Strong Workforce Program Update Lorraine SlatteryFarrell ASCCC AtLarge

  • Slides: 28
Download presentation
Strong Workforce Program: Update Lorraine Slattery-Farrell, ASCCC At-Large Representative, ASCCC CTE Leadership Chair

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

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

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 middleskills 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

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/Strong. Workforce/2016 _17 Plans. And. Analytics. aspx

Requirements for all investments: • A) Increase the number of students in quality CTE

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+ 1. Unemployment

Allocation Model for the Funds: Variables and Weighting 2016 -17 2017 -18+ 1. Unemployment rate 1/3 2. Proportion of CTE FTEs 1/3 3. Projected job openings 1/3 1/6 0 1/6 4. Successful workforce outcomes doingwhatmatters. cccco. edu 6

Beginning in 2017 -2018 legislation states the funding distribution will be based on: Unemployment

Beginning in 2017 -2018 legislation states the funding distribution will be based on: Unemployment Rate; 33% Job Openings; 17% CTE FTES; 33% Student Outcomes; 17%

“Incentive Funding” Angst! • All components of the allocation model are fixed in the

“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

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 CTErelated 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

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

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

Phased implementation of incentive formula July 2017 • 5/6 th of SWP monies made

Phased implementation of incentive formula July 2017 • 5/6 th of SWP monies made known to regions and districts Round 1: The 17% was allocated based on CTE FTES, unemployment, and job openings September 2017 • Board of Governors approval Round 2: The 17% incentive funding will be based on: • Enrollments in 2016 -17 • Students who earned a degree or certificate in 2016 -17 (all 2017 -18 funds can be spent retroactive to July 1) December 2017 • 1/6 th of SWP monies (17%) – calculated based on incentive funding - announced Round 3: The 17% incentive funding will be based on: • Ten student outcomes metrics doingwhatmatters. cccco. edu 1 2

 • What Stays The Same • • Local funding share goes to districts

• What Stays The Same • • 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) • What Changes • • • 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

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 locallyissued 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

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

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! 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 o the number of students who attained 12 credit units

Outcomes that Count Skills-gains o the number of students who attained 12 credit units in CTE o 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 o the number of CTE students who were employed in the second fiscal quarter after exiting the community college system o 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

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 o the number of CTE students who exited the community college system and improved their earnings o 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

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

Important Resources • To learn more about the 17% committee and the formula go here: http: //doingwhatmatters. cccco. edu/Strong. Workforce/17 Pe rcent. Committee. aspx • http: //doingwhatmatters. cccco. edu/Strong. Workforce/SWPI ncentive. Funding. aspx • CTE Liaison Resources: • http: //asccc. org/content/importance-designated-cteliaisons-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

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

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

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 5 th & 6 th 2017, San Jose

Important Resources • To learn more about the 17% committee and the formula go

Important Resources • To learn more about the 17% committee and the formula go here: http: //doingwhatmatters. cccco. edu/Strong. Workforce/17 Pe rcent. Committee. aspx • http: //doingwhatmatters. cccco. edu/Strong. Workforce/SWPI ncentive. Funding. aspx • CTE Liaison Resources: • http: //asccc. org/content/importance-designated-cteliaisons-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

References • Some of the slides in this presentation were taken from the California Community College Chancellor’s Office Doing What Matters website. There 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

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