Regional Coordination Julie Bruno, ASCCC, Sierra College Claudia Habib, CCCCSSAA, Reedley College Kathleen Rose, CCCCIO, Gavilan College Julius Sokenu, CCCAOE, Moorpark College

Overview Strong Workforce Program Summary Key Points Discussion Final Thoughts

CCCCIO Layers of activity in the trailer bill language, with immediacy of activity as soon as August 2016. Emphasis on the “health” of the collaborative and the local structure of the region. Importance of non- duplication of effort in program planning, labor market outcomes, and sharing of effective practices. Streamlining curriculum processing at the local and state level. Understanding the regulatory oversight of the CO.

CCCCSSAA Funding to address provision of student services related to career exploration, job readiness and job placement, and work-based learning. Funding to increase the number of students in quality CTE courses, programs and pathways that will achieve successful workforce outcomes. Outcome measures to evaluate progress in closing equity gaps in program access and completion, and earnings for underserved demographic groups. Expand the definition of student success to better reflect CTE outcomes for community college students

CCCAOE CCCAOE as the primary organization representing CTE faculty and administrators supports the Trailer Bill and recommends the following: Increase district and college flexibility and responsiveness to CTE,EWD, and industry needs by leveraging workforce funds with 3SP and other funding. Access to current participant level employment data and need to create an effective job placement system. Facilitate regional development and sharing of curriculum models, courses, degrees, and certificates aligned with industry standard and credentials portability.

CCCAOE Receipt of regional funds by a college should be contingent on alignment with a regional plan. Engage regional consortia and community colleges to facilitate seamless career pathways and communication between systems. Engage business and industry to assist colleges in hiring qualified CTE faculty. Create sustainable funding that provides long-term strategic planning for colleges and employers. Incentivize colleges to regionalize CTE programs and ongoing funding for marketing, media, human capital, counseling, and economic development. Reduce reliance on grants.

ASCCC The Academic Senate has suggested the following to support the intent of the Strong Workforce Program: Support curriculum processes, including C-ID, to ensure that students are able to efficiently transfer college level CTE courses between CCCs, CSU and UC Streamline curriculum approval processes at the local and state level Ensure the hiring of qualified instructors or CTE including the potential of a streamlined state approval process to establish MQs and enhanced guidance regarding the use of equivalency.

ASCCC Encourage the creation of programs to provide professional development and ongoing training for CTE faculty, student services faculty, and staff Support sustained and predictable funding for the C-ID system Provide resources to support CTE programs, faculty and students including CTE counselors and professional development for faculty and staff

Focused Conversation What does the Strong Workforce Program mean to you? What is your understanding of it?

Focused Conversation What ideas to you have for addressing the Strong Workforce Program requirements? Are there practices at your college or district that already address the requirements and that can be shared?

Focused Conversation Do components of the Strong Workforce Program provide cause for concern or caution? If so, what are they and how should they be addressed? Do you see opportunity within the components of the SWP? If so, what are they and how might they be enhanced?

Focused Conversations Considering your responses to the previous questions, what do you need to implement the Strong Workforce Program?

Final thoughts

Thank You!