Tips for Completing a New Course/Program Application Office of Career, Technical, and Adult Education Virginia Department of Education February, 2019 Thank you Sharon! We are happy to be here today - to talk about - how we can use CTE trailblazer data - in implementing career cluster - and preparing students for high skill, high demand and high wage careers.

Overview Part 1: The importance of identifying “high-skill, high-demand, high-wage careers” through Trailblazer labor market data Part 2: Using the new online interactive Trailblazers labor market data tool to complete the “Labor Market / Employment Data” section (Part H) of the New CTE Program/Course Application. We will be talking two things today - at this professional development session. First, - we will take a look at -- trailblazer labor market data - available on CTE trailblazer web portal - to identify “High skill, high demand and high wage careers” in Virginia. Then we will describe - why identifying these careers are important for CTE program. After that, In Part B, - we are going to show how to use the data - For this time, we can prepare CTE course application - using the new online interactive labor market data tool. - We will give you a walk through - of how you can use this tool - to complete Part H of the new CTE course application.

Part 1 The importance of identifying “high-skill, high-demand and high-wage careers” through Trailblazer labor market data Which information do Trailblazer Labor Market Data include? What are High-Skill, High-Demand, High-Wage careers? What are the drivers of job growth? Why are High-Skill, High Demand, High-Wage careers important? So, - Part 1: - the importance of identifying “high skill, high demand, and high wage careers - through Trailblazer labor market data. In this part, - I will be talking - about the information included in Trailblazer Labor Market Data, -- Identification of High Skill, High Demand, High Wage careers, --- Drivers of job growth, --- and finally, --- the importance of considering high-skill, high-demand, and high-wage careers

Part 1: High-Skill, High-Demand, High-Wage Careers Which information do Trailblazer Labor Market Data Include? Skill Demand Wage First let’s take a look at -- the Trailblazer Labor Market Data. This table is a (umm) little bit different - from what we are -- familiar with --- because it’s in the new format - . And this is designed to help you complete CTE course application -- faster and easier. As you can see, occupations are categorized under career clusters, career pathway, == and === uniquely identified by their respective SOC code. There, you can find skill, demand and wage information of each occupation. Highlighted in green ---- is the Predominant Level of education and training ---- which shows the level of skill required--- for that occupation. For demand for an occupation, --- we can analyze the variables like --- estimated employment, projected employment, numeric and percentage change and annual job opening. These variables related to demand ---- are highlighted in red. And wage information which are the annual mean wage and annual median wage are shown in blue.

Part 1: High-Skill, High-Demand, High-Wage Careers Which information do Trailblazer Labor Market Data Include? …………. High Skill Predominant Level of Education …………. Numeric Change, Percentage Change, Annual Job Openings High Demand So, this graph summarized the variables what will help us in identifying high skill, high demand and high wage careers …………. Annual Median Wage, Annual Mean Wage High Wage

Part 1: High-Skill, High-Demand, High-Wage Careers What are high-skill careers? Predominant level of education & training Denotes the highest education level of either: Typical entry-level education Most prevalent level of educational attainment among all workers in the occupation age 25 years or older Training/Certification Indicates that one or more of the following is typical in order to attain competency in the occupation: Postsecondary non-degree award Internship/residency Apprenticeship On-the-job training Work Experience Indicates whether related work experience is typically required for entry into the occupation So, first of all, ----- I will go over the identification of high-skill careers. --- This Trailblazer Labor Market Data use BLS data ---- to determine the “predominant level of education and training” for each occupation. This variable includes three information --- highest level of educational attainment, training or certification and work experience. Both typical entry level education and prevalent level of education is used to choose the predominant education level . Similarly, this variable also tell whether an occupation require some training and work experiences.

Part 1: High-Skill, High-Demand, High-Wage Careers What are high-skill careers? The International Standard Classification of Occupations (ISCO) defines skill level as “a function of the complexity and range of tasks and duties to be performed in an occupation” (ISCO-08, Volume 1). Operational measures of skill level frequently include consideration of one or more of the following: The nature of the work performed The level of formal education required for entry into a profession and/or typical among workers employed in an occupation The amount of on-the-job training and/or previous work experience required for competent performance of work duties Six Career Clusters with significant high-skill occupations in Virginia Business Management and Administration Finance Government and Public Administration Health Sciences Information Technology Law, Public Safety, Corrections & Security So, to distinguish high skill occupation-- we need to consider --- all these three factors. Since education, training and experience can be combined in many ways, there is hard to define high-skill based on just one of these. The international standard classification of occupations defines the skill level --- as “a function of the --complexity and range of tasks and duties ---- to be performed in an occupation” and that implies there is no specific benchmark for the skill level. So, when we are selecting high-skill occupations, we are supposed to ----consider one or more of the following: ----the nature of the work performed, required and predominant level of educational attainment, and the number of on-job training and previous work experience. Different careers have different types of education or training needs, so this approach will allow us --- to identify high skill occupations. Based on 2014 data, these six clusters –listed here has the please note that we will update Trailblazer Labor Market data for 2016 – 26 period so these classification may be a little bit different in the new data. this approach allows occupations to be grouped in order to create estimates of the outlook for occupations with various types of education or training needs.

Part 1: High-Skill, High-Demand, High-Wage Careers What are high-demand careers? Estimated Employment 2014: The estimated number of jobs or positions in each occupations in 2014. Projected Employment 2024: The projected number of jobs or positions in each occupations in 2024. Numeric Change 2014 – 2024: The projected numeric increase or decrease in the number of jobs or positions in each occupation over the decade. Percent Change 2014-2024: The projected percent increase or decrease in the number of jobs or positions in each occupation over the decade. Annual Job Openings: the projected number of job openings due to the creation of new jobs and the vacancy when workers retire or leave an occupation. Now we’ll be moving to another important aspect -- which is ---demand of these occupation. Trailblazer Labor Market Data provides an overview ---of the expected change for each occupation in 10-year period. Variables like baseline employment, projected employment, the number and percentage of jobs increase or decrease, and annual job opening will be included as in . So, we will be looking at 2014 – 24 employment projection data for the identification when it is released.

Part 1: High-Skill, High-Demand, High-Wage Careers What are high-demand careers? Key questions to consider when determining whether a career is “high-demand” Is the occupation expected to experience more or less growth over the decade than what is expected for all occupations in a given region? (‘Percent Change’ column) How many more jobs will there be in the occupation in a given region in the future? (‘Numeric Change’ column) How many job openings will there be in the occupation in a given region each year? (‘Annual Job Openings’ column) Although there are 5 variables related to demand for careers, we will only need to utilize Percent change, Numeric Change and Annual Job Opening variables. First of all -- we need to consider Percentage change! It is important to check whether an occupation is projected to grow more or less over the decade compared to all occupations in the region or in the state. Then we need to see numeric change in employment such as the number of jobs added to an occupation in the decade. And finally, the number of job openings and see if they could be a significant opportunity for students.

Part 1: High-Skill, High-Demand, High-Wage Careers What are high-demand careers? It is important to look at both the numeric and percent change figures. A higher percent of job growth does not necessarily mean there will be greater job growth numerically for the occupation over the decade. Likewise, greater numeric job growth does not necessarily translate into a higher percent change. One thing to note is that ,-- a higher percent of job growth does not always mean -- that (umm) there will be a high numeric change for that occupation. The table below shows -- the occupations under Therapeutic Services Pathway in the Health Science Cluster. For Physical Therapist Assistant occupation, there will be 48 percent increase in the number of employment over the decade . However, it will add up -- only 37 positions. On the other hand, -- there will be 476 openings -- for registered nurses but the percent increase for this occupation is only 13 percent! So, in classifying high demand careers, we will need to look at - both the numeric and percent change figures.

Part 1: High-Skill, High-Demand, High-Wage Careers What are high-demand careers? 6 career clusters with projected 2014-2024 employment growth greater than Virginia’s average of 9% Health Science (21%) Information Technology (17%) Human Services (16%) Education & Training (13%) Law, Public Safety, Corrections & Security (11%) Hospitality & Tourism (10%) In Virginia, the average occupational growth is 9 percent  -- and according to 2014 – 24 projection data, occupations in some clusters are growing faster than this overall job growth. These listed occupational clusters exceed the Virginia’s average occupational growth of 9 percent.

Part 1: High-Skill, High-Demand, High-Wage Careers What are high-wage careers? Finally, we will be identifying ---- high wage occupations. As you have learned in the previous slides, --- Trailblazer labor market data contains two types of wage, which are median and mean wage. Mean wage is calculated by summing the wages of all employees in an occupation -- and then divided -- by the total number of employee in that group. Median wage represents the wage level --- in which ----half of all workers in a designated group earn more ------and half the workers earn less. So, by comparison, mean wage can be affected by extreme values and the median wage can provide more accurate wage information. These Wage data identifies high wage occupations and also offers some measure of job quality. The difference between “mean” and “median” wage “Mean” wage (or “average” wage) is calculated by summing the wages of all employees in a designated group (occupation, state, region, etc.) and then dividing the total wage sum by the total number of employees in that group. Means are susceptible to being affected by very high and very low values. “Median” wage represents the wage level at which half of all workers in a designated group earn more and half the workers earn less. Medians are less affected by extreme values and often provide better information about what might be considered “typical” income for members of a group.

Part 1: High-Skill, High-Demand, High-Wage Careers What are high-wage careers? Occupations paying more than the all-industry, all-ownership median wage for statewide and or particular region 6 career clusters with the occupations higher than the average median wage of $ 38,180 in Virginia Heath Sciences Science, Technology, Engineering and Management Information Technology Marketing Business Management and Administration Finance For that reason, median wage will be used for identifying high-wage occupation. in Virginia, the median wage for all occupations is about 38 thousand dollars. Clusters like Heath Sciences, STEM, Information Technology, Marketing, Business Management and Administration, and Finance include a large number of high wage careers.

Four key factors driving job growth in Virginia: Part 1: High-Skill, High-Demand, High-Wage Occupations What are drivers of job growth? Four key factors driving job growth in Virginia: Technological innovation State population growth Population aging Corporate Investments Now, we will be moving to the four key drivers of job growth”. This one is more related to high-demand careers, and this section will analyze some indicators of job growth. There are many factors affecting the employment and these are the four key factors relevant to Virginia. These drivers of job growth include technology innovation, state population growth, population aging and corporate investment.

Technological Innovation Part 1: High-Skill, High-Demand, High-Wage Occupations What are drivers of job growth? Technological Innovation The proliferation of data in the information age has supported rapid technological innovation and has created occupational growth in career clusters such as: Information Technology Manufacturing Technological innovation is one of the drivers of job growth in Virginia – especially in the Northern Virginia. Many career clusters benefits from the technological advancements but the most significant ones are information technology and manufacturing career clusters.

State Population Growth Part 1: High-Skill, High-Demand, High-Wage Occupations What are drivers of job growth? State Population Growth Although the rate of Virginia’s population growth has slowed recently, the state’s population is expected to continue to grow over the next couple of decades. This population growth means that more people will need to be served by a greater number of occupations in career clusters such as: Architecture & Construction Education & Training Law, Public Safety, Corrections, & Security Generally, population growth -- is associated with rise of employment opportunities. The population growth rate has --- slowed down in Virginia recently but the state population is still going to increase. Virginia is also forecasted to be the tenth populous state in the US by 2040. And, That is a good new for career clusters like Architecture and Construction, Education and Training, and Law, Public Safety, Correction and Security.

Part 1: High-Skill, High-Demand, High-Wage Occupations What are drivers of job growth? Population Aging 1 in 5 Virginians is expected to be 65 or older by 2030 The aging of the state population will fuel job growth in career clusters such as: Health Science Human Services Another factor is the aging population. Elderly people with age over 65 require more assistance and health care compared other age groups . Virginia population is aging rapidly and by 2030, people over 65 will constitute 20 percent of the total population. That means that occupations in Health Science and Human Services will continue to grow over time.

Part 1: High-Skill, High-Demand, High-Wage Occupations What are drivers of job growth? Corporate Investment The advance of Corporate Investment will contribute job growth in career clusters such as: Business Management and Administration Finance Marketing Similarly, Cooperate Investments can drive Job growth in Virginia. Most recently, Amazon selected Arlington as their headquarters which will have a significant impact on the state’s economy and job growth. This arrival of such corporates will fuel job growth especially in Business Management and Administration, Finance, and Marketing.

Part 1: High Skill, High Demand, High Wage Occupations Why are high skill, high demand, high wage occupations important? To fulfill Perkin requirement To enhance the design of CTE Courses To expand students’ career interest and employability So, why is it important to identify high-skill, high demand and high wage careers? There are three main reasons for that – to fulfill Perkin’s requirement, to enhance the design of CTE courses, and to expand student’s career interest and employability.

To Fulfill Perkin Requirement Part 1: High Skill, High Demand, High Wage Occupations Why are high-skill, high-demand, high-wage occupations important? To Fulfill Perkin Requirement First of all, we are identifying high skill, high demand and high wage careers because it is mentioned in Perkins Act as a requirement. It is stated in the Perkins Act that the purpose of the Act is to prepare students for high skill, high demand and high wage occupations. One important thing is that state are required to promote high-skill, high wage and high demand occupations to receive grant. Perkins Act aim to let students make better career and education decision through career guide and academic counseling program exposes students with high-skill, high wage and high demand occupations.

Strengthens course content Promotes CTE sustainability of the program Part 1: High-Skill, High-Demand, High-Wage Occupations Why are high-skill, high-demand, high-wage occupations important? To Enhance the Design of CTE Courses Strengthens course content Promotes CTE sustainability of the program To expand students’ career interest and employability Moreover, identifying High-Skill, High-Demand, High-Wage Occupations will help design high-quality CTE courses which considers the need of the current labor market. This data driven identification will also makes the CTE programs more sustainable as it will really prepare student for their lifelong career. Moreover, as CTE programs help expose students with High-Skill, High-Demand, High-Wage Occupations, it can help student explore their career interest and expand their employability. Overall, such identification can prepare smarter, better trained workers to boost productivity and this growth in productivity will then increase average wage. Exposes students to high-skill and high-wage career options

Part 2 Using the new online interactive Trailblazers labor market data tool to complete the “Labor Market / Employment Data” section (Part H) of the New CTE Program/Course Application. Beginning on Feb 28th, 2019 a new online interactive interface will be available to access the Trailblazers labor market data. This will make it much easer to fill out the CTE Program/Course Application. The remainder of this webinar will focus on how use Trailblazers labor market data to complete the “Labor Market / Employment Data” section (Part H) of the New CTE Program/Course Application. As Kyaw mentioned, a new online interactive interface will be available to access the Trailblazers labor market data beginning with the not yet released 2016-2026 Labor market data. These new interactive pages allow access to all the information needed to fill out the new course application by scrolling and hovering over items to view more information. No download is needed. This will make it much easier and more efficient to fill out the CTE Program/Course Application. For the purpose of this walkthrough, we will be using 2014-2024 data as an example of how to use the new interactive tool. The process will be the same once the 2016-2026 data is released.

Part 2: New CTE Course Application Course application along with new instructions are available at http://www.doe.virginia.gov/instruction/career_technical/administration/index.shtml The new CTE course application is available at this link on the virginia department of education, CTE website. Written instructions as well as a copy of this powerpoint will be posted here as well.

Part 2: New CTE Course Application Labor Market/Employment Data Chart The Labor Market/Employment Data Chart is located on page 5 of the new course application and should look similar to this.

Part 2: New CTE Course Application Local Workforce Investment Areas (LWIAs) Our first task is to determine your Local Workforce Investment Area or L-W-I-A. A more current term you may begin hearing is LWDA or Local workforce development area. This map displays the jurisdictions that make up each LWIA. This map can be accessed on the trailblazers website or at the link on the bottom of the screen. Link: https://data.virginialmi.com/gsipub/index.asp?docid=388#WIA.

Part 2: New CTE Course Application Column 1: Labor Market/ Employment Data table Once you have determined you LWIA, place this in the first cell of Column 1 of the Labor Market/Employment Data table. We will use your LWIA to reference the correct interactive page in the next step.

Part 2: New CTE Course Application Trailblazer Data You will be using the Trailblazers web site to get the data you need to complete the new course application. Particularly the Labor Market Data Tab. http://ctetrailblazers.org/

Part 2: New CTE Course Application Trailblazer Data The first step is access the interactive pages that contain labor market data for your Local Workforce Investment Area (LWIA) from the Trailblazers web portal. Click on the link entitled for your identified Local Workforce Investment Areas. http://ctetrailblazers.org/labor-market-data/

Part 2: New CTE Course Application Understanding Trailblazer Labor Market Data Interactive Worksheet When you open the labor market interactive data page for your LWIA, you will see that there are three different worksheets included in the file: 1) SOC Summary, 2) Non-Duplicated, and 3) Duplicated. To complete Part H of the New CTE Course Application, you will only need to refer to the Non-Duplicated and Duplicated worksheets.

Part 2: New CTE Course Application What is the difference between the “Non-duplicated” and “Duplicated” Worksheet The Labor Market Data page of the Trailblazers web portal provides a good explanation of the differences between the various worksheets. Specifically, the difference between the Non-Duplicated and Duplicated worksheets is as follows:   Non-Duplicated (use for labor market projections): This worksheet assigns each occupation to only one CTE career pathway and cluster and should be the only data used for official labor market projection figures. Because employment numbers can be summed across pathways and clusters, the “non-duplicated” worksheet provides a more realistic assessment of overall employment levels within each geographic region. It does not provide a fully rounded picture of the occupational composition of each pathway or cluster because many occupations could reasonably be classified in more than one.. Duplicated (use for career planning): This worksheet assigns some occupations to more than one CTE career pathway and/or cluster and was intended to serve as a career planning tool for students and educators who are interested in seeing all of the occupations that might be open to students who complete programs in a cluster. Because the same occupation may appear more than once throughout the worksheet, employment figures for individual occupations should not be summed within or across pathways or clusters. For our purposes, the Duplicated worksheet will be used to explore and choose occupations related to your proposed course. While the information in the non-duplicated worksheet will be used to fill out the table in the new course application.

Part 2: New CTE Course Application First use the Non-Duplicated worksheet to determine the projected percent change for all occupations in your LWIA We will now walk through an example of how to use the Trailblazers interactive tool to select high-growth occupations related to your proposed course. You will be listing these occupations in Column 1 of the Labor Market/Employment Data table. For this example, the proposed course is “Manufacturing Technology,” and I will be showing you what the Trailblazers worksheets look like for LWIAs 7 (Region 2000/Central Virginia) and 15 (Crater Area). Although you’ll only be looking at the data for your region when you complete the application, I’d like to show you two regional examples in this presentation since every region varies in the range of occupations it supports.   But first, before we begin working with the Duplicated worksheet, you must refer to the NON-Duplicated worksheet for one important piece of information—the projected percent change for all occupations in your region. Here on this slide you can see this information for both the Central VA and Crater Area LWIAs. This information is important because it serves as a basis of comparison when deciding what specific occupations will be experiencing growth. Any occupation with a projected percent change higher than what is expected for all occupations within the region will be experiencing higher-than-regional-average growth. These higher-growth occupations are the ones that you will want to use as examples in Part H of the application. You can see that the projected percent change from 2014-2024 for all occupations in both the Central VA and Crater Area regions is 8%.

Part 2: New CTE Course Application Next use the Duplicated worksheet to identify high-growth occupations in clusters and pathways related to your course In order to see the broadest range of occupations in the clusters and pathways that are related to your proposed course, now switch over to using the Duplicated worksheet. In this case, since our proposed course is a variant of Manufacturing Technology, we will first look at the Manufacturing cluster. This slide shows the Manufacturing cluster for the Central VA LWIA. I have highlighted all the occupations in this cluster that are projected to have greater-than-regional average growth—that is percent change greater than 8%. I have decided that, for the particular course that I am proposing, the occupations highlighted in green are the ones that are most relevant for my particular course, so I will use them to complete Part H of the application. At the right of the slide, you can see how I have filled in Column 1 with the appropriate information.

Part 2: New CTE Course Application Crater Area LWIA example Now I’ll show you the same process but for the Crater Area LWIA, which has a smaller range of potential occupations in the Manufacturing cluster than the Central VA region. Again, I have highlighted all the occupations in the Manufacturing cluster that have higher-than-regional-average projected growth (greater than 8%). The occupation highlighted in green—Industrial Machinery Mechanics—is the occupation that most relates to my proposed course, and it is projected to have a very high percentage of growth over the decade—19%--so it is a good choice for inclusion on the application. On the right is an example of how this information would be filled into Column 1 of the Labor Market/Employment Data table.

Part 2: New CTE Course Application Additional factors to consider as you are selecting occupations Besides looking for occupations that have greater-than-regional-average projected growth, you must also consider the projected “Numeric Change” and projected “Annual Job Openings” for each occupation that you are considering as well, because the application also asks for this information in Column 3 of the Labor Market/Employment Data table. Some occupations that employ fewer people may have a very high projected percentage of growth over the decade, but if they will only be providing 1 or 2 job openings in the region each year, it might be difficult to argue based on that occupation that this course will be needed in the region.   Also, as you are selecting occupations, you will need to keep in mind how the projected percentage of growth for each occupation compares to what is expected at both the state and national levels, as the application will also be asking you to supply that information. For that reason, you might want to look that information up prior to selecting occupations from the Duplicated worksheet. One last suggestion…especially if you are having trouble finding high-growth occupations in clusters and pathways that are directly related to your proposed course offering. Be creative! . Once you have located an occupation related to your proposed course, hover your cursor over the data in any of the 7 columns on the right side of the page in the same row as the occupation of interest to see a list of related Career Clusters and Pathways. Review these related Career Cluster and Pathways in the table to see if there are any additional occupations related to your proposed course that you might like to include in your application. For example, when we hover our mouse over a data point for Maintenance and Repair workers, general, we see that we could also look at the Construction Pathway under the Architecture and Construction cluster for related occupations, if the Manufacturing cluster didn’t contain any high-growth occupations.

Part 2: New CTE Course Application Use the “Non-Duplicated Occupations” Worksheet to complete the data table in Section H, Part 1 Filling out the remaining columns of the data table in Section H, Part 1 requires you to use the non-duplicated worksheet of the interactive Trailblazers labor market data page for your LIWA. For the occupations you have identified, you will find all the data necessary to complete the Labor Market/Employment Data table by hovering over the data in any of the 7 columns on the right side of the page in the row that corresponds to that occupation. A popup box will provide all the necessary data under the heading “CTE New Course/Program Application Information.”   This is a significant change from before. You no longer will have to download multiple excel files, or go to separate pages such as the BLS site. All the data needed will appear on one page in a box that appears once the mouse cursor hovers over the corresponding occupation data. Just transfer the numbers into the Labor Market/Employment Data table as shown here. In this example, for Industrial Machinery Mechanics for the next 10 years there will be a 17% growth which will result in 71 new jobs. The employment rate for this occupation over the next ten years is 18%, which exceeds the rate for the entire Commonwealth. Column 6 shows the overall growth expected in your LWIA which is 8% in this example. This means that this occupations is outpacing the LWIA growth of 8% by checking in with a 17% growth. The overall Commonwealth employment growth rate of 9% is shown in column 7.

Part 2: New CTE Course Application Question ‘a’ For question A we will compare each of the occupations with the overall growth rate for the LWIA. The LWIA growth rate is 17% and the LWIA growth across all occupations is 8%. You will then calculate the difference between column 2 and 6. This number should show positive growth. In this case, this occupation shows strong growth for the LWIA compared to the overall LWIA growth for all occupations. So therefore we check yes.

Part 2: New CTE Course Application Question ‘b’ For question B, we will compare each of the occupations with the overall growth rate for the Commonwealth. The LWIA growth rate is 17% and the Commonwealth growth across all occupations is 9%. Now, calculate the difference between column 2 and 7. This number should be a positive. In this case, this occupation shows strong growth for the LWIA compared to the overall Commonwealth growth for all occupations. So again we check the yes box.

Part 2: New CTE Course Application Question ‘c’ For question C we look at the number in Column 3. If this number shows growth in the occupation for the LWIA, we check the yes box.

Part 2: New CTE Course Application Question ‘d’ Next, in question D we compare the state and national level growth rates. Both numbers in these columns should be positive. We see here that they are and we again will check the box for yes.

Part 2: New CTE Course Application Question ‘e’ Section H, Part 2, Question (e) asks you to find another source of information to support your claim that this course will be valuable to your division. Provide examples of relevant industry openings/announcements/expansions, predominant industries, major employers, or other reliable examples of information about your community that support the addition of the proposed course. It is important that new industry openings in your area will hire for the skills taught in the proposed course.   This question is meant to allow the applicant more space to justify the relevance of their proposed course beyond that solely shown in the Trailblazers data (which is limited by its lag in reporting). New information may be available to supplement the labor market data. The nest few slide show examples of places to look for this supplemental information.

Part 2: New CTE Course Application Question ‘e’ Additional Resources for Regional Data Announcements & Closings Database, https://vedpweb.vedp.org/announcements#/NewExpanding The announcements and closings database is the most pertinent and useful tool to gain additional evidence for the proposed course. It is linked directly in the application, however the current new course application displays an incorrect link. The correct page can be reached through the link here, or by searching “VEDP Virginia Announcements Data”.   This database has the most up to date listing of announcements related to new industries/enterprises coming to Virginia and/or expansions adding new jobs or investments. The database includes information regarding the company name, site location, Industry code, business description, whether it is a new facility or an expansion, and the number of new jobs and its investment amount in millions. The announcements can be filtered by locality or region that most closely matches your location or Local Workforce Investment area. It is preferable to list announcements nearest to your course location, however nearby regions and or/ statewide openings are applicable as well.

Part 2: New CTE Course Application Question ‘e’ Additional Resources for Regional Data A recent high profile example of an announced industry opening is that of Amazon in Arlington. This would serve as a prime response to question ‘e’ if you were proposing a course pertaining to occupations in the Information Technology cluster in Arlington, the surrounding area, or throughout Virginia.

Part 2: New CTE Course Application Question ‘e’ Additional Resources for Regional Data Continuing our example from before of industrial machinery mechanics, we select the Lynchburg region ( which is comparable to the Region 2000/Central VA LWIA 7), Manufacturing as the Industry type, and limit the years to 2015 to 2018. Our results show 17 expansions or openings in the past three years in manufacturing in the region with and an investment of 148 million dollars and 213 new jobs. This could be written as a response to question ‘e’ along with the names of a few of the announced business expansions and/or investments.

Part 2: New CTE Course Application Question ‘e’ Additional Resources for Regional Data Community Profiles, https://data.virginialmi.com/gsipub/index.asp?docid=342 Virginia Economic Development regional profiles, https://www.vedp.org/regions Largest Employers, http://bi.virginialmi.com/rdPage.aspx?rdReport=lmitools_industry&tabsIndustry=tpnlLargestEmployers Local Newspapers and/or media outlets Here are some additional sources of evidence to look into regarding your answer to question e.   Community profiles can be download from Virginia LMI by your Local Workforce Investment Area. These downloadable files have a wide range of information from demographics to economic data. The most useful information for application evidence includes the 50 Largest employers, number of employees and new hires by industry, weekly wage by industry, additional information on growth and declining occupations, and education information. All of these data points may be used to justify new course offerings. For example, say you were to propose a new course in Practical Nursing I. The profile states that Healthcare and social assistance industry is one of the largest in your LWIA at 17%, hired nearly 1,600 new workers in second quarter 2016, nearly 30% of the workforce in the field is between the ages of 55-64, and medical assistants are projected as one of the highest growth occupations. Any of these could be used as evidence for question e. Although not matching the LWIA exactly, the regional profiles outlined by VEDP, have additional and overlapping information that may be useful. This includes closings, reductions, and layoffs,, economic development targeted industries, workforce development and education details, and community narratives. The Virginia Labor Market Information website also has a database of largest employers that may be useful in justifying that the skills taught by a course will be immediately in demand and of use upon graduation. Finally, newspaper articles and or information from other reputable media outlets can be linked in question e. For example, articles that announce a new opening or announcement (not yet listed on the VEDP database), articles describing a boom of a particular industry or business in an area, or in any way show that the skills taught by the proposed course will be in high demand and/or provide high wages.

Contacts Kyaw (Joe) Khine Spencer Shanholtz Research & Policy Analyst Research & Policy Analyst Weldon Cooper Center for Public Service Weldon Cooper Center for Public Service University of Virginia University of Virginia 434.982.5690 434.982.4770 kyaw.khine@virginia.edu spencer.shanholtz@virginia.edu Trailblazers Website: http://ctetrailblazers.org/ CTE Website: http://www.doe.virginia.gov/instruction/career_technical/

Contacts George R. Willcox Sharon Acuff Director, Operations & Accountability Marketing and Related Clusters 804-225-2052 804 225-3119 George.willcox@doe.virginia.gov Sharon.Acuff@doe.virginia.gov Virginia Department of Education Office of Career, Technical, and Adult Education P. O. Box 2120 Richmond, VA 23218 804-225-2051 Trailblazers Website: http://ctetrailblazers.org/ Bureau of Labor Statistics: https://data.bls.gov/projections/occupationProj CTE Website: http://www.doe.virginia.gov/instruction/career_technical/ Also included on this slide are the web addresses for the data sources you will need to use for the completion of the new course/program application.