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Career Education &

Economic Development

Program Plan 2012/13 - 2015/16

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Career Education & Economic Development

Program Plan

2012/13 - 2015/16

1. Program Overview

1.1. Community Services Department

1.1.1. Cabrillo Extension

1.1.2. Contract Education

1.1.3. Visiting International Student Program

1.1.4. Central Coast Small Business Development Center

1.2. Career Technical Education (CTE) Department

1.2.1. Santa Cruz County College Commitment (S4C)

1.2.2. Public Safety Inservice Program

1.3. Regional Partnerships Department

1.4. All CEED Staffing and Funding

1.5. CEED Relationships Across the College

1.5.1. Instruction

Grant Seeking and Grants Management

Program Evaluation

Mitigating Effects of Limitations on Repeatability and Life-Long Learning

CTE Industry Advisory Committees

Cooperative Work Experience Education

1.5.2. Student Services

K-12 Outreach

Support Services for Students

1.5.3. Administrative Services

1.5.4. Planning and Research Office

1.5.5. Cabrillo Foundation

2. Planning and Outcomes

2.1. Community Services AUO

2.2. CTE AUO

2.3. Regional Partnerships AUO

3. Goals and Recommendations

*

4. Appendix: Values, Strategies, Skills and Capabilities

CEED Values

Core Strategies

Skills and Capabilities

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1. Program Overview The Career Education and Economic Development (CEED) program has two core missions: (1)

support the college ’s Career Technical Education (CTE) pathways to

prosperity, and (2) deliver fee-based services that include Extension courses to the

community, consulting services to small businesses, public use of the college’s

facilities, and hosting of International Delegations.

CEED fulfills these two missions through three outward facing departments: Community

Services, CTE, and Regional Partnerships. A dedicated Fiscal Services department provides

grant and contracts fiscal management services to the other three departments. Staffing across

all CEED departments is outlined in the color-coded organization chart on page 16.

1.1. Community Services Department

The Community Services department leverages the community’s investment in Cabrillo

infrastructure to provide fee, contract, and grant-funded services. Programs include (1) Cabrillo

Extension; (2) Contract Education; (3) Visiting International Students Program, and (4) Central

Coast Small Business Development Center.

1.1.1. Cabrillo Extension

Cabrillo Extension provides fee-supported, not-for-credit instruction to the district’s residents

and organizations. The mix of offerings includes short-term vocational, recreational, personal,

and professional development courses. Most instruction is offered on campus by instructors

employed or contracted because of their special expertise and ability to teach. The Extension

program also markets instruction delivered by third parties such as Ed-2-Go which provides

short, not-for-credit, online courses. All course offerings are approved by Cabrillo’s governing

board prior to being offered. Division deans and faculty are consulted where there is a potential

overlap with the college’s regular credit offerings.

The Extension program also manages use of Cabrillo facilities. The primary function is making

facilities available to off-campus users and charging for this use as allowed by the Civic Center

Act. Extension also schedules campus facilities by on-campus users for purposes other than

classroom instruction.

All of the Extension program staffing and operational costs are met through fees charged to

those taking classes and those using Cabrillo facilities.

In fiscal year 2011-12 the Extension program generated $700K in revenue and served 6,300

people.

1.1.2. Contract Education

Contract Education provides not-for-credit and credit instruction to employers seeking to

upgrade the skills of their employees and the capabilities of their organizations. Course content

and delivery is usually customized to meet the unique needs of the employer. Credit courses,

though rarely offered, are taught by Cabrillo faculty, working and paid according to the CCFT

Contract, teaching courses that have been approved by the Curriculum Committee.

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All costs for delivering contract education are paid by the employer, or in some cases by grants.

The college does not collect apportionment for these classes.

1.1.3. Visiting International Student Program

CEED supports global awareness at the college by hosting delegations of international students

who come to the college for month-long programs that provide an immersive experience in

American culture and the English language. CEED organizes home-stays, classes on campus,

and field trips, and provides general support to students. Where it is not disruptive and adds

value, the international students are integrated into ongoing credit classes to provide our

students with opportunities to engage with and learn from students from another culture. All

costs of providing this program are charged to the sponsoring institutions, usually colleges with

missions comparable to Cabrillo’s.

1.1.4. Central Coast Small Business Development Center

The college is host to the Central Coast Small Business Development Center (SBDC), one of a

nationwide network of SBDCs. The SBDC contracts with independent business advisors to

provide free-of-charge, confidential business counseling in Santa Cruz County. The SBDC also

presents low-cost seminars in many areas of business management. In addition, the SBDC

oversees the regional Business and Entrepreneurship Center (BEC) and the regional Youth

Entrepreneurship Program (YEP) serving 17 Community Colleges in the greater San Francisco

and Monterey Bays Area. SBDC services are funded by the federal Small Business

Administration, by grants from other sources, and by program revenue. The BEC and YEP

programs provide matching funds to the federal SBA grant and provides entrepreneurial

development assistance to 17 community colleges in the greater south bay area. The BEC and

YEP programs are being sunsetted this fiscal year. In their place the college has been funded to

host a Small Business Deputy Sector Navigator for the same region served by the BEC. This

position is tasked with facilitating alignment between the educational offerings at the region’s

colleges and the workforce preparation and career development needs of the region’s small

business sector.

1.2. Career Technical Education (CTE) Department

CEED provides support to Cabrillo’s CTE programs through collaboration with the deans and

program chairs who manage the programs. The support provided by CEED includes:

● Resource development, including grant seeking and grants management

● Facilitation of engagement with employers, including providing logistical support for each

program’s advisory committees

● Administration of Perkins grant funds

● Oversight, funding, and dissemination of annual survey of CTE program completers and

leavers

● Acquiring and disseminating labor market information

● Administration of required biannual evaluation of CTE programs

● Support for CTE program evaluation and development

● Cooperative Work Experience Education

In addition, the CTE Department works with educational partners and county workforce

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development, through the Santa Cruz County College Commitment (S4C) project, and with local

public safety agencies through the Public Safety In-service Instruction Program.

1.2.1. Santa Cruz County College Commitment (S4C)

CEED hosts the S4C initiative, a county-wide collaboration among a membership of K-12

districts, the County Office of Education, and colleges and universities serving Santa Cruz

County. The mission of S4C is to improve the readiness and completion rates of students in the

county for college and career. S4C adheres to three basic strategies: (1) Get students onto a

pathway; (2) align the efforts among all collaborative members with best practices, curricular

sequences, and employer needs; and (3) measure the impact and outcomes of the S4C

activities.

S4C does not provide programs directly. Instead, the initiative serves as a backbone

organization, helping member institutions, along with civic and community-based organizations,

to create and align programs consistent with the three strategies. Executive guidance is

provided by a steering committee, comprised of superintendents and leadership from the

member educational institutions.

Much of the work of S4C is conducted through collaboratives--facilitated groups of participants

from across member organizations with a shared interest. Currently running collaboratives are

focused on Data Integration, Counseling, English, Math, and CTE. The initiative is supported by

a comprehensive web site at sccommits.org.

Example member programs supported by S4C include:

● Cabrillo Samper Fourth Grade Experience

● UCSC/CSUMB Middle School Summit

● Graniterock Career Day

● Cabrillo College and Career Night

● Cabrillo Extension Summer Youth Institute

● CollegeSpring SAT Preparation

● Integrated College Financial Aid Presentations

1.2.2. Public Safety Inservice Program

CEED has recently taken on responsibility for administering Cabrillo’s Public Safety In-service

Instruction Program. This partnership with the county’s law enforcement and fire protection

agencies provides public safety staff with mandated in-service training. The college contracts

with the agencies and with their staff to assist in the delivery of the instruction. Agencies are

paid $2.25 per contact hour. The program provides agencies with the ability to continuously

improve the skills and knowledge of the county’s law enforcement officers and firefighters.

CEED’s CTE efforts are funded primarily by grants, with the bulk of funding coming from SB

1070 and Perkins 1C. General fund supports 0.3 FTE of the CWEE Program Coordinator and

0.82 of the CEED Dean’s Administrative Assistant who provides support for the program

advisory committees. One-time funds will support 0.5 FTE of the Public Safety Program

Coordinator and 0.40 of an Office Specialist to support the Public Safety In-service Program

through 2013-14.

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1.3. Regional Partnerships Department

California’s economy is driven by powerful regional economies. Major employers operate at a

regional or larger scale, the most powerful industry sectors are organized at a regional level,

and our workforce is increasingly regional, with people commuting from one end of a region to

the other. In contrast, the community college system is organized to serve local districts. It is

generally recognized by employers, policy makers, and economic and workforce development

experts that the state can obtain a better return on its investment in CTE if our system can

develop the capacity to coordinate, align, and integrate CTE programs at a regional level.

Cabrillo, through CEED, has provided leadership for developing this regional capacity for over a

decade by acting as the fiscal agent for a number of grant-funded collaborative activities. For

the last four years, the college has been the fiscal agent and staffed the 28-college Bay Area

Community College Consortium (BACCC). BACCC’s primary activity is convening industry

sector and occupational cluster meetings that bring employers, colleges and other stakeholders

together to collaboratively identify and address an industry’s workforce development needs.

Work is currently underway in the industrial maintenance, machinist and mechanic, welding, and

engineering occupational clusters and the energy, water/wastewater, healthcare, and

information and communication technologies industries. BACCC also oversees the program

endorsement process whereby regional deans review newly proposed CTE programs for their fit

with the regional labor market, making recommendations to the Chancellor’s Office accordingly.

As previously mentioned, CEED also hosts the Business and Entrepreneurship Center (BEC)

and the regional Youth Employment Program (YEP), grant funded activities that are overseen

by the SBDC, but that serve the 17 colleges in Monterey Bay and the southern portion of San

Francisco Bay. While the BEC and YEP are being phased out by the Chancellor’s Office this

year, the college will continue to play a leadership role in the region by hosting the Small

Business Deputy Sector Navigator. This position works with the statewide Small Business

Sector Navigator and with BACCC to assist colleges in providing students with pathways into

the small business sector. Some of the activities include providing small grants to colleges to

integrate entrepreneurship curriculum into CTE programs and marketing entrepreneurship as a

career path to high school and college students.

CEED’s work on regional partnerships enables faculty from the college’s CTE programs to

connect with faculty from the same programs at other colleges, participate in high-quality

professional development that is possible only by working at a regional scale, engage with

regional industry leaders to obtain insight into where the industry is headed, align curriculum

with industry and with other colleges, obtain curriculum development resources, and obtain

access to internships for students. Students benefit from these activities by having access to

programs that are better aligned with the regional economy, greater access to internships, and

improved visibility into the range of CTE offerings across the region.

Public and private funders are increasingly focusing on support for regional efforts and

innovation that has the potential to be scaled across multiple colleges. CEED’s regional

partnership work builds the capacity of Cabrillo and our sister colleges to compete for these

funds. The college is also more attractive to grant makers because of our demonstrated

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capacity to take innovative programs developed on the campus and scale them to multiple

colleges.

1.4. All CEED Staffing and Funding

State and federal funding is projected to grow slowly if at all over the foreseeable future. In

addition, the college’s enrollments are projected to remain flat or grow very slowly through the

balance of this decade. Yet, the community’s needs for workforce development and the desire

for continued and greater access to lifelong learning is likely to grow. To sustain and expand the

college’s services to the community, other sources of revenue must be identified. To that end,

CEED is positioned as a revenue-generating arm of the college, with the goal of moving CEED’s

budget completely off the general fund, except for those expenses directly associated with

generating apportionment.

CEED’s total budget for FY 13-14 is approximately $4,267,000. Less than 8% of CEED’s budget

comes from the General Fund. Except for 0.5 FTE of the CEED Dean, 0.82 FTE of the CEED

Administrative Assistant, and 0.3 FTE of the Work Based Learning (CWEE) Coordinator, and

0.95 FTE in the Public Safety In-Service program all other CEED positions are funded by

grants, contracts, program revenue, and one-time funds.

The CEED staffing plan has been designed to account for the short-term nature of these funding

streams. As the color coding in the staffing chart on page 16 indicates, of the approximately 40

people currently working within the three outward facing departments, only 7 are “regular”

Cabrillo employees. The balance of the work is performed by temporarily reassigned faculty,

student workers, temporary hourly workers, and contractors working under professional services

agreements.

1.5. CEED Relationships Across the College

CEED works regularly with other parts of the college, in Instruction, Student Services, the

Business Office, and the Foundation.

1.5.1. Instruction

CEED supports CTE programs in a variety of ways including:

Grant Seeking and Grants Management

CEED pays close attention to the availability of grants that might be used to support the

college’s CTE programs. Where there is possible match CEED works with the program area

faculty and contracted grant writers to develop and submit proposals. When grants are received

CEED provides support services as needed to ensure that the grant’s objectives are met and

the funds are managed as required by the funder. The work required to manage the fiscal

elements of a grant can be a significant burden on division offices. CEED has developed the

capacity to provide fiscal support for grants by allocating 5% of all grants it supports to covering

the cost of CEED’s fiscal support staff.

In recent years grants have been obtained to revamp the Medical Assisting program, expand

the Construction and Energy Management program into new areas, expand and upgrade the

Welding lab, fund 50% of the construction cost for the Solari Green Technology Center, and

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pilot integration of the ACE Foundation Course into the Nursing, Dental Hygiene, and Radiologic

Technology programs. Perkins grant funds support the Tutoring Center and have enabled CTE

faculty to carry out small projects that strengthen their programs.

Grants do impose a burden on the faculty, the divisions they belong to, the Business Office and

other departments at the college. CEED worked with representatives of the different

stakeholders to develop a more structured process for consultation with affected parties before

a grant is submitted. This process has been used several times, most recently with a proposal

for an NSF grant that was ultimately not submitted in part because the process revealed that

more work was needed before a successful proposal could be submitted.

Program Evaluation

CEED utilizes Perkins and other grant funds to support PRO in carrying out an annual survey of

CTE program completers and leavers. This survey provides an accurate assessment of a

program’s success in preparing students for employment. Findings from the survey have guided

program improvement efforts and program reduction decisions. For example, the survey’s

findings that an increasingly smaller number of our Medical Assisting students were finding

employment in the field of study sparked candid discussions with employers and motivated the

program’s faculty to consider other ways of structuring the program. The data and the faculty’s

response led to a major grant supporting revamping of the program. This survey has proven to

be a such a valuable tool in demonstrating the efficacy of CTE that over 40 colleges have joined

together to carry out a survey modeled after Cabrillo’s.

CEED, with the assistance of PRO and WestEd’s Regional Educational Laboratory, is piloting a

biannual evaluation of CTE programs as is required by Ed Code. The pilot seeks to integrate a

new set of data tools that is in limited release from the Chancellor’s Office into a process that is

effective at assisting CTE programs in evaluating their programs, yet is not too resource

intensive.

Mitigating Effects of Limitations on Repeatability and Life-Long Learning

The community has benefitted from Cabrillo’s long history of serving life-long learners and in

turn the college has benefitted from strong community support, particularly when voter support

was needed for bonds. As the state has imposed limitations on repeatability and required

resources to be diverted to the three primary missions, there is a risk that withdrawal from these

services could reduce future community support. CEED has worked with the divisions most

impacted by this to develop fee-supported classes that meet this community need. These efforts

have been most successful in VAPA, where a partnership between Cabrillo Extension and the

VAPA dean and faculty has resulted in a series of fee-based classes that grows in number each

year. The division continues to serve students formerly enrolled in credit classes, while also

bringing new students to the college through the Extension, and provided more employment

opportunities for VAPA faculty and staff.

CTE Industry Advisory Committees

All CTE programs are required to convene industry advisory committees at least once each

year. CEED assists with scheduling these meetings, communicating with the committee

members, and keeping records of the minutes.

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Cooperative Work Experience Education

CEED provides staff support for CWEE classes delivered by faculty within each of the divisions.

Communication between the CWEE coordinator and division staff is essential to ensure that

CWEE assignments do not put faculty over contract limits on the number of teaching units they

can carry in any one academic year. Coordination and communication with the Instruction Office

is also essential to ensure that CWEE stays current with the limitations on repeatability.

1.5.2. Student Services

CEED partners with Student Services in a variety of ways including the following:

K-12 Outreach

Through S4C CEED conducts a number of K-12 outreach efforts, many of them in close

partnership with Student Services. College and Career Night has long been a collaborative

effort between Student Services and CEED. S4C recently took over leadership of the Fourth

Grade Experience. Both events together bring approximately 5,000 potential future students to

campus each year. S4C convenes a counselor’s collaborative that brings Cabrillo counselors

and high school and ROP counselors together on a regular basis.

Support Services for Students

Perkins funds, administered by CEED, make an annual contribution to the DSPS and EOPS

budgets to support services to CTE students who utilize these program’s services. In addition,

CEED provides grant fiscal management services to Fast Track to Work.

1.5.3. Administrative Services

CEED is primarily a thorn in the side of Administrative Services. Well, maybe not a thorn, but

definitely an irritant. Some of the services provided by CEED are innovative and different than

standard college procedures and practices. This requires frequent consultation with different

departments in Administrative Services, including the Business Services Office, HR,

Purchasing, Contracts and Risk Management, and Facilities, Planning and Plant Operations.

The Business Office has accommodated this by assigning a 0.5 Accountant management

position to provide fiscal management services to the division and to act as CEED’s liaison to

Business Services. The cost of this assignment is covered by a 5% Grant Program

Administration charge, llevied on all grants that CEED receives.

Grant and revenue funded projects and services often require personnel for relatively short

periods of time. There are many different ways to bring people on for short-term projects, but for

any given project the right way may not be obvious. In an effort to reduce missteps CEED has

designated the Administrative Assistant as the primary point of contact with the HR department.

All members of CEED are asked to consult with this position when they are considering hiring

on a short-term basis. As new situations are encountered the Administrative Assistant consults

with HR and documents guidelines that can be used when a similar situation is encountered in

the future.

CEED contracts for many services. The Purchasing, Contracts, and Risk Management

department has been particularly helpful in providing guidance to the division, providing

templates for common situations and finding solutions.

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The Extension Office’s responsibility for managing use of campus facilities by community

members requires frequent interactions with Facilities Planning and Plant Operations. CEED is

responsible for ensuring that when these uses require extra effort on the part of the FPPO staff

the user is charged for these services. Management of keys and alarm codes has been a

challenge for CEED, FPPO, and the Instructional Divisions.

CEED seeks to build systems that increase the college’s capacity to do more with less effort. A

simple example in the area of Administrative Services is creation of a system for electronically

distributing one-day parking permits. This system was developed in consultation with the

Sheriff’s Office, and allows users to distribute permits by email to advisory committee members

and others attending events at the college. The switch from mailing permits and agendas to

hundreds of advisory committee members to distributing everything by email has saved staff

time in CEED and the mailroom and reduced postage costs. Another example is engagement

with the IT Department and FPPO to upgrade Astra. This will reduce staff time necessary to

manage scheduling of facilities, improve our ability to schedule events in appropriate facilities,

reduce use conflicts, and enable FPPO to better manage the work of their staff around the

instruction schedule.

1.5.4. Planning and Research Office

CEED works closely with PRO on a number of projects related to evaluating CTE programs.

Many of these efforts are supported by grants. The annual Completer/Leaver survey is carried

out by PRO with funding from Perkins. PRO and CEED’s sharing of this with colleagues across

the state sparked a statewide, grassroots effort to replicate the survey at other colleges, with

over 40 colleges conducting the survey this year. PRO and CEED also collaborate on a

classroom survey conducted in all CTE classes at the beginning of each semester. This survey

collects information that is used to boost the funds recieved from Perkins. In the last two years

questions have been added regarding students’ motivations for enrolling in their classes. While

the survey was not originally intended for this purpose, the data generated could help inform

Cabrillo’s marketing organization. In addition to covering the costs of staffing the phone survey

that is part of the annual Completer/Leaver survey, CEED covers O.25 FTE of a Research

Analyst in PRO with Perkins funds.

1.5.5. Cabrillo Foundation

CEED works closely with the Foundation whenever seeking funds from a non-governmental

agency. Over the years, projects that began in CEED have helped the Foundation obtain grants

from and establish relationships with a number of foundations including the Packard, Hewlett,

Grove, and Gates Foundations. The Foundation’s expertise in grant seeking, grants

management, and cultivation of donors has been invaluable to CEED.

2. Planning and Outcomes The overall long-term goal for CEED is to champion the career perspective within the college,

and the relationship between education and economic vitality with our community. CEED will

also continue to serve as a source of innovation for funding and processes, and will expand the

instructional reach of the college beyond FTE-funded activities. CEED has three AUOs, one for

each of the departments.

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2.1. Community Services AUO

Employers, community members and organizations further their organizational and personal

goals by using CEED’s educational services and accessing college facilities.

Goal to Achieve AUO Outcome Measurement and Timeframe

Deliver fee-based classes that enable students to achieve personal and career development goals.

Grow enrollments and revenues by 5% each year. Establish baseline for student satisfaction.

Develop Contract Education and Extension offerings utilizing Solari Green Technology Center as delivery site.

100 Contract Ed and Extension people served from Solari Green Technology Center in 2013-14

Meet federal benchmarks established for SBDC

Retain 86 jobs, create 92 jobs, increase client sales by $3.8M, $3.8M financing facilitated, and workshops delivered to 870, counseling to 300 clients in 2013-14

Implement upgrade to Astra to support better utilization of Cabrillo facilities

Astra upgraded and utilized for facilities scheduling and management by Spring 2014.

Develop website that provides portal for public use of Cabrillo facilities

Website developed by Spring 2014

Provide multiple opportunities for Cabrillo student engagement with two delegations of international students in 2014

Two delegations hosted, providing substantive interactions between visiting and Cabrillo students in 2014

2.2. CTE AUO

County educators and workforce development agencies improve education and career success

for all Santa Cruz County students by utilizing CEED’s services.

Goal to Achieve Outcome Outcome Measurement

Establish model biannual CTE Program Evaluation process

Grants secured to fund expert support in designing process and tools in 2013

Process piloted with ½ CTE programs in 2013-14

Pilot new industry advisory committee models Two models piloted in 2013-14

Fully utilize the Solari Green Technology Center to provide career pathway

Two career path programs based in SGTC and offering full complement of classes by

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programming that serves Pajaro Valley students and industry

end of 2014-15 academic year

Develop work based learning plan Plan for expanding WBL developed and implementation begun 2013-14

Implement S4C version of Linked Learning as supported by SB 790 grant

Linked learning implemented at one or more high schools in 2014-15

Reinstate Public Safety Inservice Program Generate 232 FTES in 2013-14 Streamline processes in order to make program sustainable with existing staffing level

2.3. Regional Partnerships AUO

Regional partners will match programs to workforce needs and provide students with pathways

to careers by utilizing CEED’s services.

(CEED’s regional partners include the 28 community colleges in the Bay Region, regional

employers, and other workforce development stakeholders.)

Goal to Achieve Outcome Outcome Measurement

Launch ICT/Digital Media Marketplace 2 ICT/DM occupations selected based on LMI demand and supply information.

75% of colleges participate in ICT marketplaces targeting selected occupations.

Employers representing 10 major employers of ICT/DM staff participate in marketplaces

Engage Cabrillo faculty in regional marketplaces.

Cabrillo faculty participate in at least 4 regional marketplaces and rate their involvement as making an important contribution to the success of their program

3. Goals and Recommendations Additional work this year will focus on alignment of CEED resources to better support this

department’s mission of improving CTE student success. (No additional General Fund cost)

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Over the last several years CEED’s focus has been on building capacity in three areas:

● Enterprise operations to provide more services to the community through fee and

contract supported operations. A reorganization of Community and Contract Education,

was just completed, including filling the positions of Director and Community Education

Program Coordinator. A new Community Education MIS system was also implemented.

Careful stewardship over the last 10 years has resulted in a 2013-14 beginning fund

balance of just over $600k. A portion of this is intended as a reserve to sustain the

program in the event of a downturn in revenues with the balance intended to self-fund an

expansion of the program. This expansion will be design in part to meet an anticipated

increase in offerings to accommodate the contractions in the college’s ability to deliver

life-long learning through apportionment supported instruction.

● Leading regional partnerships and developing a state model for formation and operation

of regional networks of colleges that enable Cabrillo and our community college system

to better align with regional economies and the new emphasis on regional grant-making.

Funding was obtained to support 50% of the CEED dean position for leadership of the

BACCC and 30% of a co-chair position. Realignment of state Workforce and Economic

Development funds around the Doing What Matters strategy is nearly complete and the

result will be 13 Deputy Sector Navigators to assist the region in aligning CTE programs

with regional industry needs.

● Partnering with K-12, other higher education providers, and other stakeholders to better

align public education efforts for college and career success. The CTE Community

Collaborative with K-12, County Office of Education, ROP and other stakeholders was

developed to build CTE pathways from the K-12 system to Cabrillo. The intent was then

substantially broadened to encompass S4C and the goal of increasing college and

career success of all Santa Cruz County students. The position of Executive Director of

S4C has been created and filled and a very productive team has been assembled.

Superintendents of the K-12 districts, County Office of Education, and executive

leadership from UCSC are actively engaged in leading this initiative.

Support for the CTE programs has suffered somewhat because of the concentration of effort

required in these three areas. While there is much to be done in those areas, a sufficiently solid

foundation has been built, enabling focus on building capacity for supporting campus CTE

programs in the following areas:

1. Develop and pilot a biannual CTE program review process.

Develop the data tools and a faculty engagement process that motivates program

improvement and requires no more than a sustainable level of effort. CTE program

review is an Ed Code requirement, and the outlines of the process have recently been

incorporated in our Administrative Regulations. Some of the best data available to

community colleges is now available for evaluating our programs. Funding has been

obtained to support design and piloting of this process, and WestEd has committed their

Regional Educational Laboratory (REL West) to supporting this effort.

2. Develop the capacity to support CTE program development and to obtain approval

from the Chancellor’s Office for new and revised programs.

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Using grant funds, a CEED Program Coordinator position will be recruited to work with

faculty and deans to write these plans and shepherd them through the approval process.

Development and approval of new CTE programs has been stalled for lack of time and

expertise. CTE program chairs, and deans have too many other demands on their time

to carry out the research and write the applications for program approval. They also lack

the expertise to carry out some elements of the research. This position can ultimately be

funded in part by offering assistance to other colleges on a cost-recovery basis.

3. Experiment with the Employer Advisory Committee model

Authentic engagement with employers can bring multiple benefits to CTE programs. It

leads to better alignment of the program curriculum with what the labor market values,

internship and employment opportunities for students, and the possibility of in-kind and

cash support for programs. The following three enhancements will be explored:

a. Incorporating K-12/ROP into the advisory committees

Share employer advisory committees among K-12, ROP and community college

programs. This will reduce the duplication employers experience dealing with

multiple educational institutions. National, state, and local employers, the

workforce development literature, and even the Cabrillo board have been

pointing to the importance of paying attention to the development of K-12 to

college to career pathways. S4C is leading this effort locally and is beginning to

get statewide attention for the comprehensiveness of its approach. Experiments

have been done, bringing employers together to advise on the development of

high school to Cabrillo CTE pathways, but a sustained effort is needed to

develop this model. S4C provides an opportunity and some infrastructure to

advance this concept.

b. Developing regional industry advisory committees

There has been significant success at engaging regional scale employers in the

BACCC convened marketplaces in energy, entrepreneurship, water/waste water

utilities, the industrial maintenance, machinist, mechanic occupational cluster and

the healthcare industry. In some cases these may be good adjuncts to local

advisory committees and in others they may be good replacements. Other

colleges have expressed interest in having a single regional convening

committee that replaces the local committees. This would facilitate regional

alignment and enable engagement with large employers who might not be

interested in participating at a local level, but might be very interested in the

opportunity to meet with multiple colleges.

4. Reorganize work based learning

Over the next year the CWEE program will be in a transition. CWEE curriculum needs to

be consistent with the changes to Ed Code and Title 5 driven by the Student Success

Initiative, and exploration is needed to expand work based learning opportunities beyond

CWEE. The Harvard paper on Pathways to Prosperity highlighted the positive impact of

work-based learning, such as internships, on student academic and career success. A

new program coordinator to lead this program was hired in August.

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Goal Cost

1. Biannual CTE program review process No additional costs

2. CTE program development capacity building Grant and fee-for-service funded

3a. Integration of K-12 and ROP advisories Grant funded

3b. Regional industry advisory development Grant funded

4. Reorganize work based learning No additional costs

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4. Appendix: Values, Strategies, Skills and Capabilities

CEED Values Passion

We are individually and collectively passionate about the impact (pathways to prosperity) we can have on those we serve

Bias for Action

We start with how we can make things happen, not why we can’t.

Innovation

We are committed to useful and significant innovation, grounded in data and ignited by a creative, connected and playful environment

Evidence Based Practice

We identify indicators & metrics, collect data, analyze & present it in ways that inform our actions, services, programs and investments.

Learning

Learning is fostered by a culture of respect, risk-taking, forgiveness, trust and transparency. We make time and devote resources to learn from each other, reflect on our practice, and seek out relevant research, experts & best practices.

Transparency

We value and practice transparency in our internal workings and in our relationships with partners. We recognize that transparency creates trust, enabling risk-taking that leads to accelerated learning.

Stewardship

As an organization that is funded by public funds and grants from multiple sources we recognize our responsibility to be effective stewards of these funds and to ensure that they are always put to their highest and best use. This motivates a sense of urgency and desire to move quickly and efficiently.

Excellence

We do things really well, capitalizing on our individual and collective strengths and passions.

Intentional Focus

We make conscious choices about the things we undertake, striving for strategic impact, and seeking to avoid dilution of impact through over-extension.

Core Strategies Aligning Systems and Leveraging Scale

We look for opportunities to provide greater returns on investment by aligning the efforts of organizations that have complementary missions and by leveraging the scale of the workforce development and the community college systems.

Investing in Sustainable, Evidence Driven Innovation

We invest in design, redesign, and program improvement strategies to improve the quality and

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quantity of services that can be delivered with sustainable funding streams.

We identify measurable outcomes for our efforts, facilitate innovation informed by relevant research and best practices, measure and analyze our performance, and use the results to improve the delivery of services.

Expanding Services to the Community Through Entrepreneurial Enterprises

We provide and facilitate the provision of fee, contract and grant supported services that enable Cabrillo and other community colleges to more fully utilize community college assets to serve businesses, organizations and individuals in our communities.

Skills and Capabilities Meeting Facilitation We develop and practice meeting skills and methodologies that enable us to use our time working in groups to maximum advantage.

Project Management We acquire, practice and continually develop project management skills and practices that enable us to effectively and efficiently manage our resources and accomplish our goals.

Grants Management We develop our capacity for effectively seeking and managing grants. We apply fiscal and project management skills and methodologies and utilize appropriate technologies to effectively and efficiently manage grant funds and report in a timely and accurate fashion grant outcomes.

Event Management Many of our activities involve meetings and events of various types. We develop processes and practices and staffing that supports highly efficient and effective meetings.

Facilitate Formation of Engaged Partnerships We acquire, develop, and continually refine methodologies, skills, and technologies that enable us to engage stakeholders and facilitate the formation and operation of partnerships that produce results for the partners and our stakeholders.

We facilitate the alignment of education, workforce development, and industry stakeholders around industry sector based programs of study. We leverage the resources of the partners by providing facilitation, project and information management rather than direct delivery of services.

Outcomes tracking We develop the methods, practices and systems for choosing the most important indicators, collecting valid data efficiently and cost effectively, analyzing and displaying, and disseminating the data, and engaging stakeholders in effective use of the data.

Effective use of Technology We are quick to adopt and effectively utilize technology that enables us and our partners to be more effective and efficient.

Growing Capacity through Professional Development We grow our capacity and that of our partners by seeking out and providing professional development. We recognize that we are most effective when we can combine and build upon each others’ strengths.

Communication We talk a lot.

Change Leadership/Management

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Much of our work involves change in practices, relationships, and policies. We improve our capacity for leading, facilitating, and participating in change by learning methodologies, studying best practices, developing our skills, and engaging in critical reflection of our practices.