well good morning and welcome
to riverside community college
district in their welcome to
river so I can city college here
I'm in the city of riverside we
would like to extend greetings
on behalf of the chancellor Dr
quality up USAC in the board of
trustees my name is Tracy of a
car and I am currently serving
as the president of riverside
community college district
and I'm excited about being
here and I'm excited about the
hearing and I want to thank the
honorable senator Richard Roth
for hosting this event here
with us today and to bring the
information forward -- is of
colleagues out there testified
for many of you I know so many
of you out there the audience
that do this work in career
technical education I want
to thank you for all of your
efforts the last three years
have been good to us we've been
able to really start to create
those pipelines in those
conversations with workforce
development with the colleges
and with the unified districts
in secondary education the
importance of what's happening
right now which is around the
region for secondary education
which is dealing with the
ecology courageous indicator
is extremely important on for
them it's a challenge to make
sure they have the capacity
to make sure that not only
is the academic piece high in
rigorous but also that they
have pathways for students
and career twenty with them as
their partners at the community
colleges and I'm excited to talk
to you about some of the work
that will be happening here in
riverside with our communities
and surrounding us but also
in the Inland Empire there are
so many changes happening with
the fact that our secondary
education is able to actually
build those bridges in those
partnerships increases pipelines
which really I think we have a
dramatic effect on the future of
our funding is we look at some
of the new initiatives that are
out there was strong workforce
and the new career tech which
occasions and of grants that
are out there so senator Robb
on your tell you that we have
done lots of work or video the
last three years to be able to
build those relationships was
bridges you're gonna hear from
so my colleagues in the career
technical education world --
and I'm excited to hear what
they had to say today and more
importantly I'm also excited
to hear from our guests that
are also here there on the
panel that are coming from the
state to be able to share with
you the work that's being done
so I mean countries over to
you and welcome you here on
behalf of the river a community
college district in our CZ
thank you Tracy and thank you
of riverside community college
district -- just an absolutely
superb a community college
district in our state doing
great work -- day after day
building of the future leaders
not only of our region of but of
our state we're -- here
today to discuss the serious
issue how to best coordinate
or synchronize -- career
technical education efforts
within our K. through twelve
at our community college system
you know in the past in the
state -- more often than not
there seems to be missing a link
between persons education in
his or her career and
we need to bridge that gap
governor elect Newsome has
ruled out Sir shared his
vision of California's renewed
education system referring
to it as cradle to career
the cradle to career strategy
and frankly he's right
they say that due to automation
and digitization more than
thirty percent of workers in
the United States will need
to change jobs or upgrade
their skills significantly by
two thousand thirty and sixty
five percent of primary
school students today will hold
jobs that simply do not exist
according to researchers
California will be short about
one million employees with
bachelor's degree and perhaps
of more significance to this
program roughly one third
of the new jobs created in
California will require some
training beyond high school but
less than a four year degree
so to address these needs
we're going to need to ensure
that our C. T. programs are
agile that their collaborative
that they are inclusive
and that they are affected
obviously that requires that
the programs be well funded
and that's our job but we
also need to ensure that
outcomes are measured in some
comprehensive and standardize
way so we can make sure
that we're getting value
for the money that we spend
we're gonna have to do this if
we expect to meet the challenge
-- preparing students both
the young and the not so young
the workplace of the future
so that's why we're here today
let's get on about it and
let's see how we're doing just
to sort of tell you how the
program's going to work today
or the hearings going to work
we're going to at the first
two panels in the sitting right
here to their presentations
and then I will call of
the third and fourth panel
so with that
let me introduce and
thank Mister are ends Ryan
Anderson from the Alejo's
office coming down for
giving us an overview of C.
T. E. in California right
I
think it's just okay
there is I
is a senator mentioned --
Ryan Anderson I'm with the
legislative analyst's office
of for those of you who aren't
familiar with the LA -- with
the legislature's nonpartisan
fiscal and policy adviser
some of the work that we do
so well in the state budget
that occupies a lot of our
time from January to June we
analyze every aspect of the
state budget give the
legislature of recommendations
-- what which proposals
from the administration they
should adopt which they should
modify -- through the rest
of the year we we spent a
lot of time on it developing
independent research projects
in responding to specific
member requests for additional
information or perhaps some
guidance and specific question
no -- you're forced to talk
about high school C. T. in
really -- I'm just hoping
to set the stage for our
subsequent analyst the experts
and practitioners who talk
a little more in depth about
these issues but first I want
to make sure that everyone's
on the same page as far as
the acronyms are gonna be use
a in a quick reminder of of
what is high school CT and why
is it important and in fact
high school city has a number of
objectives the state legislature
particular is starting with
promoting student engagement
there's certain certain student
populations that are just more
interested in coming to school
with they can learn practical
skills in a hands on manager
with that of course we care
about teaching this technical
skills as well as the soft
skills such as communication and
teamwork and of course the state
is also hoping to meet its state
workforce schools in particular
and increasing the number of
middle school and middle skilled
workers that would be available
-- to fill more technically
demanding jobs in the future
now the department of education
has develop specific academic
criteria for high school C.
T. programs the sprite yeah
aligned with the state's
overall academic standards which
because of the common core state
standards and those criteria
are organized around fifteen
specific industry sectors
which are at one this is
hopefully Judith clustering
of all the major industries
the state has taken several
approaches to supporting high
school see TV programs and
these can be divided into two
buckets -- pre and post two
thousand thirteen for I'll tell
you what at take a significant
just so before two thousand
thirteen fourteen the state
primarily to what it calls a
categorical which this means
that the state provided some
funding that had strings
straight -- schools get access
is funding only if they agree
to run specific programs or
meets specific objectives
and thirteen fourteen the state
made a major shift to help funds
K. twelve education that was
with the introduction of the
local control funding formula LC
-- the primary idea behind
LCS as is that we are going to
take all these categories for
I not only those related to
CT but also those related to
the same high school class
size reduction or middle
school guidance counselor
they're gonna take all those
categorical programs and the
associated funding and roll it
into what is essentially a very
flexible là this base funding
that schools can use for any
-- base funding is adjusted
for a couple of factors --
most importantly it is
adjusted based on the grades
that students attend and
also whether a student
is low income or English
now as part of setting
those rates the legislature
acknowledge that city was
important part of the base
educational program -- specially
in the ninth through twelfth
grades and reflecting that they
established based brand for high
school that is approximately
nineteen percent greater
school that was explicitly
designed to cover some
costs associated with C. T.
up at the kitchen on speak
with acronyms I should also
point out under the pre LC FF
-- system we had several high
school categorical programs
but -- by far the largest was
this ROC P. stands for
regional occupational center
programs these very specific
agencies that provide services
edits high the ROC P. program
provided about four hundred
fifty million dollars million
supported at seventy five
institutions across the
state of many of them still
exists -- you may hear this
acronym again this year ROC
now after the state transition
the LC a bath wanted to ensure
that the high quality C. T.
programs that builds up on
you to categorically system
so it established several
transitional programs to
provide sort of a -- a
step down from the previous
category post new LC --
-- most notably in two thousand
thirteen and fourteen and
two thousand fourteen fifty
-- the state provided about
five hundred million dollars
to the career pathways for us
this was program specific anti
which is between K. twelve
districts community college
also at this time there is
a requirement that schools
that had been operating ROC
please continue to do so
from two thousand fifteen
sixteen to two thousand
seventeen eighteen years
the state established a
limited term category program
called the C. teen center
this provided of funding
directly to schools on a
competitive basis to offer --
either to introduce or increase
right through their C. T. for
software -- but it came with
a few strings attached most
notably a requirement that
schools make a commitment out
of there or else EFF funds to
support the same or that local
match requirements gradually
increase over time so the
first year that this program
in the system -- every school
district that was receiving
an incentive grant provided
a dollar out of their LCS
staff or other general purpose
funds for every dollar that
they receive from the state
specifically for C. in its
final year at B. seventeen
eighteen when we just passed
through a that requirement
increased to two dollars --
I'll see if that for every
the final piece of
this transition was that the
state introduce -- just recently
I college and career ready
but that's this figure describes
exactly the the metrics that
-- go into that indicator
this indicator is included
as part of every districts
-- public school dashboard
accountability system this is
accessible online you can look
up a number of metrics to see
how your district performs
but the college and career
readiness indicator and as
this figure demonstrates is
designed to indicate that for
your graduating seniors a
district is offered -- not only
a high school diploma but also
the academic or career skills
of the lead to succeed contacts
so in order to --
the market is prepared under the
syndicators still needs all the
degree and -- proficient
test scores of war to have
completed -- C. T. passed
this is part of the
state's indicated that we
are concerned about what
happened systems after
a the most recent data on the
college and career readiness
indicator I'd suggest about
fifty percent of Californians
high school seniors are in
the prepared category but
twenty five percent or in the
approaching prepared and twenty
five percent and -- not prepared
well -- the subject of today's
hearing is largely about the
state's most recent actions and
see this was in the two thousand
in that budget --
they both the legislature and
the administration came to
a consensus that -- simply
supporting city through the LCF
approach was insufficient to to
insure the -- level
and quality of C. T. programs
that both the legislature in
administration desire that they
wanted to see some on going
commitment in the form of on
going categorical programs
in fact the budget adopted to
talk a little bit about why
that was in a second but first
all describe the program the
first was an on going extension
of the seating incentive grant
program so again this is this
is a competitive grant program
administered by the department
of education school districts
are other educational agencies
applied this is what we
intend to spend the funds on a
CD reviews those grants and
awards and based on the number
of I'll in exchange
for receiving those grants the
schools committed to matching
the support of a two to one
ratio so providing two dollars
from there I'll see if that for
every one dollar from incentive
the other program was an
extension of it yet a nother
recently developed CT program
that was developed actually the
community colleges level this
is called the strong work force
-- this is a program that is
administered by the community
colleges high it's organized in
an unusual way under the strong
work force program community
colleges -- eight twelve
districts other educational
agencies and employers have
organized into eight regional
consortia throughout the state
-- under the K. twelve strong
work force program each of
those consortium is going to
be give and a slice of this
one hundred fifty million
dollars the amount that each
consortia gets is going to be
based off of the formula that
formula will consider a number
of factors of most importantly
the number of grades seven
through twelve students who are
attending in that area as well
as the specific workforce needs
now once each consortia
has received it slice that
consortium is responsible
for determining which
specific -- school school
louder yes sorry
I'm sorry I hope I
wasn't completely lost
the whole thing okay
-- -- each can social be
responsible for determining
the specific brand teasing
grant amounts within their
consortium among their K. twelve
districts are other educational
again this has a matching
requirements two to one
as with the incentive for
I I did want talk just a
little bit about why did the
state do this and -- that
is the the topic of today's
hearing that sort of the short
answer is that while there
is a consensus and the most
recent budget deliberations
that both the legislature and
the administration wanted to
see some on going commitment
for high school C. T. there
is disagreement about the
best way to a ministry that on
going support at specifically
the administration supported
a program that was conducted
by the community colleges the
legislature a preferred --
extending the incentive grant
program which is administered
by the department of education
ultimately the two sides agreed
to a compromise which is that
we would assembly support
-- that compromise was made
at a rather late day and --
because the nature of budget
deliberations sometimes --
last minute compromises cam
there there are some important
questions that the legislature
has yet to answer about this on
going I commitment
and and those are later so
I think that their questions
were hoping to get a little more
insight not only from the
panelists also from the field
and I think most importantly
from the legislature after
do with how will these two
programs work going for --
is specifically how will the
department of education in the
community colleges coordinate
their efforts to make sure
that there's no duplication of
effort in the field what
will be the unique strengths and
weaknesses of these two programs
are are they to specialize in
and particular Arians --
and also how will the state
evaluate the performance of
each of these programs it is
of course important that --
as with any program that we
invest in that we know that
we're having success so how we
-- that's the end of my
presentation -- --
stay up here for questions
insurance well let me -- let
me ask you can feel free to
have a seat of if you're more
comfortable there I assume
so if you take the pathways
trust in you take the C. T.
C. T. incentive grant that's
about one point four billion
dollars if my math is right
nine hundred plus five hundred
I assume the goal in the
over that period I assume
the goal of these programs
and and the follow on is to
make sure that we meet the
regional employment needs
in the state of California
career technical education so
-- what are the metrics that
are attached were attached to
these programs assume there
were any and and how do we
measure success how have we been
measuring success I I
I I I think a major concern
is the the --
the data particularly the
long term data for graduates
a C. T. programs a is
-- not particularly compelling
at this point it's not it's
not well coordinated it is a
is not collected over a long
period of time so that while
these questions are pretty
fundamental I I think right
now they're still needs to be
some work done on exactly what
metrics are we going to use and
how are we going to commit to
recording I I will let --
subsequent participants talk
about -- this specific metrics
that their segments used to
evaluate the program St ministry
I and I didn't mean to jump
ahead but it would seem to me
that if we have pathways for
example in my S. management
information systems or in the
healthcare area we should be
able to track whether students
move through these pathway
programs -- ultimately obtain
a certificate or degree or
whatever the credential is that
you need to move forward and
then secure a job and is it a
well paying job doesn't meet the
students expectations I assume
that's the kind of system that
we ultimately need to develop I
don't mean to jump ahead in your
presentations I'm happy to move
forward with the other panelists
and then maybe we can have a
little round table before I
let you will Jim your seats
I did yet the the them
might be best a business
that we can talk a lot about the
the metric senator Roth in terms
of their development what was in
the legislation which is a mere
of what's been and the city and
Senate grant over the years so
it's it's nothing different than
those but everything that you
describe in terms of outcomes
everything that you kind of
said on your introductory --
statement it is out come through
its about students you know
meeting those those outcomes
whether it be employment base
-- whether it be completion
based -- whether it be transfer
license your certificate third
party certificate so what's
unique about these data systems
now is looking at the transition
from secondary to post
secondary really beginning the
measure that space in between
-- so so those are pieces
that were working with CBP
on -- there's a joint board
workforce advisory committee --
which is three members of the
state board of education and
three members of the board of
governors all right yeah I
know will it anyway will
your your question is will
will take let me let you will
receive he pulled me off the
schedule that's what they
usually do to me the hook
I'll wait for intervention
and this is done a wire
who is the director career
in college transitions
office for California
department of education
working on the
computer not successful
they don't they don't
let me touch those and
had we still yeah
right
good morning everyone --
thank you for having a senator
Russell really excited to be
here and talk for ten yet and
I have to say I am a former
RCC students of go Tigers
absolutely have everyone
in that Roberts -- dean of
field operations were the
California community college
chances on the Senate working
very closely with CDC and
Donna Wyant so very happy
to be here thank you have
so
so what is today we're gonna
be updating the key control
strong workforce program also
the C. T. incentive grant
some of the promises in the
challenges around integration
of general education degree tech
at and talk a little bit about
the college career indicator
and where city hall in that
and then also some of the
challenges around recruiting
a professional development
over sixty teachers the role
of industry in our programs
and programs of study and then
finally marketing to Steve city
students and to their parents
just briefly a definition of
what career technical education
is it is a multi year sequence
of C. T. forces that expand
and build on those skills and
knowledge it is informed by
industry and by labor market
there's a progression of work
based learning experiences
you know we frequently talk
about internships as being
work based learning but it's
continue you don't take a high
school student and just show
them in the industry you start
with smaller types of work
based learning experiences
and build them up until the
point that they can go into
industry and work independently
it's industry credentials and
certifications that bridge that
was talking about it's early
college credit opportunities
whether it be articulation dual
enrollment concurrent middle
college doesn't matter it's
it's early college credentialed
teachers with that industry
experience and then C. T.
model curriculum standards and
that's really kind of both C.
T. E. in the community college
and in the case control system
should the two programs in
writing do a really good job of
of outlining programs and you
can see them here I think the
main thing that I want to say
about seating is the first see
take the nine hundred million
was really about starting new
programs recovering from the
recession and when we lost
programs this hundred and fifty
million ongoing is more about
maintenance and continuous
improvement for career tech at
and on the community college
sight seeing on going dollars
as part of the state policies
in the state budget to something
it's very refreshing for us
on both sides of the aisle
and you can see sort of the
trajectory of dollars that
have come through the system
sometimes connected sometimes
not connected you can see on
the bottom portion where the
strong work force K. twelve
is connecting to the C. T.
instead of grant and it's
doing so within metrics and
it's doing so within the data
definitions that we we've been
talking about supporters of
this is a very a very good
sort of way to connect systems
collaboration and communication
across the systems -- we're
working so closely together
at this point I was called in
last night to find out what
he was wearing that's how
often we are working together
to emails phone calls meetings
but the collaboration actually
started back in March twenty
sixteen with the creation of
the joint advisory that's when
we started working together the
only thing that's happened now
is that it's even more frequent
so -- education across
the system again what's best for
our students high school on to
community college the face to
face work sessions the on going
review of legislation to ensure
non duplication we want to make
sure that we're not doing the
same thing Acosta of the mission
absolutely so in the work that
we're doing is is designed to
sort of tag the continuum of
services and programs that are
currently offering feel to work
with the existing structures but
also move RCT investments for
aye to move our students forward
into a lot of the jobs that are
out there we read about it all
so it's it's really -- being
on the same page in terms of
what our mission is together
-- and this is really driving
I know quite a few the event at
the regional meetings for the
can control strong work force
and we've been trying to present
I can't be there necessarily in
person but I'm a voice on the
phone so we're doing it together
stuff to be all of yeah
again with the the currency
take already made the point this
new C. D. eight hundred fifty
million ongoing is really about
the maintenance and improvement
of career tech at a little
bit different in the new C.
take is that there will be an
application but there's also
going to be an evaluation tool
the LA age will have to do and
then evaluation tool will have
you looking at all of your C. T.
programs looking for where you
need to be making improvement
and then using those dollars
to make that improvement so a
little bit different there with
with the new seating for us
and on the K. twelve strong work
force we are calling in pathways
reports as well but not projects
and want to confuse folks there
but this is a hundred fifty
million that is pushing in from
the other side -- and benefiting
LEN so hundred fifty million
goes directly Talia is the
regions are not the ones that
make decisions on where those
dollars go out it's a K. twelve
selection committee that's made
so so there's a process that's
hard coded in -- we have about
fourteen million that will go
towards really bringing together
the disparate groups of folks
that are out there are doing K.
twelve K. fourteen ten halfway
were some of the words how do
we bring that talent together
given one source of funding
to make sure that the work is
being done and then also without
disrupting the work you're doing
current so how do we offer that
sort of that help on the cage
wall selection committee is a
group of folks that will meet
their subcommittee of the region
again the regional structure is
just a way to sort of slice and
dice state it's a way to account
for the individuality of the
ecosystem or the economy within
a particular region so that's
that's sort of the strategy
that's that's being employed so
we like that strategy think it's
-- it's something that's working
-- so we will ramp up the
careful selection committee
here in January and sort of run
first three for cycle dollars
in those dollars were will
actually reach the field which
mention before that we started
working together really in
earnest back in March of twenty
sixteen and that's when the
California workforce pathways
joint advisory committee getting
to the point where you don't
have to look it up anymore
-- which use is actually in
the California a code section
one two zero five three the
calls for a joint advisory
committee made up of people
members from the community
college board of governors
and also the state board of
education to basically oversee
career technical education
and make recommendations
to the state board and
to the board of governors
in the --
legislation for both K. through
twelve strong workforce and
see take their also in this
legislation the joint advisory
will be the group that will
hear the recommendation with
regards to the metrics that
we want to use in situ and
in that the K. through twelve
strong work force and that next
meeting is actually November
twenty six it's at the state
board of education from ten
to three the advisory will
be hearing a presentation and
recommendations from that night
on what we believe the metric
should be for the eighteen
nineteen see take will also be
hearing about future metrics
that we want to explore to add
on to in out years for those
two pieces of legislation
metric sorry anything that's
new which is talk a little bit
about that it's nothing that
you're not currently collecting
if anything what we're looking
at our waste to bring out more
data to the from the field
ways to sort of collect more
that outcomes but also to
show the transition as you say
from college to to career or
from -- proposed second here
from secondary to college so
again it is still within the
college and career million
is still within the discourse
the joint advisory members you
can see them here from the state
board of education the chair
for the committee is members
ting sign and then member tease
the cone and member rocker and
then on the board of governors a
new member Jolina Grande family
Haynes is the vice chair for
the advisory committee and then
a new member that joined us
in September man fat and then
we also have two ex officio
members they are non voting
members but they do bring a
lot to the committee estoppel
Herrera of young Invincibles
and then David right tree from
the -- Ellie chamber of commerce
moving on one of the the
questions from senator Roth was
around integration of C. T.
E. and general education the
benefits are new role connecting
content and context -- bringing
that real world learning
together between C. T. E. and
math and science and English and
social science it also allows
for industry input into the
curriculum into projects that
students might do is also quite
a few challenges to integration
as well common planning time for
educators how does a principal
master schedule so that teachers
come together across content to
build curricula to build project
based learning professional
development every teacher needs
professional development in
their standards but if they're
going to integrate they also
have to have professional
standards in each other's
content that's very difficult to
do again without common planning
time and without summertime
being health professional
development teacher preparation
and and credentialing programs
sometimes can be a challenge
because they're not teaching
new teachers how to integrate
their focus on standards that
they're going to be teaching so
that's something that I think
we need to look at and then
it's just simply a mine shaft
for educators the idea that
we want you to understand not
just have a deep understanding
of your content standards but
also have a basic understanding
of the other content standards
so that you can integrate
the C. T. E. model curriculum
standards as most of us were
city practitioners know the
index crossed cross references
both common for next Gen
science standards and the
social science stand social
science standards as well as
the visual and performing arts
standards so everything is
processed reference you bring
together into disciplinary team
of teachers they can look at
those standards and see where
they connect with one another
from the community college side
the integration of funding the
integration of programs the
the -- duplication of services
the reduction of that is really
what we're after we do have a
framework that most folks and
now in the community colleges
it's called guided pathways
that it's a framework to allow
multiple on ramps and off
France for students to make sure
that we're connecting students
through through the pipeline
as they come up counseling
is a very important part of
that and as we know with C.
T. E. N. career technical
education counseling is often
a cornerstone of what we give
you can see the colors that
are above you are are here --
on Monday but -- on here on the
screen in a lot of is clarifying
the pathway right which is a
lot of the work that I think
that we're doing here is trying
to say what is the correct
halfway that speed follow to
get to where they're going so
we really believe in this guided
pathways approach as they enter
the pathway do we have them
support so much like the system
of services that a K. twelve --
agency or a district or county
office what sort of support --
and then staying on the path
making sure that students are
actually pension and so we are
looking at data sets currently
that -- look at students are
taking one or two C. T. courses
at the high school level and
then what happens when they
get to the college level what's
the performance immigration now
what are those those specific
things and then lastly to
ensure that there's learning in
outcomes take place so we think
that really meshing together
the in the -- this continuum
of services to allow students
pathway were very thrilled
with some of the integration
of funding as well as part
of this because we feel as if
that really creates a policy
-- levels here for us to
Brian mentioned city in the
C. C. I. the college career
indicator first time that city
is in the state accountability
system so so so important
-- state why career readiness
indicator we are expanding it
-- as we speak I believe today
is the launch of the new fall
twenty eighteen dashboard if
I have that correct so yay
-- future indicators will
be work based learning we're
looking at industry credentials
and then further on down the
line we're looking at those
standalone CTE courses like
medical assisting or nursing
assistant that leads to state
licensure as well as were
starting to look at our career
technical education student
organizations what the what
would that look like if we try
to put that into the the college
career indicator we're working
towards the point to where
we can call it not a college
slash career indicator but a
college and career indicator
five at having both categories
with regards to see T. teachers
this is a common problem for
for both of us how do you find
and retain those city teachers
and then the professional
development piece for career
tech educators city teachers
bring industry knowledge into
the classroom for students to
sit in the C. T. class most
of them are there because they
want to explore that career
well that's where that teachers
industry experience comes into
play to talk to a student about
what it is to really be a nurse
or an engineer or whatever
it might be that's crucial
for a CT teacher that industry
experience is also necessary
to teach those technical skills
for students who is going to go
straight into work or also
for that city teacher to build
industry partnerships I was a
nurse before it became the city
educator I had to know that
industry to be able to talk to
those hospital administrators
to convince them to let my
students into the hospital to do
internships he can't do that
if you don't have that industry
experience Ellie ace report
to us that the primary reason
they're not expanding cities
because they can't find city
teachers and right now because
of that there is a joint study
going on between the CTC and
the California department of
education and we're looking at
the shortage of C. T. teachers
in trying to address that issue
something or dealing with this
well and how do you strategize
and how do you incentivize
strategies like dual enrollment
-- things that do you require
-- Jill teachers and credential
factly at both levels so we're
looking at ways that we can
reduce those barriers that our
institutional sometimes take
us awhile to do so but it's
really trying to ensure that you
know that the dollars are there
to incentivize and really to
grow the strategies that Donna
was talking about what it is
important things that need that
you do in your classrooms and
in your for in your programs
that actually move students
forward let's get out of the
way when you do the great work
but make sure that you have
dollars that's doing strategies
the other challenge around
city credentialing and city
teachers is that professional
development piece C. T. teachers
need professional development in
their model curriculum standards
but they also need some basic
knowledge around the other core
content -- standard so that
they can do the integrated
curriculum the project based
learning and then in addition
to that because there industry
teachers they need to be able
to go back out in the industry
to update their skills their
knowledge about labor market
everything that is upcoming
so it's a multi layered type
of professional development
that city teachers need and
that's another challenge
the role of industry kind of
touched on a little bit but city
doesn't exist without industry
they inform our curriculum
they allow us to set up work
based learning experiences
for our students they provide
equipment recommendations
they tell us about emerging
labor market any merging
careers -- their advocates
for our programs and probably
most importantly they provide
jobs for students in those
internships for our students
the same business and industry
are are really one of our
important stakeholders in terms
of moving our programs for our
and so we owe it to to these
folks to be transparent and
the work that we're doing so --
the plan is for this first year
to take the worry where --
Ellie is want to spend dollars
within the cage will strong
workforce kind of put that up
as an analytic for folks to see
use it for something that our
business and industry partners
can see the public investments
that we're making in our and
their work force in our students
going forward so so there's a
there's a push for marketing
there's a push for that type
of engagement there's a push
for aligning the types of
engagement that we're doing
in those types of meetings and
we know full well that in K.
twelve advisory committees or
something that your -- do very
very well and then the labor
market information as it enters
into the more data driven stuff
-- the colleges so -- really
aligning around sectors and
not getting stuck on sectors
either really making sure that
we're making dollars flow down
the students in a way that's
getting them to the occupations
that are there too so there's
different layers of that labor
market information we want to
bring out for -- industry
and -- our partners out there so
and finally I think the
industry as well that's where
teachers are coming from
marketing to to parents in two
C. G. teachers there's a variety
of ways that that our folks out
in the field do that there are a
couple of national organizations
that have marketing materials
the first one is advanced C.
T. E. that's the association
of state directors -- multiple
different marketing programs
we invented a couple of videos
on to this I don't know if this
will be loaded for folks to
to see or if we want to take
the time to show more than
one of them that we can --
out in the field college career
information events school site
visits to college and career
centers -- some districts to
see T. information days they
do path we recruitment days
-- school websites printed
materials all of those things
are available to students but
also to parents to make them
aware of the C. T. programs
on the community college
said it's a constant -- piece
that we have to put out there
in terms of -- really reaching
the audience that's moving
students into our pipeline lets
parents and so not only your
business and industry under the
importantly but also our parents
and so community college level
-- for the past three years
we've embarked on a marketing
campaign for career education
state agree technical education
both on a regional basis --
there's there's marketing that's
going into a regional basis but
also on a statewide campaign
me ideas to really shine a
light on seek to shine a light
on the important jobs at stake
could sort of work through
or move up through or badge
through or or stack through
-- that they can actually
lead to the the the career of
their choice and so marketing
is a is a very big piece --
but you can market all day long
the issue is is do you have
pathways to next you actually
have something for them to
go go forward so I think
that that's where this policy
and then finally -- back
in July July thirty first
as a matter of fact we have
a new Perkins act Perkins
five it's refer to as the
strengthening career technical
education for the twenty in
the twenty first century act
-- between eighteen and
nineteen it provided a hundred
twenty million in federal
dollars split between the
city or CD see see see see --
too many see Matt and the CD
-- Perkins five will be calm
actually effective in nineteen
twenty but we're gonna use
nineteen twenty is a transition
year so for California Perkins
will become effective on July
first twenty twenty and we're
gonna starts holding stakeholder
feedbacks probably in late
spring April is when we have
to have the transition plan to
the fed so after that we will
begin stakeholder feedback and
that will be parents students
industry educators I mean
across the board all over the
state you ain't seen nothing
yet we're gonna be all
over the place on this one
that
and the integration of fun yeah
it's fine it's no different
how do we sort of Brian
this is a central nation --
so this joint worded
buys resisting
Senate they also wanted
to add a page of different
resources so that CCTV the
transition division K. control
strong workforce join advisory
committee and then a couple
of the national associations
and then the actual new
active of commerce for parking
spot is on there as well
so makes a great reading
and that's our presentation
thank you so very much
the metric settlers surprise
when you have a meeting that
for some
some of these issues
can be sort of hiring
from what you would like
as part of your joint the
joint committee what what
what what should we expect
to see in terms of metrics
think we want -- the metrics
that you should expect or ones
that makes sense for the system
there one senator reasonable
that we can begin to measure
-- there's we always have grand
ideas of what we would like
to measure -- but not always
knowing in a measure we're
very cognizant of the fact to
that it's got to work for the
feet field is got to see --
the the outcomes of students
in knowing that that's the
driver for decisions and that
type of thing we want to make
sure that were on board with
decision making tools like
the el cap to make sure that
those metrics are aligned
with in the local control
accountability plan but really
it's going back to what you
a cited senator Roth and that
is -- employment based --
outcomes but also transitional
outcomes about completion of
coursework of completion -- dual
enrollment strategies completion
of certificates of those types
of things so all of those will
carry forth its own sort of
outcome entertainment level
-- to show in the dashboard
so -- so there is a plan to
create the dashboard -- to
to make it from the cal Pat
status system we do you have
them -- use in place currently
between the community college
and C. D. E. on sharing some
of the data sets and we're
going to continue to do that
yeah and a couple of the common
metrics are water in the college
career indicator currently
so it'll be a combination of
the college career indicator
and then some of the other
metrics that are are common
to since twenty thirteen that
we've been collecting one of
the comments that I typically
make to the C. issue and
you see folks when I have an
opportunity to speak to them
as the you know I think in the
twenty first century we need
to be concerned about whether
we're meeting our customers
expectations in the education
field customers Recensione the
students and to some extent
parents and I would assume
the expectation certainly at
new college level is if I go
through this program in my
going to get a job and is it the
job that I think is a good job
with a good paying salary wage
I would assume that some of
the metrics will point to that
definitely absolutely because we
we hear it all the time students
that come out of a four year
degree and come back and work
for a Starbucks or something
like that which Starbucks is
a bad but is it is it actually
giving the livable wage the
the wage that that we you know
that's patchwork that we feel
that folks can live off of --
so so there's an expectation
there too and that's a push with
business and industry on making
sure that we're providing jobs
that do you need that more so
it's a I think you're right I
think it's a discourse and in
the same K. through twelve post
secondary if you go through a
-- a C. T. program of the
pathway and at the end of the
day do you secure a job that is
a good paying job in the field
that you train for so I would
assume the same metric would
apply K. to twelve as well right
yes when you're starting a C.
T. program what you're looking
at is you're looking at labor
market you're looking at do I
have industry in the area that
can support that pathway and
then you're also looking at
your post secondary to say do I
have programs in post secondary
that can go from high school
into post secondary so you're
really looking at all of those
things before you ever start the
city program as well as you're
looking at student interest
to doesn't doesn't help or
hurt -- doesn't help to start
a pathway that students are
interested in so it's it's all
of those things as you begin
that city program and I was I
was pleased to work to learn
when I did some reading on the
subject that -- the community
college system already has in
place a a method and manner
by which you can track wages
earned post community college
experience -- I'm not sure
that see issue in the UC have
that yet but I'm in the process
of starting that conversation
I think that's an excellent
effort what will you be able
to and we discussed before the
hearing started a bit will we
be able to include the the post
secondary students in that as
well at some point biggest area
that we're having success and on
on on the the post secondary
is with the C. S. use in their
data sets -- there's talk
of creating what's called
a data link which -- would
allow for -- -- different
institutions and agencies to
sort of share data at a --
in different ways and so those
are those are certainly things
so yeah you're right rarely
I know you mentioned challenges
the both of you spoke to the
challenges that you have whether
it's the the availability
of C. T. instructors or do
a credentialing and some of
the other -- items that were
outlined in the power point
presentation -- how can we
how can we expedite solutions
to these challenges and how can
compound question how can the
legislature help in that process
if you're able to speak to the
one of the important things is
the stability of the funding as
it comes forward and the notion
of on going dollars is really
signal -- just talk about the
dollars and if it is really a
signal -- and investment in CT
so allowing for institutions
to feel as if they can make
the investments to create more
or better see TV programs are
more connections -- with with
their think that's the first
piece that we're after giving
access to all LEDs -- and
making sure that they know that
these are options for to work
from I think the other thing
is to incentivize businesses
to allow employees into the
classroom -- sometimes you
don't need a full time career
take a teacher you need someone
part time to allow industry
to come into those classrooms
to incentivize businesses to
allow that to happen I think
could be enormously helpful
does the system allow that
sort of part time instructors
at this point or will that
require aye the regulatory or
statutory change to commit that
actually interesting that you
asked that I was talking to
Tracy there used to be with
in California a part time
CTE credential there isn't
anymore may perhaps with the
CTC study the commission study
that we're doing that might be
something that we want to look
at again for those teachers
that are only teaching maybe
one or two periods a day --
that might be a possibility of
bringing that back -- I saw a
really good example just a few
weeks ago in Sacramento with
a high school that has police
officers coming in two or
three times a week to teaching
their police academy those are
police officers they got their
credential and now or in the
classroom bringing that those
skills and that knowledge to
those students so that's a
wonderful partnership more of
that would be really helpful
well I look forward to working
with you on these challenges
I can see that they're real
but they need to be solved
will have a new governor in
play and with his -- cradle
to career -- seem I think --
that probably signals of an even
greater interest in C. T. E. on
the first floor than we've seen
in the current administration
so any final comments
yeah let's thank our presenters
thank you very very much
let me ask our -- the next
panel C. T. K. fourteen
K. to fourteen partnership
with workforce development
board's Leslie trainer windy
Frederick and Kimberly Davidson
to join us in the front
as they're coming up --
strainers deputy director
workforce and economic
development county of riverside
when the Frederick is the
principal development specialist
workforce and economic
development for the county
riverside and Kimberly Davidson
is the economic development
manager for the city of corona
the USP fit in on the first
try that's huge consent and
right thank
you yeah
yeah
this this microphone wireless
can I nothing looks blue defy
stay there in one spot okay
-- I see all right
can everybody hear me okay
all right good morning
my name is Leslie trainer -- as
senator Ross -- so eloquently
introduced me I'm that -- deputy
director of the riverside county
economic development agency
and I also serve as the deputy
director for the -- workforce
development board -- I am
new to my position so many of
you I've had the pleasure seeing
out in the field but as some
of you this will be my first
time putting ice on you -- as
was said some of you have been
voices on the phone but I've
not met you in person so because
I knew I actually brought with
me -- the the brains of our
operation today I'm she'll be
up here in a moment joining me
with that -- windy Frederick
who if if you're in the world
of workforce development you've
definitely seen and and talk to
and had the pleasure of working
with the Wendy so we're gonna
tag team it today -- is to
is senator Roth we we would
like to extend our appreciation
on behalf of the riverside
county workforce development
board for being involved in
today's hearing we appreciate
the opportunity to provide input
-- as you're probably aware
the chairman of our workforce
development board is also a
long time member of the a state
workforce development board
and he's actually going to be
in Sacramento this Thursday
for the state's last workforce
development board meeting of
the current administration and
and he takes every opportunity
to provide input from
our perspective so we're we're
just real glad to be here today
so we're gonna be talking about
workforce development and C. T.
E. partnerships and
-- my objective in in being
up here is really to provide
information about workforce in
C. T. partnerships from the
perspective of the workforce
development board it's it's been
really interesting to sit in
the audience and hear it from --
from other perspectives but at
when you are going to speak with
your probably Kim I'm from the
vantage point of -- work force
and economic development and to
that end -- we're gonna cover
three main topics on on our
little -- five to seven minute
journey -- this morning with
me and five to seven minutes
with with Wendy -- first I I
want to talk a little bit about
-- the services that riverside
county workforce development
provides -- that is to give
you an idea of the structure
of our system which definitely
plays a role in how we partner
with C. T. am and also
the way that we collaborate
with -- our education partners
and then when he's going
to bring it home talking
about that moving forward
so how many of you have heard
it when I see AJ see see how
many of you in the room know
what I'm talking about okay
I get a good number that's
that's great to know we've
been doing our job high five
distance I five each so we
used to be called workforce
development centers are
one stop shops and with the
passage of the two thousand
fourteen workforce innovation
opportunity after we -- at
-- it came at the -- the
days of the AJCC and eighty
CC stands for America's
job centers of California
and those are basically is
this the same as workforce
development centers but with
more support -- and presents
from our partners so -- we
we are at the -- care givers
of the workforce development
system through the HACC ease
and at what we do is our mission
is we provide leadership to
the workforce development
system -- it through support
with economic development
and talent management and
how we do that is we provide
oversight of the work force
innovation opportunity after
we -- west of funds that come
through the county of riverside
economic development agency
so we we provide services to
three our primary populations
are the first population are
aye adult job seekers maybe
folks who have been laid off
their their unemployed --
or their Anders under employed
currently -- we provide services
to you and to businesses
so for -- for job seekers
for those adults who can --
CS persistence we provide
one on one individualized
career coaching -- we have all
different kinds of of workshops
designed to help books get ready
to enter the workforce resume
writing we do mock interviews
basic -- work etiquette you
know when you're when you're
at the office it's not okay to
put your feet up on the desk
you you can't take personal
phone calls at at the at the
phone in the cubicle I see
some of you laughing maybe you
understand what I'm talking
about that it is important for
those things to be explicitly
taught in some cases --
but we also provide -- job
training assistance we with
the workforce development
center don't actually provide
the job treating rather
we have relationships with
entities that do that for
us and we -- we subsidize
that job training and in
providing vouchers for up to
eight thousand dollars per
person for that training I'm
in we deploy those services
all throughout riverside
county we have AB two primary
AG cece's one in the city of
riverside not too far from here
on spruce in Iowa one in Indio
-- but we have three additional
access points one in --
-- Reno valley AB
one in polite and there's one
in Hammett that is currently an
access point but it's going to
be a full blown HACC in the next
few months we also have a mobile
-- workforce development center
and we like to deploy that
around the county -- as needed
are you program is structured
a little bit differently and
I I want to start by saying
though those of us who were
in the profession know that
there are oddly enough there
are different definitions of
youth what do I mean by use
under workforce innovation
act it's -- individuals for
sixty to twenty four years old
so we don't actually deliver
services through the county
at this directly for argues we
receive funding from we -- what
that's your mark specifically
for that age group and we've
contracted with two different
entities to deliver services
for you and those are delivered
through six youth opportunity
centers all throughout riverside
county and -- folks sixteen
to twenty four can go to those
youth opportunity centers where
they find career exploration
skills training -- employment
development and and usually up
other services and resources
are available at those those
hubs for the kids I'm a for
businesses -- we have lots
of actually great concierge
services that we provide
businesses I'm one of the big
ones is on the job training or
-- J. T. you might see that --
acronym might have have snuck
into my power points -- but
for on the job training we can
provide -- customers from our
workforce development centers
were looking for jobs we can
provide those -- individuals
to employers who have open
positions and we can subsidize
-- about four hundred eighty
hours worth of training it
decreases the risk for those
employers to take on those
-- those new employees and
obviously that's good for cash
lower providing about half of
their -- -- wages while they're
in training in the hopes that
those employers who hire hire
those folks on full time we
actually just started doing
incumbent on the job training
meaning we want -- folks who
are at lower level jobs you want
to train them to move up so that
they are increasing their own
wages and then vacating those
positions leaving those open
for new people to come into the
work force -- we do recruitment
events -- we help Amazon quite
a bit with recruitment and other
local employers will have those
at our workforce development
centers we will market for those
employers will even pre screen
-- potential employees that
come to those events and we have
other solutions for businesses
who are maybe not doing so
well -- we can provide them --
assistance -- and we also
have a rapid response so when
we receive notification that
large employers are going to
be laying up laying folks offer
going out of business we can
respond -- by sending our team
in with resources for what those
are employees have as their
options a particularly valuable
because we work closely with
the state of California and
their unemployment -- insurance
services so just wanted it
give you a visualization of
where we have services deployed
throughout the county I'm --
center you're probably recognize
this worst you looking thing
is being your very own district
-- so within your district
we have -- it's difficult
to see but towards the top
yeah towards the top is our
Rubio use opportunity center
we ever mean riverside AJCC
we have our Marino valley use
opportunity center Marino valley
access point and we have
our Parris youth opportunity
center district in district
thirty one and quite a few
of our partners -- in these
very -- difficult to see tiny
green diamonds on this map
but -- we we do have lots
of resources work workforce
development related resources
in your district as well as the
rest of the county so workforce
development board had to make
some decisions about where it
where we wanted to focus our
efforts and resources in so
-- over a few years and
discussions and pouring over
labor market information it was
determined that we're going to
focus on five primary industries
and those industries are
manufacturing utilities and
renewable energy logistics and
transportation construction and
health care and we commit those
to memory using the acronym
mulch that's how
that's how when I first came
to workforce development
when you would tax me all the
time but which remember mulch
okay it's I'm in the eastern
portion of the county because
that is a very different
demographic we have to
additional industry foci which
are agriculture and hospitality
now we collaborate with our
partners and lots of interesting
ways and some of that of is
a function of law or mandated
to collaborate with certain
partners and some of it is
a function of it just makes
sense to do that we have
overlapping clientele we have
-- folks in the education
system who come to us it just
makes sense to do that so
-- just to give you an idea of
the breadth of some of our our
collaborations and partners
-- as I said previously we do
work really closely with the
state of California employment
development department -- EDT
in fact they are co located
with us and riverside in Indio
and they're about to be co
located with us at our head
office and it's it's that cool
location with the state that
really transforms a one stop
shop into a full blown America's
job center of California
partner with department
of rehabilitation that's a
mandatory partner -- pursuant to
we -- what department of public
social services we partner
with that we have a lot of
overlapping clients -- we have a
memorandum of understanding with
DPSS locally where we -- take
in -- some cal works recipients
and not only do we have them as
temporary employees in our
own department we're putting
our money where our mouth as
we we think people should be
training folks are very big on
the Kern and learn and so we
are doing that ourselves we have
temporary -- office assistants
who were cal works recipients
we actually just hired full
time two of them that's a great
success story and then we help
-- hundreds of other cal works
recipients become place with
employers and then subsidize
-- at the -- the first year so
of their employment begin to
encourage employers to take a
chance on these employees allow
those employees to build skills
and to develop their resumes
as well a good will southern
California is one of our
partners who is co located with
us -- at community action
partnership is a branch of
the county there they're
not co located but we work
closely with them I'm Inland
Empire job corps is in our our
building I California family
life centers is actually
-- we work with them in two
different ways they're one of
our providers -- for our youth
opportunity centers and we
have actually contracted with a
California family life centers
to -- to run the counties
-- at the youth advisory
committee SO the the jacks
and they work with the board
of supervisors and there's --
-- -- -- some student interns
that work in that program as
well so California family life
centers has contracted with us
to operate out program we work
with the riverside county office
of aging the also educational
center -- -- the majority of the
Indian tribes in the area and
California Indian mound power
consortium incorporated relevant
to this through we have quite
a few -- valued and treasured
education partners you're my --
in the seven months that I've
I've been in my position have
so enjoyed working -- with
the education partners Donna I
mean this is the second meeting
we've been in together today so
it's -- it's very nice to have
allies on education side we do
work closely with the office of
education at learn for life
charter school is one of our --
partners that in our building
we are really enjoy the work
we do with the community
colleges and work -- college
has a really cool stuff going
on there lots of innovative
things with the furnace ships
-- mail sent to center community
college we -- definitely
enjoy working with them and
that the cool things they're
doing in southwest county
and of course we're working --
we're working with the unified
school districts would like
to really continue doing more
of that and you do it more
-- were deeply just more
of that type of collaboration
so with we owe up
because it mandate some of these
partnerships -- it seems like
they were looking ahead and
saying to themselves the good
folks you wrote we -- at this
is a lot this is a lot of
working together for these
very large agencies many of
whom are -- governmental của
as I governmental and it has
the potential to have a lot
of overlap of service which I
think I heard that a warning
-- mentioned this morning about
that exact type of thing being a
possibility so out one of the
things that we've implemented is
a memorandum memorandum of
understanding it MO you between
a riverside county workforce
development and our partners
in that M. O. U. sets forth
our expectations and our roles
in collaborating how we're gonna
provide services who's going to
be present on site at the AJC
season sent offsite partner how
are we going to coordinate to
avoid gaps and specific ways
to address a career pathways
I'm I can tell you that -- it
obviously any of you who are
working in this field right now
understand that at even just
the coordinating of services
that looks so simple cycle will
work will coordinate services
that makes sense but when you
put it in action it's it's a
lot trickier to actually do so
-- that is -- something that
is a work in progress which
is by getting rid of those
silos that I by a -- mentioned
earlier -- talking to each
other in a way that's efficient
and getting rid of those gaps
so more on that in about moving
forward -- I would like to
-- bring up windy Frederick
well is she Leslie said --
I guess I don't consider myself
a brain I've just been around a
long time so -- and I
actually -- and -- based
out of the Coachella Valley
so I I would just want to
talk about the fact that when
we start talking about C. T.
for the K. through twelve system
is that -- we do have
mostly do most of our work
-- with the adult school
-- because we provide direct
service -- two adults and we
contract out on with our
providers for its the -- youth
and even in that scenario
according to Debbie I owe a the
biggest percentage of -- funding
needs to be sent on out of
school and not in school year
so -- how we actually have
worked with and -- will continue
the kind of steps were talking
about with them a school would
refer at the C. T. E. student
to workforce development we did
there have to meet our criteria
is being at all which is many
low income or their --
a dislocated worker which is
basically someone that's been
laid off unemployed that
type of thing -- and then
once we determine their eligible
for our program -- we can
either -- help them find a job
and get them to an employer or
we could actually continue their
education through one of our
training -- programs --
in the with refer them to
employer then we can actually do
on the job training and are on
the job training -- basically is
a maximum of four hundred eighty
hours and we will reimburse the
employer half of the --
wages now this is ideally
how this should happen
-- everything's based on
relationships and when you look
at how large the county ends
-- and we are happy to
comprehensive centers one in
riverside and one in I am
the type of of folks that
we're talking about a can't
necessarily make it to our
center and it's tuning basis
so what we're actually doing
working with Jodie and --
Crono Norco is that we are going
to -- basically train
the trainer we're gonna train
their staff on our orientation
and our educational alternatives
workshops so they can provide
that on Sunday so that if
someone is them referred to us
at the WTC they only have
to -- come once necessarily
because even though it's
not that far it takes a long
time to get from Kern to
riverside is they would only
have to come once with other
documents that we have to
verify that for to determine
their eligibility and then the
-- career coach can work with
them you know through email
through texting or they can
actually come back and work with
them on that basis so that's
kind of how the systems work
right now because we're all in
two earners is the best
way for us to keep our folks
here in riverside county
is for them to be able to
-- learn while they're
earning funds so --
with a strong work force
we are actually trying to
promote apprenticeships because
of the fact that that is one
way that we could actually look
at paying for --
a friendship --
is it would provide consistency
at the state level if we
can -- use an apprenticeship
program -- we work closely
with the strong work force
-- initiative in have with
the community colleges for a
long time we've been invited
to retreat with the community
college system this since
I think two thousand and
eight so so we've been
collaborating for a while this
doesn't eight six seven happen
overnight so -- we've actually
worked with the strong workforce
initiative and -- especially
with lunch which is based out
of Norco and they're actually
looking at trying to build a
system to make it easier to
get through the apprenticeship
to get it on the state system
because if they get on the
state system then it's
eligible for us to spend our
training there's only certain
schools that are allowed on
what we call the education
on in a training and provider
list and so it has to be on
that list in order for us to
to pay for funding --
we actually participated in the
Inland Empire so -- doesn't
regional consortium in K. twelve
workforce that date that time a
doctor Roberts and we
heard from -- --
also over the phone the
so the on November fifth
and at that event it brought
together the K. through
twelve system the river --
pathways -- early --
schools the community colleges
to trying to determine how
are we going to proceed
with I'm doing the strong
K. twelve workforce
into the college system
and what makes sense --
and like I said we're actually
trying to concentrate on
apprenticeship and I've been
advocating since I discovered
this legislation that we do
-- AB two followed AB
two eighty eight legislation
allowing for dual enrollment for
C. T. as a way for high
school students stern classroom
training while they're in
school and then be part of
a recognized apprenticeship
program so what this means
is now through this legislation
you can do to one moment for C.
T. we would look at developing
an apprenticeship program
that we can get on the --
recognized by the division of
apprenticeship standards and we
would actually have the hundred
and forty summer hundred sixty
hours of what they would be
for their classroom training as
part of what they're learning
while they're in place so
that that's something that
I've been advocating form will
continue to try and get we are
actually -- meeting on Thursday
-- and
you know when we have actually
-- worked with K. through
twelve system primarily
through the career academies
and the reason we were through
the Kerr academy system is
because if they've been in
a call for seven in tenth
grade eleventh grade and
twelfth grade the employers
in that region have been working
with them and know them and
we're actually -- thinking
that they are willing to look
an apprenticeship program for
those types of students because
they have experience with
we actually -- submitted
a transformational
climate communities grant
this past and it seems
it was yeah
a is twenty three million
dollar grant that's actually in
-- center ras district
-- and some of the things
that we applied for for
workforce projects --
include that the --
epic -- adults -- center
students eternal are earning
their high school equivalency
could also enrolling the CTE
program -- for agriculture
-- and then on top of that we're
looking at north high school
is actually looking at doing
a -- community or school
garden program in that
could feed into a next
Gen farm urban farming
apprenticeship at actually
would be probably coordinated by
-- riverside's food system
alliance with the employer's
name under that nonprofit as a
way to look at it and this is
the system we're looking at to
actually get some of the funding
-- to the employer is right
now there's lots of money
coming out for the education
part but for a --
new employer or you know in
a nontraditional where to
spend the two thousand hours
of training and apprenticeship
it we should try and give
them a little incentive to for
them to to get to that point
-- the other thing that we're
doing with that is -- we have a
solar -- installation training
and certification program with
great alternatives which is a
nonprofit and RCC where they
would learn are -- in their --
industry recognized credential
which is the north American
board of certified energy
practitioners certification
which is now absent
and that was all based on a
project we did in the desert
called green pathways equals
bring paid where their --
actually getting hands on
experience through the nonprofit
ana and the nonprofit wins
because they get the volunteer
help in the individual gets
its low income get solar
on their home and --
of we end up getting people
trained in that process
some of the things that I
think we need to look at is
-- we have to make sure that the
-- employers accepting
of the training is viable
-- we've seen that if we can
work with an employer as a
pre higher type of situation
that that works best under
our sling shot grant we
actually had a manufacturing
group that looked at the
training and the interview
people they said if they --
people were trained in that
specific manufacturing but
they would actually higher
we've also been looking
at the same thing with on
-- I HP
because they want -- community
health worker training done
specifically by a woman the
university so they are actually
looking for you hiring in
revealing people and actually
gonna hire them -- and
then put them through the
training and they will be
hired while they're actually
getting their education
-- and some of the other things
that need to be done as we I
talked about the fact that --
are -- we're collaborating
in some of the systems do not
bode well for us to be able to
track and one of the things I
think we can actually need to
look at is the system of
cal jobs it's kind of the whole
system for us to be able to
track -- where people are as
far as case management in the
work force keys in with our
partners we've had some glitches
about confidentiality but some
of those things -- but they can
be resolved in the future as a
means of being able to to --
communicate together --
so I talked about before
that the in there needs
to be an incentive --
for employer for registered
apprenticeship right now
most of the in on non
for profit once we actually
have a couple of for profit --
-- apprenticeships and most
of that it's all going to the
training that we pay for it's
all going to the classroom
training and nine is really
going to the employer and I
think that's why we need to
actually look at some kind
of incentive for the employer
and that's why we looking at
this a partnership program
at the community colleges
and probably nonprofit site
and food systems alliance
because they would actually
put money in the apprenticeship
cost it would help the
employer as well as the train
and you know the we have
been working in the desert
-- for a long time with some
links learning Ana in the
-- Kerr canning users actually
thirty career academies in
seventeen career pathways in
that could tell a ballot and
that's where we're looking at
trying to develop some of the
apprenticeship programs and
the dilemma that I talked about
but because they are advance
you know when they we've been
working with them for awhile
they need a hard because they
actually need in order to be
on the twenty first century
some of the equipment and some
of the things that they need
day in and day out for the
supplies need to be part of
-- the funding for this program
as as ms Davis is getting her --
material on the on the screen
let me just ask a question to
-- in terms of
workforce development board
and case to fourteen and the
and the linkage I I assume
from the presentation that the
board helps case to fourteen
entities attentive five
a regional labor needs
and training requirements
in terms of setting up pathways
in the programs does that happen
what one of the things we
do is at our meetings that
are -- full board meetings
at our committee meetings --
we oftentimes will have our
partners in education present
at those meetings and we
generally try to share labor
market information --
to provide input to
the employers that are there to
our educational partners
that are there in terms of what
the hot industries are where
the jobs are where what
occupations are into me that
would be so critical information
before going to sleep planning
-- and education and training
program whether it's in K.
to twelve written a community
college because you want people
to be training to do a job that
exists in this employees
need and and the community
college system actually has
identified six -- industry
sectors slash occupations
and a majority of them do match
what -- our mulch
-- acronym of the other thing
is under -- sling send
some of the things we talked
about because we are actually
at a point where were --
going through the process of
updating our regional plan and
we've had -- city programs
and stuff in that discussion
is looking at the fact that we
have -- through our sling
shot project we have like
industry coordinators and so
maybe having those industry
coordinators going visit
the C. T. E. program and
make sure that -- because
they are connected already
with specific employers so
-- that that's a way for us to
to continue to provide expertise
to -- the city programs
well I've got a couple more
questions but I'm gonna hold
them and allow is Davis and is
waiting patiently to begin her
presentation I I I I will want
to ask -- about metrics --
in workforce development and
I will also want to ask about
how we can help I notice money
for employers and equipment to
if we can get a little bit more
specific -- comes time to Q.
yes ma'am thank you that is
a great segment into what I'm
going to talk to you about
today in that we are getting
the educators in industry
together in one room every
other month -- hello everybody
my name is Kimberly David's and
I am the economic development
manager for the city of corona
and well C. T. E. program
spanned across a multitude
of different industries what
the program I'm going to talk
to you about today has to do
specifically with manufacturing
in the city of corona we have
four hundred manufacturers and
we spend a lot of time focusing
on those manufactures make sure
that they have everything that
they need in order to thrive
in our city in in our region
California is the number one
manufacturing state in the
nation most people don't know
that it's not widely known that
you can do manufacturing here
in California but we are here
to tell you that is not true
is a very vibrant industry that
is alive and well in California
I'm one of the reasons that we
want to focus on manufacturing
is for every one dollar spent
in manufacturing another dollar
eighty nine is added into
the economy and for everyone
worker that is hired in the
manufacturing and other three
point four workers are hired
elsewhere so you can see the
and by the way they think that
that is a very conservative
multiplier effect they think
that the multiplier effect
is very much larger than that
so you can see why in the
city of corona we make it our
business to really supporter
manufactures but now that
I have been doing this for
about ten years and speaking
with our manufactures the one
thing that is overwhelming a
problem for them a challenge
for them is finding a skilled
workforce so we have these
robust CTT programs and we
have a lot of manufacturers
that need to hire somebody
where is the communication gap
well so we started the
work for strike team
hello about if if
if I do say so myself I'm back
in you know I just want to give
kudos to corona Norco unified
school district and two Norco
college our CCD because --
the opportunity actually came
from them and in my years of
doing this I've never had the
educators approach me and say
Hey we want to be connected to
industry can you help us out so
that was pretty cool now is very
forward thinking of them so we
got together and I'm
really trying to think about how
we can connect industry to
our C. T. E. education programs
and how we can -- shorten the
lines of communication make sure
that our students are getting
jobs in the region and make
sure that our C. T. programs
are have the type of curriculum
that the manufacturers need in
order to hire skilled workforce
-- -- basically we meet every
other month our first meeting
was September twelfth we met at
Norco high school and it was
an opportunity for manufacturers
to meet with educators and also
take a tour of the C. T. program
their normal high school and
then our second meeting was
actually this morning and it
we met at kill drawl X. which
is an aerospace manufacturing
corona and that gave our
educators an opportunity to tour
a manufacturing facility and
see what process easier actually
in place and what is needed
I'm there is no cost to be part
of this team and we want to
be inclusive we want to include
everybody it started with Norco
college see NUST and then the
city of corona and a group of
manufacturers we are looking to
grow that the riverside county
workforce development board has
been in attendance for meetings
as well as some other community
partners and resource so our
other partners you can you can
read up there but notably the
naval surface warfare center is
very interested in what we're
doing with this team I'm prone
to chamber of commerce of course
I workforce development board
riverside -- college district
among other things the MTC which
is California manufacturing
technology consulting which
is a nonprofit that helps
manufacturers so we have a
lot of research partners and
we are always looking to add
more we would like to add
more educators we really want
to make this a regional push
to make sure that all of our
manufacturers in this region
have what they need in order to
become the bass in California
and so the goals of this --
team are really to improve
communication between industry
and and educators number one
our manufacturers just don't
know where to go for a skilled
workforce they don't know where
to look they don't know who to
call -- they now do in corona
a good majority of them now know
who to call but -- we're working
on that we need to get the word
out to manufacturers more more
that we have a connection to a
skilled workforce we need our
educators to make sure that
they're constantly questioning
their curriculum and making
sure that it is the jobs that
we don't know that are going to
exist in another ten or fifteen
years and always be improving
that curriculum incorporating
with the manufacturers to make
sure they understand what that
what the curriculum needs are
we found out one this morning
they need someone that's train
on a particular type of machine
and as it turns out of high
school has that so that right
there might have been a really
simple connection that that we
made possible we really
Wanamaker manufactures aware
of a partnership opportunities
certainly I love the idea of
the employer incentives to
hire apprentices and to you --
incentivize them to do so we
are currently working on the
issue of getting -- high school
students into these programs
because of -- liability and
insurance reasons it's not as
easy as it may sound and
also there is another portion
of this which was mentioned --
I think earlier this morning
is that there's a marketing
piece that we're we really need
to get parents and the community
understanding the importance of
manufacturing the importance of
career readiness and not focus
so much on sending everyone
to a four year university
and placing students where
they're going to thrive and
really do their best for our
industry and for our community
and that concludes my
presentation thank you so much
grown is doing an excellent
job -- both not only for
the city but I guess for the
region in terms of identifying
the job needs both in the
city and regionally and
aye aye how how can we how
can we improve how we do that
not only in this region but
across the state because it
seems to me that's critical if
we're talking about pathways
in training programs and and
and sort of drilling down and
identifying those --
specialized -- individual
job needs that employers
certainly in this region have
whether it's a specialized type
welding or in this particular
case -- machine operator
that needs to have particular
skills on a particular type
of the machine how do we do
that how can we do it better
well I think one of the ways
that we can do that better is
I would love to see the state
of California Sacramento in
particular paying more attention
to manufacturing and bringing
more awareness of that most
of my manufactures feel like
they're out there alone they
don't know who to talk to
they've been told that they
can't do business in California
that is not business friendly I
think if we start bringing more
awareness to the fact that it
is when I tell my manufactures
you're one of four hundred in
corona they're shocked they
think they're one of like one
so bringing more awareness to
manufacturing in general and
bringing more support for even
just in a marketing and --
just showing the more support
showing the morning correct
courage meant talking more about
manufacturing in California I
think we'll start to bring about
the changes that we would like
to see an open up the form for
a people to be able to know
where the avenues are to go
to get that kind of help our
students will understand that
there is a vibrant manufacturing
community out there in the
types of jobs that are available
right now is just something
we don't talk about nobody
understands manufacturing
in corona we are ninety nine
percent full or industrial
parks are ninety nine percent
full across southern California
there ninety five percent full
most people are shocked when
they hear that because all
they've been told is businesses
leaving California you can't
manufacture so I think that I
think situation number one would
be turning that message around
I couldn't agree with you more
I mean a lot of the messaging
is somewhat negative --
in some cases for some reason
but I think there's a lot of
positive to talk about and I do
think we need to continue to --
emphasize -- our manufacturing
base some in California and
aerospace industry aerospace
was key to California's growth
and success over the many years
-- and that's just one of the
types of manufacturers that have
helped make California the state
that it is today in terms
of connecting with -- with
the the Ellie AZ educational
units community college
-- K. through twelve --
was that difficult and and I I
I gather you took the lead in
terms of trying to identify jobs
and particular skills required
in the city as opposed to with
coming from the educators well
it was a meeting initially
between Norco college and --
corona Norco unified and then
having built up a reputation
in corona of someone who can
coordinate with manufacturers
that's how I got called into the
meeting but truly it did start
with educators in this situation
throughout the years I have been
trying to create programs like
this and it seems that I get the
educators interested in by the
time I go over to the industry
and get them it just doesn't
work all that well so for it
to come from a particular side
and then to have them help me
go over and get the other side
interested as well it really
has come together much more
easy that way so I did actually
come from our educators and
with respect to the workforce
development folks are dish
dujour charter allow you
to and funding allow you to
participate to any to any
extensive degree in this
Gil attentive cation process
is that a fair question
yeah no we we -- actually
-- through the state this --
sling shot project that I was
talking referencing -- they've
identified in December
digging on riverside county
because that's our region of
manufacturing and logistics
and one approach that we had
-- was the fact that we hire
somebody from industry to
work with industry to help
identify -- more of those
needs and so we have someone
that's worked in industry for
a long time that's actually
coordinating and working with
manufacturers throughout both
counties which is a huge --
area for manufacturing and
then also in health care
and then this year we're
actually gonna be hiring a --
-- someone in logistics
those are the three areas so
-- and then the the skills
that they're helping to
identify based on what
area what manufacturer
specific skills that
they may need for that --
for that region for for
example let me just -- and I
don't know the answer to the
question do if you if I happen
to be -- -- an aerospace
manufacturer in riverside
and I was having trouble
finding a particular type of
employee with the skill set
what I know where to go to
deliver that information so
it could be passed on to the
community college or the
K. through twelve districts
what I know to come to you
for example as a workforce
development board's the new name
-- I don't think
I can I can speak to that too
-- so the answer quite
frankly is probably I know I
-- I think that we do have
a big marketing and advertising
problem we constantly refer
to ourselves as the best kept
secret -- we have so many
there's so many resources we
have -- just our workforce
development centers so many
research is that we have for
businesses the on the on the
job training subsidies are
just one huge example and
people don't know when when
our staff goes out and knocks
on doors of businesses and
says Hey can we pay fifty
percent of somebody salary
for you if you if you take
them on a lot of the times
they they think were joking
or that it's -- it's a scam
so -- to answer your question
very frankly senator -- it's
quite possible that -- at
business may not know where
to begin -- one of the things
that we hope to do to -- to
change that is to have --
to have those types of business
members join or participate in
our workforce development board
so that they can see the types
of resources available that
are available and provide us
input so we as as workforce
development staff attend those
meetings and we we listen for
that sort of input from our
partners primarily from our our
business partners to -- because
those are those are the places
where we we tend to intersect
them most is that our our work
first on the board meetings
and the committee meetings --
it so you know that's that's one
possible solution but I I think
that that is just symptomatic
of an underlying issue
of the lack of a awareness of of
the fantastic resources that are
available well perhaps we can
in the spirit of collaboration
perhaps we can figure out a way
to sort of on a larger
in all on a larger scale
replicate -- what ms Davidson
is done successfully and and her
partners in corona but I noticed
the corona chamber was involved
in your effort and I believe
they used to be a manufacturer's
association there as well I
think maybe we can -- look first
of all the folks and and others
engage with -- other chambers
and the similar organizations to
get the word out that Hey we're
in the business of identifying
-- labor needs in the region
votes for your placement
programs and for the training
programs that are currently
being developed and implemented
both of the K. through twelve
level community college level
and I would be delighted to help
facilitate that in any way that
I can let me ask one question
mention to quit I understand
the employer incentives for
apprenticeships and and if
there ways that we need to help
up in Sacramento to --
to facilitate the recognition
of apprenticeship programs
I would be delighted to help
with that on a clip on the
equipments -- you mentioned
that how does that work and
what what do for that I'm
just saying that there's some
C. T. E. programs are very
expensive to actually have
at the high school level like
welding in in bringing in like
not just maybe basic welding
but a fabrication the stuff
that's needed for fabrication
or that those that are already
advanced a mate they need
they just need supplies to be
able to continue the quality
education and training that
they're they've started because
there are some that are very
well advanced already with these
career academies I'll need to
explore that to see what the
funds can current level of
funding can be used for and
what it can't be used for and
I I completely understand that
we have similar problems in
stem academies as well trying
to equip those news to sell
these were expand facilities
and where that money comes
from and how it's used so I'll
take that on and take a look
at that and you were talking
about knowing about metrics
and one of the things that we
actually have a difficult time
with is we have performance
measures that we have to to
do and so at the state level
-- when someone's employed
we get rid we can contact
after a certain time we get
from department of labor -- that
they're employed and that
-- the company in the wage
we get asked is it training
related employment we have to
get the employers you know
through their -- actual
taxes and stuff report the
occupation and what industry
they are involved in but the two
don't relate so that's
one place that we actually
can use some help is for her
as having when we get the
information back from EDT about
someone that's been employed
that we get more than the
business because we can always
tell by the name and the wage
if if it's training related
point because we we don't know
because they don't tell us the
occupation or the that's a crazy
do you know the reason for that
now but we'll take that on to
because it is it's important not
only in your area but as
you may have heard me mention
before I I think it's it's and
community colleges obviously or
down the road on this but it's
important on the educational
side to know if to be a
higher read if we're providing
students with their education
that's going to translate into a
job and it's a job they want a
good paying job and the only way
to do that is to develop some
link -- least in California
with the franchise tax board the
V. so to link the data
even if you sanitize it so we
protect the names right but
we're gonna we're gonna have to
make sure that we we streamlined
our systems a little bit better
so the legislators and the
governor the ministration gets
the information it needs in
order to formulate budgets
because you want to reward
good performance with more
money -- but you need that as
well for board of supervisors
and your -- success in this of
well how about we think -- this
panel to dismiss sexual drive
this call up our --
fourth panel
well I think before we start
I should let you introduce
yourselves or I could do it
when I start to to my left ma'am
Gina buster on the director
of career technical education
rumor Norco unified school
district I Cristina bent at
the memo I am the dean of career
technical education at reversing
and I'm run less than
and I want to thank all
of you for joining us this
portion of the program is
on joint C. T. partnership
that so the way
good morning soon to be --
afternoon thank you senator
Robb for having us today --
I miss spend just a few minutes
talking about our programs and
riverside unified we heard this
morning about el cap funding
we heard about C. C. P. T.
grant funding and city and
center grant funding in two
thousand fourteen fifteen R.
U. S. D. had twelve CT pathways
and today we have thirty eight
that cover thirteen of the
fifteen industry sectors in
California the two that are
not represented on here are
agriculture and -- energy
and as you heard in the last
-- panels presentation working
in north high school to
establish a community garden
that will take the place of
the agriculture program and
then we also work with red
solar alternatives -- there
the solar program and that'll
cover the area of energy so
we'll have representation in the
halls fifteen industry sectors
it's a little bit of data --
we talk a little bit about
metrics and measurement -- again
we have thirty eight pathways
I think the biggest piece here
is -- ninety four C. T. courses
-- a number them forty three
are in the stem fields and
twenty are in the area sapa
seventy of those ninety four
courses are you see a three G.
so we're making the connection
to college for our students
again thirty four courses
articulated most of them here
in the riverside -- city college
or in the district we also
-- partner was reduce collagen
Chafee college where we can't
make those connections --
the one of the most proud of
those the sixty thousand hours
of work work based learning
for our students we want our
students out in industry --
it's great to get the class
room knowledge -- but we want
our kids out in the public
so last year we had at least
sixty thousand hours of work
based learning for students
and then we had almost five
thousand students in twenty
seven eighteen eighteen that
were enrolled in the city force
it's just a few pathway
highlights -- at Arlington
and Ramona -- we have
-- some help pathways but at
Arlington they're focused on
the research portion of it so
it's a very stem based program
looking at things getting our
students prepared to enter
college to be able to research
cures for cancer -- different
health issues at Ramona you'll
see a couple girls over there
the working on a cadaver table
without funding for C. T. E.
we would be able to purchase
something as as nice is that
and they're able to actually
take bodies were donated the
science they can go through all
the way from the skin all the
way down to flesh and bone and
find out the different parts of
the body so that's exciting --
at north we have a lock out of
me the students are actually out
-- quite a bit in the field
with police officers at
the U. I. checkpoints and
a number of other things
they're learning the practical
skills of law the young lady
in the middle there is a --
learning how to take
fingerprints off of the desk
and then a few other ones --
graphic design it king -- three
hundred fifty thousand dollar
printer that we would have
been able to purchase without
-- significant city funding
at Lincoln are continuation
high school we have a number
of kids that are at risk
they drop out or they are far
behind we want to get them re
engaged in education and one
way been able to do that is
to put together an auto tech
program what's interesting
about that program is a takes
place within a regular stock
classroom so there's no home
for that yet we're working on
a partnership with our adult
education program to build the
building for that program using
our city and center grant funds
will actually -- fill it with
all the equipment necessary
and then at Pali high school we
have students are learning how
to write music record music and
produce music so those are a few
of our -- pop with highlights
what's really important for us
to spend time connecting to our
community and one of the ways we
did that -- you'll see a picture
are these pictures up here on
the left hand side of the screen
-- we held an industry partner
showcase back in may we invited
as many of our industry partners
to come they talk to the
students directly I can get up I
can share all of my information
teachers can get up and share
their information industry
partners don't want to hear
that what talk to the students
and one of the students are
learning and what they know so
we had about -- forty industry
partners it showed up that night
we're looking to expand that
-- in the future -- thankfully
we have a great partner here
in the city of riverside
greater riverside -- chambers
of commerce there's a great
partnership -- making those
connections to college career
industry and then just a few
weeks ago we held a college
and career readiness conference
at moma high school and we had
nine or ten of our pathways
sharing information for students
that were coming the to hear
about either college or what
was going to be a life is
going to be at the high school
also put together a couple of --
extended learning opportunities
on the left here -- our summer
intensive program we have a
partnership with the city of
riverside -- public utilities
the police department the fire
department we do a a week long
-- forty plus our
intensive the students get a
chance to work with industry
partners they develop a product
that they share at the end of
that week in kind of a shark
tank our industry partner for
that is born the engineering
according four separate that
support for that program and the
kids love it because there's a
cash prize at the end and the
cash prizes donated by Mister
Warren so that's fantastic
but what about the students that
don't take a CT class that
are I'm prepared
to enter the work work field
-- we created a couple of
programs first one is cleaning
green up there on the right
-- our our students that are
at risk that are close to
graduating but need a little bit
of a push to the finish line
-- we bring them in we give
them a number of weeks ago still
deal training number of weeks
of greens gave training some
weeks of soft skill training we
do interviews -- we bring
in industry partners a do actual
job interviews the students
don't know that they're being
interviewed but they get a
chance to practice and the
number that were hired the
goal is for those students to
complete high school complete
our program and when they're
done put them into our sub
line the and greens gave a
consortium management over
the summer so they have a job
at the end of the finished
-- what's great is Norco call
yeah --
yeah
--
and then finally I want
to finish with -- big
the career continue on --
in riverside we look at it as
-- for preparation ongoing
education so students don't
necessarily have to go right
to college but they need to
understand that after they
finished high school there's
always an educational component
we need to be life long learners
were back filling our our
-- career exploration at the
elementary school level we
want our kids to start thinking
about careers they can start
thinking about what it means
to enter the world of work
as a get in the middle school
goals for them to engage in --
career preparation what does
it mean to be in a specific
field or industry and then
again at the high school level
we want them out we don't want
them sitting in class we want
them out actually doing the work
leading to employment and
again continuing that education
whether it be -- certification
in college level trade school to
your for your I hate
to say school of hard knocks
sometimes that happens to --
but that is riverside unified
hi my name is Christine
the memo on the dean of
instruction for current
technical education here at
riverside City College thank you
senator for having this today
okay so what is our C. C.
career and technical education
we're specialized programs
in skilled trades modern
technologies applied sciences
and career preparation RCT
programs are site designed
to be completed in a short
time at low cost and lead
directly to employment they
require an industry advisory
committee meeting to keep
courses and programs relevant
along with labor market data
riverside City College offers
more than eighty certificate
and or degree patterns in
eleven different industry
sectors so what is our CCCP
offer we have a cosmetology
program that started in
nineteen forty five includes
cosmetology esthetician and
soon Barberena long with some
non credit never culinary arts
program which we have a new
apprenticeship programme in
culinary along with the new
baking and pastry program me
of some non credit options
that will be happening as
well we ever school of nursing
which is a registered nursing
vocational nursing and the new
certified nursing assistant
program that was started
with our strong work force
dollars that you heard earlier
we also have a welding
technology we're developing
new pathways to get students
in and out quicker we have air
conditioning and refrigeration
program which we have new
curriculum and development --
with regards to building and
energy systems professional
which is a regional strong
workforce program I we have
our installation program coming
online and we will be buying the
tiny house for that installation
an automotive technology an
auto body program we have
new hybrid vehicles that were
purchased through regional
strong workforce dollars we
have regional curriculum which
allows our students to go to any
community college in transition
through the program incomplete
at any college that they
attend -- and RCC automotive
program has been recognized
as one of the best programs
in the state of California
we have a paralegal studies
impact with a lot program which
you see here are our students
that were visiting UCLA school
of law and the Los Angeles law
forum in October and the law
school admission council fully
funded this overnight trip for
our students and so we're really
excited about watching this
program grow in our partnership
that will have Rhonda mentioned
north high school so our
goal is to really partner and
expand the pathway là program
it's also recognized through
the Accreditation Council for
business schools and programs a
which is a nation wide
Accreditation Council and there
are only two community colleges
in the state of California
that have this accreditation
us and then one of north
we ever apply digital medium
printing program which aligns
with our skills USA we have our
advertising group are graphic
communications and the graphic
imaging group I won't read about
skills USA because I'm sure
most of you are familiar with
that but we do promote that
here at our CC it's a really
big component of what we do and
how we're successful with our
students river film television
and video also minutes FTV is
going to be soon partnering
with our business and our apply
digital media to integrate a new
maker space bus that you will
be seen around town aye out into
the community and with our K.
twelve partners we also have our
photography part of the program
which includes this photo here
which was taken by one of our
students I think it instills a
lot of peace so I thought I'd
include it never sign
language interpreting program
which is expanded to help -- our
local community and the need for
our -- sign language interpreter
east interpreters I will
severly have childhood education
program we have new associate
degrees that were developed
that were specially focused
on a mill elementary teacher
education child and adolescent
development and a new focus on
special and we have a computer
information systems we have a
partnership that we had with
the NASA program where they
sent a number of our students
down to the Johnson Space Center
where they developed a two
different forms of programming
including integrated -- hands
a man say this wrong but I'm to
try an integrated hands a glove
that the astronauts used on the
international space station --
we did compete with other four
year universities and someone
asked us whether or not we
want and the answer was well
this wasn't a competition but
we did place right up with MIT
I'm just gonna leave it there --
we have a computer application
in office technology program
which also is accredited along
with their computer information
systems program in our path
with a lot of we have our
business information worker
and one thing that we learned
from our industry partners if
they really wanted us to focus
on those employability skills
also not a soft skills and so
we developed a lot of non credit
pathways to help our students
really gain the skills that
they can go out and be really
productive in the workforce our
business administration program
is is something that was dear
to my heart we have what we
call the business administration
associate degree for transfer
program and it's a covert
program that allows guaranteed
seats and guarantee time to
completion so within two years
a student will have an associate
degree will be able to transfer
a we also have the non credit
pathways employability skills
as I mentioned before ending
focus on achieving your ship
as nowadays the students are in
jobs for twenty three three in
thirty years there now and it
for two or three years anyone
in a with that next gigas so
we want to prepare students for
those kinds of opportunities
as well so one thing that we
really like to focus on is
whether or not we're meeting
our metrics whether or not we're
doing what we need to do for
our community and our industry
partners what's really nice
is the C. T. outcomes survey
was something that was done
statewide and they compared
are -- results with the state's
average and so what we found was
do every up that
according I see see the key
results is there is an eight
dollar and thirty three overall
change an hourly wages after
completing training at RCC
that's great because the state
wide averages on the eight
fifty six percent of the overall
changed are really rages came
from after completing training
with us fifty three percent was
the statewide average seventy
five percent of the respondents
reported being played for pay
thank goodness we want them to
have a job thirty seven percent
of the respondents reported
transferring to another college
or university where the state
wide averages only thirty four
and ninety two percent of the
respondents reported being very
satisfied or satisfied with
their training RCC statewide
that was ninety one percent
so we're doing pretty good
strong work forces you'd heard
earlier some of the stronger
workforce updates -- RCC was
awarded two point one two seven
million dollars each local round
two and round three funding for
twenty eighteen through twenty
twenty since twenty sixteen
this funding has told more than
five million dollars our city
was also awarded over one point
four million dollars in regional
strong workforce funds for
around two in three for these
are projects that we do that are
linked in common so for example
the automotive program in the
regional curricula all funds
were awarded knowing that many
metrics must be met including
increased enrollment increased
completion and increased
employment we are looking
forward to partnering with our
K. twelve partners so that we
have regional projects in common
so with regards the taught
strong work force one thing
that I really think is great
is that the chancellor's office
often recognizes community
college colleges for a job well
done and so twenty eighteen
RCC was awarded -- fourteen
different stars one gold star
for registered nursing which
meant that we had an earnings
gain that they're the people
that were finishing a programmer
getting a livable wage and
that they had a job in a
related field so that was our
gold star with a Silver Star
in early childhood education
program and an additional
twelve bronze stars so I
think we're doing okay so far
so we have some innovative
partnerships and opportunities
that we can focus on including
our K. twelve partnerships we do
have a dual enrollment program
that are guided pathways with
riverside Albert and her Rebekah
unified school districts that
include pathways in business
administration liberal studies
path with a lot computer science
cybersecurity and a number of
different certificate patterns
are strong work force funding
projects in common we want
to make sure that there is
a seamless pathway from high
school to college and are out
reach some of the things that
we're doing is we have our fifth
annual nontraditional employment
for women conference which
brings over three hundred and
fifty junior high school girls
and make sure they understand
that there are other areas in C.
T. E. that they should be aware
of such as automotive or welding
or eight track II we have our
third annual we are C. T. at
RCC senior day which is going
to be held March thirteenth
and that we and invite over
fifteen hundred seniors on
campus to get a little taste
of all of the programs that we
offer and see to eat and we do
monthly visits to our local high
schools the one thing that
we find is a challenges most
of said is we have challenges
with apprenticeships so our
city culinary academy has
an apprenticeship program or
we a place fifteen students
which doesn't seem like a lot
but for those that are in a
friendship that's huge -- they
placed in apprenticeships we
also have six that of traveling
to Europe to complete some of
their apprenticeship working
culinary but we have this thing
called the big idea California
needs to invest in businesses
that invest in their workers
it brings business into the
educational process and they
should be incentivize to do this
AB one fifty one A. B. fifteen
sixty nine were introduced in
California failed to pass in
the past two years due to the
administrative costs late on
the division of apprenticeship
standards and whether or not
the employer tax credits which
is what we're trying to offer
with significantly increase the
use of apprentices in the state
so the one thing that we find is
another challenge is we want to
change the image wanna translate
career technical education to
the communities of the career
education becomes the primary
as to the educational journey
of any college student when I
college students to get a job
all of us do you I'm a parent
of them I want my child to get a
job especially in the field that
they're passionate about some
careers require wire extensive
college education were some
only required industry recognize
certificate both are equally
important to our economy would
help modify the minimum calls
for community education faculty
in the areas of career education
so that field experience
counts equally or more
importantly than the college
degree so with
that I think you thank you
Senate Roth thank you very
much for allowing us to present
today -- I'm very excited about
being here I think what we do
in the program or for unified
school district is a pretty
exceptional Elena I want to
start by saying that -- corona
Norco unified is a large eight
largest school district in
the state of California and
-- so we have a lot of people
employed over five thousand
employees we range from --
TKA pre kindergarten up to
adult ads we try to meet the
needs of all of our students
we talk about career technical
education the way I really
wanted people to know about it
is city is still there
is no separation between the two
they are the same thing and no
matter how you put it out there
they are the same and one of the
ways that we talk about parents
on that is one due to get in
nineteen twenty seven model
a Ford some of you've heard
me say this before no I can
work on that car because
I have the skills to do that
that's will casual education
I do not have the skills
to work on my two thousand
eighteen green jeep grand
Cherokee that career technical
education and that stem
so I want to share a little
bit about -- what we do
in our district as far as our
teachers I work with ET career
technical education teacher
seven twelve no not all of
them are full time -- CTV
teachers however most of them
are single subject credentialed
teachers and I expect that our
teachers to be both professional
educators as well as have
the industry experience that
goes along with it we have
fourteen industry sectors of the
fifteen in our school district
which covers fifty pathways at
five comprehensive place schools
to -- alternative education high
schools and eleven intermediate
schools we fully believe in
seven twelve beltways and we
believe that our students can be
college and career ready
a when you look at the district
as a whole over the last four
years what warning after five
years that I've been in my
position -- we have increased
our enrollment by almost
percent in those five years
since we receive funding
these particular pictures
of the one down here on the
bottom with the orange cones
at Amazon and we were are
working with them in several
different situations Amazon
-- provided a donation to one
of our intermediate schools
for back for biotics as we're
working on the manufacturing
in that area the bigger picture
behind it is that our biggest
-- industry vendor the year
or CT expo where we do
-- a job interviewing mock
interviews are presented there
but all of our high schools come
in and present what they're
doing for our eighth graders
we also a business and industry
the community and support
this activity young ladies in
the front or in engineering
and architectural class and
they're demonstrating of
the software that they use
in that and then you could
also see we have the video of
design beltways in the back
I just a few student projects
because that's who were really
hear all about and when you
talk about the metrics a on how
we measure what our students
to this particular project
was -- is up a little robot
and it's close to walking once
the individual student gets the
-- programming all worked out
but all the pieces are him of
a three D. printing machine
within the school site allied
-- course yes to get the wire
in the motors but the student
is an amazing student does
stuff like this would have
-- -- a flexible gear
in in your more than welcome
to look at that afterwards
of this student is a
without our CNC team in
skills USA the place second
nationally that young man is
-- just recently graduated in
through the -- Norco college
ownership graduate from high
school we're not talking
college graduated from local
high schools in the at the a
partnership with cal drawing
his father's sitting here
who also happens to be the
principal Burkle high school
-- wore a logistics technology
the pledging technology these
we do have these instruments
and these different --
modules at Norco high school
a corona high school as a
stem academy courses official
name of it is is corona stem
academy but we have three D.
printers we move into the
manufacturing equipment the
robotic arms of industry
standard CNC mills DMV one
from from highs of variety
of industry standard equipment
Bob we do certifications
in snap on these are precision
tool instruments that were using
across the board our auto shop
yeah on in our manufacturing
labs we talked about money not
being available these programs
appear with L. the career
California career trust found
trust grant yeah on the -- C. D.
incentive grant we would not be
building these kinds of programs
the picture appear in the corner
is a CNC -- welding --
cutting machine over corona high
school we have guided that shop
new paint job new electrical the
whole bit probably putting about
five hundred thousand dollars
into it by the time we're done
we will have a full Lincoln
welding lab there that we hope
to put out -- industry certified
certificated Sir industry
searches certificate yeah a good
out there -- we're also in that
lab report green with -- the
corona Norco adult education
program in our teachers will
be working with students in
the in any one of the areas
I think we're also doing auto
mechanics and -- looking maybe
a couple couple other areas also
-- our newest pathways which
for the most excited about that
I don't believe there's really
anybody locally that that houses
the extent of this program these
four gentlemen -- pilots and on
the third gentleman over came
to me four years ago and he's
United Airlines pilot he also
worked with the organization
of black aerospace professionals
came to me and said we need
a an aviation program and in
this district that was four
years ago we just started
the program this semester
and -- so this bottom picture
is rules that are learning
how to read aviation now
under is our lab of about four
hundred fifty thousand dollars
worth aviation simulators we
will be putting out pilots and
next year we hope to expand this
into the -- air traffic
controllers and where we have
tool for reading going on
but our pilots -- are amazing
and it is what's unique about
it really industry came to us
and said we want you to do this
took me awhile to get it off
the ground but once we had the
right people we actually have an
instructor on staff the corona
high school who is not only
the band director he happens
to be in if they of license
-- instructor flight instructor
so it's worked out really well
we also have moved into the
medical sciences the of we
work with -- reach
out in a variety of other
organizations -- I had to go
out and practice and help with
their their final before they
go out to clinical so they got
to use both my arms because
they do have to draw blood and
be proficient at it before we
allow them out into the field
-- biotechnology we had to
programs that do you have the
more advanced -- biotechnology
program those individuals want
to be doctors neurosurgeons
that kind of stuff -- we
also put see kids into --
internships and there are
recognized for those internships
we just with a riverside
community college district we
have twenty eight articulated
courses and we had nine hundred
and fifty students nine hundred
and fifty two students awarded
credit for the articulated
credit for those courses junior
high we are the intermediate
schools we really do believe
in the seven twelve structure
in the course of seven fourteen
but with us seven twelve these
are up a group of students
from river heights intermediate
school that are participating
in the junk program which is
the student youth organization
poor health occupations at
the intermediate school level
a seven or intermediate school
students also having a business
meeting with a couple of our
Amazon representatives --
more traditionally we have
fashion design up it --
-- Santiago high school in
citrus hills intermediate school
and if you know anything about
sewing machines Bernina as
or some of the top of the line
in each of our schools have
thirty Bernie knows that our
industry standard type machines
-- floral design we
have an extremely strong
agricultural program what
are their highlights is
their floral design program
and then again traditional
workshops the cabinetry in
mill working out of two
of our high schools and one
of our intermediate school
we have a wood shop --
room I school were the aviation
program yeah and I want to
pursue with those teachers a
little bit more of the crossover
between the aviation at
airplane building -- where we
have up the welding program
in pursue that possibly more
L. as an aviation program
-- much bigger than pilots
rather than just a stem program
and then no we have two young
men that are finishing up
their aprons so that they
can start their -- culinary
arts order their Klaus
these are a seventh graders
one of my favorite pictures
we really taken off of their
culinary arts program and
every started out the big
group in the centre bunch of --
intermediate students that --
Fredo intermediate school they
actually made the cake over on
the side on I've got pictures
to show that they did everything
in this cake was donated to a
-- a charity event where
they were raising money for
-- for schools in Tanzania
the group over here on the
side of three young men catered
their first event that I
took a book -- some educators
from Santa central over the
centennial high school and they
really did an outstanding job
but it was their first event
as far as the future we looked
a continue to hire and train
high quality teachers build
maintain grow programs develop
and enhance our partnership
and see additional funding
of course we get Perkins but
if you're aware of Perkins
there's not a lot of money to
come from the federal government
on the upper district are
sides we receive about three
hundred thousand dollars of
city and center grant has been
amazing we would not be doing
what we're doing without that
money as well as a career
pathway trust grant the --
K. twelve strong work for sprint
we are looking to partner with
Norton college and with their
lunch program but I'm also
planning to reach out to -- RCC
and she fee to work along
with the medical pathways
of the apprenticeship Elena
internships -- city facilities
grant if you're a district
that has the money to match the
grant we are hoping to pull in
six million which will known
February to help with our new
construction out of Roosevelt
where we will have manufacturing
and and -- engineering and
medical sciences and then or
okay up we contribute a bill
almost two million dollars
just out of our okay out
in match two or grants
that came up funding sorry so
question yes thank
you very much you know and
-- we'll talk a little bit
more about it later but
-- somewhere junior high
students of me to Clark appear
that's got the Senate seal
on the back of it and has
your name on the front of it
what hi I'm Maureen
Sinclair and I'm with
Norco college I may do a
little different spin on it
because we're going to talk
about some regional things
along with our local --
what we're doing at Norco
college the first thing
is this we've heard a lot
about people talk about
region's and education is
all a matter of building the
bridges whether it's from
high school to committee
college to communicable age
to universities or to the
work force it's all about
building those strong bridges
okay I'm California career
pathways trust groundwork for
a little bit about that today
and I wanted the regional
directors for grant we got
just shy of thirteen million
dollars over two years with
the for your spend down we're
in our fourth year currently
we have we selected three
industry sectors based on
the need at the Inland Empire
which was first in high
information communication
technology manufacturing a
product development in advance
manufacturing health science and
medical technology we had
a lot of partners it's a huge
region we live in cell we
had for community colleges
eleven school district which
income is twenty eight high
schools three adult alternative
learning centers one middle
school riverside office of
education riverside workforce
development agency and over
seventy industry partners
we so far served over twenty
one thousand students in
three years we blew apart our
matrix of sixteen thousand
students and three years and
we still have a year left to
go for our data to find out
how much more each year we --
definitely ground and that's
only remember in three of
the industry sectors so there's
a whole lot of other sectors
out there that this grant
wasn't focused on so if you
can think of that we had twenty
one thousand students Justin
these three sectors what would
it be with all sectors in
CT and we developed a dual
enrollment program that's really
when I'm in a focus on two days
to one moment but to explain
that we got to go back a little
bit on some of the other ways
that you can turn around and
collect college credit which is
once again building that bridge
so the first one is high school
articulation agreements in a
nut shell it's a high school
class that meets the rigor of
a college class in the same
sector and that is given
through tests or through I'm
making photos it can be a
lot of different ways that
the student can actually earn
college credit on their high
school site by the high school
teacher so that's one way
another way is good credit
right now concurrent enrollment
is high school students coming
over to the college campus
and taking a college course
just like any other students
at at a community college
so I think don't the may
have some fees involved
but and they have to buy
textbooks so that's a big
stopper you price textbooks
what could be two hundred
fifty dollars for one map
but and that's for one semester
so what's extremely expensive
but they earn college credit
their college transcripts just
like any other college student
they do after meets the minimum
minimum GPA -- normally
they have to have yeah yeah but
your principles and appearing
approval form with that
they have to jump through the
basically the campuses is wide
open to what they can teach
excluding fiscal education
that's one of the no no
said they can't take --
in in a concurrent enrollment
class and the big one is doing
okay dealer moment eighty
two to eighty eight which is
a wonderful legislation which
allowed the community colleges
to come on to the high school
campus and TJ close class
number it's just those high
school students at that high
school or within the districts
some districts will allow
blessing from one high school
to another and it's totally
free there are no checks
the could be there are no
lab there is no help
years not no fees
at all so it's really a
wonderful and they get regular
college great just like it
was set in a college course at
Norco RCC or said you sent
out it doesn't make any
difference they get is your
high school transcript that
they get to keep without I'm
and they do need approval form
and a principal or designees
signature to say that the
student will be successful in
all rules apply to the community
college also it's that means
for back and high school for
per rules are a lot different
than college for programs it's
called apron strings mom
and dad and college
professors don't talk to peer
so it's a big responsibility
that soon has to step up to
but you know what it's working
some data for you on it
if you look at secondary
I'm enrollment from high school
like when they're gonna roll
-- pursuing a bachelors degree
I'm persistence in second term
we lose a lot of kids at that
second term they've got it the
first term in and something
happened so better persistence
rates and better persistence
rates from your one year to
and all of those categories
students that had taken
dual enrollment courses did
better significantly better
then you're just average
high school students going
into the community college
also their GPA to good good
Bob your first your GPA was
two point six two versus two
point four oh and cumulative
GPA over three years two point
six SO two two point four
and the college demanded units
a day game is higher once
again with the dual enrollment
student versus a non doing one
state so that's a significant
data that being produced
to show the success rate of
what the dilemma programs are
doing and that's just a normal
college that to state why
so what is your go college
doing doing the moment well
because the CC PT grant
work the California career
trust Catholic that's it
difficult halfway transplant
and the turn to re on anyway
loudest because in our
I and regional plan deliver
what was part of the so that
helped and some of that start
up costs because believe
me there is start up costs
but any equipment someone and
said something about equipment
and coming over and well what's
equipment for well you've
got a college course it has
this list of equipment you
go to the high school where
the class is going to be dot
where they can get the
money for I can tell you one
electrical program is going
to be fifteen thousand dollars
per school just to get the
equipment and if it's a
computer based like we have
gaining you've got a computer
lackey that I can see after
behind in definition type
computers it's can handle the
game so there is a huge cost
so we started with one one
high school Eleanor Roosevelt
and our first year out we had
a hundred and seventy three
students and we thought we
were hot we were going for
and actually our numbers
turned out pretty give we had a
seventy seven over seven seven
percent success rate which
is a little bit better than
the average community college
students so they were not only
doing as well but better than
the community college students
while they're in high school
fast forward to this year and
we are now six school and
you should the breakdowns of the
schools that we have but we do
not from a hundred and seventy
three students greener fifty one
students in basically a year
so that's we can scale up
relatively quick with this
program once again funding
so what does that mean for units
well everything you need to talk
savings and time for students
because if they're earning the
college credit in high school
and they're not paying for the
course that means you're not
paying for it when they get
college and they're that much
further down that path they're
not clear fight that cap and
they're keeping on the path
so we had our first year we
had seven hundred seventy five
point five units completed
doubt we took some liberties in
assuming that all the kids are
going to pass the courses ran
for this year now we will come
out with seventeen nineteen for
units completed by the end of
this year one obviously we're
not quite there yet but what
we do that's our projection
of units accomplish that's a
lot of money just even if you
multiply by forty six dollars
a year that's a lot of money
and not somebody save to the
families and to their students
out for next year were
already looking at projections
for next year next year reading
more more -- different high
schools we've been trying --
were piloting an online high
school with that are we are
anticipating eight hundred and
forty four students next
year and a total of three
thousand two hundred twenty
units the now we're
talking some serious Dahle
so with that what's
the address what we're asking
senator Ron we need some help
and eighty twenty is a wonderful
legislation but there wasn't
finding it catch to it we need a
because as you well know
money doesn't come out of
the stock we gotta get it
from somebody and we need
that helping getting that
through -- as we found
that many many programs are
very expensive I can tell you
textbooks for this semester
alone were over eighty
thousand dollars it needs to
be bought by the high school
-- the dist high school
district or high school or
the community college that's
huge and you multiply that
out that that's astronomical
Sau and F. T. E. six and
eighty eight isn't on loan
for this class is just not a
government instructors cost
but who is running the program
somebody's got to run the
program and that's not associate
-- I don't know were doctor
Roberts went the doctor Roberts
mentioned something about
that's a huge thing with the
one moment we make it mandatory
that every student take a
Kansen course without
exception it's part of it you
want to be in this program
you have to take it Kansen
well that needs to be help
to be supported because that's
going to support them all the
way through and we don't turn
them away for tutoring or
for any of those types of extra
services at the college well
L. costs money right we all
are aware of that so we need
help because it's good for the
students and it's good for you
economy getting the students to
work sooner faster and with out
something let me ask you a
question about that before
we get a full list thank
the funding work with
them to be a twelve
and use so you have a student
come over to community
college go with a school
click well not
there's different ways
you can mark okay there's
a bunch of different ones
if it and that's what it has to
yeah collagen Union
High School in
so -- to be able to see
-- I doing wrong with force
because it's a college course
it has to follow the community
college minimum qualifications
if that teacher high school
teacher meets at minimum
college well like yeah bring
it on because we need those
seat CTP teachers and regular
academic teachers to teach them
about -- because it to eighty
halfway most of ours or city --
in addition to the high school
that I know that the call the
state because the way we write
it we run it we're running
in the class after school
and that way it stop the whole
wanting union issue you can
read it during the day but
then it that's a high school
teacher is going to teach the
class minimum qualifications
and during their regular five
assignment then they would
eighty eight would be because
they are a high school
teacher already being paid the
yeah section and the community
college seven community colleges
simply take it out of high you
would get no money teaching
you would you get any money for
teaching that that works well
out the high school teachers
your son depending on how the
made up someone give a five
hundred dollar stipend for the
extra paperwork and having you
put in a great hearing of three
yeah situation but they all
become we make
it with all your mobile politics
instructors state at
but it is during
the regular five day
then the colleges again
teacher men their payment
high school pay them seven
generally it's going to be
take that cost and so when the
courses taught on the community
college camp is not doing
roaming Dillon Roman strictly at
learning concurrent that's
on that's all on the phone
it's all so when this when
the high school student
comes to the community
college campus take force
what happens to the well
they've already completed their
-- ice outside day by
I'll be like if they senior
stop at twelve o'clock they
can do it yeah every evening or
Saturday so the real issue
in addition to start up costs
books and all that started
is the -- is the council
Helsinki sixpence and someone
to run the program you
can't it doesn't run itself
it's a very hands on and
airy and Salas program if
you want to be successful
you can throw step out
add there's no follow up
here we have we have advisors
every high school has advice
and they go in gently a few
times a week and they need
the students are doing well
the we are doing in terms of
AB AT chopper clocks wall the
adviser will pull them out of
a class and say why which will
and they'll say --
I walk but lately that's
or if there's a problem
then will need more Jeannie
tutoring are you having trouble
is your problem with the
instructor in the any kinder
that intermediary person
that kinda keeps the students
on track and not what is
crucial to making it a success
I really and I work with all
different community colleges
and high schools throughout
the state of California
setting up your C. K. three
thank you for internet
so -- given
the importance of --
of logistics to our region
where housing and all of that
and and the rapid advances
in automation been suggested
that we have groups of workers
hi there are or will soon be
stranded lacking the skills
necessary to to move
into the automated jobs
-- ed if that's the case --
what are we doing to
to help the is group workers we
had a big debate is you know it
Sacramento about online colleges
community college and how best
to deliver those services in one
of those services were actually
going to help dreaded workers
who in many cases need hands on
opportunity to learn is that
a fair question of this pain
I think it's a very fair
question enough this is on but
-- I think one of the things
that that is really important
to the community college is
that are advisory committees
are telling us what they need
those our industry partners
that come in and say we need to
make sure that our our workers
of the workers that we're going
to get are trained in specific
equipment or specific curriculum
and so our goal is to make sure
that we build that in a timely
fashion so that we can meet
that industry need and then
market it in such a fashion that
if there are those that still
need the retraining that we're
providing seamless opportunities
for them to quickly get in get
the training that the needs of
the get out to that workforce
so it's really driven by our
industry partners and so we
know just based on our own
research that the work force is
is retiring out the workforce
needs new training needs new
experiences and so with our
industry partners let leading
that discussion of what they
need were able to to react
and make sure that that
curriculum in the equipment and
all the things that we need and
seamless -- short term pathways
are available to those that
need to be retrained I seem
to remember that -- -- that --
within the community college
district -- actual lives course
the course work necessary to
upgrade the skills of I will
call stranded workers --
the course work in some cases
anyway is being conducted
at the employers' side
yeah I'm
we have done now we actually
had a program with Amazon we
ran a couple courses the error
of what we're doing is getting
that industry need from our
industry advisory and then
we trained Taylor something
to their needs and if it's
just picking out a couple of
the classes and putting them
together in offering a minute
in a series to their employees
that's what we'll do we're
very flexible now in trying
to meet that need were also
running a lot of stackable
certificates to a degree in
other words you can see child
care secure when you can start
up with six units and then you
get a certificate you can go
work as I can eight and then
you get the twelve units and
then that now you're a can be a
preschool teacher and then you
go one two year so she's three
so we're looking at stackable
certificates the get you out in
the workforce why you're then
going back in a hammering out
those classes for your eighty
eighty S. degree and going on
and to you know a university or
just stopping at when you have
a certain your certificate and
you're happy with what you're
doing and what you're making
and they just stop there and
that's it will maybe later on
when life is better for me all
continue wine in the information
technology field I think is in
management information systems
other area where you what we
do when we have an ace program
with calling and it's a very
condensed to your program this
condensed into seven months
at its for manufacturing and
automation so some of those
workers that have been either
displaced or they can't go
any place because their jobs
are slowly becoming obsolete
we're training them with those
automation skills so they can go
out and work with the equipment
it's now on in the mail --
with respect to online
and have you seen the man
for online education with
respect to these industries
were autumn automation
seems to be taking the
I think it's a lot of times it's
it's certain courses lend itself
to being online but if its
hands on C. T. which a lot of
it tears I just can't get that
online now we're hearing from
our students that they like the
freedom to be able to take some
of the lecture components online
but that that face to face
hands on lab component that they
need to be on site to do that's
what some of us were somewhat
concerned about in Sacramento
next in this debate they're
becoming blended classes to wear
stone certain amount of that
class is online and then there's
the hands on components which
and right to come to the ants
on to that so we're looking
a blend of programs to help
so those students that drive
a long distance which we have
people drive from all over to
come to our a couple of our
programs there -- that will
help with that yeah we like
to call hybrid yeah instead
of fully online will take the
hybrid route we have part of
its online too again accommodate
those that are driving and then
we have the hands on face to
face on it as well together
well let me just say I think he
was actually presentations by
everyone actually of what your
doing a great job and let's
think this the panel again
this is the -- time for public
comment this is a Senate
hearing so as we always
do we give the public an
opportunity to take the Mike
-- deliver any comments
so those of you who -- those
you want to take advantage
of public comment these
probes the microphone and the
I typically don't set time
limits will see at how this
goes first of all they care
there is
is that better all right
first of all thank you very
much -- center Roth for
hosting this -- it's extremely
important for us my name is
John del I'm with the California
automotive business coalition
we have worked very closely with
education for over twenty five
years donating over two million
dollars worth of equipment
providing school to work
programs and also over a hundred
thousand dollars in scholarship
monies the challenge that we
see is with the local funding
formula many of the school
districts in the advisories
that I sit on what we look
at a two to one ratio to match
the dollars they don't have the
local funding to do it and so
many of the program struggled to
get the funding that's necessary
what we look at the room labor
requirements of the labor laws
many of the apprenticeship
programs restrict the ages
for the students to work in
various programs the eighteen
so it limits the amount of
time that you can have students
working on various program so
I think the biggest challenge we
have especially with automotive
the growing technologies
of the cars we drive today
as we frankly need a smarter
student today many of the stem
programs really should have
automotive included and they
don't so with that we appreciate
the time and everybody's
participation today and we think
there's a lot that still needs
to be done thank you thank you
thank you for your comments
yes hello Sandra Ross -- my name
is running any of is -- this my
colleagues Chiang we represent
the adults schools so where
representing a on a population
that -- has never completed the
key to to twelve -- education
and -- kind of falls in within a
gap -- we provide an on
rap to that a community college
career if they want that and we
are in in a sense providing a
small setting to prepare them
to the college life -- a lot
of them need that support -- to
build their independence toward
-- education and academics they
need the basics some of them
come from foreign countries
and don't have those basics so
we fill in that gap so we
really appreciate you giving
us your support and we want
the continued support and some
of the things that we're doing
include -- what's been mentioned
here but we're providing it to
a population that is not yet
ready to make that leap into
community college and so they
do need in in a sense they're
in a cradle in a bigger cradle
and we provide that support
for them so my colleague leash
is gonna speak more to that
so one models that we trying
to promoting I think not just
in South Bay at those schools
but Los Angeles at the --
unified of schools as well
as I ET models -- integrated
-- a training education right
-- so which means that we
co teach and the workforce
-- so C. P. teachers --
an A. B. things structures
that date teach together co
teach each other -- so one
-- sell up early on
I was listening to the panels
-- couple -- brown
Randy and up to Gino kinda
mention about cutting education
tent those schools -- but it
would just three feet touching
base on it -- but the data
we have over here is over
approximate five point two
million as adults without the
HST at high school diploma or a
high school equivalency so which
the out adult squad dressing to
that -- and fitting without gaps
and so that's what it -- we want
to promote and one speak out
thank you for your comments
and thank you for what
both of you what you do
for all of us yes ma'am
good afternoon I'm Jody Slater
I am the about students regional
consortium director for adult
education here in riverside
so I'm here with colleagues
from Los Angeles but I am
a a local adult education
administrator and I support --
the adult schools and community
colleges here in riverside that
promote adult education learning
and to echo what their they
shared earlier is that adult
education provides that gap be
to for adult students so that
if you're over eighteen and
you have finished high school
Anna or maybe you haven't
finished high school and you
need to get into a career you
need to get into college adult
education is really the gap that
provides those services and one
of the things that is happening
here in riverside is that we
are redeveloping our career
technical education programs
those we call in and one of the
seven program areas in AB he is
short term CTP it lends
itself to preparing students for
college and entering and being
successful in the C. T. programs
in college these are for adults
these are for parents eserver
-- those of us that are a little
older as you mentioned earlier
of that need to re skill
antebellum to develop skills
in the twenty first century
we've got to learn what those
new techniques are we've
got to learn and that's what
adult education provides
-- and it's it's a part of
that collaboration it's part
of the continuance of part
of the pipeline for career
technical education at Norco
and I'm I'm fortunate to work
with Dr Jim foster in corona
Norco we're starting at all
education programs utilizing
the work that she Gina has
done as well as the teachers
in order to collaborate for
adults thank you for doing
what you do yes ma'am
hi Morgan I'm actually a
pretend show with C. T. E.
educator in a health science
medical technology of product
development factory I also
hold a patent and utility
design and I would be willing
to help -- are you all
doing a great job and I would
be willing to help on the
curriculum development side on
like injuries actually is
distance themselves in
the cross functioning of
the -- programs that you
are offering to be able
to challenge the child of
the twenty first century I
also -- was a participant
of the think tank with Harvard
graduate school of education and
my concern with the cross
functioning of the courses
like for instance as an example
your bile science -- here at
riverside right now the U. --
UC system over at riverside
-- you see college is offering
a biomedical of device
program the medical device
industry is going to bloom by
twenty twenty five where are we
as far as community education
the labor laws statistics show
that the community college
is negative in construction
in manufacturing in certain
areas sure that you're aware
of and you are trying to do
better with that but the twenty
first century child or student
is there a need to leave
challenge where they need more
-- segments of the challenge
they need more of a challenge
-- as far as traditional
education and be able to cross
function like some of them may
like medicine but they're in
engineering so are we putting
together programs that can
offer that to the students and
I guess to you senator Ross
if the college is a community
it if they don't come up with
those programs is still yeah
right that the funding is
going to be cut for community
if those programs are together
well we'll take a look at that
and I certainly appreciate
your comments well we what we
need all the help we can get
so thank you for volunteering
yes ma'am hi
my name is kết Alvarez and I'm
the administrator for our --
P. career technical education
adult added Dalton corrections
and a bunch of other things
with the San Bernardino county
superintendent of schools
office I'm also the coordinator
for the Kerr technical
education designated subjects
credential program at UC are
riverside extension I also
serve as a career technical
education incentive grant
technical assistance provider
-- serving they K. twelve
family here that we have and
lastly I'm a constituents so
I just thought I'd share that
-- I do want to thank you
for your interesting career
technical education we're a
very collaborative region here
and the I. E. and a career
technical education has been
important for us for a very long
time -- I'd also I want to
share that appreciated Brian
earlier today recognizing that
ROC peas still exist and I
appreciate that recognition on
when you brought up the need
for equipment and supplies
on an on going basis hearing
that coming from workforce
development verses education is
important to me because it means
that it's recognize broader
than through education because
we have sometimes when we to
our own horn sometimes it just
starts to sound on your maybe
not as genuine aren't they
on the we need for sustainable
and dedicated funding versus
funding via competitive grant
programs is important on doctor
foster mentioned that she spent
four years and developing a
single pathway program and is
just barely getting started
in its implementation so often
times those grant time lines
and spending time lines are
not consistent are congruent
with the needs for developing
a high quality pathway program
so that's to me in conflict
so were throwing dollars out
there but it's in conflict
with what we need to do to
do some solid planning and
really get something fine and
of high quality put in place
I'd also like to just simply
remind you that the R. O. P.
system does have added value
the fact that some of us are
still here today shows that
there's some -- still interest
-- with our system and what
we can do is help to improve
student access because students
who attend our P. classes can
cross district boundaries and
so without direct funding some
of that can be a little bit
-- tougher to do these days so
that something that was really
wonderful one we were able to
operate on a broader regional
basis and expand work based
learning opportunities for
students and enhance access to
see T. E. teachers there don't
compromise district F. T. E.
limitations ROC peas collect
and use data however were not
able to report our data into any
particular state system the
only system right now on that
were able to you employment and
it's -- tends to be broken most
of the time is the system for
reporting Perkins information
so we would like to report our
data but we're not allowed to
reported to cal pads and were
also -- not we have limited
access to cal pass plus
-- there's also one last point
I'd like to make and that is
there is some disparity in the
legislation for the US strong
work force were allies are --
peas that are operated by joint
powers have a one to one match
requirement in our -- peas that
are operated the county office
such as my organization I have
a two to one match to meet so
I just wanted to share that
the spirit that's all I can
tell I think I think you for
your comments I look forward to
working with you we're certainly
going to have to crack the
nut on this data collection
thank you
thank you miss our rooms
I knew she was going to bring
up the one to one match because
I'm from an R. O. P. my name's
Tom Hansen I'm -- I'm from
Fremont -- I I work in
a a GPA we serve three districts
and there are -- dozens of JP
aids in the state that serve
multiple districts -- but a
number of there are a lot all
kinds of interesting questions
-- that are headed towards --
not just community colleges but
-- K. twelve Daly aids --
R. O. P. such as -- such as the
one I'm from one of
the issues about sinking
nine twelve CT program
seven twelve CT programs
and what you find in the
community colleges is that
all of these individual programs
have decided to do the C. T.
that they're doing they decided
to do that for themselves
for the most part over
over some very to time my
-- my program runs nine
-- programs and nine sectors
but my community college the
closest community college
doesn't run and all nine of
those -- sectors so some
somebody in this in the K.
twelve strong workforce --
pathway arena somebody is
going to determine how
and what the opportunities
are to build these bridges
so -- were real concerned
about both the community
college that's the closest
to us or maybe not even very
close to us has articulated
-- take with programs -- for
our students how's that going
to have that gonna look --
one of the -- one of the big
questions for us is when
we hear from K. twelve strong
work force program folks that
they're going to find thirty
months projects for pathway
strengthening efforts but not
continually find these pathways
strengthening efforts then
their expectation is that the
districts el cap be written
essentially promising that
they'll take over funding those
those pathway developments so it
kind of looks from the K. twelve
perspective that the hundred and
fifty million dollar K. twelve
strong workforce program dollars
going to be engineered and
program in a way to make K.
twelve Ellie ETS kind of face
in a direction that they may not
be facing and were were afraid
that a hundred and fifty million
dollars in sporadic inconsistent
-- funding isn't going to
be enough to really get the
attention of every district
superintendent in the state to
re write their L. caps so that
they hope to get some funding
in the next twelve months
twenty four months or thirty
miles so that's a that's a big
concern of ours but -- you
know we heard from some great
seventh grade school programs
they the community college and
districts -- you know that was
really really need to see these
things were going on but
I don't know that in every
case the district decided to
do the innovative city program
because the college had a
great a great uptake for the
for the college decided to
do a really innovative and
-- in high demand program and
there was like a great feeder
system for them so how those
systems connect I think we'll
find out in a year or so how
the systems are required to
connect is going to be a real
big question so I just
wanted to make that comment
well until we develop
a system of metrics goals
and objectives measurements
recirculated transparent way
you're going to still have
but once sort out
we need to work together
yeah program
thank you for your
comments about --
one that was the one one
two and three if you don't
have to go to school in the
one to one -- match adjust
but that the bottom of the
list but you know I just
like to point out yes on
the bottom of the list the
Bob like us yes yes
center White House his good
friend of ours and Fremont --
there is a very wide variety
of very a pretty a pretty wide
range of C. D. E. development
at different community colleges
up and down the state mean
what we what we saw in these
examples here -- from RCC
in Norco -- are probably
the exception to the rule
-- we we see we see excellent CD
programs in community colleges
all over the place but to have
really fully developed
comprehensive C. D. E. F.
committee colleges isn't
everywhere so they're gonna
be pockets of of of challenges
out there with K. twelve
strong workforce dollars
and -- we just -- because
of all that you're making me
even more mobile it will
have to work on that because
it's not just one week or
state any other public
well to all of you at
the forty two percent for
this thank you very much
and to our presenters I want to
thank each and everyone of you
what you continue to do have
done which continue to do for
our region and our state every
day is pretty clear we've got
some things to work on it taken
notice go to continue the
collaborative fourteen C. T.
efforts -- and in those areas
of the state where it's not
quite so collaborative we can
make more so we have to develop
as I mentioned a couple times
and there's certainly covered
standardize metrics see in
the state of California frankly
that's the way we're going
to be by weight programs that
are in place and that's the
way we're going to be able to
redirect funding in a state
that almost always is budget
challenged we need the rest
some of these challenges the
record of by the day from
hell we find more qualified
CTV instructors and you would
actually issue yeah yeah well
facilitate the development
of the apprenticeship
programs that take to discuss
incentivize lawyers utilize --
workers and apprentices and
we certainly need to be put in
the change the rules funding
to make sure that the work
needs to be in order by training
we need to modify says to
me like what you're doing
funding surrounding to
and finally this message
loud and clear we need to see
if you were ongoing funding
not only adequate funding
predictable funding your
as I said beginning
if you will --
and we need to succeed
so long
rating
yeah