EDPAC - AGENDA INDEX 8.29.12 revised

California Community Colleges
Workforce & Economic
Development Program
Economic Development Advisory Committee August 29, 2012
Through the
CALIFORNIA COMMUNITY COLLEGES
Advisory Committee Meeting
California Community Colleges Chancellor’s Office
3rd Floor Boardroom
AGENDA
Wednesday, August 29, 2012
9:00 - 9:45
New Member Orientation
Ms. Catherine Swenson, Statewide Initiative Director, Training and
Development
Information
Main Meeting: 10:00 a.m. to 2:15 p.m.
10:00 - 10:15
1.
Welcome, Introductions and Approval of Minutes
Dr. Patricia Hsieh, Chair
Information
Action
10:15 - 11:45
2.
Review of Doing What Matters for Jobs and the Economy Framework
Ms. Van Ton-Quinlivan, CCCCO Division of Workforce & Economic
Development, Vice Chancellor
Information/
Discussion
3.
Proposed Restructuring
Ms. Van Ton-Quinlivan, CCCCO Division of Workforce & Economic
Development, Vice Chancellor
Ms. Catherine Swenson, Statewide Initiative Director, Training and
Development
Information/
Discussion
Working Lunch
12:00 - 1:00
4.
Case Study: Allied Health Innovation Project
Ms. Valerie Fisher, Innovate What Matters-Allied Health, Project Director
Ms. Catherine Swenson, Statewide Initiative Director, Training and
Development
Ms. Linda Zorn, Sector Navigator, Health
Information/
Discussion
1:00 - 1:30
5.
Round Robin: Leveraging Opportunities - All
Dr. Patricia Hsieh, Facilitator
Information
1:30 - 1:45
6.
Updates
Ms. Katie Gilks, CCCCO, First Contact, Sector Monitoring Team
1:45 - 2:00
7.
Public Comment
2:00 - 2:15
8.
Goodbye Celebration: Dr. Benjamin Duran
Dr. Patricia Hsieh, Chair
Information
9.
Adjournment
Next EDPAC: October 3, 2012, Sacramento
Action
Information
Action
1
California Community Colleges Chancellor’s Office
1102 Q Street
Sacramento, CA 95811
EDPAC Agenda Index
August 29, 2012
Time
Agenda Item
10:00 – 10:15
Welcome, Introductions and Approval
of Minutes
Review of Doing What Matters for
Jobs and the Economy Framework
Proposed Restructuring
Working Lunch
Case Study: Allied Health Innovation
Project
Round Robin: Leveraging
Opportunities
Updates
Public Comment
Goodbye Celebration: Dr. Benjamin
Duran
Adjournment
10:15 – 11:45
12:00 – 1:00
1:00 – 1:30
1:30 – 1:45
1:45 – 2:00
2:00 – 2:15
Supporting Materials


Minutes from EDPAC Meeting, March
28, 2012
Information

Information

Information

Initiative Reports
N/A
N/A
N/A
N/A
N/A
Advisory Committee Meeting
Economic & Workforce Development
Wednesday, March 28, 2012
I.
Dr. Patricia Hsieh, Chair, Advisory Committee, called the meeting to order at 10:00
a.m.
II.
Members Present:
 Dr. Patrick Ainsworth, Assistant Superintendent, Secondary Education, Career and
College Transition, CA Department of Education
 Ms. Yolanda Benson, Government Strategies
 Dr. Benjamin Duran, Superintendent/President, Merced College
 Dr. Douglas Houston, Chancellor, Yuba Community College District
 Dr. Patricia Hsieh, President, San Diego Miramar College
 Ms. Laurel Jones, President, Mission College, Santa Clara
 Dr. Erlinda Martinez, President, Santa Ana College
 Ms. Renee Martinez, Vice President Workforce Education, East Los Angeles College
 Mr. Brian McMahon, Executive Director, California Employment Training Panel
 Mr. Wheeler North, Academic Senate, San Diego Miramar College
 Dr. Jessica Pitt, Coordinator, Bay Area Workforce Funding Collaborative, c/o San
Francisco Foundation
 Mr. Ken Quesada, California Workforce Investment Board
 Mr. Tim Rainey. Executive Director, California Workforce Investment Board
 Mr. Wayne Schell, President/CEO, California Association for Local Economic
Development
 Dr. Ron Taylor, Superintendent/President, Feather River College
 Ms. Van Ton-Quinlivan, Vice Chancellor, Economic & Workforce Development,
Chancellor’s Office
 Mr. Spencer Wong, Deputy Division Chief for Labor Market Information Division,
California Employment Development Department
Also Present:
 Ms. Erin Larson (representing Mr. Ray York)
III.
Approval of Minutes
The Minutes from the October 26, 2011, were moved and seconded for approval.
IV.
Budget Update and Discussion
Ms. Diane Brady, Fiscal Budget Division, gave updates on the current budget and 2012-13
budget. In the current year, the governor's budget is not settled. In original estimate, there was
to be $400 million cut expected to be offset by an increase in student fees of $10 per unit
bringing in $110 million, netting $290 million. Triggers were put into place in December to be
released if the money did not come in as estimated. December brought in $72 million plus $30
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million on top of the $400 million already in effect. As a result, all triggers applied along with
another $10 increase in student fees to offset the $30 million dollars. The fees will go into effect
in summer term.
There are three main sources of financing: student fees, property taxes, and state general fund.
The estimate is put in by Department of Finance. If the first two estimates are low, the state
doesn't put in more money to make up the shortfall. The shortfall is now at $149 million, due to
a shortage in property taxes and student fees. As fees increase, more students are qualifying for
fee waivers resulting in shortage to the original estimate and the state does not backfill. The first
fee increase did not bring in the money that was anticipated and the second fee increase will not
make a dent in the $30 million dollar shortage. Because of a lack of automatic backfill for
shortages, advocacy was focused on Advocacy Day visits.
For the 2012-13 budget, the May Revision will be able to consider the tax revenue received, then
the governor’s budget will be revised. Parts of the proposal: one, the categorical programs or
$411 million will go into one pot; and two, the general apportionment money will not be tied to
anything like FTS. The Governor proposes to change how community colleges are funded and
start from a blank slate. He proposes that the amount of funding will increase 4% per year, if
colleges are meeting a current unknown criteria. There is no detail to the new "plan". The Board
of Governors has the option of coming up with a new plan, as to how the funding would be
distributed to the colleges but can't be done in time for 2013. The January version of the budget
will not happen because the Legislature has the control of how colleges are funded and is
recommended that the Legislature keep control. Currently, what will happen on the budget is
unknown. Cal Grant proposals have been made by the Governor and rejected by the Legislature.
There will be no major cuts prior to seeing the May revision. All is contingent to the November
ballot and tax proposal. If tax proposal passes, the anticipated $218 million increase to the
budget will be used to unwind some of the present deferrals. The amount of $961 million dollars
in deferrals is currently being bumped from year to year. If everything passes on the November
ballot, the community colleges would get $218 million, there will be no new money available for
any growth, COLAs, etc. If tax proposal does not pass, there will be a new way of how money is
calculated. The system will have to pay for general obligation bonds up to $300 million dollars,
absorbed into the present money costs in the budget with no additional money. Budget hearings
will be starting next week in both the senate and assembly. The attendees were urged to discuss
the situation with their own districts and put together a Q and A Fact sheet between the CCC
Chancellor’s Office and the League. Discussion of Federal Funds being available, there are no
details at this time.
V.
Doing What Matters for Jobs and Economy
Ms. Van Ton-Quinlivan unleashed problem solving ideas. Strategize and be proactive. Key
theme is “Jobs and the Economy”. Deliver what the State of California needs. The brochure was
created by the Chancellor’s Office and will be continually updated. The brochure will be used as
a tool to communicate key strategic issues.
The community college system has regional economies and local decision making with a state
focused on sectors. The challenge of California is how to deliver. To navigate the response a
framework was developed, “Doing What Matters for Jobs and the Economy”. The framework is
broken down into four quadrants:
1. Give priority to what matters
 Consider labor market needs.
 Decide on program capacity as a region.
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2. Make room for what matters
 Retool programs that are not meeting current market need, provide technical
assistance. Revitalize.
 Need to know what jobs are vacant.
 Colleges collaborate.
 Concerned that cuts may occur in more expensive programs rather than
desirability of program.
3. Student success matters
 Adopt common metrics and skills panels in CCCCO RFAs.
 Assess for career readiness (basic and academic).
 Job readiness, articulation with K-12 aligned with colleges.
 To have a study of regions, must agree on common set of regions.
 Through varies methods of funding want to strengthen regions with four skillsets;
data mining, convening, technology, and curriculum approval.
 Top level participation from all CEOs and Chancellor’s Office should broadcast
what is regionally important on basic practices.
 Two initiatives that add value (Department of Labor Tact Grant and CA
Education Policy Fund). Currently in discussion with Smarter Balance and
need to have a stronger voice from CCCCO because it is not well represented
by California.
 The “common core” has adopted implementation plan and is work in progress.
The common core is Math and English. What is the definition of career
readiness? Need distinction between career readiness and career preparedness.
Direction of SB70 is now being looked to better the goals in systemic way.
4. Innovate what matters
 Solve complex workforce training needs so that our system can better deliver
for employers and sectors.
 Curriculum approval.
 EWD’s programs have strength.
Mr. Rainey had brought together multiple sectors together with community colleges. Challenge
was to figure out how to make the money work. Built model that moves from growth sectors,
applied industry partnerships to regional partnerships to a state leadership body, then up to the
Governor to develop shared goals, methods for meeting those goals, monitor progress and course
correction, as needed. The plan is to use model and roll it out statewide. If funding doesn't come
through, the partners are committed to continuing their work and seek alternative funding. Mr.
McMahon commented that he is interested in pushing CTE into the initiative to work with
workforce intermediaries. It takes coordination to bring all parties together. The community
colleges are one piece of large puzzle and take a lot of coordination to push initiative forward.
Themes discussed were “sectors” and “regions”.
Ms. Ton-Quinlivan broke the meeting members into three groups based on three questions:
1. How to better affect college decision making around budgets, courses, and programs to
better align with labor market needs?
Discussion from the first group: There were two streams, one on challenges and the second on
possible solutions. It was noted that it would be helpful if the state would come back with a
codification of the revised missions. Discussed data and the procurement of data and there were
suggested talking points on data: operational views with definitions to allow an across the board
application; preparedness and follow-up on students; funding models and problems; tools that
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would be helpful with businesses, student tracking and case studies; validation of results; and
talking to the companies with surveys to open dialogues.
2. What to do with tenured faculty whose programs are being retooled?
Discussion from the second group: Reframed the question, “making the programs more
responsive and more responsible and the impact it has on faculty”. There were four suggestions.
First, include faculty leave for retraining by setting up a tuition account. Second, technicians for
externships, and third, operational challenges addressing internal skills gap due to leaving
faculty. Forth, career laddering and career latticing providing folk’s the resources and having
faculty, Human Resources, labor, and systems office at the table. The systems office intent is to
enable these best practices. The kind of resources being asked of the Chancellor’s Office are
human capacity and dollar resources, it is about restructure systems and how systems meet.
3. What strengthens regional decision making and regional accountability?
Discussion from the third group: Started discussion on how to define "regions". Most of the
conversation focused on convening, coordinating and aligning. Who needs to be at the table and
acknowledged a need to create forums for various groups to come together to express specific
interests and what entities should convene at these meetings. Need to have a compelling reason
to be at this table, it should be focused around economic growth and prosperity. It was suggested
that the right entity would be like that of “Lead Sacramento” where it has all key leaders from
education and chamber. There was a discussion regarding aligning high school skills on into
college programs creating linkages and pathways. Also, acknowledged accountability. The
discussion was concerned with data and its alignment throughout the community colleges. The
context of the data needs to be good and reliable data, and be able to share that data. Lastly, there
was discussion on fragmentation and diversity of California regions and a need to collaborate.
Because of the existing structure on how EWD works today, it was felt that the questions were
being answered by community colleges and outside entities. One question unanswered was how
Initiative Directors work today and how much change will be involved for them.
Ms. Ton-Quinlivan moved on into the vision on how to galvanize state resources in order to
support regional activities. Focused on community colleges and realizing the role needed to be
involved in sector strategy and the state's economic development. Introduced the idea to
integrate, for a greater impact, by "braiding" funding streams, which is what the Federal
Government is doing. The three pots of funds include: EWD, Perkins, and SB70. Each will
move forth different elements of the same architecture. There's also a larger pot available called
state apportionment, about $5.5 billion that colleges make local decisions on. By blending these
pots it would be collectively more impactful. Several suggestions were made for funding sources
(DOL leveraged, basic skills initiative dollars, SB734, Perkins, and Initiatives).
“Braiding” as a policy change is ultimately the idea to change how dollars would be distributed.
Rather than just looking at EWD money, look at all money and use dollars to support regional
structures and EWD support overlay of these structures.
Another model shared that would simplify the system for our partners starts with the regions selfidentifying their sector priorities. To get result of how to use the EWD funds: deploy Initiative
Directors to deal with complexity; by dealing in multiple regions, designate sector navigators and
simplify system for all the partners; sector navigators reduce complexity; and sector creates
system of stackable credentials. Once the stack is modularized, focus on tier and the skill gap can
be closed.
Next discussion reviewed the high value EWD program and its three strengths through the
Initiative Directors and the community college system to move the needle on jobs and the
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economy: 1) Labor market information to inform decision making, 2) Moderate complexity
through system of sector navigators, and 3) Skills panel, how EWD reacts to industry need. The
navigators would be multiregional.
Who will be needed at the EDPAC table beyond those already committed to forward the strategy,
was the last topic discussed. What are the action items that EDPAC can contribute?
 Skills Panel could have an advisory committee and foundation element.
o The foundation element would translate into who would be called to the table
 Examples of those called to table: CEOs, Political leaders,
training agencies, employers, certification organizations, Deans of
universities
 Invite those from industry to a round table
 Utilize initiative and invite those people representing the initiative
 Have a small auditorium between businesses and colleges
 Need alliances in whatever is shaped. Use industry groups
statewide and national because they have already started working
on integrated issues. Use one of these groups from a broader
base. Under the existing statute, there should have an advisory
group for each one of the industry sectors.
 Currently, the Advisory Committee should support community
colleges at better labor market analysis, system measures, etc., to
make community colleges most affective at the skills panel tables.
The next step should be to develop a tangible action plan. Skills
panels are triggered when there is an industry need, have data
exchange. It could be possible for the agencies that hold the
credentials have their data interact with CCCEWD data. There
needs to be a mechanism to invite and welcome industry leaders
to hear that CCCEWD is a solution.
 State standards have an advisory committee already established.
 The participation needs to translate into action.
Ms. Brosseau, Facilitator, opened to comments on what worked with meeting format:
 Positive comments: advice, more interaction amongst board members, small groups that
did not have the same assignment, sequence (preparation, address challenges, sharing
outcomes with large group).
 Negative comments: missing Advisory Members, make sure representative metric works.
EWD Updates
Ms. Erin Larson gave update on the EWD reauthorization. SB 1402 is being carried by Senator
Lieu. The bill aligns and includes some of the changes that have been discussed in the meeting
today. A change to the EDPAC members, the membership will not be limited to the ten regional
economies. The bill is scheduled for Senate Education Committee hearing on April 18, 2012. An
extended invitation was asked of members to send in a letter of support prior to hearing. The SB
1070 and SB 1402 bills being reauthorized, the Chancellor’s Office will have a webinar and will
invite all members.
The EDPAC members strongly urged that all these issues and processes of the bill reauthorization
be shared on continual bases (start to finish). Members are concerned with language of bill.
Members suggested that Initiative Directors be involved in legislative visits.
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The Initiative Directors were involved in Advocacy Day and have done follow up to all visits.
They have also invited industry, business and labor representatives, to attest to the success of
program.
A discussion was raised about UCCI funding in 1070 that involves UC Chancellor's Office, what
it is and whether it will continue and the process for bringing concerns before the legislature prior
to the hearing on bills in general. The UCCI is being funded with carry over and is not being
called out. It is a joint planning with Department of Education and Chancellor’s Office. Need to
move forward and at June EDPAC have an in depth discussion about the implementations and
concerns.
Industry and Educational Programs
Mr. John Chocholak shared a benefit story for the education system. Due to a manufacturing
error from a Chinese manufacturer, Koehler allowed teachers and colleges in California to be
rewarded with $4 million dollars of equipment at only $8 per engine rather than $50. He shared a
short presentation from the California Resources Board on the engines donated to education. The
program introduced students to automotive technology with a complete source of study. He
noted that a problem that exists in California, there was not a specific entity for contact.
VI.
Public Comment
Ms. Gaertner shared a study on a key briefing, on new emerging, rapidly changing industries and
how research and tools are being used for reports.
Dr. Hsieh summarized:
 Group know ahead of time for preparation
 Follow-up on presentation “Vital to Jobs and the Economy”
Adjournment
Meeting adjourned at 2:10 p.m.
Page 6 of 6
EdPAC
Date/Version #
Van Ton-Quinlivan, Vice Chancellor
Recap of April 18, 2012 Discussions
California Workforce Investment Board (CWIB)
Sector Pathways Strategy for California
Governor
State Leadership Body
CWIB, Labor Agency, CCCCO, ETP, EDD, DAS, CDE/Adult Ed, HHS, Vets and others
Regional
Partnership
Industry
Partnership
Industry
Partnership
Industry
Partnership
Regional
Partnership
Industry
Partnership
Industry
Industry Partnership
Partnership
Regional
Partnership
Industry
Partnership
Industry
Industry Partnership
Partnership
•Develop shared goals for the system;
•Align and repurpose resources to achieve those goals;
•Establish metrics for success and develop “integrated” data collection system;
•Establish statewide communities-of-practice and support TA to regions;
•Work together to develop an effective system of actionable labor market information; monitor progress; course correct.
How are Community Colleges vital to
Jobs and the Economy?
Jobs & Economy* Goals:
• Supply in-demand skills for employers
• Create relevant pathways and stackable credentials
• Get Californians into open jobs
• Ensure student success
* CCCCO Division of Workforce & Economic Development
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
3
Doing What MATTERS for Jobs & the Economy
Four pronged framework.
• 2. Retool programs that
• 1A. Consider labor market
needs when making local
decisions: budget, courses,
programs.
• 1B. Decide on program
capacity as a region.
are not working or not
meeting a labor market
need so that students can
study what matters.
GIVE PRIORITY
to what
matters to jobs
& the economy
MAKE ROOM
for what
matters to jobs
& the economy
GOALS
• 4. Solve a complex
workforce training
need so that our
system can better
deliver for employers
and sectors.
INNOVATE
what matters
to jobs & the
economy
STUDENT
SUCCESS
matters to jobs
& the economy
• 3A. Adopt common
metrics and skills panels in
CCCCO RFAs.
• 3B. Strengthen regions
with four skillsets: data
mining, convening,
technology, and
curriculum approval.
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students | Van Ton-Quinlivan vtquinlivan@cccco,edu
4
What if? INTEGRATE for greater impact.
Current
Future
EWD
EWD
Perkins
SB70
Braid these
funding streams
Jobs & the Economy Goals
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
5
High Value EWD Functions
Move the Needle on Jobs & the Economy
• To analyze, secure, and disseminate labor market data in a way that
informs and supports state, regional and local decision-making
regarding college programming, including decisions to increase or
decrease investments in programs of study in context of the
regional economy and state sector priorities
• To moderate the workforce system complexity for industry and
partners who interact with the community colleges – in particular,
for those competitive and emergent sectors that span multiple
geographic regions and a multitude of colleges – through a network
of sector navigators.
• To adopt a skills panel process, as a default process, when
responding to labor market needs. This closes the skill gap for
employers and helps students find their way.
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
6
Sector Pathways Strategy:
Sector Navigators Reduce Complexity
Sector Pathway Strategy:
System of Stackable Credentials
8
Tier 6–8 Job Specific Skills/Credentials
7
6
Occupation-Specific Requirements
Occupation-Specific Technical
Occupation-Specific Knowledge Areas
5
Industry-Specific Technical
4
Industry-Wide Technical
3
Workplace Requirements
2
Academic Requirements
1
Personal Effectiveness
Tier 4–5 Industry Fundamentals
Tier 1–3 Basic Training
Energy Competency Model
8
APPENDIX
Quadrant 3: Skills Panel – Flow Chart
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
9
Proposal for EDPAC Realignment
August 29, 2012
Draft V8
Purpose of Realignment
• Prepare for SB1402 and SB1070
• Regions
• Sectors
• Technical Assistance
• Advise on execution of Doing What MATTERS for Jobs and the
Economy
• Respond to EDPAC suggestions on EDPAC membership
• Inform the investment decisions
• Recognize other bodies with redundant activities
• Streamline administration
Discussion Topics – Think about…
•
Should there be a legislative action body?
•
Should there be a philanthropic body?
•
How should Sectors and Regions be evaluated?
•
•
•
Regional outcomes
Sector outcomes
Individual leadership
Quick Snapshot
ewpoints:
Sector Navigators
Regional Consortia
Chairs/Co-Chairs
TA Providers
CCCCO Division
Other CA bodies:
• ASCCC
• CA Apprenticeship
Council
• CCCAOE
• CCCCO Consultation
Council & Board of
Governors Mtgs
• CCCL & CCCT
• CCCCO SSTF Working
Groups
• CWA
• Other
EDPAC
Extended
Operations
Team (ExOp) &
Deep Dives (DD)
New
New CWIB
State
Leadership
Working Group
Viewpoints:
• State agencies
Other Nat’l bodies:
• AACC
• ACA
• ACE/CAEL
• Corporate Voices
• NSC
• Skills for America
• USDOE, USDOL
• Other
Current EDPAC Membership:
• Has evolved over time beyond the legislative requirement
• 36 members if all seats filled
• Not enough business/industry representation
SB 1402 - SS 88610 (b)(2)
• Representatives from labor, business, and appropriate State
agencies
• 1 faculty, 1 classified representative
• CEO representative from each of the regions of the program
Last meeting’s discussion…
Who should be at the EDPAC table:
• To inform investment discussions?
• To integrate and connect the dots?
• To consult on performance and accountability?
New
State Leadership Working Group
of the CA Workforce Investment Board (CWIB)










CA Community Colleges (CCCCO)
CA Department of Education (CDE)
CA Energy Commission (CEC)
CA Workforce Investment Board (CWIB)
Division of Apprenticeship Standards (DAS)
Employment Development Department (EDD)
Employment Training Panel (ETP)
Governor’s Office of Business & Economic Development (Go-Biz)
Health & Human Services (HHS)
Labor & Workforce Development Agency (Labor)
Coordinate alignment on state workforce priorities
Note: This is a subset of Rainey’s revised CWIB which will have 50+ members, including business leaders, thought
leaders, and labor.
New
CCCCO Extended Operations Team (ExOps)
- 10 Sector Navigators
- 9-14 Regional Consortia Chairs/Co-Chairs
- 4+ Technical Assistance Providers
- CCCCO Vice Chancellor, Deans, Staff
Working group. Reviews progress on execution, collaboration
and integration against regional sector priorities
2012
Nov 27
2012
Dec 19
2013
Jan
29
2013
Feb
13
2013
Mar
20
2013
Apr
24
2013
May
29
2013
Jun
26
2013
Jul
24
2013
Aug
21
2013
Sep
25
2013
Oct
30
2013
Nov
27
2013
Dec
11
ExOps
+
Deep
Dives
Deep
Dives
EDPAC
ExOps
+
Deep
Dives
Deep
Dives
ExOps
+
Deep
Dives
EDPAC
ExOps
+
Deep
Dives
Deep
Dives
Deep
Dives
ExOps
+
Deep
Dives
EDPAC
ExOps
+
Deep
Dives
Deep
Dives
Proposed EDPAC Membership (cutover effective January 2013)
• Representatives from each of the priority sectors
•
•
1st choice: a credentialing body, trade association or state advisory committee rep
Alternative: a company representative
• CEOs from colleges representing commitment to CTE and regions
•
•
1st choice: first/second quartile “CTE as a % of FTEs” CEOs
Alternative: “aspirational” CEOs from region
• CTE Faculty representative from Academic Senate
•
•
•
•
•
•
•
•
•
1st choice: single POC with ASCCC for workforce issues
Alternative: instructional redesign expert
CCCAOE representative
Classified Senate representative
Student Senate representative
Board of Governors Member
CWIB Executive Director (for State Leadership Group)
Labor representative
CCCCO Vice Chancellor and Dean
EDPAC Meeting Cadence
3 meetings per year
Meeting time from 10am-2:30pm
• Sector Strategies – January 29, 2013
• Regional View – May 29, 2013
• Accountability & Performance – October 30, 2013
2012
Nov 27
2012
Dec 19
2013
Jan
29
2013
Feb
13
2013
Mar
20
2013
Apr
24
2013
May
29
2013
Jun
26
2013
Jul
24
2013
Aug
21
2013
Sep
25
2013
Oct
30
2013
Nov
27
2013
Dec
11
ExOps
+
Deep
Dives
Deep
Dives
EDPAC
ExOps
+
Deep
Dives
Deep
Dives
ExOps
+
Deep
Dives
EDPAC
ExOps
+
Deep
Dives
Deep
Dives
Deep
Dives
ExOps
+
Deep
Dives
EDPAC
ExOps
+
Deep
Dives
Deep
Dives
Braiding Funding Streams
Current
EWD $
Perkins
1B $
Future
SB70 $
EWD $
Perkins
1B $
SB70 $
Jobs & the Economy Goals
11
2013-14 CTE Collaborative Communities
Communities of practice (CoP) come and go based on their charter. Targeted at
peer-to-peer development of curricular models, issues resolution, and faculty
training. Chartered based on fundings
1.
2.
3.
4.
5.
6.
Public safety
Education, child development, family services
Construction trades, engineering, architecture, and related
Business administration (accounting, tax, finance, marketing, etc.)
Interior design, fashion, and the arts
Others
2013-14 Priority Sectors Investments
Resourced with Sector Lead + Collaborative Community + Mini Grants +
Programming
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Advanced Manufacturing
Advanced Transportation
Agriculture, Water & Environmental Technologies
Energy & Utility
Health
Life Science/Biotech
Information Communications Technologies
International Trade & Exports
Small Business & Tourism
Retail/Hospitality “Learn-and-Earn”
2013-14 Regional Grouping:
Resourced with Consortia Chair (Co-Chairs) + Collaborative Communities
+ Mini Grants
----• San Diego/Imperial
----• Los Angeles
• Orange County
----• East Bay
• North Bay
• SF/Mid Peninsula
• Silicon Valley
• Santa Cruz/Monterey
----• Inland Empire
----• Greater Sacramento
• Northern Inland CA
• Northern Coastal CA
----• South Central
----• Central
• Mother Lode
2013-14 Technical Assistance (TA) Investments
TA Providers to support field’s attainment of regional sector priorities
•
•
•
•
•
•
•
•
•
Labor market information (e.g., Centers of Excellence)
Navigating contract education (aka., Catherine Swenson)
Data and accountability (e.g., Veratac, DCS)
CACareerCafe.com toolkits
• Veteran’s pathways; work-based learning
Perkins special pops and non-traditionals
With ASCCC, instructional redesign & curricular approval
With CCCAOE, Leadership Program on CTE fundamentals
With Basic Skills Initiative, contextualized basic skills
Others
• As is prioritized by regions, sectors and funding
Let’s discuss:
•
Should there be a legislative action body?
•
Should there be a philanthropic body?
•
How should Sectors and Regions be evaluated?
•
•
•
Regional outcomes
Sector outcomes
Individual leadership
DOING WHAT MATTERS
FOR JOBS AND THE ECONOMY
DIVISION OF WORKFORCE AND ECONOMIC DEVELOPMENT
Innovate What MATTERS:
Allied Health Project Overview
Innovate What MATTERS
Allied Health
Give Priority
 The healthcare industry: ambulatory services, acute care
hospitals, skilled nursing & residential care facilities
 Healthcare employment = 1.5 million jobs statewide
 Healthcare will continue to be a major economic driver as the
state’s population increases and the current workforce ages
 Projections from the California Hospital Association: the State
will need to train 1 million more healthcare workers by 2030
 CA Community Colleges currently train over 70% of ADN
nurses and most of the needed allied health professionals
 Radiology Techs, Lab Techs, Dental Hygienist, PTAs and more
Innovate What MATTERS
Allied Health
Make Room
 Statewide CCs lack the capacity to meet employer needs
 Healthcare (HC) employers rely on CCs for incumbent worker
training
 Many HC employer groups have educational funds to pay for
training, either as an individual student or cohorts of students
 SEIU is the largest healthcare union representing more than
300,000 members
 Educational funds have members dispersed in small groups statewide
 All prerequisite courses needed for allied health occupations are
impacted!
Innovate What MATTERS
Allied Health
Promote Student Success
 Utilize student support services provided by employer educational
funds to increase career ladder mobility
 Schedule classes and trainings for working adults or students
 Consider accelerated or condensed course curriculums
 Using a regional approach, pool multiple employers to fill cohorts
for occupational specific trainings
 Using existing CCCCO regions to identify lead colleges for each
allied health occupation, and/or develop regional “Centers for
Allied Health Education and Training”
Innovate What MATTERS
Allied Health
Innovate What Matters
Project scope
1. Analyze and research the complexities in public education’s
ability to meet the growing needs of industry
2. Engage industry stakeholders – form Advisory Committee
3. Develop inventory of innovative best practices – online & DE
4. Develop pilot project in concert with SEIU & other employers
5. Make recommendations/suggestions for legislation
amendments with EWD staff & IWM partners
6. Disseminate project findings statewide
Innovate What MATTERS
Allied Health
Barriers Identified
Barrier 1
Lack of employer
services
represented on
college websites
Barrier 2
Lack of standardized
policies/procedures
in the CCC system
make it difficult for
employers to access
services
Barrier 3
Pre-requisite
science courses are
impacted
statewide
Barrier 4
Access to Incumbent
worker occupational
advancement
training is limited
Barrier 5
Restrictions imposed
by allied health
educational
accreditation
organizations
Innovate What MATTERS
Allied Health
Due to course impaction, barriers to allied health
programs are at every transition.
Two more
Years
3
Entrance into
allied health
program
2
Anatomy
Physiology
Microbiology
1
Chemistry &
Intermediate
Algebra
College Level
English and
Math courses
Online Prerequisite Courses by Region
25
20
Math 1A
English 1-A
15
Anatomy
Physiology
10
MicroBio
5
0
North/Far North
Bay Area
Central Valley
So.Central Coast
LA-OC
Desert
San
Diego/Imperial
Valley
Innovate What MATTERS
Allied Health
What Employers Will Fund
1. Increase the availability of prerequisite science courses for
incumbent workers via contract education with colleges who
have the interest and capacity to participate.
2. Computed Tomography Training (CT Tech) – To meet
employers’ current needs, develop a contract education
regional training program in concert with Merced College or
Long Beach City College.
3. Facilitate a regional or statewide incumbent worker allied
health prerequisite track for science courses with sequenced
cohorts of students using distance education modalities.
But, employer-funded programs are limited to their employees.
Innovate What MATTERS
Allied Health
Capacity is Created by Funding
Grant
funds
State
Apportionment
Allied
Health
Programs
Student
Employer
Paid
Innovate What MATTERS
Allied Health
Policy Discussion:
The Question of Access to Allied Health Pathways
How do we increase student access to allied health pathways
when dealing with impacted courses compounded by
unusually high regional or statewide job demand?
Initiative Reports
August 2012
Health Workforce Initiative
Linda Zorn
The Health Workforce Initiative (HWI) has created and continues to implement a successful structure for a statewide
advisory committee. This work is in complete alignment with the Doing What Matters for Jobs and the Economy
strategic initiative from the CCCCO. The HWI conducts three meetings annually of a statewide advisory committee.
The committee is governed by the bylaws which allow for a minimum of 12 and a maximum of 25 voting members.
These voting members consist of business/industry representatives from major medical centers statewide, governmental
appointees, health care related associations, secondary/ROP programs, community college allied health faulty and
program directors, and others as appointed by the committee. Each HWI regional center also convenes an advisory
committee to guide the programming of the center.
As industry makes requests, HWI programming is aligned to respond to the identified need. One example is the request
for more training on cultural and linguistic competency. HWI has completed 9 of 17 modules for integration into any
community college allied health program on this topic. These modules are now available on our website http://cahwi.org/. Modules completed include:
a.
b.
c.
d.
e.
f.
g.
h.
i.
Cultural Awareness (Culture versus Personality)
Cultural Awareness (Visible and Non-visible Cultural Aspects)
Levels of Cultural Awareness - Moving Toward Responsiveness
Cultural Humility and Responsiveness
Communications Styles - Paralanguage and Elements of Body Language
Cross-Cultural Communication Style and Differences
Patient-Centered Communication with Limited English Proficiency (LEP) Patients
Bilingual Staff vs. Trained Medical/Healthcare Interpreters
Managing Effective Patient Communication Through Medical/Healthcare Interpreters
HWI utilizes the DACUM Job Analysis process to respond to identified industry need for emerging occupations. This is
very similar to the Skills Panel concept. A DACUM panel is convened consisting of expert workers to define their
occupation in terms of successful task performance. An industry advisory panel is also convened to validate the skills
and competencies required for this job/occupation. The HWI website contains a listing of the DACUM Job Analyses
completed by the Initiative - http://ca-hwi.org/.
Interactive Internet & Mobile Applications for Business
Steve Wright
Our Initiative’s goal is to cause positive economic and workforce development results by encouraging business to
accelerate the utilization of interactive internet and mobile applications for business (iima4biz). This effort is
accomplished by direct to business workshops and curriculum development with California Community Colleges (CCC)
Faculty. Iima4biz currently has three programs being utilized.
First is the Social Media Management Workshop. This is an online workshop, www.web4biz.org, with a Completion
Certificate that has been announced thru press releases and social media marketing to the general public. It has also been
made available to CCC Faculty to use as a curriculum asset in their classes. Currently there are ten CCC Classes signed
up for use and 135 registered users from the general public.
The second program, Tecnificate, is the third Tecnificate that was recently held on May 19th at Hartnell College.
Marketing included on air interviews with Univision-Salinas and had over 120 attendees (20 were via live streaming).
There is a video on-demand recording available online.
Lastly, the Social Media Curriculum Collaborative is a pilot effort to stimulate the development of a CCC Social Media
Certificate. The collaboration website, www.ccc-colab.org., is where interested Faculty from all 112 Colleges are invited
to share and join in a project managed by iima4biz. These will enable Faculty to develop a generic Social Media
Curriculum/Certificate template for use at any CCC institution. Twelve faculties are currently registered and
participating.
Environment, Health, Safety, and Homeland Security Initiative
Richard Della Valle
Model certificate development was started for Water and Geospatial Technologies. This includes the development of
skills panels, micro-credentials and badges. Each program will be aligned to industry needs and will include core and
elective courses, and fulfill STEM requirements. For Geospatial Technology the core courses will be: Introduction to
Geospatial Technologies, Spatial Analysis, Data Acquisition and Management and Cartographic Design and
Visualization. The elective courses will be: Introduction to Remote Sensing, Programming and Web Application
Development, Field Data Collection and Internship. Micro-credential and badge development will be based on the DOL
Geospatial Competency Model, Reviewed by a California Community College Geospatial Educator panel and Vetted by
an Industry Advisory Group. The Geospatial Program Standard will be held and administered by recognized national
industry professional group where testing and administration will be completed. The colleges will be encouraged to
align their Geospatial programs to the industry recognized standard so students can develop their portfolio of badges and
micro-credentials. This approach will enhance student success, persistence, life-long learning and career pathway
development.
In addition, twenty-three corps members spent a week in training at the Greenwood Center last month and became the
first in the CCC to be certified as Environmental Health and Safety Technicians. They were among more than 400 corps
members throughout the state who had previously completed 40-hour Hazwoper training -- Hazardous Waste Operations
and Emergency Response -- taught in 17 locations by the Northern California Environmental Training Center directed by
Michael Hall. The training included units on hazardous waste labeling, blood borne pathogens, confined space entry,
incident command system, hazardous material transportation, hazard communication, and forklift certification. Included
in the training was a presentation from Rodney Woody, general manager of the West Coast region for Clean Harbors.
He gave an overview of his company, its benefits, and the types of positions corps members would be eligible for after
their certification. Clean Harbors has already hired at least one former CCC member, he said. Rodney is an industry
member of the advisory committee for the Job Incentive grant.
Applied Competitive Technology Initiative
Jose Anaya
CACT’s formed partnerships and collaborated with industry, colleges, businesses, and economic agencies to help train
and place individuals in jobs. These partnerships resulted in colleges and centers developing new training programs,
expanding services and meeting the needs of business and industry. Surprisingly there is still a skills gap; manufacturers
cannot find enough skilled workers. To address this need, the CACTs focused on training individuals for in-demand
skills in partnership with hiring companies. These efforts resulted in 145 individuals receiving jobs. The training was
primarily in areas like CNC machining, printing, optics, solar, welding, and wind.
Focused on Industry Sectors: Based on regional workforce needs, the CACTs provided technical assistance, develop
curricula and deliver training to manufacturers Statewide that resulted in 190 individuals receiving industry certifications.
Supplying in-demand skill set for employees and students: This past year, CACTs trained over 3,200 individuals in
manufacturing related skills and served 321 manufacturers in delivering grants and contracts worth $40 million.
Pathways of training development & delivery with partners: CACTs continue to offer training to interested faculty from
all California Community Colleges and support high school partners to create a pipeline of students from the high
schools into college CTE programs.
Stackable industry sector related credentials, based on common metrics: Over 3,200 employees and students were trained
in: engineering and process technologies; industrial maintenance; managerial and supervisory; computer aided design
and drafting; skills standards and certifications; advanced materials; rapid prototyping and digital manufacturing;
benchmarking, quality ISO 9000 and AS9100; machining skills, CNC programming and CAD/CAM; and accelerated
technology boot camps.
Training and Development Institute
Catherine Swenson
Training & Development (T & D) conducted Using a Performance Approach in Contract Training for the Central Region
Contract Education practitioners at the Merced College Business Training Center. T & D also provided Contract Ed 101
to the Bay Area Consortium Contract Education practitioners at the Chabot-Las Positas District training facility in
Dublin.
The Initiative Director provided technical assistance to Merced College, Mission College, College of the Desert, Butte
College, Solano College, College of the Sequoias, College of the Canyons, Pasadena City College, Foothill-DeAnza
Community College District, Cerritos College, Chaffey College, and San Diego CCD. The Director also provided a
question-answer session to the members of the Association for Community and Continuing Education regarding
Education Code regulations for Contract and Community Education.
The Initiative Director continues as the Executive Director for the California Corporate College and oversees the project
directors for marketing, sales, and the California Department of Corrections Contract.
Training and Development Director provided an orientation to new members of the EDPAC and assisted the Dean in the
development of the agenda. Training and Development continued to oversee the EWD Website and Marketing project,
DCS project, and oversight of the Program Evaluation contract. The T&D Director has continued to participate with the
Vice Chancellor of Economic & Workforce Development’s “Red Team” meetings and conference calls and is working
with the HWI Initiative Director to develop a pilot “Innovate What Matters” project.
T & D has continued to participate on the PG&E Power Pathway Core team and is assisting with identifying additional
welding programs within the community colleges to participate with Power Pathway. T&D Director attended a Sector
Strategy Convening at the San Ramon Conference Center.
International Trade and Development
Jeffrey Williamson
International Trade Education, CITD, was presented the NASBITE (North American Small Business International Trade
Educators) “State International Trade Program of the Year” Award at the NASBITE annual conference in Oregon, this
past April. The award recognized the CITD contribution and support in developing and helping to launch the first
industry recognized credential for international trade – the Certified Global Business Practitioner (CGBP). The CGBP
credential is gaining increasing recognition nationwide, with over 400 certifications issued since its inception, including
professionals in fortune 500 companies, government and small business. The CITD currently offers CGBP exam
preparation workshops to assist job-seekers and incumbent workers to add this credential to their qualifications.
Export Education & Promotion in utilizing funding from the U.S. Small Business Administration, State Trade and Export
Promotion program – California STEP, the CITDs are leading a statewide effort including nine CITD centers and
affiliates, the California Chamber, the Los Angeles Area Chamber of Commerce, the Governor’s Office of Business and
Economic Development, the California Department of Food and Agriculture, and the San Diego World Trade Center
which has produced over $18.6 million in current and projected exports of goods and services which support high paying
California jobs. Firms that export, pay on average 15% higher wages than companies that do not export – according to
the U.S. Department of Commerce
Advanced Transportation Technology and Energy Initiative
Peter Davis
ATTE training priorities are influenced by many sources including the Community College’s Economic and Workforce
Development Program mission statement, legislative regulatory agencies, grants and requests from the Chancellor’s
Office. ATTE also serves as technical experts to offer direction and industry requirements to potential funding sources,
such as the Legislature, EDD, CALTRANS, CDE, CEC, WIB, WIA and ETP, as requested. These grants/contracts
demonstrate a powerful return on investment and reflect a clear connection and understanding by ATTE of the energy
and transportation priorities in California. The initiative is reviewing current outreach, development and delivery
practice and infusing the proposed Skills Panels & Sector Strategies concepts.





Focused on Industry Sectors through Regional Advisories:
Based on regional workforce development sector needs and as funding permits ATTE will continue to provide technical
assistance, develop curricula and deliver advanced transportation and energy training Statewide.
Supplying in-demand skill set for employees:
Our concentrated effort of planning, delivery and developing of partners has yielded (revised June 2012)
grants/contracts for $18,235,000 transportation and energy training through 2015.
Pathways of training development & delivery with partners:
ATTE continues to offer in-service training to interested faculty from all California Community Colleges and our
Energy Academy High Schools partners to increase the total capacity of the System. ATTE is developing contracts with
NRG to establish Electrician training and PGE to offer alternative fuel, infrastructure and Fleet tech transition training.
Stackable industry sector related credentials, based on common metrics: 577 trained
Samples of Fee based: CNG Cylinder Safety, Heavy Duty Electronics & Multiplexing, Electrical Schematics
Troubleshooting, Utility-Scale Solar Energy, Advanced Hybrid, Diagnosis, INSITE Train-the-Trainer, Electrical II and
an Electrical III training
Samples of FTE training based on Advisory skills panel responding to labor market needs; Automotive Electricity,
Electronics Engine Management, Alternative Fuels, Diagnostic Engine Management, Hybrid Class, Westport GX LNG
Class, Cummins ISL G level I fuel systems, Wireless Communications for Building Automation Systems, Hydraulic
Filtration Class, Hydrostatic Drives Class, DVOM for transit, and Basic Electrical Section 1,2 & 3
Workplace Learning Initiative
Bruce Whistler
The Workplace Learning Resource Initiative continues to align its efforts to support Jobs and the Economy with a
refocusing on the retail and hospitality sector. This sector employs over three million workers and generated a revenue
exceeding $500 billion in 2010. The WpLR’s expertise in delivering basic skills and advanced workplace skills training
positions them to support this vibrant and growing industry sector.
In addition to supporting the retail and hospitality sector the WpLR’s six funded Centers and four affiliate Centers
continue to deliver high-quality workplace basic skills training to all sectors directly to our stakeholders or in partnership
with other Workforce and Economic Development initiatives or partner Community Colleges.
Example activities include but are not limited to:






Explore sector specific programs already being delivered by CTE programs around the state with an eye to
replicating and supporting successful programs.
Prepare community college faculty to teach courses that address the workplace skills gap with a series of trainthe-trainer workshops. Train-the-trainer sessions included the Customer Service Academy, Next Skills Institute,
and Cultural Diversity.
Explore innovative delivery methods to accommodate the unique schedules of those employed in the retail and
hospitality sectors.
Build partnerships that help promote WpLR offerings to national employers in the retail and hospitality sector.
Partner with other Workforce and Economic Development initiatives to disseminate and support knowledge of
basic skills training directly or as contextualized learning for a specific industry sector.
Explore and implement dual certificate and/or certificate degree programs to create educational and career
advancement opportunities.
Centers of Excellence
Elaine Gaertner
The California Community College's Chancellor's Office Doing What Matters for Jobs and the Economy campaign
focuses on determining labor market needs as a basis for regional capacity planning and sector priorities. To support the
work of the Doing What Matters campaign DWM), the Centers of Excellence Initiative has developed a series of
Industry Sector Profiles. The sectors were chosen for their relevance to the State’s economy and also for the opportunity
they represent for advancing a qualified workforce through education and training. The following Industry Sector
Profiles are available at www.coeccc.net/dwm: Energy and Utilities, Agriculture, Healthcare, Small Business Export,
Retail and Hospitality, Advanced Manufacturing, Biotechnology, Advanced Transportation, Information and
Communication Technologies (ICT).
These, and a series of economic profiles by region, are also available at the COE website. For more information, contact
Elaine Gaertner, Statewide Director, at elaineg@cccewd.net
Business & Entrepreneurship Center Program
Michael Roessler
The Business & Entrepreneurship Center (BEC) Program was created to address the proactive needs of entrepreneurs and
California’s business communities. Nine BEC offices throughout the state assist local economic development
corporations, chambers of commerce, business outreach centers and other community-based organizations whose
primary mission is to assist small business. Below is an overview of our technical assistance and training outcomes and
from our 2011-12 fiscal year funding:









Business training events provided by the BEC: 175
Business owners attending these trainings: 4863
Business owners receiving technical assistance: 186
Hours of technical assistance provided to business owners: 426
Number of jobs created and retained from technical assistance: 75
Business sales increases by BEC clients: $13,238,112
Business loans secured by business owners: $210,000
Equity investment secured by business owners: $594,095
Increased value realized by business owners:14,992,179
In fact, between January and March 2012, the Business & Entrepreneurship Center’s training events attracted business
owners that were directly responsible for 5,851 employees.
The Entrepreneurship in Education Conference 2012, being held in Fresno in September, is inviting the most qualified
entrepreneurial-minded professionals from our campuses to attend this valuable, knowledge-sharing event. Presented by
the Business & Entrepreneurship Center (BEC) Program, hosted by the Lyles Center for Innovation and
Entrepreneurship, and officially endorsed as part of the Regional Conference Series of the National Association for
Community College Entrepreneurship (NACCE), this conference will bring together some of California’s top
Entrepreneurship Educators to help Launch, Grow and Move an Entrepreneurship Program on any one of the 112
California Community College campuses. There is no charge to the attendee for complete attendance.
www.eecwestcoast.com .
Applied Biotechnology
Jeffery O’Neal
(On medical leave until October 2012)
This is a time of shifting priorities. There have been a number of reports and policy recommendations issued recently
with the intent of making the community colleges more effective. These include the Little Hoover Commission report on
Updating the California Community Colleges to Meet Evolving Demands (LH), The Student Success Task Force
recommendations, and ‘Doing What Matters’ from the EWD program leadership. While there are commonalities among
the recommendations of these reports, there are distinct differences in key areas. It will be important for EWD leadership
to clarify what aspects of the various reports will take priority, issue clear policy direction to the initiatives in terms of
goals and emphasis, and be sure data collection and reporting systems capture measures of effectiveness that
appropriately reflect the new goals and priorities.
Energy & Utility Initiative
Jim Caldwell
The industry addresses the workforce issues identified by the electric, gas, and water utilities in California.
It also assists the state’s investor Owned Utilities (IOUs) with specific workforce development activities
mandated by the California Public Utilities Commission.
Strategy: Progress continued in developing workforce programs to meet the state’s carbon reduction goals
mandate by AB 32 and related legislation. A gap of approximately 25,000 workers is projected for 2012-16 in
thirteen industries that serve the state’s energy efficiency enhancements to commercial, industrial, and
agricultural processing buildings.

More than 120 stakeholders from industry, education, government, and workforce investment system
participated in the PG&E Sector Strategy launch event in San Ramon.
 Research into job openings and leading community college programs was translated into a platform for
2013-14 workforce development initiatives.
 A Steering committee focused on driving results for 2012, including two new market transformation
courses to be delivered this fall.
California Energy & Utility Consortium: Comprised of major energy utilities in California, this consortium
addresses on common workforce issues for the state’s electric, gas, and water delivery infrastructure. A
decision was made in May to prioritize the following activities:
1. Veterans – An initial project to map military occupations to utility jobs is underway, leading to
developing bridge training programs that will assist in placement into employment.
2. Engineering and Information Technologies – Hard to-fill positions are being identified in preparation
for statewide strategy that increases completions of relevant certificate programs.
3. Grid Modernization – Assessment is underway to develop long-term strategies dealing with major
changes in workforce knowledge, skills, and abilities.
Smart Grid Workforce Development: This initiative supports the grid modernization workforce by engaging
selected community colleges and CSU campuses in planning career pathways, stacked credentials, and
“Badges” programs. A Technology Roll-out assessment and Statewide Workforce Development Strategy are
being prepared for delivery in Q3.