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

2. 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

3. 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

4. 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:

5. 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

6. Allocation Model for the Funds: Variables and Weighting
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

7. 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
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.

8. “Incentive Funding” Angst!
All components of the allocation model are fixed in the legislation and incentive funding is required by
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

9. 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.

10. Adjustments to the Strong Workforce Program Metrics
Starting in , 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

11. 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

12. 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
Students who earned a degree or certificate in
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 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

13. 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
Funding is based on outcomes across all CTE programs

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. Important Resources
To learn more about the 17% committee and the formula go here:
CTE Liaison Resources:
(Rostrum article on the importance of CTE liaison)
(This was the original template with suggested duties.)

22. 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

24. 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.  

25. 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

26. Important Resources
To learn more about the 17% committee and the formula go here:
CTE Liaison Resources:
(Rostrum article on the importance of CTE liaison)
(This was the original template with suggested duties.)

27. 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

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