Valley-Mission Workforce Innovation

Region 4 - Interior Bay (40) $6,880,016

District Grant Type Focus

Antioch Unified K-12 Health Pathways Health

Berkeley Unified CA Partnership Academies Communication Arts

Berkeley Unified CA Partnership Academies Environmental Science

Chabot-Las Positas Community Collaborative

Contra Costa Community Collaborative

Chabot-Las Positas Quick Start Health

Chabot-Las Positas Supplemental

Contra Costa Supplemental

Chabot-Las Positas Workforce Innovation

Contra Costa Workforce Innovation

Fremont Unified CA Partnership Academies Science & Health

Hayward Unified CA Partnership Academies Agriculture, Energy, Environment

Hayward Unified CA Partnership Academies Biotechnology

Mt. Diablo Unified CA Partnership Academies Construction & Manufacturing

Napa Valley Entrepreneurship SBDC

Oakland Unified CA Partnership Academies Media Arts

Oakland Unified CA Partnership Academies Public Service: Human Services

Ohlone Community Collaborative

Ohlone Quick Start BioTech

Ohlone Workforce Innovation

Peralta Career Advancement Academy

Peralta Community Collaborative

Peralta Entrepreneurship CITD

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Region 4 - Interior Bay (40) $6,880,016 (Continued)

District Grant Type Focus

San Lorenzo Unified CA Partnership Academies Arts Media and Entertainment

San Lorenzo Unified CA Partnership Academies Health and Medicine

San Francisco Community Collaborative

Solano County Community Collaborative

Sonoma County Community Collaborative

Sonoma County Econ & Workforce Dev Hub

Solano County Entrepreneurship SBDC

Sonoma County Entrepreneurship SBDC

San Francisco Entrepreneurship SBDC

Sonoma County HOPE

San Francisco Quick Start ATTE

Sonoma County Supplemental

Sonoma County Teacher Prep Pipeline Teacher Prep

Sonoma County Workforce Innovation

Vallejo City Unified CA Partnership Academies Biotechnology

West Contra Costa Unified CA Partnership Academies Architecture & Construction

West Contra Costa Unified CA Partnership Academies Information Tech & New Media

Region 5 - Central (23) $5,778,969

District Grant Type Focus

Hartnell Community Collaborative

Kern Community Collaborative

Kern Union HS K-12 Health Pathways Health

Kern Union HS K-12 Health Pathways Health

Kern Union HS K-12 Health Pathways Health

Merced Entrepreneurship CITD

Manteca Unified K-12 Health Pathways Health

State Center Career Advancement Academy

State Center Community Collaborative

Sequoias Community Collaborative

Sequoias Construction Construction

San Joaquin Delta Econ & Workforce Dev Hub

State Center Entrepreneurship CITD

San Joaquin Delta Entrepreneurship SBDC

Sierra Sands Unified K-12 Health Pathways Health

Sequoias Quick Start ATTE

San Joaquin Delta Quick Start ETC

State Center Supplemental

San Joaquin Delta Teacher Prep Pipeline Teacher Prep

Tracy Unified CA Partnership Academies Business & Law/Government

Washington Union HS K-12 Health Pathways Health

Yosemite Community Collaborative

Yosemite Quick Start CACT

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Region 6 - South Central (18) $2,726,532

District Grant Type Focus

Allan Hancock Joint Community Collaborative

Antelope Valley Community Collaborative

Allan Hancock Joint Supplemental

Oxnard Union HS CA Partnership Academies Education

Oxnard Union HS CA Partnership Academies Oceanography

Oxnard Union HS CA Partnership Academies Law & Public Services

Oxnard Union HS CA Partnership Academies Business

Ojai Unified K-12 Health Pathways Health

Santa Clarita Community Collaborative

Santa Barbara Community Collaborative

Santa Clarita Econ & Workforce Dev Hub

San Luis Obispo Entrepreneurship SBDC

Santa Clarita Entrepreneurship SBDC

Santa Clarita Teacher Prep Pipeline Teacher Prep

Ventura Community Collaborative

Ventura Entrepreneurship CITD

Ventura Entrepreneurship SBDC

Ventura Quick Start ETC

Region 7 - Los Angeles (47) $7,267,508

District Grant Type Focus

Alhambra Unified CA Partnership Academies International Business

Antelope Valley Union HS CA Partnership Academies Law & Government

ABC Unified K-12 Health Pathways Health

Cerritos Econ & Workforce Dev Hub

Cerritos Quick Start ATTE

Cerritos Teacher Prep Pipeline Teacher Prep

Citrus Community Collaborative

Citrus Entrepreneurship CITD

El Monte Union HS CA Partnership Academies

El Camino Community Collaborative

El Camino Econ & Workforce Dev Hub

El Camino Entrepreneurship CITD

El Camino Entrepreneurship SBDC

El Camino Quick Start CACT

El Camino Supplemental

El Camino Teacher Prep Pipeline Teacher Prep

Glendale Quick Start CACT

Los Angeles Unified CA Partnership Academies International Business, Trade & Logistics

Los Angeles Unified CA Partnership Academies Arts, Media & Entertainment

Long Beach Unified CA Partnership Academies Architecture, Construction, & Engineering

Los Angeles Unified CA Partnership Academies Business & Finance

Los Angeles Unified CA Partnership Academies Law Enforcement & Admin of Justice

Los Angeles Unified CA Partnership Academies Teaching

Los Angeles Unified CA Partnership Academies Green Industry

Los Angeles Unified CA Partnership Academies Manufacturing & Product Dev

Los Angeles Unified CA Partnership Academies Construction

Los Angeles Unified CA Partnership Academies Education

Los Angeles Unified CA Partnership Academies Engineering

Los Angeles Career Advancement Academy

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Region 7 - Los Angeles (47) $7,267,508 (Continued)

District Grant Type Focus

Long Beach Community Collaborative

Los Angeles Community Collaborative

Long Beach Entrepreneurship CITD

Long Beach Entrepreneurship SBDC

Los Angeles Quick Start GIS/GPS

Los Angeles Quick Start Multimedia

Long Beach Quick Start ATTE

Los Angeles Supplemental

Los Angeles Workforce Innovation

Mt. San Jacinto Community Collaborative

Mt. San Jacinto Econ & Workforce Dev Hub

Mt. San Jacinto Teacher Prep Pipeline Teacher Prep

Pasadena Area Community Collaborative

Pasadena Area Quick Start BioTech

Pasadena Area Supplemental

Pasadena Area Workforce Innovation

Santa Monica Community Collaborative

Santa Monica Entrepreneurship SBDC

Region 8 - Orange (18) $2,581,100

District Grant Type Focus

Anaheim Union HS K-12 Health Pathways Health

Coast Community Collaborative

Coast Community Collaborative

Newport-Mesa Unified CA Partnership Academies Natural Resources Industry Sector

North Orange County ROP K-12 Health Pathways Health

North Orange County Quick Start CACT

North Orange County Quick Start ATTE

Rancho Santiago Community Collaborative

Rancho Santiago Econ & Workforce Dev Hub

Rancho Santiago Entrepreneurship CITD

Rancho Santiago Entrepreneurship SBDC

Roseville Joint Union HS K-12 Health Pathways Health

Rancho Santiago Quick Start Multimedia

Rancho Santiago Teacher Prep Pipeline Teacher Prep

South Orange Community Collaborative

South Orange Econ & Workforce Dev Hub

South Orange Supplemental

South Orange Teacher Prep Pipeline Teacher Prep

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Region 9 - Desert (18) $2,879,444

District Grant Type Focus

Barstow Unified CA Partnership Academies Marketing

Barstow Community Collaborative

Coachella Valley Unified CA Partnership Academies Visual & Performing Arts

Coachella Valley Unified CA Partnership Academies Public Service

Chaffey Community Collaborative

Chaffey HOPE Health

Chaffey Supplemental

Chaffey Workforce Innovation

Hesperia Unified K-12 Health Pathways Health

Moreno Valley Unified CA Partnership Academies Health Sciences & Medical Tech

Moreno Valley Unified K-12 Health Pathways Health

Riverside Community Collaborative

Riverside Entrepreneurship CITD

Riverside Supplemental

San Bernardino Community Collaborative

Snowline Joint Unified K-12 Health Pathways Health

San Bernardino Supplemental

Upland Unified K-12 Health Pathways Health

Region 10 - San Diego/Imperial (19) $2,868,800

District Grant Type Focus

Central Union HS K-12 Health Pathways Health

Grossmont-Cuyamaca Community Collaborative

Grossmont-Cuyamaca Quick Start Health

Imperial Valley Community Collaborative

Imperial Valley Supplemental

Mira Costa Community Collaborative

Mira Costa Entrepreneurship SBDC

Palomar Quick Start GIS/GPS

Sweetwater Union HS CA Partnership Academies Criminology & Justice

Sweetwater Union HS CA Partnership Academies Manufacturing & Product Dev

Sweetwater Union HS CA Partnership Academies Healthcare

San Diego Unified CA Partnership Academies Finance/Business

San Diego Unified CA Partnership Academies Engineering & Design

San Diego Community Collaborative

San Diego Construction Construction

Southwestern Entrepreneurship CITD

San Diego Quick Start CACT

San Diego Supplemental

San Diego Workforce Innovation

Note:

List excludes CA Partnership Academies-Expand, In-Service Workshops (A-G), and CTE Online.

ATTE = Advanced Transportation Technologies & Energy; ETC = Environmental Training Center; SBDC = Small Business Development Center; CACT = Center for Applied Competitive Technology; CITD = Center for International Trade Development.

APPENDIX 5

CAREER PATHWAYS INITIATIVE SITE VISITS AND INTERVIEWS (CONDUCTED NOVEMBER 2007 - MAY 2008)

Region Grant Type District

North Career Exploration (7th & 8th Grade) Sierra

North Strengthening CTE Sierra

North Strengthening CTE Sierra

Bay Career Exploration (7th & 8th Grade) Cabrillo

Bay Quick Start Cabrillo

Bay Strengthening CTE Cabrillo

Bay Strengthening CTE Cabrillo

Bay Teacher Prep Pipeline Cabrillo

Interior Bay Career Exploration (7th & 8th Grade) Ohlone

Interior Bay Quick Start Ohlone

Interior Bay Strengthening CTE Ohlone

Central Career Exploration (7th & 8th Grade) Sequoias

Central Faculty & Counselor Work Exp Sequoias

Central Quick Start Sequoias

Central Strengthening CTE Sequoias

South Central Faculty & Counselor Work Exp San Luis Obispo

South Central Strengthening CTE San Luis Obispo

South Central Strengthening CTE San Luis Obispo

Los Angeles Quick Start Cerritos

Los Angeles Career Exploration (7th & 8th Grade) Glendale

Los Angeles Faculty & Counselor Work Exp Glendale

Los Angeles Quick Start Glendale

Los Angeles Quick Start Los Angeles

Los Angeles Strengthening CTE Los Angeles

Orange Faculty & Counselor Work Exp Coast

Orange Career Exploration (7th & 8th Grade) Rancho Santiago

Orange Faculty & Counselor Work Exp Rancho Santiago

Orange Quick Start Rancho Santiago

San Diego/Imperial Career Exploration (7th & 8th Grade) Grossmont-Cuyamaca

San Diego/Imperial Quick Start Grossmont-Cuyamaca

San Diego/Imperial Strengthening CTE San Diego

San Diego/Imperial Strengthening CTE San Diego

APPENDIX 6

CAREER TECHNICAL EDUCATION SYSTEM GOALS*

The CTE Resource Group developed the following ten system goals that will guide CTE in California through 2012-13. The following goals provide direction for establishing objectives that are realistic, attainable, timely, and measurable:

1. All students completing high school will be prepared for success in postsecondary education — including community college, four-year college, apprenticeship, adult school, trade school, military, or other education and training — and for employment and long-term careers.

2. Adults in California will be prepared with the skills and knowledge needed to reach their career goals and maintain economic self-sufficiency through access to information, guidance, support services, and educational opportunities offered in adult schools, ROCPs, and community college programs.

3. Every student will have the opportunity to complete a rigorous CTE course or pathway prior to graduating from high school.

4. Age appropriate career guidance information and experiences will engage all students throughout their K-14 educational experience in exploring, planning, managing, and reaching their educational and career goals.

5. All CTE courses and programs will be based on industry-endorsed standards, and designed to assist students in acquiring employment readiness and career success skills.

6. All CTE courses and programs will meet documented labor demands, including those of new and emerging occupations.

7. Statewide programs of study, dual enrollment, articulation of coursework, and related processes will be established to facilitate smooth student transitions from middle school to high school, and beyond, to postsecondary education and training.

8. Business, industry, and labor participation will be incorporated into all components of the CTE system at the local, regional, and state levels.

9. CTE teacher preparation programs and sustained professional development will be substantially expanded to ensure an adequate supply of highly prepared instructors. Teachers in all industry sectors and at all educational levels will have the skills necessary to provide rigorous and relevant instruction designed to meet diverse student needs.

10. Comprehensive data collection systems will be developed and coordinated to support ongoing program improvement, program accountability, measurement of system outcomes, and research.

Achieving these goals will require focused attention and strategic invest-ments in both the CTE system overall and in its component parts. ________________________ Source: DRAFT 2008-2012 California State Plan for CTE Executive Summary http://www.schoolsmovingup.net/cte/downloads/cteplan_exec_summary_20080227.pdf

APPENDIX 7

THE 11 ELEMENTS OF A HIGH-QUALITY CTE SYSTEM*

Stakeholders, through the needs assessment, the CTE Resource Group meetings, and the public hearings, identified and validated 11 key elements that must be addressed if California is to meet its goals and develop a comprehensive CTE system that prepares all students for their future endeavors. Responsibility for implementation in each area is distributed among all levels — state, regional, and local.

1. Leadership at all levels 2. High-quality curriculum and instruction 3. Career exploration and guidance 4. Student support and student leadership development 5. Industry partnerships 6. System alignment and coherence 7. Effective organizational design 8. System responsiveness to changing economic demands 9. Skilled faculty and professional development 10. Evaluation, accountability, and continuous improvement 11. CTE promotion, outreach, and communication

Each of these elements are currently in place to some extent at various levels of California's CTE system, but further development, alignment, and integration are needed if California is to have a comprehensive system that provides all students with access to the knowledge and skills they need to succeed in the workplace and in life.

________________________ Source: DRAFT 2008-2012 California State Plan for CTE Executive Summary http://www.schoolsmovingup.net/cte/downloads/cteplan_exec_summary_20080227.pdf

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APPENDIX 8

ONLINE RESOURCES FOR CAREER TECHNICAL EDUCATION

CTE Online www.cteonline.org ONE-STOP Career Technical Education www.CTEonestop.org School to College Articulation www.statewidepathways.org California CareerZone www.cacareerzone.org Information about 900 California occupations, day-in-the-life videos for 300 of the occupations. Who Do U Want 2 B www.whodouwant2b.com Information on California high school and community college courses, career options, and financial assistance. Videos of California Community College graduates sharing their stories. Roadtrip Nation www.roadtripnation.com Video interviews created by college students traveling the country in green RVs, from bakers to technology gurus. California Colleges.edu www.californiacolleges.edu Information about more than 200 colleges (public and private) in California. Job Outlook for California Community College Occupation Education Programs www.labormarketinfo.edd.ca.gov/CommColleges/ Statewide and local area occupational projections for California Community College programs. California Training Programs www.labormarketinfo.edd.ca.gov/cgi/career/ The Employment Development Department’s Career Center includes information about training programs and providers across California. Career Voyages – U.S. Departments of Education and Labor www.careervoyages.gov/ Information on high growth, in-demand occupations and the skills and education needed to attain those jobs.

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College Navigator – U.S. Department of Education http://collegenavigator.ed.gov http://nces.ed.gov/collegenavigator/ Information about nearly 7,000 postsecondary institutions in the United States. School To Employment Pathways System (STEPS) http://www.cpec.ca.gov/Accountability/Steps.asp College and career information from California’s Postsecondary Education Commission Career Clues www.careerclues.org Activities designed to help students gather and interpret important information about themselves and what they want from their lives. Missing Major www.missingmajor.com Interactive, video-based site that allows students to create a Personal Profile sheet, which will lead them to next steps at their community college’s career center or counselor’s office.

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APPENDIX 9

DEPARTMENT OF FINANCE APPROVAL LETTER

FOR EXPENDITURE PLANS (DATED OCTOBER 2, 2007)

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