Strong Workforce Program: Update Lorraine Slattery-Farrell, ASCCC At-Large Representative, ASCCC CTE Leadership Chair

Session Objectives Provide an overview of the Strong Workforce Program (SWP), Discuss how local and regional budget allocations will be determined moving forward and where to find that information Discuss the vital role faculty leaders should play in ensuring the primacy of faculty in program development. Discuss role of CTE liaisons

Strong Workforce Program Overview Strong Workforce Program Funding $200 million in annual CTE funding Focused on expanding and improving CTE programs through regional collaboration and by preparing more students for high-demand, high-wage jobs Focus on meeting needs of economically disadvantaged students Aim to fill the gap of 1 million people trained for middle- skills jobs 60% of funds go to districts, 40% of funds go to regions (after 5% goes to state leadership

Local and Regional Share Plans 10 economic regions across 7 regional consortia developed regional share plans to focus on regional needs All colleges created local share plans to focus on local needs These plans should be related to create a robust plan in the economic region to drive growth and quality across CTE programs The plans were due to the State Chancellor’s Office January 31, 2017 All available to view here: http://doingwhatmatters.cccco.edu/StrongWorkforce/2016_17PlansAndAnalytics.aspx

Requirements for all investments: A) Increase the number of students in quality CTE courses, programs, and pathways that will achieve successful workforce outcomes B) Increase the number of quality CTE courses, programs, and pathways that lead to successful workforce outcomes, or invest in new or emerging CTE courses, programs and pathways that may become operative in subsequent years and are likely to lead to successful workforce outcomes. C) Address recommendations from the Strong Workforce Task Force, including the recommended provision of student services related to career exploration, job readiness and job placement, and work-based learning

Allocation Model for the Funds: Variables and Weighting 2016-17 2017-18+ Unemployment rate 1/3 1/3 Proportion of CTE FTEs 1/3 1/3 Projected job openings 1/3 1/6 Successful workforce outcomes 0 1/6 The legislation lays out how the funding will be allocated, with the inclusion of student outcomes in the second year of the funding. doingwhatmatters.cccco.edu

Beginning in 2017-2018 legislation states the funding distribution will be based on: Per the SWP legislation, 17% of funds must be based on student outcomes that are aligned with the federal WIOA metrics, starting in 2017-18. The overall SWP funding formula addresses both the concept of “more” and “better” CTE—with significant weight given to the volume of CTE offerings—in the context of regional labor markets.

“Incentive Funding” Angst! All components of the allocation model are fixed in the legislation and incentive funding is required by 2017-18 The Chancellor’s Office was given the discretion to design how incentive funding would be distributed, which was done in partnership with the 17% Committee

The 17% Committee The committee was broadly representative, including all major college roles plus an industry voice, with an emphasis on people with a depth of knowledge on CTE-related planning. At each meeting, they considered a considerable body of research, including a research review of funding models and their likelihood of supporting SWP goals, results of interviews with six states and a national expert to answer questions posed by the committee about implementation, and two rounds of data model that tested eight possible approaches and analyzed results for every community college and every region.

Adjustments to the Strong Workforce Program Metrics Starting in 2017-18, course enrollments will no longer be part of the metrics. Instead, two new federally-aligned skills-gains metrics will be added: the number of students who attained 12 credit units in CTE the number of students who attained 48 noncredit CTE instructional contact hours

Considerations Improve student outcomes, focused on completion, employment, and earnings Students leave community college with the skills employers need Alignment of programs and curriculum with regional labor market demand Shifts in overall college investments Long-term investments Calculated risks to drive innovation Deliberate, thoughtful actions Continuous improvement Rewards over punishments Collaboration over competition Maximum flexibility and local decision-making

5/6th of SWP monies made known to regions and districts Phased implementation of incentive formula Round 1: The 17% was allocated based on CTE FTES, unemployment, and job openings Round 2: The 17% incentive funding will be based on: Enrollments in 2016-17 Students who earned a degree or certificate in 2016-17 Round 3: Ten student outcomes metrics July 2017 5/6th of SWP monies made known to regions and districts September 2017 Board of Governors approval (all 2017-18 funds can be spent retroactive to July1) December 2017 1/6th of SWP monies (17%) – calculated based on incentive funding - announced This formula represents an intermediate step, with student outcomes based half on enrollments (similar to CTE FTES) and half on completion (which has been a system goal for some time). Round one was more heavily based on the size of a college’s CTE portfolio. Round three will integrate post-college outcomes. doingwhatmatters.cccco.edu

What Stays The Same What Changes Local funding share goes to districts Regional funding share goes to the regional fiscal agent Local and regional plans require labor market data and non-binding projections for student outcomes Four-year cycle, with annual updates (pending approval from the legislature) Course enrollments will only be counted in Round 2 funding New progress metrics on units/contact hours go into effect in 2017-18 Funding is based on outcomes across all CTE programs

SWP Metrics List 1. Progress: the number of students who attained 12 credit units in CTE the number of students who attained 48 noncredit CTE instructional contact hours the number of students who earned a locally-issued certificate, Chancellor’s Office approved certificate, or degree The number of students who transferred to a four-year institution

SWP Metrics List 2. Employment: the number of CTE students who were employed in the second fiscal quarter after exiting the community college system the number of CTE students who were employed in the fourth fiscal quarter after exiting the community college system the rate at which CTE students report they were employed in a job closely related to their field of study

SWP Metrics List 3. Earnings: the median earnings in the second fiscal quarter among CTE students who exited the community college system the number of CTE students who exited the community college system and improved their earnings the number of CTE students who earned a certificate or degree, or were identified as skills-builder students, who attained the regional living wage

Data! We need data! Only data found in 3 sources will affect funding: Data reported to the Chancellor’s Office through MIS Employment data gathered by the state of California The CTE Outcomes Survey Colleges do not need to track student outcomes on their own; Launchboard will be the SWP data warehouse for all colleges

Outcomes that Count Skills-gains the number of students who attained 12 credit units in CTE the number of students who attained 48 noncredit CTE instructional contact hours Completion: the number of students who earned a CTE certificate or degree Employment the number of CTE students who were employed in the second fiscal quarter after exiting the community college system the number of CTE students who were employed in the fourth fiscal quarter after exiting the community college system Earnings: the median earnings in the second fiscal quarter among CTE students who exited the community college system

Outcomes that Count Transfer: the number of CTE students who transferred to a four-year institution Employment: the rate at which CTE students report they were employed in a job closely related to their field of study Earnings the number of CTE students who exited the community college system and improved their earnings the number of CTE students who earned a certificate or degree, or were identified as skills-builder students, who attained the regional living wage

Make sure you get credit by: Report all types of certificates and degrees to the Chancellor’s Office by October 1 Report all of the data elements necessary to calculate the Perkins definition of economically disadvantaged students by October 1 Participate in the CTE Outcomes Survey each year (costs covered by the Chancellor’s Office) and help to maximize student responses

Important Resources To learn more about the 17% committee and the formula go here: http://doingwhatmatters.cccco.edu/StrongWorkforce/17PercentCommittee.aspx http://doingwhatmatters.cccco.edu/StrongWorkforce/SWPIncentiveFunding.aspx CTE Liaison Resources: http://asccc.org/content/importance-designated-cte-liaisons-local-senates (Rostrum article on the importance of CTE liaison) http://asccc.org/cte-faculty-liaison (This was the original template with suggested duties.)

Raise your hand if… CTE faculty are actively involved in your local senate Your local senate has a CTE liaison and you know who that person is Your CTE liaison presents at every senate meeting Your CTE liaison reports on regional activity as well as statewide efforts You attend the regional consortia in your area

ASCCC CTE Leadership Committee Provides recommendations on career and technical education issues. Through recommendations to the ASCCC Executive Committee, the committee provides assistance to community college districts to ensure that career technical education and its instruction is responsive and aligned to current and emergent industry trends, and ensures that similar courses, programs, and degrees are portable among community college districts, while expanding the participation of CTE faculty in leadership roles at the local, regional, and statewide levels through its ongoing professional development efforts.  

ASCCC CTE Faculty Engagement Efforts ASCCC CTE Leadership Institute provides faculty with opportunities to engage in key policy conversations through their interaction with representatives of the Strong Workforce task force, by learning about the implications of policy decisions on local programs and courses, and in participating in breakout sessions to better understand the college processes including topics on leadership, curriculum design, course repetition, and effective program advocacy. Save the Date! CTE Leadership Institute May 5th & 6th 2017, San Jose

Important Resources To learn more about the 17% committee and the formula go here: http://doingwhatmatters.cccco.edu/StrongWorkforce/17PercentCommittee.aspx http://doingwhatmatters.cccco.edu/StrongWorkforce/SWPIncentiveFunding.aspx CTE Liaison Resources: http://asccc.org/content/importance-designated-cte-liaisons-local-senates (Rostrum article on the importance of CTE liaison) http://asccc.org/cte-faculty-liaison (This was the original template with suggested duties.)

References Some of the slides in this presentation were taken from the California Community College Chancellor’s Office Doing What Matters website. There are a plethora of resources on this page if you wish to gain a better understanding of the entire framework for Strong Workforce Program

Thank You! Lorraine Slattery-Farrell lfarrell@msjc.edu Feel free to e-mail me directly with any questions!