California State Plan for Career Technical Education STATE

California State Plan for Career Technical Education STATE BOARD OF EDUCATION Linda Darling-Hammond, State Board President CALIFORNIA DEPARTMENT OF EDUCATION Tony Thurmond, State Superintendent of Public Instruction CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE Eloy Ortiz Oakley, Chancellor

Presentation Overview • The Shift from Perkins IV to Perkins V • What has remained the same • What has changed • Project Timeline – Past, Present, and Future • Plan content development • Key informant outreach • CWPJAC Member liaison meetings • State Plan Layout Discussion • • Chapter by chapter content overview Status update Plan for completion Comments from the CWJPAC Members • General Discussion

The Shift from Perkins IV to Perkins V (1) Landscape of career technical education (CTE) in 2006 -08 and the development of the Perkins IV state plan • 2008 Recession • Perkins funding is how CTE survived in California until… The California Career Pathways Trust (CCPT) in 2013 and more CTE specific state funding like CTEIG, K-12 SWP that followed

The Shift from Perkins IV to Perkins V (2) 2018 Tackling the Two California Issues: • Skill Shortages and low unemployment but inequities in economic gains for low-skilled workers, traditionally over-represented by persons of color • Expectation that CTE should address both by levelling the playing field and heighten the focus on equity and access

The Shift from Perkins IV to Perkins V (3) Under Perkins IV, State submitted a Consolidated Annual Report (CAR) Consists of a narrative and data accountability sections; except for the most recent submission (2017 -18), the CAR, including CORE indicator performance, was always approved by the USDOE If the committee would like more detailed information we will need to look at having a third-party evaluation.

What is the Framework Under Which Advice is Sought • Project Timeline Discussion • Is the outreach to key informants on track? • How would you like staff to inform you of updates? • What is missing that needs inclusion?

Project Timeline: Near Future Tasks that are being completed: • Accountability Conversation with Stakeholders to be scheduled sometime in October • Conversation with Secondary Teachers – Set for October 17 th as a virtual meeting 3 -5 pm • October 25, 2019 – Draft State Plan to be complete • This plan will be presented to the CWPJAC and the Governor in November, the State Board of Education (SBE) and the Board of Governors (BOG) in January.

Project Timeline: Public Feedback The CDE and the CCCCO will be presenting at the following conferences for public feedback: • October 15, 2019 – California Community College Association for Occupational Education (CCCAOE) Conference • Targeting college faculty • November 20 -22, 2019 – Association of Career and College Readiness Organizations (CAROCP) CTE Conference • Targeting K-12 Teachers • December 11 -13, 2019 – Joint Special Populations Advisory Committee (JSPAC) Conference • Targeting Special Populations

Project Timeline: Public Meetings The CDE and the CCCCO will be hosting a public feedback forums on the following dates: • November 13, 2019 – Public Meeting in Sacramento • December 2, 2019 – Public Meeting in Orange County • This is strategically scheduled to be prior to the national Association for Career Technical Education Conference (ACTE) held in Anaheim on December 4 -7, 2019

Project Timeline: Online Public Feedback With help from West. Ed, the CDE and the CCCCO will have an online format to gather feedback from the public. The public feedback window will open on November 15, 2019, and close on December 20, 2019. This is a 35 day period, Perkins V requires a minimum of 30 days for public comment. This link will be shared with stakeholders and the public via various listservs and will be posted on the CWPJAC and Perkins webpages hosted by the CDE.

Project Timeline: Final Steps With help from West. Ed, the CDE and the CCCCO will combine all the comments received by the CWPJAC, the SBE, the BOG, the Governor, and all the public comments to finalize the State Plan. The final draft will be presented to the CWPJAC in January and March 2020, and the SBE and the BOG in March 2020. Once the SBE approves the plan in March, the plan will go to the Governor for their 30 day review.

Project Timeline: Submission of the Plan The California State Plan for CTE is due to the United States Department of Education, Office of Career, Technical, and Adult Education on April 15, 2020.

Stakeholder Engagement to Date Tasks that have been completed: • August 7, 2019 – Virtual Stakeholder Meeting • August 13, 2019 – In-Person Stakeholder Meeting • September 17, 2019 – Second In-Person Stakeholder Meeting Some parts of the Plan have been drafted; the California Department of Education (CDE) and the California Community Colleges Chancellor’s Office (CCCCO) staff continue to work together to make sure the plan is reflective of California’s vision for CTE, specifically stakeholder input

An overview of the Stakeholder Meetings (1) • Virtual Meeting -- Level Setting • 1 st Stakeholder Meeting – Information obtained was obtained at a high level on (a) teacher preparation; (b) dual enrollment; (c) elements of a high quality college and career pathway; (d) equity and access Analysis was conducted on the information received from stakeholders employing to relating strategies (i) identifying themes and (ii) reviewing transition plan to tackle items that stakeholders should provide a response The analysis led to delving more specifically into how CTE should address (a) equity and (b) access (c) the role of business and industry and (d) being student-centered

An overview of the Stakeholder Meetings (2) 2 nd Stakeholder Meeting – In addition to the previous four topics, what a vision for CTE in California should look like was discussed Detailed questions on: • Business & Industry • Equity • Access • Student-Centered

The Big Picture

Survey Results: What is the primary perspective that you bring to the group today?

Survey Results: If you represent a secondary perspective, identify that now

Word Map: What words best describe why CTE and workforce matter?

What is the Framework Under Which Advice is Sought • State Plan Layout Discussion • Is viewing the Plan in sections appropriate? • Has the Plan been framed correctly? • Has care been taken to emphasize the California Way? • Have the Guiding Principles been properly reflected in the Plan? • Does State Plan Content link up to the Transition Plan? • What is missing that needs inclusion?

State Plan Layout Overview Document is in Two Sections: • Section A will describe the State Plan for CTE, focusing exclusively on California • Section B will describe the federal application, focusing exclusively on Perkins V requirements • Each Section will have its own appendices

Section A: California State Plan Review • Chapter 1 – CTE in California • Chapter 2 – Context for CTE in California • Chapter 3 – A High-Quality CTE System • Chapter 4 – Implementing High-Quality CTE Pathways • Chapter 5 – Continuous Quality Improvement • Appendices

Chapter 1: CTE in California • • • State Level Administrative Responsibility The K– 12 CTE Delivery Structure The Community College CTE Structure The Adult Education Delivery Structure Workforce Development, Business, and Community Partners Secondary CTE Enrollment Postsecondary CTE Enrollment Adult CTE Enrollment in Adult Schools and ROCPs Special Populations CTE Enrollment

Chapter 2: The Context of CTE in California • Demographic Context • Economic Context • Educational Context • Policy Context • Career Technical Education Initiatives

Chapter 3: Building a High–Quality CTE System • Vision • Guiding Policy Principals • System Goals • Essential Elements of a High–Quality Career and College Pathway • Brief Definition • Relevance and Significance • Current Key Activities and Initiatives • Need Actions for Change • Summary

Chapter 4: Implementing High–Quality Career Pathways • Provides established policies for the creation, sustainment, and administration of high–quality career pathways. • Helps to clarify the state’s position on critical and necessary components of high–quality career pathway programs. • Helps to define Career pathways. • Includes a list of components of a high–quality pathway.

Chapter 5: Continuous Quality Improvement in CTE • Secondary Continuous Quality Improvement (CQI) Framework • High School Transitions to College/Career • Secondary CTE Accountability Framework • Community College CQI Framework • Adult Education in CTE CQI Framework • Moving CTE from Accountability to Continuous Quality Improvement

State Plan: Appendices • Appendices: • Glossary • List of commonly used acronyms • Guiding Policy Principles • Statewide Advisory Committee • California Workforce Pathways Joint Advisory Committee (CWPJAC) meeting dates How these will be decided among the two sections will be determined before the November meeting

Section B: Office of Education Required Documents • Perkins V narrative responses to questions • Required budget forms • Required accountability forms

Section B: Appendices • State Plan Stakeholder Group • List of public hearing dates and locations • Responses to Field Recommendations from website and statewide hearings • Certifications Regarding Lobbying; Debarment and Suspension, and Other Matters; and Drug-Free Workplace Requirements • Assurances and Non-Construction Programs • California Department of Education and Chancellor’s Office, California Colleges Request for Waiver of Section 132 Distribution Formula

Section B: The Federal Application for the State Plan for CTE • Plan development and consultation • State’s vision for education and workforce development • CTE programs/programs of study implementation • Meeting the needs of special populations • Preparing teachers and faculty • Fiscal responsibility • Accountability for results • Budget • State-determined performance levels (SDPL)

Focused Feedback on Section A, Chapters 1 and 2 and Section B

Chapter 1: CTE in California • • • State Level Administrative Responsibility The K– 12 CTE Delivery Structure The Community College CTE Structure The Adult Education Delivery Structure Workforce Development, Business, and Community Partners Secondary CTE Enrollment Postsecondary CTE Enrollment Adult CTE Enrollment in Adult Schools and ROCPs Special Populations CTE Enrollment

Chapter 2: The Context of CTE in California • Demographic Context • Economic Context • Educational Context • Policy Context • Career Technical Education Initiatives

Section B: Appendices • State Plan Stakeholder Group • List of public hearing dates and locations • Responses to Field Recommendations from website and statewide hearings • Certifications Regarding Lobbying; Debarment and Suspension, and Other Matters; and Drug-Free Workplace Requirements • Assurances and Non-Construction Programs • California Department of Education and Chancellor’s Office, California Colleges Request for Waiver of Section 132 Distribution Formula

Section B: The Federal Application for the State Plan for CTE • Plan development and consultation • State’s vision for education and workforce development • CTE programs/programs of study implementation • Meeting the needs of special populations • Preparing teachers and faculty • Fiscal responsibility • Accountability for results • Budget • State-determined performance levels (SDPL)

Preliminary Thoughts on Chapters 3, 4, & 5