GOOD EVERYBODY. THANK YOU VERY
MUCH FOR BEING HERE TODAY. WE
HAVE, UH, TODAY'S SUBCOMITTEE
NUMBER THREE ON EDUCATION,
FINANCE AND EDUCATION COMMITTEE.
UH, JOINT HEARING. UM I'M YOUR
CHAIR, UH, ASSEMBLY MEMBER DAVID
ALVAREZ, AND I'LL ALLOW
COLLEAGUES TO INTRODUCE
THEMSELVES. WE HAVE THE CHAIR OF
THE EDUCATION COMMITTEE. SOME
MEMBER MEUCCI WITH US TODAY IS
MOSTLY AN INFORMATIONAL MEETING.
IT'S UH, THIS IS AN OPPORTUNITY
TO ALLOW US TO DIALOGUE. BETWEEN
EACH OTHER TO HEAR FROM THE
PUBLIC. CERTAINLY UH, AND
INTEREST HOLDERS ABOUT THE
GOVERNOR'S MASTER PLAN PROCESS
AND THE INTENDED OUTCOMES OF THE
MASTER PLAN AS WELL AS YOUR
EXISTING MAJOR CAREER TECHNICAL
EDUCATION PROGRAMS THAT WE HAVE
THERE HAS BEEN SOME GREAT
STRIDES IN RECENT YEARS. I THINK
WE CAN REALLY, UH I REFLECT ON
THAT. THE FOCUS HAS BEEN ON
INCREASING CAREER READINESS,
FUNDING AND CAPACITY AT OUR
SCHOOLS. AND IN ADDITION TO
GENEROUS ONE TIME INVESTMENTS IN
DUAL ENROLLMENT, REGIONAL èC Tð
E SYSTEMS AND VARIOUS OTHER èC
Tð E PROGRAMS. CALIFORNIA HAS
OVER 600 MILLION IN ONGOING
DEDICATED èC Tð E FUNDING AT R
Kò THROUGH 12 LEVEL. WE ARE
SERVING A RECORD NUMBER OF
STUDENTS AND CERTAINLY LOOK
FORWARD TO HEARING ABOUT THE
OUTCOMES OF THOSE PROGRAMS THAT
WE ARE DELIVERING. THE MASTER
PLAN IS AN OPPORTUNITY TO GET
SMARTER WITH OUR MAJOR
INVESTMENTS AND TO MAKE SURE WE
HAVE THE ACCOUNTABILITY TOOLS IN
PLACE AS WELL. WE WILL TAKE
PUBLIC COMMENT, UH, AFTER THE
COMPLETION OF ALL THE PANELS AND
ANY DISCUSSION FROM MEMBERS AND
OF THE COMMITTEE I WOULD
ENCOURAGE PUBLIC COMMENTS TO
INCLUDE FEEDBACK ON THE MASTER
PLAN PROCESS. WE'D LIKE TO HEAR
YOUR THOUGHTS. AND ON THE
PROGRAMS THAT ARE COVERED TODAY.
SO WITH THAT, I'LL TURN IT OVER
TO THE CHAIRMAN MARTUCCI. THANK
YOU VERY MUCH. CHAIR ALVAREZ.
UH, GOOD AFTERNOON, EVERYONE.
IT'S GOOD TO SEE ALL OF THE èC
Tð STATEWIDE LEADERS. I N THE
ROOM. I AM A BIG BELIEVER IN THE
POWER OF CAREER TECHNICAL
EDUCATION TO CHANGE LIVES. I SAT
ON THE, UH, THE BOARD OF
TRUSTEES OF THE SOUTHERN
CALIFORNIA REGIONAL OCCUPATIONAL
CENTER. UH, WHICH IS A, UH,
WONDERFUL PROGRAM THAT
CELEBRATED OVER 50 YEARS OF
PROVIDING, UH, WHAT WE USED TO
CALL VOCATIONAL ED NOW Kò
TECHNICAL EDUCATION. UM BUT I'VE
SEEN HOW IT CHANGES LIVES. YOU
KNOW HOW STUDENTS THEY GET BORED
IN TRADITIONAL SUBJECTS? UH,
LIGHT UP SUDDENLY, UH, WHEN THEY
HAVE AN OPPORTUNITY TO TAKE A
WELL DESIGNED CAREER TECHNICAL
EDUCATION PROGRAMS THAT, UH,
PREPARE THEM BOTH FOR CAREER AND
COLLEGE. AND SO, UM I VERY MUCH
LOOKING FORWARD TO LEARNING MORE
ABOUT THE MASTER PLAN PROPOSAL
TODAY, UH, BUT ALSO TO HEAR FROM
ALL OF THE, UH, THE DIRECT
PROVIDERS OF CAREER TECHNICAL
EDUCATION IN TERMS OF WHAT ARE
YOUR BIGGEST CHALLENGES THAT YOU
CONTINUE TO FACE? UM, WHAT A LOT
OF MY ATTENTION FOR TODAY'S
HEARING IS GOING TO BE FOCUSED
ON YOU KNOW, BECAUSE I'M SUCH A
BIG BELIEVER. I I I'VE HEARD
OVER AND OVER AGAIN FROM A
CAREER TECHNICAL EDUCATION
PROVIDERS THAT, UH, THAT THERE
IS A VERY CUMBERSOME UH, GRANT
APPLICATION PROCESS AND THAT, UH
UH IN PARTICULAR I I'LL BE AT,
UH, ASK YOU, MR FERGUSON TO
ADDRESS UH, YOU KNOW, WHY IS IT
THAT WE CAN'T COM COMBINE THE
èC Tð PROGRAM WITH THE Kò 12
STRONG WORKFORCE PROGRAM, UH,
GIVEN THAT SO MANY OF THE FRONT
LINE, UH, CITY PROVIDERS.
SUPPORT OF MY BILL LAST YEAR
THAT WAS PROPOSING TO DO THAT,
UH, SO I. I LOOK FORWARD TO
EXPLORING THAT AS WELL AS MANY
OF THE OTHER, UH, ISSUES TO MAKE
SURE THAT WE CAN PROVIDE MORE OF
OUR CALIFORNIA STUDENTS WITH,
UH, OPPORTUNITIES FOR CAREER
TECHNICAL EDUCATION. THANK YOU,
MR CHAIR. IT'S WRONG. THANK YOU
SO MUCH, UH, CHAIR ALVAREZ AND
GOOD AFTERNOON, EVERYONE AS
CHAIR OF THE ASSEMBLY HIGHER
EDUCATION COMMITTEE. THANK YOU.
SO MUCH FOR INVITING ALL THE
EDUCATION COMMITTEE MEMBERS TO
JOIN. I KNOW WHAT WILL BE A
ROBUST CONVERSATION AND SIMILAR
TO MY COLLEAGUES. AS A FORMER
TRUSTEE FOR THE LOS ANGELES
COMMUNITY, COLLEGE DISTRICT, èC
Tð AND WORKFORCE DEVELOPMENT
WERE BIG PRIORITIES FOR MYSELF
AND FOR OUR ORGANIZATION AND IS
A FORMER TRUSTEE. I HAD THE
OPPORTUNITY TO CHAIR THAT WHOLE
COMMITTEE ON JOBS AND THE
ECONOMY FOR THE DISTRICT,
BRINGING TOGETHER INDUSTRY
PARTNERS TO THE TABLE TO LOOK AT
BEST PRACTICES TO COORDINATE
WITH THE L, A ECONOMIC
DEVELOPMENT CORPORATION, THE
COORDINATE WITH THE WORKFORCE
DEVELOPMENT BOARDS AND LOOKING
AT REGIONAL OPPORTUNITIES AND
REGIONAL GROWTH SECTORS AND
DIFFERENT INDUSTRY CLUSTERS, SO
I'M REALLY LOOKING FORWARD TO
TODAY'S CONVERSATION. THANK YOU
SO MUCH TO ALBS AND CHAIR
MASUCCI FOR PROVIDING THE
DIFFERENT PANELISTS AND AS WE
HAVE THE CONVERSATION ABOUT THE
GOVERNOR'S EXECUTIVE ORDER
ALIGNMENT AND CO ORDINATION AND
REALLY LOOKING AT THOSE
OPPORTUNITIES TO REALLY WEAVE
CAREER EDUCATION IN THE KEY 16
LANDSCAPE. THIS IS CRITICAL WORK
TO LOOK AT THE FUTURE OF
CALIFORNIA THE FUTURE OF JOBS.
AND I KNOW THAT THERE'S ALSO THE
OVERARCHING GOAL OF CARE
PATHWAYS, HANDS ON LEARNING AND
REAL LIFE SKILLS AND ALSO
UNIVERSAL ACCESS AND
AFFORDABILITY IN TERMS OF
GUIDING POINTS IN THIS EXECUTIVE
ORDER, LOOK FOR TODAY'S
CONVERSATION. AND THANK YOU SO
MUCH FOR KEEPING THE LEGISLATURE
OF THESE VERY IMPORTANT
PRIORITIES AND OPPORTUNITIES
AROUND DUAL ENROLLMENT PROJECTS
AND èC Tð PROGRAMS GOING
FORWARD. THANK YOU SO MUCH, MR
CHAIR. THANK YOU, UH, WITH THAT
WE'LL GET STARTED, MISS, UH,
EXCITING HEARING TODAY. AND FOR
OUR FIRST PANEL, WE HAVE KATHY
BOOTH WITH WEST WELCOME AND
CHRIS FERGUSON FROM THE
DEPARTMENT OF FINANCE. WELCOME
BACK. WE'RE UH, LOOKING FORWARD
TO BOTH OF YOUR PRESENTATIONS.
AND, UH, WHOEVER WOULD LIKE TO
GO FIRST, PLEASE GO AHEAD AND
GET STARTED. CERTAINLY CHRIS
FERGUSON WITH THE CALIFORNIA
DEPARTMENT OF FINANCE. SO AS WE
THINK ABOUT THE MASTER PLAN ON
CAREER EDUCATION AND THE PROCESS
AROUND, BUILDING OUT WHAT THAT
WOULD LOOK LIKE, I THINK WE VIEW
IT AS A VERY, UM INTEREST HOLDER
CENTRIC PROCESS BY WHICH, UH,
WE'RE GOING OUT BOTH ON A
REGIONAL BASIS. WE'VE HAD SOME,
UH, STATEWIDE MEETINGS TO TRY
AND GET INPUT FROM OUR LOCAL
INTEREST HOLDERS AROUND. WE
BETTER ENGAGE WITH INDUSTRY HOW
INDUSTRY BETTER ENGAGES WITH
STUDENTS HOW WE'RE BETTER
ALIGNING, UM, BOTH OUR SEGMENTS
AND OUR PROCESSES AROUND THAT
SORT OF SKILL FOCUSED. UH,
INDUSTRY FOCUSED, UH, APPROACH.
UM, WE CERTAINLY VIEW THIS AS A
CRITICAL UH TO, UH, COMING
FORWARD WITH A PLAN THAT WE CAN
THEN HAVE A ROBUST CONVERSATION
AROUND HOW WE GET TO THOSE NORTH
STAR ITEMS IN THE REPORT. UM AT
THIS POINT IN TIME, WE DON'T
HAVE A SPECIFIC, UH, PROPOSAL
BEFORE THE LEGISLATURE, UM,
INDICATING A SPECIFIC DIRECTION.
RATHER WE'RE REALLY TRYING TO
WORK WITH INTEREST HOLDERS TO
BUILD OUT WHAT THAT REPORT WILL
LOOK LIKE, BUT WE DO HAVE SOME
OVER ARCH. GOALS THAT IT IS
ABOUT ALIGNMENT. IT IS ABOUT
TRYING TO MAKE SURE THAT WE'RE
ENABLING STUDENTS AND ADULTS TO
ACCESS THE PROGRAMS NECESSARY TO
BE, UM, SUCCESSFUL IN SEEKING
ECONOMIC MOBILITY IN OUR ECONOMY
. UM, IT'S ABOUT TRYING TO MAKE
SURE THAT WE'RE AS ALIGNED AS
POSSIBLE BETWEEN OUR SCHOOLS,
OUR COMMUNITY COLLEGES, OUR
UNIVERSITY SYSTEMS, OUR
WORKFORCE DEVELOPMENT SYSTEMS,
AND THAT INCLUDES OUR ADULT
EDUCATION PROVIDERS AS WELL. I
THINK WE WANT ALL INVOLVED. UM,
I KNOW A LOT OF THE
CONVERSATION. FOCUSED AROUND
CAREER TECHNICAL EDUCATION, BUT
WE VIEW CAREER EDUCATION IS MUCH
BROADER THAN JUST CAREER
TECHNICAL EDUCATION. YOU KNOW,
WE VIEW IT AS, UM, SKILLS THAT
INDUSTRIES NEED. IT'S BUILDING
THE PROGRAMS AROUND THOSE SKILLS
, AND IT'S UNIVERSAL TO ALL
PROGRAMS. IT'S PROVIDING THINGS
LIKE, UM, EXPERIENTIAL LEARNING
OPPORTUNITIES FOR STUDENTS THAT
MAY NOT OTHERWISE HAVE NATURAL
CONNECTIONS TO THE INDUSTRIES IN
WHICH THEY'RE STUDYING, OR THEY
SEEK TO STUDY. UM, YOU KNOW,
EXCELLENT EXAMPLES CAN BE, UH,
MAY BE STUDYING, SAY, CHEMICAL
ENGINEERING AT A UNIVERSITY, BUT
YOU MAY NOT NECESSARILY HAVE A
NATURAL CONNECTION TO THE
EMPLOYERS IN THAT INDUSTRY. AND
OFTENTIMES WHAT WE SEE IS THAT
STUDENT THEN ENDS UP BEING
EMPLOYED IN A DIFFERENT SECTOR
OF THE ECONOMY BECAUSE THEY
DON'T END UP WITH THAT NATURAL
CONNECTION. UM CERTAINLY WE ALSO
VIEW THIS AS AN OPPORTUNITY TO
ALSO ENABLE STUDENTS TO ACCESS
AS MANY OF THE AVAILABLE
PROGRAMS AS POSSIBLE WHEN IT
COMES TO PROVIDING SUPPORT, UH,
FOR THEIR EDUCATIONAL JOURNEYS.
AND FOR THEIR, UM, WORKFORCE
OPPORTUNITIES. UM EXCELLENT
EXAMPLES CAN BE, UH, MAKING SURE
THAT WE'RE ENABLING AS MANY, UM
UN UNIVERSITY AND COLLEGE
STUDENTS TO ACCESS. UH, CAL,
FRESH AS POSSIBLE. UM AS YOU MAY
RECALL, THAT'S A FEDERALLY
FUNDED PROGRAM, SO THE MORE
STUDENTS THAT ARE ELIGIBLE THAT
WE CAN GET ON TO THAT PROGRAM,
THE MORE BENEFIT, UH, THOSE
STUDENTS WOULD HAVE AND THE MORE
RESOURCES THEREFORE, THEY WOULD
HAVE TO COMPLETE THEIR
EDUCATIONAL JOURNEYS. UM
CERTAINLY THERE ARE OTHER
OPPORTUNITIES TO LOOK AT SOME OF
THE SYSTEMS, UH, AROUND WHICH WE
CONVEY. UH, SKILLS AND WHAT
STUDENT WHAT SKILLS STUDENTS ARE
LEARNING, UM, IN DIFFERENT AREAS
OF STUDY, WHETHER THAT'S IN YOUR
SCHOOLS, WHETHER THAT'S IN OUR
COLLEGES OR UNIVERSITIES, UM,
AND THAT'S TO TRY AND MAKE IT A
MUCH EASIER FOR BUSINESSES TO
UNDERSTAND THE SKILLS THAT
STUDENTS ARE RECEIVING IN THOSE
PROGRAMS, BUT ALSO FOR STUDENTS
TO BE ABLE TO CONVEY THE SKILLS
THAT THEY'VE LEARNED IN
DIFFERENT PROGRAMS. UM, WE HAVE
VARIOUS PROGRAMS OF STUDY IN THE
STATE THAT WE WOULDN'T
NECESSARILY THINK ABOUT CERTAIN
TYPE. OF SKILLS BEING EARNED,
BUT IF WE IF WE LOOK TO SAY AN
ENGLISH COURSE YOU LEARN
CRITICAL THINKING, YOU LEARN
OTHER ASPECTS IN THAT COURSE,
AND IT'S CAN BE AT TIMES
DIFFICULT TO CONVEY TO AN
EMPLOYER. UM, THE SKILLS THAT
YOU'VE OBTAINED IN THOSE
COURSES. WHAT WE CAN SAY IS, AS
WE LOOK AT THIS THAT ALSO HELPS
WITH SYSTEMS ALIGNMENT, BECAUSE
IF YOU'RE ABLE TO CONVEY THE
SKILLS THAT YOU HAVE LEARNED OR
OR ARE LEARNING, UM YOU CAN THEN
ALSO HELP ADVANCE YOUR, UM,
EDUCATIONAL FOCUS OR YOUR
WORKFORCE DEVELOPMENT FOCUS AS
WELL. UM SO THERE'S WE SEE A LOT
OF BENEFIT. UH, OVERALL IN IN
THIS PLANNING PROCESS, WE KNOW
THAT IT'S A LITTLE BIT OF A
ROBUST PROCESS. UH, WE KNOW THAT
IT'S A VERY AMBITIOUS PROCESS.
UH, BUT WE KNOW THAT A LOT THE
ITEMS WE'RE TRYING TO FIGURE OUT
AND WORK THROUGH HAVE BEEN
HISTORICAL CHALLENGES. WE KNOW
IT'S BEEN HISTORICALLY
CHALLENGING FOR INDUSTRY TO
ENGAGE WITH OUR SCHOOLS, OUR
COLLEGES AND UNIVERSITIES
BECAUSE THERE ARE SO MANY OF
THEM THROUGHOUT THE STATE. WE
KNOW THAT IT'S BEEN DIFFICULT
FOR SOME STUDENTS TO BE ABLE TO
CONVEY THE SKILLS THAT THEY'VE
LEARNED IN THEIR COURSE OF STUDY
OR IN THEIR TRAINING PROGRAMS.
UM, WE KNOW THAT THERE ARE ON
OCCASION DIFFICULTIES
TRANSLATING WHAT HAS BEEN
LEARNED IN ONE SEGMENT TO
ANOTHER SEGMENT, SO WE'RE WE'RE
REALLY TRYING TO ADDRESS SOME OF
THOSE SYSTEMIC CHALLENGES THAT
WE'VE SEEN IN THE PAST. UM AND
DO SO IN A WAY THAT'S AS
THOUGHTFUL AS POSSIBLE AND
REALLY CREATE SORT OF THAT NORTH
STAR VISION. UM AND WE DO SO
KNOWING THAT OUR ECONOMY IS
CHANGING RAPIDLY RIGHT NOW. WE
KNOW. UH, WE HAVE RETURNING
ADULTS, UM, THAT HAVE SOME
COLLEGE BUT NÓ DEGREE, WE KNOW
THAT THAT POPULATION IS ONLY
GROWING OVER TIME. UM, WE KNOW
THAT GENERATIVE A I IS RAPIDLY,
UH, CHANGING THE WAY WE THINK
ABOUT WORK THE WAY WE THINK.
ABOUT EDUCATION AND WHAT
STUDENTS AND, UH EMPLOYERS AND
EMPLOYEES WILL BE CAPABLE OF
DOING, UM, MOVING FORWARD, SO
THERE'S A LOT OF INTEREST IN
FROM THE ADMINISTRATION AND
TRYING TO HAVE A ROBUST PROCESS
AROUND HOW WE THINK THROUGH
THESE CHALLENGES. HOW WE CREATE
A NORTH STAR YOU GET, UH OR TO
FOCUS TOWARD, UH OUR EFFORTS
TOWARD BUILDING TOWARD, UM, BUT
WITH THAT, I'LL TURN IT OVER TO,
UH, KATHY THANK YOU SO MUCH,
CHRIS. AND IF YOU COULD PUT MY
PRESENTATION UP, THAT WOULD BE
GREAT. UM, I'M CATHY BOOTH FROM
WEST HEAD AND I'M HERE TO TALK
TO YOU TODAY BECAUSE WEST HEAD
IS SUPPORTING THE GOVERNOR'S
OFFICE IN THE COMMUNITY
ENGAGEMENT PROCESS TO COSIGN THE
MASTER PLAN FOR CAREER
EDUCATION. THE NEXT SLIDE,
PLEASE. I THINK THAT ONE OF THE
THINGS THAT'S REALLY IMPORTANT
TO UNDERSCORE RIGHT NOW IS THAT
THIS IS A CAREER EDUCATION
MASTER PLAN OFTEN WHEN I'M
DESCRIBING THIS TO PEOPLE
THEY'RE LIKE, OH, YOU MEAN CTE,
AND MY RESPONSE IS, IT'S BROADER
THAN THAT. AND THAT'S NOT TO
MARGINALIZE èC Tð E IN ANY WAY,
BUT TO RECOGNIZE THAT THERE ARE
MANY DIFFERENT SYSTEMS BY WHICH
CALIFORNIANS TRAIN FOR WORK AND
FOR LIFE, SO THAT MIGHT BE A
LINKED LEARNING PROGRAM THEY DO
IN Kò 12. IT COULD BE AN
APPRENTICESHIP PROGRAM THAT THEY
ACCESS TO THE COMMUNITY COLLEGES
. IT COULD BE THEIR MAJORS AND
èC S¼, UU èC OR AN INDEPENDENT
OR PRIVATE COLLEGE. IT COULD BE
A TRAINING PROGRAM OFFERED BY
THE LABOR AGENCY. OR IT COULD BE
A SPECIALIZED PROGRAM SUCH AS,
UH UH, ONE OFFERED BY THE
DEPARTMENT OF REHABILITATION.
AND RIGHT NOW, ALL OF THESE
SYSTEMS ARE INDEPENDENTLY TRYING
TO SOLVE THE SAME PROBLEMS AND
WHAT THAT MEANS IS THAT IF YOU
ARE A CALIFORNIAN IS TRYING TO
NAVIGATE THESE DIFFERENT PLACES
WHERE MAYBE YOU LEARNED SKILLS
THAT ARE VERY DIRECTLY RELATABLE
TO THE CAREER ASPIRATIONS THAT
YOU HAVE OR THE LIFE THAT YOU
WANT TO LIVE, WE HAVE TO GO
THROUGH A PROCESS OF
TRANSLATION. EVERY SINGLE ONE OF
THESE SYSTEMS HAS A DIFFERENT
LANGUAGE. IT HAS A DIFFERENT
FUNDING ARCHITECTURE. IT HAS
DIFFERENT ACCOUNTABILITY METRICS
, SO THERE'S DIFFERENT TIMELINES
AND THEY GENERALLY DON'T
RECOGNIZE EACH OTHER'S WORK, AND
SO AS A RESULT, WE LEAVE IT UP
TO INDIVIDUALS TO FIGURE OUT HOW
TO NAVIGATE THESE COMPLEX
BUREAUCRACIES TO EXPLAIN TO
EMPLOYERS WHAT THEY KNOW HOW TO
DO. SO THE CAREER EDUCATION
MASTER PLAN IS REALLY LOOKING AT
THOSE UNDERSCORING STRUCTURES
AND HOW IS IT THAT WE CAN MAKE
THEM WORK TOGETHER MORE
EFFECTIVELY SO THAT WE MAKE THIS
MORE SEAMLESS FOR THE PEOPLE
BEING SERVED AND ALSO, AS WAS
MENTIONED IN THE INTRODUCTORY
REMARKS FOR THE PEOPLE THAT ARE
TRYING TO PROVIDE THE EDUCATION
AND TRAINING THAT RATHER THAN
PUTTING THE BURDEN ON
PRACTITIONERS TO BRAID VARIOUS
FUNDING SOURCES, WE CAN TAKE THE
INCREDIBLE INVESTMENT THAT
CALIFORNIA HAS MADE TO CREATE
EQUITABLE OPPORTUNITIES FOR
LEARNING, UM AND MAKE IT SO THAT
YOU KNOW TEACHERS. EACH AND THEY
DON'T HAVE TO WORRY SO MUCH
ABOUT FILLING PARTICULAR
CONFLICTING GRANT APPLICATION
PROCESSES. THAT'S REALLY THE
POINT. THE OTHER THING RELATED
TO THAT IS THAT WE REALLY WANT
TO DO THIS IN A MANNER THAT IS
NOT JUST THE GOVERNOR'S OFFICE
COMING UP WITH A BUNCH OF IDEAS
OR LEGISLATORS DOING THIS OR
ADVOCATES BUT REALLY BRINGING
TOGETHER THE KNOWLEDGE OF A WIDE
RANGE OF CONSTITUENTS TO DESIGN
THE SOLUTIONS, SO THERE'S A
FAIRLY GO AHEAD TO THE NEXT
SLIDE. THERE'S A FAIRLY COMPLEX
MAP HERE, AND WHAT I'M GONNA DO
IS JUST SUMMARIZE WHAT WE'RE
DOING. SO WHEN THE GOVERNOR PUT
OUT THE EXECUTIVE ORDER LAST
AUGUST, HE BASICALLY NAMED THE
DIVERSITY OF FUNDING SOURCES
THAT WE HAVE, UH, CREATED IN THE
STATE AND IDENTIFIED SOME ISSUES
THAT NEEDED TO BE RESOLVED. AND
THEN THERE WERE EIGHT AGENCIES
THAT WERE LISTED THAT NEEDED TO
PROVIDE WRITTEN RECOMMENDATIONS
TO ADDRESS THOSE ISSUES THAT
WERE LAID OUT IN THE EXECUTIVE
ORDER. SO LAST FALL, WE HAD A
SCENARIO WHERE THOSE AID
AGENCIES, UM, PULLED TOGETHER
WRITTEN RECOMMENDATIONS THAT
WERE DELIVERED IN DECEMBER, BUT
THE GOVERNOR ALSO INVITED OTHER
INTERESTED PARTIES TO SUBMIT
THEIR OWN WRITTEN
RECOMMENDATIONS. UM AND WEST
WENT FORWARD WITH A SERIES OF
MORE THAN 30 INTERVIEWS WITH, UM
ADVOCATES AND PRACTITIONERS AND
EVEN SOME MEMBERS OF THIS
COMMITTEE TO UNDERSTAND BETTER.
WHAT THE ISSUES ARE THAT ARE, UM
, WE COULD POSSIBLY ADDRESS, SO
WE TOOK ALL OF THAT INPUT, AND
WE CREATED A DOCUMENT THAT WAS
SHARED IN AND THEN IS CURRENTLY
AVAILABLE ON THE CURRENT
EDUCATION MASTER PLAN WEBSITE. I
DON'T WANT TO INTERRUPT YOU, BUT
IT'S REALLY HARD. WE DON'T HAVE
THIS SLIDE AND IT'S DIFFICULT
FOR US TO SEE. CAN YOU POINT OUT
AT LEAST GENERALLY? WHAT YOU'VE
MAPPED OUT HERE. WE REALLY CAN'T
READ IT FROM THE DAIS HERE.
ABSOLUTELY SO WHAT I'M TALKING
ABOUT RIGHT NOW IS, IN ESSENCE,
THE FIRST COLUMN THAT GOES FROM
OCTOBER TO DECEMBER. UM AND WHAT
I'M GONNA DO IS I'M GONNA
NARRATE THE INTENTION OF WHAT'S
IN THIS THIS SLIDE. I'LL MAKE
SURE THAT YOU HAVE IT
AFTERWARDS. THE SPECIFICS ARE
NOT AS IMPORTANT WHAT'S
IMPORTANT TO RECOGNIZE IS THAT
DURING THE FALL THERE WAS A
ROBUST PROCESS TO GATHER INPUT
FROM A VARIETY OF SOURCES. BUT
HOW TO ADDRESS THE ISSUES THAT
WERE NAMED BY THE GOVERNOR IN
THE EXECUTIVE ORDER? THE NEXT
THING THAT I'M GOING TO TALK
ABOUT IS THAT TIME PERIOD FROM
JANUARY TO MARCH. SO WHAT
HAPPENED HERE IS THAT WE HAD A
WEBINAR IN JANUARY, WHERE WE
TOOK ALL OF THE IDEAS THAT WE
HAD RECEIVED OVER THE FALL. AND
WE PUT THEM INTO A SINGLE
DOCUMENT. IT'S ABOUT FIVE PAGES
LONG, AND IT COVERS THE MAJOR
ISSUES THAT THE MASTER PLAN IS
GOING TO BE ADDRESSING, BASED ON
WHERE WE SAW A CONSENSUS IN THE
ISSUES THAT WERE BEING RAISED,
UM, IN THE WRITTEN COMMENTS AND
THE INTERVIEWS THAT WE RECEIVED
TO THAT POINT UM AND I WILL GO
OVER SOME OF WHETHER THOSE THOSE
CORE CONCEPTS ARE SO THAT WE ALL
HAVE A CHANCE TO LOOK AT THEM
TOGETHER. IN ADDITION TO THE
FACT THAT YOU COULD GO TO THE
WEBSITE AND YOU CAN DOWNLOAD
THAT DOCUMENT, AND YOU CAN ALSO
DOWNLOAD A RECORDING OF THE
WEBINAR, WHERE WE PROVIDED A LOT
MORE ILLUSTRATIVE EXAMPLES THAN
WE HAVE TIME TO DO TODAY. SO
BASED ON THAT, UM WE ARE NOW
ENGAGING IN A PROCESS THAT'S
GOING TO RUN THROUGH MAY WHERE
WE'RE GOING OUT AND GATHERING
FURTHER INPUT ABOUT WAYS TO
OPERATIONALIZE THE PRELIMINARY
CONCEPTS THAT WE ARTICULATED IN
JANUARY. SO I'LL GIVE YOU AN
EXAMPLE. THERE ARE FOUR
DIFFERENT DOMAINS FOR THOSE
CONCEPTS, ONES ABOUT CO
ORDINATION, ONE'S ABOUT SKILLS
BASED PATHWAYS, ONES ABOUT WORK
BASED LEARNING, AND ONE IS ABOUT
SUPPORTS NECESSARY TO ACCESS
LEARNING. SO THAT THIRD CATEGORY
WORK BASED LEARNING HAS AN ITEM
IN IT ABOUT HOW DIFFICULT IT CAN
BE FOR EMPLOYERS TO BE ABLE TO
ENGAGE IN WORK BASED LEARNING.
SO RATHER THAN COMING UP WITH A
DEFINITIVE SOLUTION AS PART OF
THE DRAFT THAT WAS RELEASED IN
JANUARY. WE'RE NOW GOING OUT AND
GATHERING INPUT FROM PEOPLE WHO
HAVE STRUGGLED WITH, UM, BEING
ABLE TO ENGAGE EMPLOYERS OR
EMPLOYERS THAT HAVE STRUGGLED TO
DELIVER WORK BASED LEARNING. SO
WE ARE DOING SEVEN REGIONAL
CONVENINGS AROUND THE STATE THAT
ARE BEING ATTENDED BY A BROAD
ARRAY OF PEOPLE. SO WE'VE GOT
EMPLOYERS THERE AND WE'VE GOT
LABOR REPRESENTATIVES. WE'VE GOT
EDUCATORS. WE'VE GOT TRAINING
PROVIDERS. WE'VE GOT
CONSTITUENTS WE'VE GOT, UM
SORRY, ADVOCATES. WE'VE GOT
FAMILIES AND STUDENTS WHO ARE
ALL COMING TOGETHER, AND WE'RE
ASKING THEM, OK, IF YOU WANTED
TO SOLVE THIS ISSUE OF HOW TO
MAKE IT EASIER FOR EMPLOYERS TO
ENGAGE IN WORK BASED LEARNING,
WHAT WOULD YOU DO? AND FROM THAT
? WE'RE GATHERING SOME VERY
SPECIFIC SUGGESTIONS. WE ALSO
HAVE SPECIFIC SUGGESTIONS THAT
CAME IN DURING THAT, UM, INPUT
GATHERING THAT WE DID IN THE
FALL. SO FOR EXAMPLE, A NUMBER
OF PEOPLE POINTED TO A
PARTICULAR REGULATION THAT HAS
TO DO WITH HOW 17 YEAR OLDS NEED
TO BE TREATED IN A WORKPLACE.
AND MANY PEOPLE HAVE, UH, CREATE
IDEAS FOR WAYS THAT POLICY COULD
BE AMENDED THAT WOULD OPEN UP
OPPORTUNITY. ANOTHER IDEA THAT
WE HEARD QUITE OFTEN IS THAT
ACCESS TO WORK BASED LEARNING IS
INEQUITABLE BECAUSE IT'S OFTEN
BASED ON PERSONAL RELATIONSHIPS.
SO THEN, RATHER THAN LEAVING IT
UP TO WHOEVER HAPPENS TO WORK AT
THE HIGH SCHOOL OR COLLEGE THAT
YOU ATTEND TO FIND THOSE
RELATIONSHIPS WITH EMPLOYERS.
WHAT IF WE HAD A REGIONAL
CONVENING OR COORDINATING BODY
THAT HELPED TO BROKER
RELATIONSHIPS WITH EMPLOYERS TO
MAKE THAT MORE EQUITABLE? SO
THOSE ARE EXAMPLES OF SOME OF
THE IDEAS THAT ARE UP FOR
CONSIDERATION RIGHT NOW? WHAT'S
GONNA HAPPEN BETWEEN NOW AND THE
END OF JUNE IS WE'RE GOING TO BE
PULLING THOSE INTO DISCRETE
PROPOSALS FOR ACTIONS THAT COULD
BE TAKEN THAT ARE TANGIBLE
ACTIONS THAT COULD BE A CHANGE
TO POLICY. IT COULD BE A
RECOMMENDED CHANGE TO PRACTICE
THEY SHOULD BE. THEY COULD BE AN
IDEA THAT WOULD BE SHARED WITH
THE LEGISLATURE ABOUT A BILL
THAT COULD BE PASSED. UM WE'RE
WE'RE LOOKING FOR A VARIETY OF
WAYS THAT THESE IDEAS COULD BE
IMPLEMENTED. UM AND THEN YOU'RE
GONNA SEE THOSE IN THE FIRST
DRAFT OF THE MASTER PLAN, WHICH
WILL COME OUT IN JULY. SO THAT
IS WHERE WE'RE GONNA BE PUTTING
FORWARD THOSE SPECIFIC PROPOSALS
, BUT WE'RE GONNA LEAVE IT OPEN
FOR DISCUSSION FOR A FURTHER
PERIOD UNTIL THE FALL BEFORE IT
GETS NAILED DOWN. AND WE'RE
GONNA HAVE A NUMBER OF
STRUCTURES WHERE WE'RE GONNA BE
GETTING FEEDBACK, BOTH FROM THE
AGENCIES THAT WOULD BE
RESPONSIBLE FOR CARRYING THIS
OUT. UM AND FROM THE
CONSTITUENCIES IT WOULD BE
AFFECTED BY THESE POLICIES, AND
I'LL TALK ABOUT THAT MORE IN
JUST A SECOND. IS A CODE TO THE
NEXT SLIDE. ALL RIGHT. SO THIS
IS ACTUALLY I PROBABLY SHOULD
HAVE GONE TO THESE SLIDES.
ORIGINALLY THIS IS THE LISTING
OF ALL THOSE PARTICULAR
ACTIVITIES THAT WE DID IN THE
FALL THAT ARTICULATES THE
INTERVIEWS THAT WE DID THE WAYS
THAT WE GATHERED WRITTEN
RECOMMENDATIONS, AND THEN IF WE
GO TO THE NEXT SLIDE THIS IS
WHERE YOU CAN SEE INFORMATION
ABOUT THE PARTICULAR REGIONAL
CONVENINGS THAT WE HAVE COMING
UP. SO OUR FIRST REGIONAL
CONVENING WAS LAST FRIDAY IN EL
CENTRO FOR THE SOUTHERN SOUTHERN
BORDER WILL BE IN LONG BEACH
THIS FRIDAY. UM, AND WHAT YOU
CAN SEE. HERE IS A LIST OF THE
OTHER REGIONS WHERE WE'RE GOING
TO BE HOLDING THESE CONVENINGS
THAT ARE CO DESIGN SESSIONS SO
PEOPLE CAN GO NOW TO THE WEBSITE
FOR THE CAREER EDUCATION MASTER
PLAN AND YOU CAN FILL OUT AN
INTEREST FORM FOR PEOPLE WHO
WOULD LIKE TO ATTEND THOSE
CONVENINGS. UNFORTUNATELY, WE
ONLY HAVE ROOM FOR 150 PEOPLE AT
EACH SESSION, SO WE ACTUALLY
REVIEW PEOPLE THAT HAVE
EXPRESSED INTEREST TO MAKE SURE
THAT WE HAVE A RANGE OF
PERSPECTIVES IN THE ROOM SO THAT
WE DO HAVE EMPLOYERS AND WE DO
HAVE ADVOCATES AND WE DO HAVE
FAMILIES IN ADDITION TO PEOPLE
THAT MIGHT BE, UH, YOU KNOW MORE
COMMONLY ENGAGED IN THESE
CONVERSATIONS. WE'LL ALSO DO A
FINAL REGIONAL CONVENIENCE.
SORRY, VIRTUAL CONVENING THAT
WILL ALLOW FOR MORE SPACE FOR
OTHERS TO BE ABLE TO SHARE THEIR
INPUT. ONCE WE HAVE THAT FIRST
DRAFT OF THE MASTER PLAN IN JULY
, WE WILL THEN CONVENE A SERIES
OF FIVE ADVISORY GROUPS THAT
WILL LOOK AT THE TOTALITY OF
WHAT WOULD BE IN THE MASTER PLAN
. SO THERE'S ONE FOR STUDENTS
AND FAMILIES, ONE FOR POLICY
MAKERS AND ADVOCATES, ONE FOR
EMPLOYERS AND LABOR
REPRESENTATIVE REPRESENTATIVES,
ONE FOR WORKFORCE DEVELOPMENT
ENTITIES AND ONE FOR EDUCATORS,
AND WHAT THEY WILL DO IS THEY
WILL LOOK AT THE WHOLE THING AND
MAKE SURE THAT WHAT'S BEEN
PROPOSED IS GOING TO MAKE SENSE
IN THEIR INDIVIDUAL CONTEXT, AND
THEIR INPUT WILL THEN GO INTO
THE REVISION. THE DRAFT OF THE
MASTER PLAN, UM, THAT THAT WILL
HAPPEN IN THE FALL BEFORE IT'S
FINALIZED. NEXT SLIDE, PLEASE.
UM, SO WHAT I WANNA DO IS TALK
THROUGH WHAT THOSE FOUR
PRELIMINARY CONCEPTS THAT THE
MAJOR DOMAINS ARE. SO YOU HAVE A
SENSE ABOUT THE KINDS OF IDEAS
THAT ARE BEING DISCUSSED. SO THE
FIRST AREA IS CO ORDINATION. SO
ONE OF THE ISSUES WE HEARD LOUD
AND CLEAR IS THAT IT'S VERY
DIFFICULT TO COORDINATE THESE
DIVERSE FUNDING STREAMS WITHOUT
HAVING A BODY THAT CAN BRING
PEOPLE TOGETHER TO BE ABLE TO
TALK ABOUT ALL THE INVESTMENTS
THAT CALIFORNIA IS MAKING WITH
BOTH ITS FEDERAL AND STATE
DOLLARS. SO IN THE PAST, WE KNOW
THERE'S BEEN EXPERIMENTS WITH
CALIFORNIA HAVING A COORDINATING
BOARD FOR JUST A PARTICULAR
SEGMENT, SUCH AS HIGHER
EDUCATION, AND WHAT WE HEARD
FROM A VARIETY OF PLACES IS THAT
IT WOULD BE VALUABLE TO HAVE, UM
, A COORDINATING BODY THAT
REPRESENTS ALL OF THE DIFFERENT
EDUCATION AND TRAINING
PROVIDERS, SO THAT YOU WOULD
YOU'D HAVE EMPLOYERS REPRESENTED
THAT WOULD BE ABLE TO LOOK AT
WAYS TO BEST USE CALIFORNIA'S
INVESTMENTS AND SET PRIORITIES.
BUT THIS WOULD THEN NEED TO BE
PAIRED WITH REGIONAL
COORDINATING BODIES THAT COULD
ADAPT THOSE, UM, PRIORITIES FOR
LOCAL CONSIDERATIONS. SO, FOR
EXAMPLE, IF AT THE STATE LEVEL
WE SAID, WE NEED TO FIGURE OUT A
WAY TO ADDRESS HOW ARTIFICIAL
INTE SORRY. ARTIFICIAL
INTELLIGENCE A. I IS AFFECTING
JOBS. IT MIGHT BE VERY DIFFERENT
IN THE CENTRAL VALLEY, WHERE A I
COULD BE A TOOL FOR BEING MORE
EFFICIENT IN WATER USAGE AND
MORE OF A THREAT IN SIL. VALLEY
FOR JOBS RELATED TO CODING, UH,
OCCUPATIONS GOING AWAY BECAUSE A
I CAN DO IT SO WE'D HAVE
REGIONAL COORDINATING BODIES
THAT WOULD ADOPT THOSE STATEWIDE
IDEAS TO THE SPECIFICS OF LOCAL
CONSIDERATION. IN ADDITION TO
THAT, WE HEARD A LOT OF, UH,
PEOPLE SAYING THEY REALLY NEEDED
BETTER INFORMATION TO ADVISE
SUCH DECISION MAKING BODIES ARE
BOTH RELATED TO LABOR MARKET
INFORMATION AS WELL AS
CONSISTENT MEASURES OF PROGRESS,
UM FOR PEOPLE AND GETTING
EDUCATION AND MOVING INTO LIVING
WAGE WORK, SO THAT WE'D HAVE TO
HAVE SOME BODIES THAT WE
PROVIDING THAT INFORMATION AND
FINALLY THAT WE WOULD NEED TO BE
COORDINATING TECHNICAL
ASSISTANCE TO MAKE SURE THAT
PEOPLE ON THE GROUND WERE ABLE
TO IMPLEMENT THESE IDEAS. THAT'S
THE FIRST AREA UM, NEXT SLIDE,
PLEASE. THE SECOND HAS TO DO
WITH SKILLS PATHWAYS. SO ONE OF
THE THINGS THAT WE WOULD NEED TO
DO IF YOU WERE BRIDGING THESE
DIFFERENT EDUCATION AND TRAINING
PROVIDERS IS TO UNDERSTAND WHAT
IS THE EVOLUTION OF SKILLS THAT
YOU WOULD NEED OVER TIME AS
YOU'RE BUILDING TOWARD
PARTICULAR OCCUPATIONS, SO
COMING UP WITH MAPS THAT WE
COULD DEVELOP THAT WOULD LOOK AT
, UM THE WAY SKILLS ARE BUILT
ACROSS A VARIETY OF VENUES,
WHICH COULD THEN BE USED IN A
VARIETY OF WAYS. ONE IS THAT IT
COULD BE USED TO IMPROVE THE, UM
COLLEGE AND CAREER EXPLORATION.
OPPORTUNITIES FOR Kò 12 STUDENTS
WERE REALLY DIGGING INTO THE
ARTIFICIAL DIVIDE BETWEEN èC,
Tð, E AND COLLEGE THAT SOMETIMES
HAPPENS DESPITE OUR BEST EFFORTS
, UM AND REALLY HELPING PEOPLE
UNDERSTAND THE PATHWAYS THEY
COULD GET TO JOBS THAT THEY
WOULD FIND INTERESTING, UM,
INCLUDING HAVING MORE WORK BASED
LEARNING BEGINNING IN MIDDLE
SCHOOL, AND THAT THAT THOSE MAPS
COULD ALSO BE USED TO INFORM
GUIDANCE THAT COULD BE GIVEN TO
ADULTS WHEN PEOPLE ARE WANTING
TO GO BACK AND ENGAGE IN
EDUCATION AND TRAINING TO MEET
THE EVOLUTION OF WHAT THEY NEED
RELATED TO THEIR JOBS. UM, IN
ADDITION TO THAT, THERE'S A REAL
FOCUS. THIS BUILDS ON THE A B
928 RECOMMENDATIONS THAT WE NEED
A MECHANISM FOR ESTABLISHING
EQUIVALENCIES BETWEEN LEARNING
THAT MIGHT HAPPEN IN ONE VENUE
THAT COULD THEN BE APPLIED TO
ANOTHER. SO YOU COULD IMAGINE A
FRAMEWORK IN WHICH WE'VE GOT A
CLEAR WAY TO EVALUATE THE
EXPERIENCE THAT YOU LEARNED AS A
FIELD MEDIC IN THE MILITARY
RELATE THAT TO EM Tð COURSEWORK
THAT YOU MIGHT TAKE IN COMMUNITY
COLLEGES AND HAVE THAT
RECOGNIZED TOWARD A BACHELOR'S
DEGREE IN AN ALLIED HEALTH
RELATED, UM, PATHWAY, BUT WE A
MECHANISM THAT WOULD DO THAT.
AND IN THAT WE NEED TO MAKE SURE
THAT WE'VE GOT THE ABILITY TO
PASS INFORMATION ABOUT RELEVANT
SKILLS. UM BETWEEN, UM EDUCATION
PROVIDERS, AND SO WE'RE LOOKING
AT SCALING EACH TRANSCRIPT
CALIFORNIA, WHICH IS AN
EXISTING, STATE FUNDED PLATFORM
TO DO THAT. UM OTHER IDEAS ARE
THAT WE WOULD NEED TO COORDINATE
OFFERINGS AT THE REGIONAL LEVEL
TO BE ABLE TO RESPOND TO LABOR
MARKET DEMAND, SO THAT IF WE
KNOW THAT WE NEED A CERTAIN
NUMBER OF PEOPLE WITH A WITH A
PARTICULAR SKILL SET THAT THE
REGION COULD DETERMINE HOW IT
WOULD ALLOCATE THE DELIVERY OF
THAT SERVICES. AND THAT FINALLY,
UM ONE OF THE ISSUES THAT WAS
ALSO RAISED THAT IS VERY
SPECIFIC TO A PARTICULAR PATHWAY
IS THE NEED TO STRENGTHEN, UM,
TEACHER PREPARATION
OPPORTUNITIES SO THAT WE CAN
ATTRACT AND RETAIN MORE FOLKS IN
THE TEACHING FIELD. NEXT SLIDE,
PLEASE. THE THIRD CONCEPT IS
WORK BASED LEARNING AND HERE,
THERE'S A COUPLE OF DIFFERENT
IDEAS. ONE IS CREATING STRONGER
INCENTIVES, BOTH FOR EMPLOYERS
AND FOR EDUCATION AGENCIES TO DO
THIS WORK. THE SECOND IS TO MAKE
SURE THAT WE CAN GIVE MORE
OPPORTUNITIES FOR PEOPLE TO GET
EITHER ACADEMIC CREDIT OR
PAYMENT FOR PARTICIPATING IN
WORK BASED LEARNING, WHICH IS
IMPORTANT BECAUSE RIGHT NOW
DOING WORK BASED LEARNING IS
OFTEN TREATED AS A VOLUNTEER
OPPORTUNITY THAT PUTS IT OUT OF
REACH OF LOW INCOME FOLKS WHO
HAVE TO HAVE A JOB IN ADDITION
TO GOING TO SCHOOL. AND FINALLY,
WE NEED TO BE MAKING SURE THAT,
UM OTHER TYPES OF APPLIED
LEARNING LIKE, UM, FELLOWSHIPS,
UM, RESEARCH PROJECTS THAT WERE
CLEARLY LINKING THOSE BACK TO
CAREER OPPORTUNITIES. AND THEN
OUR FINAL AREA HAS TO DO NEXT
SLIDE, PLEASE. HAS TO DO WITH
THOSE, UM, WAYS THAT WE CAN
GENERATE MORE ACCESS. AND HERE
WE'VE GOT A VARIETY OF DIFFERENT
CONCEPTS. UM, SOME OF THIS IS
ABOUT MAKING SURE THAT WE'RE
MORE FULLY TAKING ADVANTAGE OF
THE COLLEGE SAVINGS PROGRAMS
THAT THE GOVERNOR'S INTRODUCED
ANOTHER IS LOOKING AT WAYS THAT
WE HAVE BETTER FINANCIAL
SUPPORTS FOR ADULT LEARNERS WHO
MAY NOT BE CURRENTLY ELIGIBLE
FOR SOME TYPES OF AID. WE DO SEE
THAT SHORT TERM PAL IS MOVING AT
THE FEDERAL LEVEL. WE COULD
MAYBE TAKE THAT AS A MODEL FOR
CALIFORNIA. UM HAVING MORE WAYS
TO SUPPORT UNDOCUMENTED STUDENTS
, UM, HAVING MORE WAYS THAT WE
ARE RECOMMENDING PEOPLE INTO
PUBLIC BENEFIT PROGRAMS AND
FINALLY MAKING SURE THAT WE'RE
USING SORT OF UNIVERSAL DESIGN
PRINCIPLES, AS WERE DESIGNING,
UM, ACCESS TO MAKE SURE THAT
EVERYONE CAN PARTICIPATE. SO I
REALIZED THIS WAS A VERY DENSE
AMOUNT OF INFORMATION FOR ME TO
DELIVER IN A SHORT PERIOD OF
TIME. UM, BUT THAT'S BASICALLY
THE CONCEPTS THAT ARE UNDER
CONSIDERATION FOR THE CAREER
EDUCATION MASTER PLAN AND WE
LOOK FORWARD TO BEING ABLE TO
PROVIDE MORE SPECIFIC PROPOSALS
WHEN THE FIRST DRAFT IS READY IN
JULY. THANK YOU, AND
UNFORTUNATELY, WE DO NOT HAVE
YOUR PRESENTATION AND SO WE
FOLLOW ALONG AS WE WERE ABLE TO
SEE THE SLIDES. I KNOW I JOTTED
DOWN SOME QUESTIONS AND I MIGHT
BE JUMPING AROUND AS I ASKED HIM
BECAUSE I DIDN'T HAVE THEIR
AGAIN YOUR SLIDES HERE, BUT, UM,
MAYBE I'LL START WITH THE LAST
SLIDE THAT YOU HAD UP ON ON THE
CONCEPT OF ACCESS. UH AND YOU
THERE'S TWO THAT CAUGHT MY
ATTENTION WORK THAT CERTAINLY IS
OF INTEREST TO ME AND THAT I'M
TRYING TO DO SOME WORK AROUND,
WHICH IS ONE WAS FINANCIAL
SUPPORTS FOR ADULT LEARNERS. AND
I'M JUST CURIOUS. WHAT KIND OF
FEEDBACK YOU'VE RECEIVED AROUND
THAT AND WHETHER, UM WHETHER THE
CONVERSATION HAS ALL BEEN
AROUND. CAL GRANT REFORM, WHICH
CERTAINLY FOCUSES ON FINANCIAL
SUPPORT FOR, UM LEARNERS WHO
AGED OUT OF THE CURRENT CAL
GRANT SYSTEM, OR WHO SKIPPED
OVER A YEAR BETWEEN HIGH SCHOOL
AND COLLEGE AND ARE ALSO UH
PERHAPS NOT ELIGIBLE FOR, UH,
FINANCIAL AID. IS THAT AT ALL
PART OF THE CONVERSATIONS OR OR
I DON'T KNOW IF YOU'VE BEEN ABLE
TO HOW MUCH YOU'VE TRACKED ALL
THIS FEEDBACK THAT YOU'VE, UH,
HAD THE SPECIFIC ISSUES THAT YOU
RAISED WERE RAISED IN THE
COMMENTS THAT WERE SENT IN TO
THE GOVERNOR'S OFFICE. SO UM,
YOU'RE NAMING THINGS THAT ARE
VERY MUCH ALIGNED WITH THE TYPES
OF PROBLEMS THAT WE'RE LOOKING
FOR SOLUTIONS FOR RIGHT NOW. AND
THEN THE OTHER ONE THAT CAUGHT
MY ATTENTION. UH SOMETHING ELSE
I'M WORKING ON. WHICH WAS, UM
UH, FINANCIAL OPPORTUNITIES FOR
UNDOCUMENTED STUDENTS. AND ON
THAT FRONT, UM, THE OPPORTUNITY
FOR POTENTIALLY OUR, UH, COLLEGE
SYSTEMS TO EMPLOY UNDOCUMENTED
STUDENTS. IT'S SOME. IT'S A
POLICY I'M WORKING ON. BUT
CERTAINLY, UM FOUND THAT
INTERESTING. WHAT IS THE
FEEDBACK THAT YOU RECEIVED FOR
THAT SPECIFIC BULLET POINT THAT
YOU OUTLINED AGAIN. MOST OF WHAT
WE HEARD WERE PEOPLE
ARTICULATING THE FACT THAT THIS
WAS A REAL CHALLENGE AND LOOKING
FOR SOLUTIONS TO BE ABLE TO MAKE
IT POSSIBLE FOR SO THERE WERE NÓ
SOLUTIONS PROPOSED OR ID IDEAS.
IT WAS MORE. THIS IS AN ISSUE
AND A CONCERN IN THE IN THE
ORIGINAL SET OF RECOMMENDATIONS
THAT WE GOT. IT WAS MORE JUST
RAISING THE ISSUE. SO WHAT WE'RE
CURRENTLY DOING IS RESEARCHING
POSSIBLE SOLUTIONS. IN ADDITION
TO RECRUITING, UM, IN THE FIELD
FOR FOLKS THAT MIGHT HAVE
SOLUTIONS, OK? UM ON THE SKILLS,
UH OR THE CONCEPT OF SKILLS, BUT
THEN YOU ALSO HAVE THE CONCEPT
OF WORK BASED LEARNING. I NOTED
THAT YOU TALKED ABOUT BEGINNING
AS EARLY AS MIDDLE SCHOOL, WHICH
IS CERTAINLY THE RIGHT AGE GROUP
TO BEGIN THAT WITH. BUT WHAT
ABOUT IN COMMUNITIES WHERE WE
DON'T HAVE LARGE EMPLOYERS WHO
ARE THE ONES WHO TYPICALLY
PARTICIPATE IN THOSE
OPPORTUNITIES. I CERTAINLY
REPRESENT THAT VAST MAJORITY OF
MY DISTRICT, YOU KNOW MOST
PEOPLE UH, COMMUTE TO GO TO WORK
BECAUSE YOU DON'T HAVE THE
EMPLOYMENT, UH, CENTERS THAT
THAT OTHER PARTS OF THE STATE
HAVE AND SO WHAT ARE SOME OF THE
WAYS THAT PEOPLE HAVE EXPRESSED
THE ABILITY FOR PEOPLE TO HAVE
THOSE TYPES OF FOR STUDENTS TO
HAVE WORK BASED LEARNING.
ESPECIALLY LIKE AT A MIDDLE
SCHOOL. UM, AGE WHERE, YOU KNOW
TRAVELING IS NOT REALLY AN
OPTION FOR THOSE STUDENTS. SO UM
, WE BOTH HEARD FROM A NUMBER OF
PEOPLE THAT ACCESS TO WORK BASED
LEARNING, ESPECIALLY IN RURAL
AREAS CAN BE VERY DIFFICULT
BECAUSE OF THE NATURE OF
EMPLOYMENT. SO THAT WAS AN ISSUE
THAT WAS FLAGGED RELATED TO THE
MIDDLE SCHOOL PARTICIPATION. UM
SOME OF THE OTHER SUGGESTIONS
THAT WE GOT WAS TO LOOK AT THE
BROAD DEFINITION OF WORK BASED
LEARNING, WHICH DOESN'T ALWAYS
MEAN BEING DIRECTLY ON A WORK
SITE AND COMING UP WITH OTHER
WAYS THAT YOU COULD PROVIDE
EXPOSURE TO THE NATURE OF WORK
IN VARIOUS CONTEXTS, UM, TO
PROVIDE OPPORTUNITIES FOR
STUDENTS TO LEARN ABOUT. ABOUT
DIFFERENT OCCUPATIONS THAT THEY
MIGHT NOT BE AWARE OF. SO I
THINK THAT AS WE'RE FLESHING OUT
WHAT IT MIGHT LOOK LIKE I MEAN,
ONE THING THAT WAS CRYSTAL CLEAR
IS SO MANY PEOPLE SAID THAT THIS
HAS TO START IN MIDDLE SCHOOL,
AND SO AS WE'RE LOOKING AT
EXEMPLARS FROM AROUND THE STATES
, I KNOW THAT THERE ARE YOU KNOW
L A THAT ARE ALREADY MOVING
FORWARD ON THIS THAT WE CAN
BRING FORWARD POTENTIAL MODELS
AND LOOK AT WAYS THAT THOSE
COULD BE SCALED. OK YEAH, IT'S
BE INTERESTED IN SEEING THOSE. I
KNOW. THERE ARE ALSO SOME, UM,
ALTERNATIVE. UH UH. EDUCATION
MODELS, SUCH AS THERE'S ONE
NATIONAL NETWORK CALLED THE
CRISTO REY NETWORK OF SCHOOLS,
WHICH I THINK WE HAVE ONE IN
SACRAMENTO. ACTUALLY WE HAVE ONE
IN SAN DIEGO, WHERE I'M FROM,
UH, WHERE STUDENTS SPEND, UM AT
LEAST I THINK IT'S ONE DAY A
WEEK OUT OF WORKPLACE. I KNOW I
HAVE A STUDENT IN MY OFFICE DOWN
IN SAN DIEGO AND, UM, GETTING
EXPOSURE TO DIFFERENT CAREERS,
AND, UH AND SO THAT THAT'S
CERTAINLY I THINK IT'S BEEN
DONE. IT'S POSSIBLE SO HOPEFULLY
IT CAN BECOME MORE AVAILABLE. UM
I. I ALSO JUST WANTED TO MAKE A
COMMENT THAT I NOTED THAT YOUR
CONVENING IN THE SOUTH BORDER
AREA WAS IN IMPERIAL COUNTY. UM
I MAKE A PLUG TO, UM, HAVING A,
UH, SOME SORT OF INVITATION FOR
SAN DIEGANS TO PARTICIPATE. THEY
ARE TWO VERY DIFFERENT BORDER
COMMUNITIES. THERE ARE A LOT OF
SIMILARITIES BUT IN TERMS OF
BEING ABLE TO PARTICIPATE, UM IN
THE ISSUES THAT EACH COMMUNITY
FACE ARE ARE DIFFERENT, AND SO
I'D ASK THAT YOU, UH, THINK
ABOUT HOW YOU, UH, ENGAGE THE
SAN DIEGO COMMUNITY IN, UH,
FUTURE. NATIONS. AND THEN I ALSO
HEARD YOU MENTION NOW GETTING TO
JUST THE OVERALL MASTER PLAN. I
THINK THAT'S WHERE MY COLLEAGUES
WILL HAVE A LOT OF QUESTIONS,
AND I'LL JUST KICK IT OFF WITH
WITH TWO AND THEN PASS IT ON, UM
YOU TALKED ABOUT A JUNE IN JUNE.
IMPLEMENTING IDEAS IS WHAT I
THINK I HEARD YOU SAY, BUT THEN
I ALSO HEARD YOU SAY THE FIRST
DRAFT OF THE MASTER PLAN IN JULY
WITH AGAIN THAT, UH, DIFFICULT
FOR US TO SEE CHART OF YOUR
TIMELINE. I THINK, UH, YOU HAD,
YOU KNOW, A FEEDBACK AND AT SOME
POINT LATER IN A FEW MONTHS
AFTER THAT, HAVING THE ACTUAL
MASTER PLAN, SO I GUESS THE
QUESTION NOW MORE MORE DIRECTLY
TO OUR WORK AS A LEGISLATURE.
UM, DO YOU THINK AND MAYBE
CHRIS, YOU MIGHT BE ABLE TO BE
MORE HELPFUL. ANSWER THIS. WILL
THERE BE PROPOSALS IN JUNE? UM
WHEN BUDGET YOU KNOW, TIME COMES
AROUND, UH, LEGISLATIVE
PROPOSALS THAT WE SHOULD BE
EXPECTING IN JUNE OR SHOULD WE
EXPECT ANY FOR END OF SESSION
GIVEN THAT THE DRAFT WILL BE IN
JULY? OR DO YOU ANTICIPATE
LEGISLATIVE? UM, ACTION? MAYBE
FOR NEXT YEAR. WHAT? WHAT IS
YOUR THINKING AT THE MOMENT? I
WOULD, UH I WOULD LIKELY, UH,
SAY THAT IT WOULD BE NEXT YEAR.
UM, I THINK THE FINAL VERSION OF
THE REPORT WON'T COME OUT UNTIL
OCTOBER, UM, WHICH IS AFTER THE
END OF SESSION, SO WE REALLY
WOULD BE LOOKING AT THE NEXT
YEAR'S BUDGET CYCLE. THE NEXT
YEAR'S LEGISLATIVE CYCLE. UM
WHAT? WHAT I. I KNOW IT'S YOU'RE
REVIEWING, AND YOU HAVE A PUBLIC
PROCESS, WHICH I APPRECIATE, BUT
CAN YOU GIVE US A FLAVOR OF
PERHAPS WHAT THE LEGISLATURE
WOULD BE ASKED TO DO BOTH ON
POLICY AND OBVIOUSLY FOR
PURPOSES OF THIS MINI I CHAIR,
UM ON THE BUDGET SIDE. WHAT?
WHAT KIND OF IMPLICATIONS ARE WE
TALKING ABOUT? YEAH, I THINK
IT'S A BIT TOO PREMATURE TO GET
INTO SPECIFICS OF WHAT WE MIGHT
BRING FORWARD OR WHAT WE MIGHT
PROPOSE, UM, FOR THE
LEGISLATURE'S CONSIDERATION, BUT
THEY REALLY WOULD BE FOCUSED ON
SOME OF THESE BROADER CONCEPTS
OF YOU KNOW, HOW DO WE TRY TO
EMBED WORK BASED LEARNING
OPPORTUNITIES? HOW DO WE BETTER
ENABLE CO ORDINATION BETWEEN THE
SEGMENTS AND EMPLOYERS AND
TRAINING PROVIDERS? UM HOW DO WE
, UH, FOCUS ON TRYING TO ENSURE
THAT STUDENTS HAVE AS BROAD
ACCESS TO PROGRAMS. UM AND
SUPPORTS AND BENEFIT PROGRAMS
THAT ARE OUT THERE. UM, SO THOSE
ARE SORT OF THE BROAD CONCEPTS
BUT I. I DON'T THINK THERE'S ANY
ONE SPECIFIC IDEA THAT WE COULD
SAY. YOU KNOW, EXPECT THIS TO
OCCUR OR TO BE PROPOSED BY THE
ADMINISTRATION IN A GIVEN TIME
PERIOD. THEY, UH DEFER TO UH,
KATHY AS WELL. UM I JUST SIMPLY
WANTED TO SHARE THAT WE'VE BEEN
ENGAGING THE LEGISLATIVE STAFF
FROM THE VARIOUS COMMITTEES, UM
FROM THE BEGINNING OF THE
PROCESS, AND WE ARE GOING TO BE
HOLDING QUARTERLY MEETINGS WITH
THOSE FOLKS TO MAKE SURE THEY'RE
AWARE OF THE IDEAS AS THEY BEGIN
TO DEVELOP STEAM. UM OUR
INTENTION IS TO HAVE THE PROCESS
BE AS TRANSPARENT AS POSSIBLE,
SO WE WILL BEGIN SHORTLY TO POST
THE IDEAS THAT ARE COMING OUT OF
THE REGIONAL CONVENING SO THAT
THEY'RE VISIBLE FOR EVERYBODY TO
TAKE A LOOK AT. UM AND I THINK
THAT THE INTENTION REALLY IS TO
HAVE THIS BE A TRUE PARTNERSHIP.
UM SO I, YOU KNOW, I'VE TALKED A
BIT. WE'RE TALKING ABOUT
LEGISLATION, BUT THERE'S ALSO
WAYS THAT WE'RE ENGAGING THE
PARTICULAR YOU KNOW, AGENCIES
THAT WOULD BE AFFECTED BY THIS,
SOME OF WHOM ARE ALREADY MOVING
THINGS FORWARD. SO, FOR EXAMPLE,
A TRANSCRIPT CALIFORNIA IS A
PRODUCT OF THE CALIFORNIA
COMMUNITY COLLEGE CHANCELLOR'S
OFFICE AND THEY ARE ALREADY
MOVING ALL SORTS OF THINGS TO
MAKE IT POSSIBLE FOR US TO BE
ABLE TO TRANSCRIPT LEARNING, SO
SOME OF THIS WILL HAPPEN IN THE
LEGISLATIVE LEGISLATIVE PROCESS,
BUT BECAUSE THIS IS DEEPLY TIED
TO THE COMPACTS AND THE ROAD
MAP, I WOULD EXPECT WE WOULD SEE
ACTIONS COMING FROM A VARIETY OF
PLACES. OKAY I'M GONNA TURN IT
OVER TO OUR COLLEAGUES. UM FOR
NOW. CHAIR. THANK YOU VERY MUCH.
UM AND THANK YOU, MISS BOOTH
FOR, UH, UM, EMPHASIZING
PARTNERSHIP II. I KNOW THAT, UH,
ML FROM THE EDUCATION COMMITTEE
HAS BEEN INVOLVED IN SOME OF
THOSE BRIEFINGS. AND SO, UH, AND
I LOOK FORWARD TO, UH, CONTINUE
TO ENGAGE. YOU KNOW, I COME FROM
THE PERSPECTIVE WHERE I THINK
I'M ONE OF THE FEW IN THE
LEGISLATURE. UH, THAT, UH SO THE
TRANSITION FROM THE CATEGORICAL
èC Tð PROGRAMS TO, UH THE LOCAL
CONTROL FUNDING FORMULA THAT WAS
ADOPTED IN 2013. AND AND SO I. I
KNOW NOT ONLY AS A FORMER RR Ó
èC P TRUSTEE, BUT, UH AS A FROM
MY EXPERIENCE HERE IN THE
LEGISLATURE THAT THE FUNDING
DRIVES A LOT OF THE UH, THE
REALITIES THAT THE PROVIDERS UM
SEE AND YOU KNOW WHERE AND SO
YOU KNOW, IT'S GOOD TO HEAR THAT
YOU'RE YOU'RE GOING DIRECTLY TO
THE PROVIDERS TO WORK WITH THEM,
YOU KNOW, HOPEFULLY TO HAVE,
LIKE, ALMOST LIKE A BOTTOM UP
APPROACH TO INFORM THE MASTER
PLAN. UM BUT I YOU KNOW, GIVEN
MY EXPERIENCE, I'M I'M I'M VERY
CONCERNED ABOUT HOW THE MASTER
PLAN MAY THE FINE TOP DOWN, UH,
WHAT THE PROVIDERS HAVE TO DEAL
WITH, UM SPECIFICALLY ONE ISSUE
THAT I BELIEVE, UH, THERE'S A
SLIDE. UM UH, THAT, UH, YOU, UH,
YOU, UH, PROVIDE ON THE SCREEN,
BUT THE THAT, UH, YOU HAD
PROVIDED TO STAFF EARLIER. UH,
YOU IDENTIFIED SEVERAL ISSUES
AND MS BOOTH AND ONE OF THE
ISSUES IS THAT, UH, EDUCATION
AND TRAINING PROGRAMS WITH
SIMILAR GOALS ARE FUNDED THROUGH
NUMEROUS AGENCIES. UH, FUNDING
AND GRANT PROGRAMS WHICH TIES
INTO MY, UH, EARLIER COMMENTS
ABOUT, UH, YOU KNOW? WHY IS IT
THAT THE THAT THE Kò 12 èC Tð
PROGRAM IS SPLIT UP FROM THE, UM
THE COMMUNITY COLLEGE
ADMINISTERED A PORTION OF THE A
12 STRONG WORKFORCE PROGRAM. IT
SOUNDS LIKE, UH, THE MASTER PLAN
IS GOING TO BE ADDRESSING THAT
AS WELL AS MANY OTHER ISSUES TO
TRY TO STREAMLINE THE OVERALL
PROCESS BECAUSE YOU EITHER MR
FERGUSON OR MS BOOTH COMMENT ON
THAT. YEAH, I THINK YOU KNOW.
CERTAINLY WE'LL LOOK AT SOME OF
THOSE PARTICULAR SPECIFICS, BUT
IT IT GOES INTO A MUCH BROADER
REALM IN THAT WE CAN OFTEN SEE
IN THE BUDGET WE WILL PUT IN
RESOURCES IN, SAY, THE HEALTH
AND HUMAN SERVICES ARENA FOR
WORKFORCE DEVELOPMENT AND FOR
WORKFORCE TRAINING. WE MAY DO
SOMETHING SIMILAR AND SAY THE
PUBLIC SAFETY ARENA, THE LABOR
AND, UH, ENERGY AND RESOURCES
ARENAS, THE EDUCATION ARENAS,
AND I THINK THAT'S SORT OF WHAT
WE'RE THINKING ALONG THE LINES
OF IS IT BROAD CONCEPT OF WE'RE
ALL TRYING TO ADDRESS SIMILAR
PROBLEMS IN MULTIPLE AREAS OF
THE BUDGET. IT'S NOT JUST
EDUCATION FOCUSED, AND IT'S HOW
CAN WE MAKE SURE WE'RE ALIGNED
AND CO ORDINATED AS BEST WE CAN
BE AND HOW WE'RE OFFERING THOSE
OPPORTUNITIES? HOW WE'RE IN
SENDING THE PROGRAM DEVELOPMENTS
. YOU KNOW HOW WE'RE TRYING TO
MAKE SURE THAT WE MIGHT NOT BE
DUPLICATING, UM A PARTICULAR
FOCUS BETWEEN SAY, UH, HEALTH
CARE. UH, THROUGH, UH, A HUMAN
SERVICES OR HEALTH AND HUMAN
SERVICES PROGRAM VERSUS HEALTH
CARE PROGRAMS THAT ARE OFFERED
BY OUR COMMUNITY COLLEGE SYSTEM.
OUR INDEPENDENT UNIVERSITIES AND
COLLEGES OR THE èC, S¼, U AND U
èC AND IT IT'S REALLY SOME OF
THAT BROAD THINKING THAT WE'RE
TRYING TO HAVE A FOCUS ON. LET'S
JUST MAKE SURE WE'RE AS
COORDINATE AND FOCUSED AS WE CAN
BE KNOWING THAT WE HAVE A
PLETHORA OF PROGRAMS, BUT I CAN
ALSO SAY TO YOUR POINT WE ARE
AWARE AND SAY THE COMMUNITY
COLLEGE SYSTEM WE HEAR THIS
QUITE OFTEN FROM, UM, OUR AND
OUR ADMINISTRATORS THAT IT IS
DIFFICULT WHEN THEY HAVE 70
DIFFERENT PROGRAMS TO TRY AND
BLEND AND BRAID ALL OF THOSE
PROGRAMS TOGETHER, UM INTO ONE
COHESIVE APPROACH THAT BEST
SERVES THE STUDENTS ON THEIR
CAMPUSES. UM BUT I, I WILL SAY
ALL OF THOSE PROGRAMS HAVE BEEN
ESTABLISHED AND FUNDED BECAUSE
THEY WERE WELL INTENDED. THEY
WERE INTENDED TO ADDRESS
SPECIFIC PROBLEMS THAT WE WERE
SEEING ON CAMPUSES. UM, BUT IN
DOING SO IN ADDRESSING THOSE
CHALLENGES AND TRYING TO BEST
SERVE STUDENTS. UM IT ALSO
CREATES SOME ADMINISTRATIVE
HURDLES THAT CAN BE DIFFICULT TO
WORK THROUGH. ALL RIGHT. THANK
YOU. WELL, III. I LOOK FORWARD
TO, UM THE MASTER PLAN CONTINUES
TO BE DEVELOPED, AND AGAIN, I
WOULD URGE THAT YOU HE FRONT AND
CENTER. THE PERSPECTIVES OF THE
PROVIDERS, UH, YOU KNOW WHO ARE
ACTUALLY IMPLEMENTING THE
PROGRAMS. UM AND THE EXAMPLE OF
MR FERGUSON. YOU TALKED ABOUT
HOW THEY WERE WELL INTENDED, BUT
THEN THERE'S WHAT'S WELL
INTENDED AND WHAT WHAT IS
IMPLEMENTED AND YOU KNOW, I ONE
OF THE CHALLENGES AS YOU MAY
RECALL, MR FERGUSON THAT I SAW
IN TERMS OF THE CHANGE IN THE
èC Tð PROGRAMS FROM CATEGORICAL
TO THE L èC FF PROGRAMS WAS
THAT IT? UNDERMINED REGIONAL. UH
YOU KNOW, II. I KNOW THAT
GOVERNOR BROWN WAS CHAMPIONING
THE REGIONAL WORKFORCE
DEVELOPMENT PERSPECTIVE, YOU
KNOW THAT, UH, WORKFORCE NEEDS
ARE REGIONAL. AND SO WE SHOULD
BE HAVING THESE SILOED
APPROACHES. WE SHOULD HAVE A AAA
BIGGER REGIONAL, UH, APPROACH TO
ADDRESSING WORKFORCE NEEDS,
WHICH YOU KNOW COMPLETELY MAKES
SENSE ON A THEORETICAL LEVEL.
BUT WHEN THE WHEN THE CITY
GRANTS WERE GOING TO, YOU KNOW,
WAIT WHEN INDIVIDUAL SCHOOL
DISTRICTS WERE ELIGIBLE FOR THE
èC A GRANTS THAT INCENTIVIZE
THE SCHOOL DISTRICTS TO CREATE
THEIR OWN. PROGRAMS UH, AT THE
EXPENSE OF THE REGIONAL PROGRAMS
, UH, LIKE THE SOUTHERN
CALIFORNIA REGIONAL OCCUPATIONAL
CENTER, YOU KNOW THAT HAD YOU
KNOW USING THE COMBINED, UH,
ECONOMIES OF SCALE OF, OF, UH
SIX SCHOOL DISTRICTS
PARTICIPATING IN THE REGIONAL
PROGRAM. THEY WERE ABLE TO, YOU
KNOW, BUY EXPENSIVE èC Tð
EQUIPMENT THAT YOU KNOW
INDIVIDUAL SCHOOL DISTRICTS
WOULD NOT BE ABLE TO AFFORD IT.
IT DOESN'T MAKE SENSE FOR EACH
SEPARATE SCHOOL DISTRICT TO
HAVE, YOU KNOW, UH, EXPENSIVE.
èC Tð. UH UH, YOU KNOW,
EQUIPMENT. AND SO I AGAIN, II. I
HOPE THAT YOU'LL YOU'LL KEEP IN
MIND. UM THE ACTUAL LIVED
EXPERIENCE OF THE IMPACT OF, YOU
KNOW, GOING FROM THE CATEGORICAL
THAT THAT SUPPORTED THE REGIONAL
PROGRAMS IT BASICALLY
BALKANIZING, YOU KNOW, UM YOU
KNOW THESE THESE SEPARATE
EFFORTS BECAUSE EVERY YOU KNOW
THERE'S A REASON WHY SILOS EXIST
, RIGHT? I MEAN SILOS EXIST
BECAUSE PEOPLE WANT TO GET THEIR
OWN FUNDING AND THEN THEY THEY
WANT TO PROTECT IT FROM FROM E.
ELSE YOU KNOW, FROM THE
COMPETITION, AND SO, UM, III, I
WOULD URGE THE, UM UH, MASTER
PLAN, UH, DEVELOPMENT EFFORTS
TO, UH THINK ABOUT HOW THE
FUNDING DRIVES? UH, YOU KNOW
THAT AND THAT KIND OF BALKANIZED
EFFORT VERSUS YOU KNOW TO HOW DO
YOU INCENTIVIZE THE REGIONAL SO
THAT YOU GET BEYOND THE NATURAL
INCLINATION FOR SEPARATE LE A S¼
TO BALKANIZE, YOU KNOW TO GO
BACK INTO THE, UH, AGE OLD AGE.
FAMILIAR UH, YOU KNOW, SILO, UH,
EFFECT. UM YEAH, THAT'S MY, UH,
QUESTIONS FOR THANK YOU,
CHAIRMAN IN MB. THANK YOU CHAIR
AND THANK YOU FOR PULLING THIS
TOGETHER. I THINK, UH, I HAVE A
POTENTIALLY PRETTY BASIC
QUESTION, WHICH IS TO WHAT
EXTENT DID WE START WITH THE END
IN MIND IF THE IF THE OVERALL
GOAL WAS THERE AN OVERALL GOAL
GOAL THAT WAS EVER ARTICULATED
THAT SAID, YOU KNOW, FROM A
WORKFORCE PIPELINE STANDPOINT,
IN ORDER TO BE ABLE TO MAKE SURE
THAT WE HAVE A THRIVING
CALIFORNIA WE NEED 26,000 Tð Kò
TEACHERS BY 2030 OR 79,000
HEALTH CARE PROVIDERS ANNUALLY
IN ORDER TO BE ABLE TO ENSURE
THAT WE HAVE ENOUGH HEALTH CARE
PROVIDERS TO BE ABLE TO SUPPORT
OUR SYSTEM. WAS THERE ANY KIND
OF PROJECTION AROUND WORKFORCE
NEEDS OVER THE NEXT DECADE THAT
DROVE THE MASTER PLAN
DELIVERABLES. YEAH I. I DON'T
THINK THERE WERE ANY SPECIFIC
DATA POINTS THAT WE LOOKED AT.
RATHER WE KNOW WITHIN, UM THE
LABOR MARKET RIGHT NOW IN
MULTIPLE AREAS AND MULTIPLE
SECTORS OF THE ECONOMY, THAT
THERE ARE WORKFORCE CHALLENGES
THERE ARE WORKFORCE NEEDS. UM WE
TRIED TO ARTICULATE THEM AS BEST
WE COULD. WHEN WE WERE
DEVELOPING THE COMPACTS WITH U
èC AND èC S¼ U IN THE ROAD MAP
WITH THE COMMUNITY COLLEGES AND
THAT WE KNOW THEIR NEEDS IN
HEALTH CARE. WE KNOW THERE ARE
NEEDS IN EDUCATION. WE KNOW
THERE ARE NEEDS IN UM SOCIAL
WORK. WE KNOW THAT THERE ARE
NEEDS IN, UM RESOURCES IN
COMPUTER SCIENCE THAT WE KNOW
THAT THERE ARE NEEDS IN MULTIPLE
INDUSTRIES THROUGHOUT, UM THE
STATE AND I THINK ONE OF THE
OVERARCHING THINGS THAT WE'RE
TRYING TO DO HERE IS TO SAY,
RECOGNIZING THAT WE HAVE THESE
NEEDS RECOGNIZING THAT IT CAN BE
CHALLENGING FOR STUDENTS AND
EMPLOYERS TO UNDERSTAND WHAT
SKILLS THEY HAVE OR WHAT SKILLS
THEY NEED, UM, AND TO RAPIDLY
ADJUST TO MEET THOSE NEEDS AND
TO BE ABLE TO DISPLAY THAT YOU
HAVE THOSE SKILLS TO MEET THOSE
NEEDS. UM, THAT'S SORT OF THE
PREM WHERE WE'RE COMING FROM, UM
AND WE'VE HEARD, YOU KNOW MANY
TIMES OVER THE YEARS, IT IS
CHALLENGING FOR SCHOOLS AND
COLLEGES AND UNIVERSITIES AND
OUR EMPLOYERS TO WORK TOGETHER
BECAUSE THERE ARE JUST SO MANY
SCHOOLS. THERE ARE NUMEROUS
COMMUNITY COLLEGES. WE HAVE 20
THREE èC S¼ U CAMPUSES 10 U èC
CAMPUSES, AND IT'S HARD TO
ENGAGE AT A LEVEL WHERE YOU CAN
DO A CAMPUS BY CAMPUS OR SCHOOL
SITE BY SCHOOL SITE, UM, EVEN
DISTRICT BY DISTRICT, SO WE'RE
TRYING TO BE A STUDENT FOCUSED
AND EMPLOYER FOCUSED AS WE CAN
TO ADDRESS A PLETHORA OF NEEDS
THAT WE KNOW ARE OUT THERE, BUT
WE DIDN'T HAVE A SPECIFIC DATA
POINT FOR EACH ONE. WE JUST KNEW
GLOBALLY THAT THERE ARE
WORKFORCE CHALLENGES RIGHT NOW.
I PRETTY CONCERNED ABOUT THAT
RESPONSE. TO BE HONEST WITH YOU,
I THINK, UH, PARTICULARLY IN
HUMAN CENTERED DESIGN. WE YOU
OFTEN NEED TO BE ABLE TO START
WITH THE GREAT AMOUNT OF
SPECIFICITY AROUND THE PROBLEM
THAT YOU ARE TRYING TO SOLVE,
AND I THINK GETTING A CLEAR
SENSIBILITY AROUND THE SPECIFIC
WORKFORCE PIPELINE ISSUES THAT
WE HAVE YOU KNOW, BUY INDUSTRY
UH, IN ORDER TO BE ABLE TO
DRIVE. MORE COHERENT APPROACH TO
ESSENTIALLY WORKFORCE
DEVELOPMENT SO THAT CALIFORNIA
IS ESSENTIALLY GROWING ITS OWN,
UH, TO BE ABLE TO FILL THE NEEDS
THAT WE HAVE. WOULD SEEM LIKE
THE STARTING POINT OF WHAT WE
WOULD WANT AS A DELIVERABLE FOR
THE MASTER PLAN, AND THAT WOULD
THEN ALLOW US TO BE ABLE TO BE
ABLE TO PREVENT THE KIND OF
BALKANIZATION THAT I THINK, UH,
OUR CHAIR WAS TALKING ABOUT
WHICH I FUNDAMENTALLY AGREE WITH
IF YOU HAVE THE ABILITY TO
ESSENTIALLY SAY, YOU KNOW, YOU
èC S¼ U. BASED HERE CAN FOCUS
ON THIS PARTICULAR AREA OR
EMPHASIZE THIS PARTICULAR AREA
AS A WAY TO BE ABLE TO GROW. A
PARTICULAR POPULATION SPECIALIZE
IN, UM IN COGNITIVE BEHAVIORAL
THERAPY, OR WHATEVER THE THING
MIGHT BE, SO THAT WE ACTUALLY
HAVE THE ABILITY TO LEVERAGE THE
ASSETS OF EVERY SINGLE REGION IN
A WAY THAT IS MUCH MORE, UH,
THOUGHTFUL AND DELIBERATE. TO BE
ABLE TO ADDRESS OUR OVERALL NEED
I SO I'M I'M NOT REALLY SEEING E
EVEN IN THE STAKEHOLDER, UH,
LISTING THE WAYS IN WHICH OUR
èC S¼ U S¼ OR COMMUNITY
COLLEGES. OUR, UH OUR, UH,
EDUCATIONAL SYSTEMS ARE BEING
DRIVEN TOWARDS A PARTICULAR
GOAL. AS OPPOSED TO JUST A BROAD
SENSE OF CHILDREN, STARTING A Tð
THE AGE OF MIDDLE SCHOOL NEED TO
BE CONNECTED UP TO THE IDEA OF
WORK. UM I THINK THAT ONE OF THE
CHALLENGES IS THAT IN TRYING TO
CONDENSE A FAIRLY COMPLICATED
DOCUMENT, IT MAY HAVE CAUSED ME
TO FOCUS MORE ON SOME USE CASES
MORE THAN OTHERS, SO I CAN
TOTALLY SEE WHY THAT WOULD BE A
CONCERN. I THINK THAT THE
UNDERLYING ISSUE THAT IS DRIVING
THIS IS THAT THERE ARE AN
ENORMOUS NUMBER OF CALIFORNIANS
WHO ARE ADULTS WHO DO NOT HAVE A
POST SECONDARY CREDENTIAL. AND
THEN UNFORTUNATELY, DESPITE THE
HOPE THAT WE CAN USE SKILLS
BASED HIRING OUTSIDE OF SEVERAL
INDUSTRIES, THAT'S NOT REALLY A
REALITY. AND THAT IF WE WANT TO
CREATE EQUITABLE PATHWAYS TO
LIVING WAGE JOBS THAT WE HAVE TO
MOVE AWAY FROM THE SILOS WHERE
PEOPLE GET SORTED EARLY ON INTO
CATEGORIES FROM WHICH IT IS VERY
DIFFICULT FOR THEM TO EVER
ESCAPE. AND SO, UM, I DON'T
THINK THAT WE DID THAT SORT OF
SECTOR ANALYSIS THAT YOU'RE
IDENTIFYING A AS PART OF THE
OPENING TO IT. HOWEVER THE FOCUS
ON HAVING A STRONGER ENTITY TO
PROVIDE USABLE LABOR MARKET
INFORMATION IS PART OF THE
ENGINE TO DRIVE THE SOLUTION
THAT YOU WERE DESCRIBING. THAT
BASICALLY YOU WOULD END UP WITH
A SYSTEM THAT WOULD HAVE A
BETTER UNDERSTANDING OF THE GAPS
BETWEEN WHAT THE GOOD JOBS ARE
AND WHAT THE TRAINING
OPPORTUNITIES ARE AND WHERE
VARIOUS POPULATIONS SIT RELATIVE
TO ACCESS TO THOSE AND THAT
YOU'RE LEVERAGING THESE
INTERLOCKING SET OF SYSTEMS
STATEWIDE COORDINATING ENTITIES,
REGIONAL COORDINATING ENTITIES
TO DO THINGS LIKE REGIONAL
ENROLLMENT MANAGEMENT, SO IN THE
SOLUTIONS THAT HAVE ALREADY
EMERGED IS THIS IDEA THAT IF YOU
UNDERSTOOD WHAT WAS NEEDED IN A
PARTICULAR REGION TO FOR EXAMPLE
, BUILD OUT THE ADVANCED
MANUFACTURING SECTOR THAT YOU
COULD HAVE OPEN CONVERSATIONS
BETWEEN èC, S¼ U AND THE
COMMUNITY COLLEGES AND THE
WORKFORCE BOARDS TO SAY. WHAT
ARE THESE JOBS? WHAT ARE THE
SKILLS WHO LIVES HERE? HOW COULD
WE HELP THEM LEARN AND WHAT IS
THE RIGHT FORMAT? SO I. I THINK
OUR HOPE IS THAT WE WOULD DRIVE
TOWARDS SOMETHING LIKE YOU'RE
DESCRIBING. UM BUT I CERTAINLY
HEAR LOUD AND CLEAR THAT IF
WE'RE NOT REALLY UNDERSTANDING
THE REALITY THAT MANY
CALIFORNIANS ARE FACING ABOUT
LACK OF ACCESS TO LIVING WAGE
JOBS. WHETHER IT'S WHAT THEY'RE
TOLD WHEN THEY'RE 14 YEARS OLD
OR WHAT THEY'RE TOLD WHEN
THEY'RE 48, THEN WE'RE NOT GONNA
DESIGN THE APPROPRIATE SOLUTION,
SO I REALLY APPRECIATE THAT
INSIGHT. I MEAN, YOU'VE RAISED A
SECONDARY CONCERN. I DO REALLY
THINK THAT THE PRIMARY ISSUE IS
THAT YOU? YOU I WAS ALWAYS
TAUGHT THAT YOU START WITH THE
END IN MIND IF YOU IF YOU NEED
100,000 WORKERS OF A PARTICULAR
TYPE AND INDUSTRY AND WE NEED TO
BUILD A CO ORDINATED SYSTEM TO
BE ABLE TO ADDRESS THAT. I THINK
WE SHOULD HAVE A SENSIBILITY OF
WHAT THE ORIGINAL TARGET IS, UH,
AS WE'RE DEVELOPING OUT A MASTER
PLAN, SO I, I I'M CURIOUS TO
UNDERSTAND WHETHER THAT APPROACH
CAN AT THIS POINT STILL BE
FOLDED INTO THE PROCESS. I WORRY
ABOUT THAT HAPPENING. UH, AFTER
THE FACT. ONCE YOU'RE ALREADY AT
THE LEVEL OF REGIONALIZATION UH,
TO BE ABLE TO DO THAT. BECAUSE
THEN YOU'VE KIND OF LOST THE
LOST THE GOAL. UH, IN YOU KIND
OF I N THE I N THE WEEDS OF
WHAT ANY PARTICULAR REGION IS
SHOOTING FOR TRYING TO DO. I DO
HAVE ANOTHER, UH, GENERAL
QUESTION AROUND THE LEVEL OF CO
ORDINATION, UH, THAT NEEDS TO
HAPPEN. HAVING WORKED. THERE'S A
VERY IMPORTANT ISSUE TO MY
MOTHER. SPENT 25 YEARS IN
WORKFORCE DEVELOPMENT. AND SO
THIS IS OUR DINNER CONVERSATION.
UM ANNUALLY. UM OR DAILY? I
SHOULD SAY, UM CO ORDINATION. SO
TO WHAT EXTENT WAS IS, IS THERE
GOING TO BE A SERIOUS ASSET
MAPPING AROUND THE AGENCIES AND
EXISTING BODIES THAT ARE ALREADY
DOING? ASPECTS OF THIS WORK, I
THINK I HEARD AND I'D LOVE SOME
CLARIFICATION. UH, THAT THE
INTENTION IS TO ESSENTIALLY
ESTABLISH ANOTHER COORDINATING
BODY. UM THAT PERHAPS HAS A KIND
OF A STATEWIDE VIEW. UH AND THEN
REGIONAL COORDINATING BODIES,
UH, THAT WOULD BE FOCUSED ON
THIS P OF ISSUES, BUT I ALSO
KNOW THAT THERE ARE THE REGIONAL
OCCUPATION CENTERS. THERE ARE
WORKFORCE INVESTMENT BOARDS.
THERE'S THERE. THERE ARE ALL
THESE DIFFERENT EFFORTS THAT ARE
ALREADY IN PLACE. UH, SO IS OUR
PLAN TO BUILD OFF OF THE
EXISTING INFRASTRUCTURE, OR IS
OUR PLAN TO SUPERIMPOSE A NEW
INFRASTRUCTURE ON WHAT'S ALREADY
THERE? ANOTHER PART OF THE
PROCESS. SO WE'RE WE'RE GOING
OUT. WE'RE SAYING WHAT WHAT ARE
THE BIG ISSUES? SO WHEN YOU WERE
CITING, FOR EXAMPLE, THAT THERE
WAS A BULLET POINT SAID THAT YOU
HAD ACCESS TO WHEN WE PRESENTED
THIS. WE NAMED THE PROBLEMS
FIRST, AND THEN IDENTIFIED THE
WAYS THAT WE THOUGHT WE COULD
ADDRESS THOSE WITH THESE
PRELIMINARY CONCEPTS. SO WHAT'S
HAPPENING NOW IS THAT WEST IS IN
THE MIDDLE OF A LARGE REVIEW OF
RELATED POLICIES AND EXISTING
POLICIES LIKE EXISTING PRACTICES
AND SYSTEMS. SO FOR EXAMPLE, IF
WE'RE LOOKING AT THE QUESTION OF
REGIONAL CO ORDINATION WE ARE
ABSOLUTELY GOING OUT AND
DOCUMENTING ALL THE DIFFERENT
TYPES OF REGIONAL COORDINATING
BODIES THAT ARE CURRENTLY OUT
THERE. THE GOAL IS NOT TO LIKE,
THROW THEM ALL OUT AND START
OVER. THERE ARE TIMES I'LL TAKE.
FOR EXAMPLE, I COME OUT OF THE
COMMUNITY COLLEGE SYSTEM, THEIR
REGIONAL CONSORTIA THAT ARE JUST
MISSION CRITICAL FOR THE
ABILITIES OF COMMUNI COMMUNITY
COLLEGES TO WORK TOGETHER TO
MAKE DECISIONS ABOUT HOW THEY
SOLVE PROBLEMS. THIS WOULDN'T
ERASE THAT. IT WOULD JUST SAY,
HOW DO WE HAVE A STRONGER
MECHANISM TO MAKE SURE THAT THEY
ARE COORDINATING WITH PARALLEL
EFFORTS THAT MIGHT BE HAPPENING
WITH THE WORKFORCE DEVELOPMENT
B¢O. AND SO WHAT WE WOULD BE
DOING IS LIKE LOOKING AT WHAT'S
ALREADY THERE AND THEN
SUGGESTING A TANGIBLE SOLUTION
AND THAT'S GOING TO GET SHOPPED
WITH ALL THE RELEVANT PARTIES SO
WE WOULD START BY ENGAGING THE
LABOR AGENCY AND THE COMMUNITY
COLLEGES AND OTHERS THAT ALREADY
HAVE REGIONAL SYSTEMS IN PLACE
THE R Ó P S¼ AND SAY. HOW COULD
WE MAKE THIS WORK BETTER
TOGETHER, AND THE SOLUTION WILL
BE CO CREATED WITH THOSE
ENTITIES RATHER THAN HAVING IT
BE A TOP DOWN SOLUTION. WE ARE
REALLY WORKING AS MUCH AS
POSSIBLE TO TALK TO THE FOLKS
THAT HAVE TO DEAL WITH THESE
CHALLENGES DAY TO DAY OF CO
ORDINATION TO SAY, WHAT IS A
SYSTEM THAT WOULD WORK THE BEST
FOR YOU. TO BE ABLE TO
COORDINATE ACROSS THESE ENTITIES
WITHOUT ADDING 16 MORE MEETINGS
TO YOUR CALENDAR THAT ARE OF
LIMITED VALUE, SO THAT'S OUR
HOPE. I WON'T HARP ON THE ISSUE
AGAIN. I THINK IF YOU DON'T HAVE
CLARITY AROUND WHAT THE OVERALL
TARGET IS, IN TERMS OF THE
WORKFORCE PIPELINE THAT YOU'RE
DEVELOPING, THEN THOSE
CONVERSATIONS BECOME QUITE
MURKY. IF YOU'RE TALKING ABOUT,
FOR INSTANCE. JUST TRANSITION
AND MAKING SURE THAT WE HAVE
MORE GREEN JOBS. UH ISSUES OF CO
ORDINATION SKILLS BASED PATHWAYS
. WORK BASED LEARNING AND ACCESS
TO WORK BASED LEARNING ARE
DIFFERENT FOR THAT PARTICULAR
SECTOR THAN THEY WOULD BE FOR
THE HEALTH CARE SECTOR AND
WITHOUT HAVING A BROAD OVERVIEW
OF WHAT WE ACTUALLY NEED. I
DON'T REALLY UNDERSTAND HOW
WE'RE ACTUALLY WORKING TOWARDS
THAT WORKING TOWARDS THAT, UH,
DELIVERABLE, BUT I WILL, UH NEED
MY TIME. THANK YOU. THANK YOU,
MS. MONTA. I WANT TO CONTINUE ON
THE THREAT OF THAT, UM, BECAUSE
THERE'S THE UM, I AM. LET ME
ACKNOWLEDGE THAT, UH, DIFFERENT.
COLLABORATIVE PROGRAMS. UH,
GROUPS OF PEOPLE THAT FOCUSED ON
PATHWAYS AND CAREER. WE COULD
ALL FIT UNDER AN UMBRELLA. I
THINK OF CAREER READINESS. I
THINK, I. I THINK THAT CAN
HAPPEN, BUT BUT I ALSO I
ACTUALLY FALSELY ASSUMED YOU
ACTUALLY WERE UTILIZING. DATA OF
WHERE WE HAVE, UM, SIGNIFICANT
SHORTAGES IN, UM IN THE
DIFFERENT INDUSTRIES TO HELP
GUIDE THIS CONVERSATION, I. I
ASSUME THAT WAS WHAT WAS
HAPPENING. UM THINK IT'S GOING
TO BE IMPORTANT THAT WE DO
ACKNOWLEDGE. THOSE SHORTAGES AS
PART OF WHATEVER THE MASTER PLAN
ENDS UP BEING BECAUSE OTHERWISE,
WHAT ARE WE PLANNING FOR? UM OR
MAYBE THERE'S A DIFFERENT
PERSPECTIVE THAN WHAT MAYBE SOME
OF US ARE THINKING AND YOU ARE
LOOKING PERHAPS TO CREATE. NEW
CLUSTERS OF INDUSTRIES. UM AND
THAT'S WHAT THE MASTER PLAN MAY
BE MORE MORE FOCUSED AROUND.
MAYBE IT'S AROUND. UH, UH, HØI
HØI. I HEARD YOU MENTION HIGH
WEIGHTS JOBS, WHICH IS, WHICH IS
GOOD. UM BUT I THINK THAT STILL
IS A LITTLE MURKY FOR ME. BUT
THEN YOU'VE GOT, UH I WAS ON THE
WORKFORCE INVESTMENT BOARD AND
SORT OF WE HAVE TO FOCUS ON WAS
WHAT ARE THE JOBS WE NEED TO
TRAIN PEOPLE FOR? AND THEN
THERE'S THE 2022 2122 BUDGET ACT
WITH $250 MILLION ON, UH Kò 16
REGIONAL EDUCATION
COLLABORATIVES TO CREATE
PATHWAYS. UM, AGAIN. MAYBE IT
FITS UNDER, UM, A MASTER PLAN.
BUT WHAT ARE THEY CURRENTLY
DOING? AND HOW ARE THEY
COORDINATING WITH THIS? AND SO I
THINK THAT'S A QUÊ. AND THEN I
ALSO RECALL ON THE GOVERNOR'S
ANNOUNCEMENT. UM AND MR FERGUSON
, MAYBE YOU CAN HELP ME. UH
BETTER UNDERSTAND THAT THEY
BELIEVE THE GOVERNOR ANNOUNCED
LIKE REGIONAL ECONOMIC ZONES OR
SOMETHING LIKE THAT, I. I
SPECIFICALLY REMEMBER HIM
MENTIONING A SOUTHERN, UH,
BINATIONAL ZONE. THAT'S THE AREA
I COME FROM, AND THAT I REMEMBER
THAT. UM AND I YOU KNOW, I. I
DON'T REALLY KNOW WHAT THAT
INITIATIVE IS. BUT HOW DOES THAT
ALSO FIT IN? THIS TO MAKE SURE
THAT IF WE'RE GONNA HAVE THESE
ZONES THROUGHOUT THE STATE ARE
RECREATING THAT A MASTER PLAN
THAT REFLECTS THOSE ZONES. THOSE
ARE ALL QUESTIONS THAT I HAVE AT
THE MOMENT AND I'LL GIVE YOU AN
OPPORTUNITY TO, UH RESPOND. YEAH
UN. UNFORTUNATELY THAT'S NOT MY
AREA OF EXPERTISE, SO I'LL HAVE
TO GET BACK TO YOU ON THE
SPECIFICS OF HOW THAT WOULD BE
INTEGRATED. I WOULD SAY, THOUGH,
THAT WITHIN OUR THINKING AROUND
THE MASTER PLAN, CERTAINLY WE
NEED TO HARNESS AND MAKE SURE
THAT THERE IS A FOCUS ON THE
DATA SETS THAT WE DO HAVE THAT
TELL US WHERE WE HAVE WORKFORCE
SHORTAGES WHERE WE HAVE NEEDS IN
OUR ECONOMY. UM SO THAT WE ARE
FOCUSED. OUR OUR FOCUSING THOSE
STATEWIDE AND REGIONAL EFFORTS
TOWARD ADDRESSING THOSE NEEDS.
UM THAT'S CERTAINLY PART OF, UM
WHAT WOULD HAVE TO BE CONSIDERED
WITHIN THE MASTER PLAN? I THINK
WE'RE JUST NOT STARTING FROM
HAVING THAT DATA SET DRIVE ALL
OF THE DIFFERENT COMPONENTS.
RATHER IT'S HOW WE INTEGRATE
THAT TO MAKE SURE THAT FOCUS
REMAINS. AND WE HAVE EXAMPLES OF
THAT TODAY. CORRECT. WE HAVE OUR
OUR, UM WORKFORCE DEVELOPMENT
CENTERS OR ONE STOP CENTERS THAT
, UM, YOU'RE REFERRING TO. WE
HAVE THE CENTERS FOR EXCELLENCE
AT THE COMMUNITY COLLEGES THAT
ARE DESIGNED AROUND TRYING TO
HELP ENSURE THAT OUR PROGRAMS
ARE FOCUSED ON THE AREAS OF NEED
, UM IN OUR REGIONAL ECONOMY, SO
CERTAINLY WE HAVE EXAMPLES OF
HOW WE CAN, UH, UTILIZE THOSE
DATA SETS SO ABSOLUTELY AGREE.
THAT'S SOMETHING THAT WE NEED TO
THINK THROUGH, UM, AS PART OF
THE MASTER PLAN. YEAH I. I WOULD
ALSO JUST POINT TO LOCALLY IN
SAN DIEGO, WE ACTUALLY JUST DID
SOME OF THIS MAPPING. WE, UH
LOOKED AT ALL OF THE INDUSTRIES
WE LOOKED AT WHERE THE GAPS
EXISTED. IN TERMS OF WE'RE NOT
PRODUCING A PREPARED WORKFORCE.
UM AND THEN WE LOOKED AT. WHY
ARE THERE DEGREES. THAT ARE NOT
BEING OFFERED AT OUR LOCAL
INSTITUTIONS OF HIGHER EDUCATION
. AND IF SO, THEN THAT'S LIKE
THAT'S THE IN MY IN MY BRAIN.
IT'S A VENN DIAGRAM. THAT'S THE
SWEET SPOT RIGHT? THAT'S WHERE
THE THREE CIRCLES COME TOGETHER.
AND SO THEN WE'RE NOW TALKING
ABOUT OK, HOW ARE WE GOING TO
DEVELOP THE OR PROVIDE
OPPORTUNITIES FOR OUR WORKFORCE?
LIKE THIS IN SAN DIEGO? AND
AGAIN? I GUESS MAYBE THAT I HAD
THAT IN MIND WHEN I STARTED TO
LEARN ABOUT THE MASTER PLAN, AND
I JUST ASSUMED THAT WAS THE SAME
TYPE OF EXERCISE. THAT WAS DONE
FOR THIS, BUT BUT MAYBE AGAIN.
IT'S UM IT IS A BIG PICTURE ITEM
. AND SO MAYBE IT'S HOW DO YOU
INCORPORATE? YES, ALL OF THAT.
BUT THEN MORE RIGHT. LIKE WHAT
ARE THE PERHAPS AREAS WHERE WE
WANNA CREATE, LIKE I SAID NEW
INDUSTRIES, AND THAT'S THE CASE.
I THINK AS YOU PRODUCE MY
FEEDBACK GIVEN THAT I THINK
YOU'RE TALKING TO EDUCATION
STAFF, BUT YOU'RE DEFINITELY
MAYBE, UM, NOT HAVE THE
OPPORTUNITY TO TALK TO POLICY
MAKERS IS MY FEEDBACK WOULD BE
IS AS YOU PRODUCE. YOUR UH, FROM
YOUR DRAFT TO YOUR FINAL REPORT
IS IDENTIFYING IN TYING ALL OF
YOUR RECOMMENDATIONS TO THIS
WILL HELP US MEET THE GOAL OF
ENSURING THAT WE HAVE ENOUGH EX
EDUCATORS OR PRACTITIONERS IN
HEALTH, OR, UH, IN SOCIAL WORK
AND ALL THE OTHER AREAS THAT WE
KNOW THAT THERE'S A NEED, OR
THIS IS GONNA HELP US CREATE A
NEW INDUSTRY. WHETHER IT'S A I
OR WHATEVER IT IS THAT PERHAPS
WE STILL AREN'T. UM, WE'RE STILL
DEVELOPING AND SO I THINK YOU
KNOW, AT MINIMUM AND EXTRA
COLUMN TO YOUR RECOMMENDATIONS
AS TO MY FEEDBACK NOW, UM, BUT
MAYBE YOU'LL HAVE ANOTHER
OPPORTUNITY IN THE FUTURE. I'LL
STOP MY COMMENTS THERE AND SEE
IF THERE'S ANY OTHER FROM
COLLEAGUES. RIGHT. THANK YOU.
BOTH APPRECIATE YOUR TIME. THANK
YOU FOR MAKING TIME TO SHARE
WITH US AND WE WILL MOVE ON TO
THE NEXT PANEL. GOING TO ASK OUR
PANELISTS TO PLEASE COME
FORWARD. WE HAVE LISTED PETE
CALLOUS FROM DEPARTMENT OF AD.
ANTHONY. CORDOVA FROM THE
CHANCELLOR'S OFFICE COMMUNITY
COLLEGE CHANCELLOR'S OFFICE.
MICHAEL AUTONOMY FROM, UM PUBLIC
SCHOOL CONSTRUCTION AFTER PUBLIC
SCHOOL CONSTRUCTION. CHRIS
FERGUSON IS BACK WITH US WITH
DEPARTMENT OF FINANCE AND EDGAR
CARBOLIC CABRAL. FROM THE
LEGISLATIVE ANALYST'S OFFICE. I
SEE YOU ALL HERE. WE'RE GONNA
TRY FOR THE INTEREST OF TIME
THEY GIVE YOU FIVE MINUTES AND
THEN WE'LL SEE WHERE YOU ARE AT
THE FIVE MINUTE MARK. I WILL LET
YOU KNOW. WHY DON'T WE START
WITH THE DEPARTMENT OF
EDUCATION? GOOD AFTERNOON. IT'S
AN HONOR TO PRESENT HERE TODAY
ON BEHALF OF SUPERINTENDENT TONY
THURMAN. MY NAME IS PETE
CALLOUS, AND I'M THE DIRECTOR OF
CDS, CAREER AND COLLEGE
TRANSITION DIVISION. WE HAVE ALL
OF THE CAREER EDUCATION, CAREER
TECHNICAL EDUCATION. UH PROGRAMS
. UM, IT'S C D. E. UM ACTUALLY,
THIS WEEK, WE JUST HAD OUR
STATEWIDE. CTE CONFERENCE HERE
IN SACRAMENTO. WE HAD 2800 CTE
EDUCATORS HERE, UM, ALONG WITH
ADMINISTRATORS, COUNSELORS, AND
SO ON IN THIS CONFERENCE HAS
BEEN GOING ON FOR CLOSE TO 2 25
28 YEARS WE STARTED IT WITH THE
CALIFORNIA PARTNERSHIP ACADEMIES
OVER 28 YEARS AGO. AND IT'S
EVOLVED INTO THIS MAJOR
CONFERENCE THAT WE HAVE EVERY
YEAR. SO AND I'VE BEEN PART OF
THIS FOR OVER 30 YEARS AS A
TEACHER SITE PRINCIPLE. NOW, UM,
HERE AT THE DEPARTMENT OF
EDUCATION. SO THE PROGRAMS THAT
I'LL TALK ABOUT TODAY? WITHIN
THE FIVE MINUTES WILL BE. I'LL
BE BRIEF AS I CAN. THERE'S A LOT
GOING ON AT CTE WITH OUR CTE
PROGRAMS. CURRENTLY UM SOME OF
OUR FUNDING SOURCES ARE PERKINS,
WHICH IS OUR FEDERAL FUNDING. WE
GET ABOUT $142 MILLION A YEAR
WITH THAT, AND IT'S A SPLIT
BETWEEN US AND THE CHANCELLOR'S
OFFICE. SO WE GET ADMINISTRATIVE
FUNDS ALONG WITH LEADERSHIP
FUNDS. I'M CURRENTLY AT C, D. E
WE FUND 3300 AND 52 GRANTEES AND
GRADES FIVE THROUGH 12. THE
CHANCELLOR'S OFFICE FUNDS ABOUT
72 OF THEIR COMMUNITY COLLEGE
DISTRICTS WITH THAT FUNDING, UM
PERKINS SUPPORTS ALL ASPECTS OF
PROTECTIVE EDUCATION PROGRAMS
FROM EXPLORATION TO INTERNSHIPS
TO YOUTH APPRENTICESHIPS WITH
THE DEPARTMENT OF EDUCATION. THE
CREW COLLEGE TRANSITION DIVISION
SUPPORTS 15 INDUSTRY SECTORS
ACROSS THE STATE. UM SOME
HIGHLIGHTED ONES WE HAVE OUR
AGRICULTURE AND NATURAL
RESOURCES ARE LARGEST ONE IS
ARTS MEDIAN ENTERTAINMENT WE
HAVE TO OVER 230,000 STUDENTS
PARTICIPATING IN COURSES ACROSS
THE STATE AND THAT ONE
CONSTRUCTION TRADES IS ONE OF
THE OTHER GROWING AREAS, ALONG
WITH HEALTH, SCIENCE AND MEDICAL
TECHNOLOGY. WE HAVE 56 DIFFERENT
PATHWAYS WITHIN THOSE 15
INDUSTRY SECTORS, AND WE SERVE
OVER A MILLION STUDENTS IN
GRADES SEVEN THROUGH 12. I KNOW
IN THE PREVIOUS CONVERSATION,
MIDDLE SCHOOL CAME UP. WE
ACTUALLY HAVE 70 MIDDLE SCHOOL
ACADEMIES ACROSS THE STATE RIGHT
NOW THAT FEED INTO THEIR
ACADEMIES AT THEIR HIGH SCHOOL
LEVEL, SO WE'VE DEVELOPED FEEDER
ACADEMIES AT THE MIDDLE SCHOOL.
AND WE'VE STARTED CAREER
EXPLORATION AT THE 6TH AND 7TH
GRADE LEVEL, AND AT THE EIGHTH
GRADE LEVEL, THEY ACTUALLY TAKE
A CTE COURSE WITHIN THAT PATHWAY
, AND WE HOPE THAT MOST OF THEM
DO FEED INTO THEIR HIGH SCHOOLS
INTO THOSE PATHWAYS. UM PERKINS
FUNDS CAN BE USED TO SUPPORT
CORE CURRICULUM INSTRUCTION. SO
IF THEY'RE PARTNERING WITH THE
CTE TEACHERS AND THEIR CTE
PROGRAMS THERE, ENGLAND, THEIR
LANGUAGE ARTS TEACHERS, LONG
HISTORY AND SCIENCE, MATH CAN
ACTUALLY PARTNER WITH THOSE AND
INTEGRATE THE CTE PEEPS INTO
THEIR CORE CURRICULUM CLASSES,
WHICH ALLOWS THEM TO SHARE THAT
FUNDING. MOST OF OUR SCHOOLS
BRAID PERKINS, ALONG WITH C. TIG
TO SUPPORT THEIR PROGRAMS. AND
ALL THEIR SETI PROGRAM, SO THE
FEDERAL AND STATE FUNDING
PROGRAMS SERVE HAND IN HAND AND
CREATED A HIGHLY SUCCESSFUL
PROGRAM ACROSS THE STATE FOR C
T. E. ON THE SEAT IGC, WHICH
STARTED BACK IN 2015 IS A ONE
TIME FUNDING PROGRAM OF ABOUT
$900 MILLION OVER THREE YEARS
AND 2018. THE LEGISLATURE
ESTABLISHED ACETIC PROGRAM IS AN
ANNUAL APPROPRIATION IN K
THROUGH 12 EDUCATION TRAILER
BILL. UH MAYBE 1808 HE TAKE
TRANSITION TO AN ONGOING $150
MILLION A YEAR ANNUAL GRANT. IN
2020, 21 AND TRANSITIONED AND WE
ACTUALLY RECEIVED ANOTHER 150
MILLION A YEAR OR SO. CURRENTLY,
WE'RE AT $300 MILLION A YEAR OR
SEATING FUNDING. ELIA'S RECEIVED
THE CTX FUNDS TO DO THE
FOLLOWING, EXPAND THE
AVAILABILITY AND SUPPORT THE
ONGOING PROVISION OF HIGH
QUALITY INDUSTRY VALUED CAREER
TECHNICAL EDUCATION AND
WORKFORCE DEVELOPMENT
OPPORTUNITIES. THEY IMPROVED
COORDINATION AND ALIGNMENT WITH
POST SECONDARY AND WE HAVE
ACTUALLY DONE A LOT NOW WITH THE
COMMUNITY COLLEGES WE JUST BUILT
OUT. A STATEWIDE PLAN FOR
REGIONAL PLANNING AND REGIONAL
PATHWAY PLANNING AND IDENTIFYING
SOME OF THE PREVIOUS COMMENTS
THAT YOU MADE IN QUESTIONS THAT
YOU HAD, SO WE'RE ACTUALLY
PARTNERING WITH THE COMMUNITY
COLLEGES NOW TO DO THAT, UM, IN
THE IN THE FALL IN SEPTEMBER AND
OCTOBER, WE HAD 10 CONVENIENCE
ACROSS THE STATE AND ACTUALLY
ROLLED OUT OUR PLAN AT THAT
POINT. WE GOT A LOT OF POSITIVE
FEEDBACK ON REALLY LOOKING AT
DEVELOPING THIS ON A REGIONAL
BASIS. SEE TICKETS GROWN OVER
THE LAST THREE YEARS WITH 2122.
WE HAD 342 GRANTEES. UM WE WERE
ABLE TO GET $241 MILLION OUT
THAT YEAR CURRENT YEAR. WHERE AT
399 GRAND CHEESE, SO WE'VE GONE
UP. BY 47 GRAND TEAS AND THE
LAST TWO YEARS AND OUR DOLLAR
AMOUNT GOING OUT IS $285 MILLION
THIS YEAR, SO WE'RE GETTING
CLOSER TO 300 MILLION A YEAR. UM
ONE OF THE BARRIERS TO THAT IS
THE MATCH. RIGHT NOW. IT'S 2 TO
1, WHICH MAKES IT DIFFICULT FOR
US TO GET THE FUNDING OUT. UM
SOME OF OUR DATA RESULTS. WE
WORK CLOSELY WITH OUR DATE ONE
OF OUR DATA TEAMS. THAT CD UM
AND WE HAVE THE COHORT. WHAT WE
LOOKED AT WAS GRADUATING COHORT
OF 2122 THOSE SENIORS AND AS
THEY WENT THROUGH HIGH SCHOOL,
WE HAVE 40. WE HAD 497,000
STUDENTS IN THAT COHORT. UM 20%
OF THEM COMPLETED A PATHWAY CT
PATHWAY DURING THEIR FOUR YEARS
IN HIGH SCHOOL. AND THEN WE
STARTED LOOKING AT GRADUATION
RATES AND WHAT THE DIFFERENCES
WERE, AS WE MOVED LOOKED AT CTE
PROGRAMS AND AS THEY WERE CT
COMPLETAR PATHWAY, COMPLETAR.
THE AVERAGE GRADUATION RATE FOR
THAT GROUP. 84% GRADUATED FROM
HIGH SCHOOL IF THEY COMPLETED A
PATHWAY THAT HIGH SCHOOL
GRADUATION JUMPED IN 98.4. SO IT
WENT UP ALMOST 15. AND THEN WE
LOOKED AT ATTENDANCE OF THOSE
STUDENTS BECAUSE, AS YOU KNOW,
10 CLASS MORE YOU HAVE A BETTER
CHANCE OF GRADUATING AND GOING
ON TO COLLEGE OR GOING ON TO A
CAREER TENANTS RATE FOR THAT
CLASS WAS OVERALL 81.5. OUR
PATHWAY COMPLETE URZAIZ
ATTENDANCE RATE WAS 98.5. SO
MAKES A DIFFERENCE, AND WE SEE
WHAT IT DOES FOR CT STUDENTS.
THAT'S THAT, AS WE CALL IT THAT
HOOK ON GETTING THEM INTO CLASS
AND GETTING THEM TO STAY THE
WHOLE DAY. UM I TALKED ABOUT
BRAIDING OF FUNDING AND WE HAVE
A WHOLE LIST OF HOW, UM WE HAVE
550 ELLA'S ACROSS THAT HAVE THAT
HAVE PERKINS C TAKE AND K 12 SWP
, AND THEY BREAK THEIR FUNDING
AND DEVELOPING THE OTHER CTE
PROGRAMS AND SO ON, UM, COUPLE
EXAMPLES THAT I HAVE OF
SUCCESSFUL C, UH, C T PROGRAMS
AND THEY COME THEY COME OUT OF
OUR PARTNERSHIP ACADEMY PROGRAMS
, COACHELLA VALLEY UNIFIED
SCHOOL DISTRICT STUDENTS
BEGINNING IN SEVENTH GRADE
REGISTER FOR A CALIFORNIA
COLLEGE GUIDANCE INITIATIVE. SO
CCG I ACCOUNT AND ARE GUIDED
THROUGH LESSONS ON HOW TO USE
THE SELF ASSESSMENTS AND THEY
EXPLORE LINKS TO LEARN ABOUT
INDUSTRY SECTORS, CAREERS,
COLLEGES OFFERING MAJORS RELATED
TO THE CAREER BY THE END OF
EIGHTH GRADE STUDENTS WORK WITH
COUNSELORS TO CREATE THEIR FOUR
YEAR HIGH SCHOOL PLAN TO BE
UPDATED ANNUALLY AND EVENTUALLY
INCLUDE POST SECONDARY PLANS.
THE SCHOOL DISTRICT HAS DONE AN
EXCELLENT JOB COMBINING THIS
COMPREHENSIVE STRATEGIES, CAREER
FOCUSED ACADEMIC LINING WITH
UNIQUE WORK BASED LEARNING
OPPORTUNITIES WITHIN THE
REGIONAL EMPLOYERS COMMITTED TO
TRAINING AND RETRAINING THE
REGIONAL WORKFORCE BY WAY, OF
EXAMPLE, ACTUALLY HAVE VISITED
THE DISTRICT AND VISITED THE
WORKSITES WHERE THESE STUDENTS
ARE WORKING, AND THEY STARTED
OUT WITH TWO MARRIOTT RESORTS.
AND STARTED THEM OUT WITH PAID
INTERNSHIP PROGRAMS IN THE
SUMMER BETWEEN THEIR JUNIOR AND
SENIOR YEAR. THE STUDENTS WANTED
TO CONTINUE WORKING AT THE
RESORTS. THEY FOUND JOBS FOR
THEM AND CONTINUE THE
INTERNSHIPS THROUGHOUT THEIR
SENIOR YEAR. UM PANDEMIC IT, SO
IT KIND OF KNOCKED THE PROGRAM
DOWN FOR A WHILE. IT'S BACK UP
AND RUNNING THERE AT ACTUALLY
WE'VE EXPANDED THE PROGRAM
THROUGHOUT SOUTHERN CALIFORNIA.
NOW WE'RE AT 20 RESORTS WITH
THIS MODEL, NOT JUST MARRIOTT.
UM AND WE WERE ABLE TO VISIT THE
STUDENTS WHILE THEY WERE WORKING
, UM, POSITIVE INPUT FROM THE
EMPLOYERS AND THE TEACHERS, AND
WE ACTUALLY HAD ONE OF THE
STUDENTS UP AT OUR PAID
INTERNSHIP FOR HIM THAT WE HAD
FOR SUPERINTENDENT THURMAN AND
ONE OF THE STUDENTS CAME UP AND
SPOKE AT THE FORUM. THE OTHER
ONE IS TO HATCH OF THE UNIFIED
SCHOOL DISTRICT. THEY'VE
DEVELOPED A WORK BASED LEARNING
PROGRAM WITH PRE APPRENTICESHIPS
AND INTERN OPPORTUNITIES. THEY
CAN LIKE MONTHLY INDUSTRY PANELS
FOR THE STUDENTS TO LEARN ABOUT
THE LOCAL INDUSTRIES AND NETWORK
WITH PROFESSIONALS THROUGHOUT
THE REGION. SO WE'VE BEEN DOING
THIS FOR A WHILE. WE ALSO HAVE
THROUGH OUR PARTNERSHIP
ACADEMIES. WE HAVE 11 PRE
APPRENTICESHIPS THE FOCUS ON
CONSTRUCTION TRADES, AND THEY
USE THE MULTI CRAFT CORE
CURRICULUM KNOWN AS M C THREE,
AND WHAT THEY DO IS THEY GET
THEM OCEAN, OSHA CERTIFIED AND
FIRST AID CERTIFIED, AND I'M IN
THE PROCESS OF MEETING WITH
IRONWORKERS UNION. THEY WOULD
LIKE TO START BRINGING SOME OF
THESE STUDENTS IN TO THEIR
APPRENTICESHIP PROGRAMS RIGHT
OUT OF HIGH SCHOOL, AND THERE
ARE 3600. CURRENTLY THERE ARE
3600 APPRENTICESHIPS ACROSS THE
STATE AT NINE FACILITIES WITH
IRONWORKERS UNION, SO WE'RE
BUILDING THAT RELATIONSHIP WITH
THEM. UM ALONG WITH WE HAVE
CURRENTLY WE HAVE 30 GREEN
TECHNOLOGY ACADEMY ACADEMIES
ACROSS THE STATE. UM, AS YOU
LOOK AT THE DATA THAT WE'VE
LOOKED AT FROM 2122. IT'S
PROMISING REGARDING CT ALIGNMENT
WITH POST SECONDARY INSTITUTIONS
AND WORKFORCE AGENCIES. SO WE'VE
WORKED THROUGH ALL OF THIS. AND
NOW WE'RE WORKING ON THE GOLDEN
STATE PATHWAYS PROGRAM THAT WAS
ROLLED OUT TWO YEARS AGO. JULY
2020. Tð UM, $500 MILLION
PROGRAM THAT RUNS THROUGH JUNE
30TH 2029. WE'VE ALREADY
SELECTED OUR TA CENTERS. THE
REGIONAL CHE CENTERS AND THE
LEAD TA CENTER. WE'RE WORKING ON
THE CONTRACT DEVELOPMENT WITH
THEM, ALONG WITH THE R F A JUST
WENT OUT IN JANUARY FOR
IMPLEMENTATION GRANTS, PLANNING
GRANTS AND CONSORTIUM GRANTS. SO
WE HAVE ABOUT $475 MILLION IN
GRANTS TO GO OUT THIS YEAR TO
SUPPORT THOSE PATHWAY PROGRAMS
AND PATHWAYS DEVELOPMENT. I'M
GONNA ASK. CAN WE CAN GO ON TO
OUR NEXT SPEAKER. I KNOW I HAVE
QUESTIONS FOR YOU. SO YOU CHANCE
GO AHEAD. THANK YOU, UH,
COMMUNITY CHANCE COMMUNITY
COLLEGE CHANCELLOR'S OFFICE.
GOOD AFTERNOON, UM ANTHONY
CORDOVA, VICE CHANCELLOR OF
WORKFORCE AND ECONOMIC
DEVELOPMENT, REPRESENTING
CHANCELLOR SONIA CHRISTIAN WITH
THE CALIFORNIA COMMUNITY
COLLEGES. I'M GONNA GIVE YOU A
LITTLE BIT OF A BRIEF DISCUSSION
ABOUT SOME OF THE K THROUGH 12.
STRONG WORKFORCE FUNDING ITSELF,
GIVE YOU SOME UPDATES IN REGARDS
TO WHAT THE PROGRAM HAS REALLY
BEEN ABLE TO PERFORM, AND THAT
IS THE PROMOTING OF THE
COLLABORATION BETWEEN THE
SCHOOLS. THE LOCAL ORGANIZATIONS
, SOME OF THE WORKFORCE
ORGANIZATIONS, COMMUNITY BASED
ORGANIZATIONS AND THEN ALSO THE
COMMUNITY COLLEGES BRIDGING THAT
PATHWAY THAT PROVIDES A GUIDED
PATHWAY FOR CTE STUDENTS THAT
ARE EXPLORING INTO THEIR, UM
INTO THEIR SPECIFIC PROGRAMS. IT
ALSO ENHANCES THE OPPORTUNITY
FOR SKILL BUILDING AND WORKFORCE
READINESS FOR RCT STUDENTS. WE
TALKED ABOUT ENHANCING THE
INNOVATIVE PROGRAMS AND THE
INNOVATION, UM, TO BE ABLE TO
PROVIDE THE FUNDING TO HELP
SUPPORT THE LOCAL EMPLOYERS.
ENGAGEMENT ASPECT OF IT IS PAYS
INTO SOME OF THE WORK BASED
LEARNING. I KNOW WE MENTIONED A
LITTLE BIT ABOUT THAT EARLIER.
GIVE YOU A LITTLE BIT OF
UPDATES. SOME OF THE WORK BASED
LEARNING IS ALSO WHAT WE TALK
ABOUT THE CAREER EXPLORATION. SO
THROUGH 12 STRONG WORKFORCE HAS
BEEN ABLE TO ENGAGE IN SUPPORT
ON CREE EXPLORATION EXPOSE AND
ALSO LIKE SYMPOSIUM SYMPOSIUMS,
FOCUSING ON SOME OF THE
ENGINEERING PATHWAYS AND THE
DIFFERENT STEM PROGRAMS ITSELF.
UM AND THEN, AT THE SAME TIME,
IT ALSO ENHANCES THE OPPORTUNITY
FOR MIDDLE SCHOOLS AND EARLY
COLLEGE AND ALL THE ROYAL
STUDENTS TO BE ABLE TO ENGAGE
INTO THEIR PROGRAMS AS A EARLY
COMPLETAR AS WELL. GIVE YOU A
LITTLE BIT OF UPDATED SOME OF
THE PROGRAM COORDINATORS WHAT
THEY CALL THEM AS PATHWAY
COORDINATORS HIMSELF. I LOOK AT
THEM AS BEING ABLE TO BE THE
INDIVIDUALS THAT ARE THE CONDUIT
BETWEEN THE WORKFORCE AND THE
STUDENTS THEMSELVES, SO THE
CONDIT ALLOWS THEM THE
OPPORTUNITY TO BRIDGE THAT GAP
THAT HAS ALWAYS BEEN THERE AND
PROVIDES A SEAMLESS TRANSITION
FOR CONTINUED SUPPORT AND
ASSISTANCE TO BE ABLE TO PROVIDE
STUDENTS THE RESOURCES THAT THEY
NEED TO BE SUCCESSFUL AS THEIR
JOURNEY PROCEEDS DOWN THE
PATHWAY. UM AND I'LL TRY TO BE
QUICK ABOUT THAT ONE AS WELL.
AND THEN THE GIVE A LITTLE BIT
ABOUT SOME OF THE RECENT AUDIT.
THERE'S BEEN, UM K THROUGH 12
STRONG WORKFORCE PROGRAM WAS
AUDITED THE EVALUATION OF THE
EFFECTIVENESS AND THE
IMPLEMENTATION OF THE PROGRAM
ITSELF THE IDENTITY. THE AUDIT
IDENTIFIED RECOMMENDATIONS AND
POLICIES THAT WAS ABLE TO
ENHANCE THE PROGRAMS. AND IMPACT
SOME OF THE OUTCOMES ITSELF,
RIGHT? UH THE CHANCELLOR'S
OFFICE ALONG WITH THE EIGHT
REGIONAL CONSORTIUMS, UM, WHICH
ALSO INCLUDE THE FISCAL AGENTS
THEY SUCCESSFULLY IMPLEMENTED
THESE RECOMMENDATIONS RESULTING
IN IMPROVED PROCESSES AND, UM
TRANSPARENT AND CLEAR GUIDANCE
FOR THE SELECTION COMMITTEE TO
BE ABLE TO PROVIDE APPLICANTS.
AND THE IMPROVED IN QUALITY
INFORMATION ITSELF. WITH THAT
BEING SAID. I'LL GO AHEAD AND
TURN THAT OVER BECAUSE I KNOW
YOU WANT TO BE ABLE TO BE
ATTENTIVE TO THE TIME. THANK
YOU. MOVE UP ONTO THE OFFICE OF
PUBLIC SCHOOL CONSTRUCTION. GOOD
AFTERNOON, MR CHAIR MEMBERS OF
THE COMMITTEE. I AM MIKE
WATANABE, DEPUTY EXECUTIVE
OFFICER FOR THE OFFICE OF PUBLIC
SCHOOL CONSTRUCTION. THE 2021
BUDGET ACT PROVIDED 250 MILLION
AND ONE TIME GENERAL FLYNN
PROCEEDS FOR THE DEPARTMENT OF
GENERAL SERVICES TO ESTABLISH
AND ADMINISTER A COMPETITIVE
GRANT PROGRAM TO SUPPORT
REGIONAL QUÊ 16 EDUCATION
COLLABORATIVE. HAS CREATED
STREAMLINED PATHWAYS FROM HIGH
SCHOOL TO POST SECONDARY
EDUCATION AND INTO THE
WORKFORCE. OH, P S C S STAFF.
DID YOU JUST CONTRACTED WITH THE
FOUNDATION FOR CALIFORNIA
COMMUNITY COLLEGES FOUNDATION C.
C. C. AS A THIRD PARTY
ADMINISTRATOR FOR THE PROGRAM.
THE ORIGINAL K 16 EDUCATION
COLLABORATES GRANT PROGRAM
REQUIRED COLLABORATIVE TO MEET
ALL THE FOLLOWING CRITERIA. IT
MUST INCLUDE AT LEAST ONE K 12
SCHOOL DISTRICT. ONE U. C.
CAMPUS ONE CSU CAMPUS AND ONE
CALIFORNIA COMMUNITY COLLEGE
DISTRICT. THEY MUST ALSO
ESTABLISHED A STEERING COMMITTEE
OF WHICH 25% OF THE MEMBERS
SHALL BE LOCAL EMPLOYERS. COMMIT
TO PARTICIPATE IN THE CORRECT
CALIFORNIA CRADLE TO CAREER DATA
SYSTEM. COMMIT TO IMPLEMENT, AT
LEAST FOR THE SEVEN
RECOMMENDATIONS FROM THE
FEBRUARY 2021 RECOVERY WITH
EQUITY REPORT TO PROMOTE STUDENT
SUCCESS. COMMIT TO CREATE
OCCUPATIONAL PATHWAYS, INCLUDING
ACCELERATED DEGREE AND OR
CREDENTIAL PROGRAMS THAT
INCORPORATE WORK BASED LEARNING
AND AT LEAST TWO OF THE
SPECIFIED SPECTERS SECTORS BASED
ON THEIR REGIONAL NEEDS. FOR
THEIR TARGETS BY JUNE 30TH 2024,
THEY MUST IMPLEMENT TWO OF THE
TARGETS FOR THEIR RECOVERY WITH
EQUITY REPORT RECOMMENDATIONS
AND FULLY ESTABLISHED ONE
OCCUPATIONAL PATHWAY TO
DEMONSTRATE PROGRESS TOWARDS THE
FINAL TWO TARGETS. THE FINAL
GOAL BY JUNE 30TH 2026, THEY
MUST FULLY BLEND BOTH
OCCUPATIONAL PATHWAYS AND ALL
FOUR TARGETED RECOVERY REPORT
RECOMMENDATIONS. TODAY THE 450
MILLION HAS BEEN ACCOUNTED FOR
TOWARDS THE ADMINISTRATION AND
FUNDING OF THE WARDS TO 13
COLLABORATIVE, ONE IN EACH OF
THE COMMUNITY ECONOMIC
RESILIENCE REGION. OVER. THANK
YOU. YES, WE HAVE NEXT.
DEPARTMENT OF FINANCE. CHRIS
FERGUSON WITH THE DEPARTMENT OF
FINANCE. I'M GONNA KEEP MY
COMMENTS BRIEF. THE GOVERNOR'S
BUDGET MAINTAINS THE INVESTMENTS
IN ALL OF THE CAREER TECHNICAL
EDUCATION PROGRAMS THAT HAVE
BEEN MENTIONED THAT INCLUDES THE
PARTNERSHIP ACADEMIES THAT
INCLUDES FUNDING FOR THE K 12
STRONG WORKFORCE PROGRAM FOR THE
COMMUNITY COLLEGE STRONG
WORKFORCE PROGRAM FOR THE CAREER
TECHNICAL INCENTIVE. UH OR
CAREER TECHNICAL EDUCATION
INCENTIVE GRANT PROGRAM. IT DOES
NOT PULL BACK ANY RESOURCES THAT
HAVE ALREADY BEEN ALLOCATED
THROUGH THE K 16 COLLABORATIVE
PROGRAM, SO WE'VE DEFINITELY
TRIED TO STRUCTURE OR BUDGET IN
A WAY ON THE EDUCATION SIDE OF
THE HOUSE WHERE WE'VE DONE THE
BEST WE CAN TO PROTECT THE
PROGRESS AND INVESTMENTS THAT
WE'VE MADE IN PRIOR YEARS. THANK
YOU. LEGISLATIVE ANALYST'S
OFFICE. GOOD AFTERNOON EDGAR
COBRA WITH THE LEGISLATIVE
ANALYST'S OFFICE. I DIDN'T HAVE
ANY PREPARED REMARKS FROM JUST
HERE. IN CASE YOU HAVE ANY
PARTICULAR QUESTIONS THAT COULD
HELP WITH THANK YOU APPRECIATE
THAT. UM I'LL GIVE A JUST.
RESPONSE TO HEARING FROM ALL THE
PROGRAMS AS A NEW SORT OF A
NEWBIE. THERE ARE A LOT OF
PROGRAMS AND A LOT OF DIFFERENT
PLACES. AND, UM THAT SOMETIMES
PURPOSEFULLY MAKE SURE THAT
THERE'S A FOCUS ON PROGRAMS
BEING IMPLEMENTED CORRECTLY. UM,
BUT SOMETIMES IT CAN LEAD TO THE
LACK OF COORDINATION THAT REALLY
IS REQUIRED TO MAKE SURE WE'RE
EFFICIENT WITH OUR DOLLARS. AND
IN A YEAR LIKE THIS AH! YOU
KNOW, THE WORD EFFICIENT IS
GOING TO BE USED PROBABLY AT
EVERY HEARING. UM ACCOUNTABILITY
OF WHERE THESE DOLLARS ARE
GOING. AND WHAT IS ACTUALLY, UH
WHAT ARE THE OUTCOMES RELATED TO
THOSE TO THOSE EXPENDITURES IS
GOING TO BE SOMETHING THAT
YOU'LL HEAR A LOT OF QUESTIONS
AROUND. CERTAINLY FOR ME, BUT I
THINK FROM OTHER COMMITTEE
MEMBERS, SO I'M ACTUALLY GONNA
ASK OUR MORE TENURED. CAN WE
REMEMBER? MARIA? HELP US THAT
ARE UM, NEWER, WE ALL CAME IN
WITHIN A FEW MONTHS OF EACH
OTHER. THE REST OF US THAT ARE
HERE. UH, YOU CAN KICK US OFF.
GET US THINKING ABOUT THIS, AND
I THINK THERE'LL BE SOME MORE
QUESTIONS. CHAIRMAN SUKI THANK
YOU VERY MUCH, MR CHAIR. SO I
GUESS AS THE OLD BE ON THIS
PANEL HERE UM UH, MR FERGUSON,
UM SO THE, UH I HEARD AND I
BELIEVE THE FOLLOWING PANEL
WE'RE GOING TO BE HEARING FROM A
LOT OF THE CAREER EDUCATION. I
GOT THE MEMO WHERE I GUESS WE'RE
TRYING TO REBRAND CAREER
TECHNICAL EDUCATION TO CAREER
EDUCATION NOW. AH SO THE CREW
EDUCATION PROVIDERS ARE HAVE
BEEN COMPLAINING THAT IT'S
EXTREMELY ADMINISTRATIVELY
CUMBERSOME PROCESS TO APPLY FOR
GRANTS. YOU KNOW, FROM C D. E.
FROM THE COMMUNITY COLLEGE
CHANCELLOR'S OFFICE. UH UM. SO
LAST YEAR WHEN WE TRIED TO
CONSOLIDATED IT'S MY
UNDERSTANDING AND PLEASE CORRECT
ME. COMMUNITY COLLEGE SCHICK
GIVE IF I'M WRONG, BUT THE
COMMUNITY COLLEGE CHANCELLOR DID
NOT OBJECT TO CONSOLIDATING. THE
K 12 PORTION OF THE STRONG
WORKFORCE GRANT PROGRAM WITH THE
C D. E BUT AS IF THAT WASN'T
ENOUGH NEXT, YOU BROUGHT IN THE
OFFICE OF PUBLIC SCHOOL
CONSTRUCTION. TO ADMINISTER A
NEW CAREER TACTICAL EDUCATION
PROGRAM. WHICH DOESN'T MAKE
SENSE TO ME LIKE I KNOW MR
WATANABE IS GOOD AT, YOU KNOW,
FUNDING THE SCORE FACILITIES
PROGRAM, BUT OR THE OFFICE OF
PUBLIC SCHOOL CONSTRUCTION TO
NOW BE ADMINISTERING K THROUGH
16 CAREER EDUCATION
COLLABORATIVE PROGRAM. EXACTLY
THAT SHARES POINT I MEAN, WHERE
ARE THE EFFICIENCIES THAT WE ARE
ACHIEVING HERE? WHY ARE WE WHY
ARE WE SPLITTING UP? YOU KNOW
THE ADMINISTRATION OF THESE
CAREER EDUCATION? UM GRANT
ADMINISTRATION AT WAR OR THE
CAREER EDUCATION PROGRAMS. YEAH
IT'S CERTAINLY I THINK EACH HAVE
HAD A SLIGHTLY DIFFERENT FOCUS.
EACH ARE ADMINISTERED BY, UM
DIFFERENT ENTITIES. I WOULD SAY
ON THE CASE 16 COLLABORATIVE
THAT IS ABOUT REGIONAL
COLLABORATION. SO I THINK IT
ACTUALLY GOES A BIT FURTHER THAN
, UM, JUST CAREER TECHNICAL
EDUCATION. UM BUT WHAT I WOULD
SAY IS, YOU KNOW, FROM OUR
PERSPECTIVE, BOTH HAVE SLIGHTLY
DIFFERENT DESIGN ELEMENTS WITHIN
THEM. BOTH ARE SEATED. AND WHEN
I SAY THIS BALL TO TAKE AND THE
K 12 STRONG WORKFORCE PROGRAM,
BOTH ARE, UM ALMOST FULLY
SUBSCRIBED. UH THE KEY 12 STRONG
WORKFORCE PROGRAM HAS BEEN FULLY
SUBSCRIBED FROM THE START IF I
RECALL CORRECTLY WE KNOW THAT IT
, UH, ON THE SEATING SIDE OF THE
HOUSE THAT THE PROGRAM, AS MR
KALLAS MENTIONED, HAS BEEN
RAMPING UP TOWARD FULL
SUBSCRIPTION OF THOSE RESOURCES.
UH I WOULD NOTE, THOUGH, THAT,
FOR EXAMPLE, ON THE K 12 STRONG
WORKFORCE PROGRAM IN TERMS OF
DATA ANALYSIS, FRONT END DATA. A
LOT OF THE NOTES THAT AND
COMMENTS THAT MEMBER VONTA
MENTIONED EARLIER ARE CORE
COMPONENTS OF THAT PROGRAM
AROUND FOCUSING ON DATA ANALYSIS
FOCUSING ON WORK PORTS NEED
FOCUSING ON THAT REGIONAL ASPECT
OF THAT WORKFORCE NEED. THOSE
ARE COMPONENTS OF THE PROGRAM.
UM, SO FROM OUR PERSPECTIVE I
THINK WE SEE VALUE IN ALL OF THE
PROGRAMS THAT ARE BEING OPERATED
. WE UNDERSTAND, UM, THAT THERE
MAY BE DIFFERENCES OF OPINION,
BUT I THINK WE VIEW ALL THREE AS
HAVING DIFFERENT VALUES. I
COMPLETELY AGREE. YOU KNOW, I
WELL, I WOULD HOPE THAT THERE
ARE DIFFERENT VALUES FOR THE
DIFFERENT PROGRAMS, BUT IT STILL
DOESN'T MAKE WHY NOT? COMBINED
YOU KNOW, ACHIEVE EFFICIENCIES,
BUT BY HAVING BY CENTRALIZING
THE ADMINISTRATION OF THESE
PROGRAMS, I MEAN, I WOULD. I
WOULD THINK THAT THE C TICK
PROGRAM AND THE K 12 STRONG
WORKFORCE PROGRAM WOULD WANT TO
BE YOU SHOULD. SHOULD BE AND
SHOULD BE ALIGNED WITH THE
REGIONAL COLLABORATION MODEL
THAT THE NOW OFFICE OF PUBLIC
SCHOOL ADMINISTRATION IS PUBLIC.
PUBLIC SCHOOL CONSTRUCTION IS
ADMINISTERING. AGAIN WHY NOT
COMBINE THEM? THEY'RE THEY'RE
THEY'RE THREE THEIR VALUABLE
PROGRAMS. WHY NOT COMBINE THEM?
YEAH, CERTAINLY, UM, YOU KNOW,
AGAIN, ALL SEPARATE OUT K 16
COLLABORATIVE XYZ. THAT WORK IS
UNDERWAY AND IT WAS ONE TIME IN
NATURE. IT'S NOT AN ONGOING UM,
FUNDING SOURCE. THE OTHER TWO
PROGRAMS CERTAINLY HAVE BEEN
ONGOING. WE DO THINK THAT THERE
SHOULD BE A LEVEL OF
COORDINATION AND COLLABORATION
BETWEEN THE AGENCIES BETWEEN OUR
SCHOOLS AND COMMUNITY COLLEGES.
UM, WE HAVE VIEWED BOTH PROGRAMS
AS BEING SUCCESSFUL, BUT I THINK
, UM, WHAT HE CAN SPEAK TO, YOU
KNOW, RELATIVE TO THE BILL LAST
YEAR IS JUST THE PUBLIC COMMENTS
THAT WE DID HAVE ON THAT BILL.
WE DID BELIEVE THAT THAT BILL
WOULD REPEAL THE CAREER
TECHNICAL EDUCATION PROGRAM THAT
IS DESIGNED TO SUPPORT K 12
LOCAL EDUCATIONAL AGENCIES AND
CREATING IMPROVING AND EXPANDING
CAREER TECHNICAL EDUCATION
COURSES COURSE SEQUENCES,
PROGRAMS OF STUDY AND PATHWAYS
FOR STUDENTS TRANSITIONING FROM
SECONDARY EDUCATION TO POST
SECONDARY EDUCATION TO LIVING
WAGE EMPLOYMENT. I AM HOPING
THAT MS LOOK UNDERSTOOD WHAT YOU
JUST READ OFF THERE, BUT, UM I,
UH. OKAY, BUT WHY UM OKAY. WELL,
I, UM YEAH, I AM STILL
STRUGGLING. I PERHAPS, UH, YOU
KNOW IF WE CAN RECEIVE AND
WRITING, YOU KNOW WHAT? WHAT
EXACTLY, UH, YOU KNOW WHY WHY IS
IT THAT THAT WE I CANNOT. UH
YEAH. I MEAN, YOU EMPHASIZE
COLLABORATION, BUT BUT INSTEAD
OF THREE SEPARATE AH, YOU KNOW,
ENTITIES COLLABORATING? WHY NOT
BRING IT UNDER ONE ROOF? I IT
SEEMS TO ME LIKE, UH, THE
DEPARTMENT OF EDUCATION WOULD BE
THE LOGICAL PLACE TO CONSOLIDATE
UNDER, UM I AND ANY FINAL
THOUGHTS ON THAT. YEAH, I THINK
WHAT I WOULD SAY IS SOME OF THE
HISTORY BETWEEN THE TWO PROGRAMS
SO DEFINITELY RESPECT WHERE
YOU'RE COMING FROM AND
UNDERSTAND THAT, YOU KNOW, IT'S
NOT A DIRECT ANSWER IS TOO WILL
WIRE THEIR TWO PROGRAMS THAT THE
HISTORY OF THE BUDGET DECISION
TO HAVE THOSE TWO SEPARATE
PROGRAMS WAS A BUDGET AGREEMENT
SEVERAL YEARS BACK TO HAVE AND
AT THE TIME THEY DID HAVE A
SLIGHTLY DIFFERENT FOCUS, AND
ONE WAS MUCH MORE TOWARDS YOU
KNOW, COLLABORATION BETWEEN OUR
COLLEGES ARE COLLEGE PROGRAMS
AND OUR SCHOOL PROGRAMS, TRYING
TO HAVE A LITTLE BETTER
ALIGNMENT THERE AS WELL AS ALSO
LINING INTO, UM, INDUSTRY NEEDS
AND WORKFORCE NEEDS. UM SO THAT
WAS SORT OF THE HISTORY BUT
CERTAINLY I CAN TAKE BACK YOUR
COMMENTS. YEAH MAYBE THESE ARE
MORE COMMENTS AND QUESTIONS. UM,
APPRECIATE, UH, CHAIR
MURATSUCHI. PROVIDING SOME
CONTEXT. I WOULD I WOULD THINK
THAT IT'S SOMETHING THAT WE
VALUE SO MUCH. WE WOULD WANT TO
BE AS EFFECTIVE AS POSSIBLE, AND
THAT MEANS REALLY STRONG
COLLABORATION AMONG THE
DIFFERENT ENTITIES THAT ARE
DOING SIMILAR BUT ACKNOWLEDGED
THAT IT'S NOT THE SAME BUT
SIMILAR. UH PROGRAMMING WITH
GOALS THAT ARE THE SAME, WHICH
IS TO PROVIDE PEOPLE WITH
OPPORTUNITIES IN CAREER AND
PATHWAYS. SO UM I CERTAINLY
DON'T FEEL MUCH MORE COMFORTABLE
THAT, UM WE ARE HEADING IN THAT
DIRECTION, AND I THINK THAT'S
THE DIRECTION THAT WE SHOULD BE
HEADING IN. UM LET'S JUST MAYBE
FOR SAKE OF BEING MORE BASIC AND
AS A NEWBIE HERE UM I HEARD FIVE
DIFFERENT PROGRAMS MENTIONED,
BUT I THINK THERE WAS MORE.
THERE'S K THROUGH 12. PROGRAM.
THEY'RE THE STRONG WORK WORK
PROGRAM. THERE'S A CAREER
TECHNICAL INCENTIVES PROGRAM.
THERE'S THE K THROUGH 16
COLLABORATIVE. THERE'S
PARTNERSHIPS WHICH ONES IN MY
MISSING. THERE'S A SEAT IGC SEE
TAG PERKINS AT SIX. DID I IF I
MISSED ANY, PLEASE SHOUT IT OUT.
I AGREE WITH THAT. SO THERE'S
ALSO THE GOLDEN STATE PATHWAYS
PROGRAM, WHICH IS ONE TIME ONE
TIME GRANT THAT, UM MR COLLEGE
FROM THE DEPARTMENT OF EDUCATION
MENTIONED THERE'S CURRENTLY AND
THE R F A PROCESS FOR THERE'S
ALSO SEVERAL, UM, SMALLER
PROGRAM. SO THERE'S UH, SPECIFIC
, CATEGORICAL LIKE THE
PARTNERSHIP ACADEMY,
AGRICULTURAL VOCATIONAL
EDUCATION, AND PROBABLY A COUPLE
OF OTHER ONES THAT I'M
FORGETTING THAT THEY'RE THERE.
MOST OF THEM I BELIEVE ARE LESS
THAN $10 MILLION, BUT THAT THE
STATE HAS RETAINED AND THEY DID
NOT GET CONSOLIDATED INTO L CFF
WHEN WE MERGE MOST PROGRAMS AND
OTHER SMALL ONES. ONGOING YES,
THAT'S RIGHT. THE ONLY ONES THAT
ARE ONE TIME OUR GOLDEN STATE
PATHWAYS K THROUGH 16
COLLABORATIVE. AND THAT'S IT.
THOSE ARE THE 21 TIMES. LET ME
ASK ABOUT WHAT ONE TIME MEANS
BECAUSE IT'S CLEARLY AN
INVESTMENT. THAT'S AN IMPORTANT
ONE. OTHERWISE. ADMINISTRATION
WOULDN'T HAVE PUT IT FORWARD AND
LEGISLATURE WOULDN'T HAVE
APPROVED IT. UM WHAT DOES THAT
MEAN? FOR LIKE? FOR A LONG TERM
EFFECTIVENESS AND SUCCESS OF
THOSE ONE TIME INITIATIVES. HOW
IS ONE TIME? CREATING THESE
COLLABORATIVE THAT THE K THROUGH
16 LEVEL GONNA GIVE US YOU KNOW
MORE THAN ONE YEAR, FIVE YEAR
BENEFIT. ONE OF THE THINGS WE'VE
EMPHASIZED AND WORKING WITH ALL
13 COLLABORATIVE. THEY EACH
PREPARED A PROPOSAL BEFORE THEY
GOT THE GRANTS FROM OUR PROGRAM.
AND AS PART OF THE PROPOSALS
THAT'S KIND OF ONE OF THE THINGS
WE EMPHASIZED IS IT IS FOR LONG
TERM WHILE OUR GRANT MAY LAST
APPROXIMATELY FOUR YEARS WE
WANTED TO MAKE SURE IN THEIR
PLANS THEY WROTE INTO WHAT THEIR
SUSTAINABILITY PLAN IS TO KEEP
IT GOING, BUT THEY'RE NOT
REQUIRED TO MAINTAIN THE
COLLABORATIVE BEYOND. THEY'RE
NOT REQUIRED AS PART OF THE
PROGRAM, BUT IT'S SOMETHING WE
EVALUATE AND DETERMINE, UM,
ACTIVITY. CAN YOU GIVE ME UH OF
SENSE OF WHO IS FUNDED. WHO IS
THE UM FISCAL ENTITY THAT
RECEIVED FROM THE 13
COLLABORATIVE? GIVE ME THE WHOLE
BREAKDOWN. BUT ARE THEY
COMMUNITY COLLEGES WHO ARE THESE
? EACH COLLABORATIVE IS REQUIRED
TO HAVE WELL FROM A FISCAL LEAD.
UM THERE, THERE'S ONE FOR EACH
REGION THAT GETS THE MONEY AND
IT HAS TO BE A CATO SCHOOL
DISTRICT COMMUNITY COLLEGE AT UC
OR CSU, SO IT VARIES BY ENTITY.
UM EACH CLARITY DOES HAVE ONE OF
EACH ENTITY TYPED OUT AS PART OF
REQUIREMENTS FOR THE PROGRAM.
OKAY AND TELL ME AGAIN WHAT THE
COLLABORATIVE IS EXPECTED TO
ACCOMPLISH IN THE FOUR YEARS
THAT IT'S FUNDED, SO THEY HAVE
TO INCORPORATE FROM THE RECOVERY
CZAR WITH ECUADOR REPORT. THERE
WAS 11 RECOMMENDATIONS THAT CAME
OUT OF THAT FOUR OUT OF SEVEN OF
THOSE REQUIRED TO COMPLETE BY
JUNE 30TH 2026, AND THEY'RE ALSO
REQUIRED TO CREATE TWO
OCCUPATIONAL PATHWAYS. SOME
COLLABORATES ARE DOING MORE THAN
ABOUT TWO OF THE MINIMUM. AND
THIS IS AT A COST OF $250
MILLION FOR THE 13 CORRECT
ROUGHLY THAT COMES OUT TO JUST
OVER $18 MILLION PER
COLLABORATIVE. SO OUT OF $18
MILLION. WE'RE EXPECTING THEM TO
PRODUCE TWO NEW PATHWAYS. OKAY
AND THAT HAS BEEN FULLY UM, YOU
HAD THE REQUEST FOR PROPOSALS OR
WHATEVER THE PROCESS WAS IN THIS
CASE, CORRECT. THE MONEY HAS
BEEN ENCUMBERED FOR ALL OF THEM,
BUT WE HAVE A FOUR YEAR RELEASE
PROCESS. SO UH, ONCE A YEAR
THROUGH 2025 OR 25% OF THE
FUNDS, WHAT ARE THE TERMS OF THE
RELEASE ON AN ANNUAL BASIS? WHAT
METRIC MUST BE MET IN ORDER FOR
THEM TO ACHIEVE PROVIDE
QUARTERLY NARRATIVES TO US
EXPENDITURE REPORTS. SO WE'RE
JUST LOOKING FOR FORWARD
PROGRESS, REALLY? UM, TO KEEP
THEM MOVING. AS FAR AS CREATING
PATHWAYS, WHICH YOU KNOW AT THE
END OF THE DAY TO THE AVERAGE
PERSON. THAT'S UM, WHERE YOU'RE
CREATING PATHWAYS. YOU'RE
CREATING NEW OPPORTUNITIES.
THAT'S WHAT PEOPLE WANT TO SEE.
WHEN ARE THEY REQUIRED TO CREATE
THEIR TWO PATHWAYS BY THE END OF
THE FOUR YEARS OR ONE BY THE END
OF THE FIRST TWO YEARS, ONE BY
JUNE 30TH OF 2024, THE SECOND
ONE BY JUNE, 30TH 2026. IF THEY
DO IF THEY DO NOT MEET THOSE, UH
WILL THEY BE, UM RE AWARDED
GRANTS? THE WAR HAS ALREADY BEEN
MADE. WHAT MADE TO BE DELAYED IS
THE FUTURE FUND RELEASES UNTIL
WE SEE THEM IF YOU WORK FORWARD
PROGRESS. AND THE GOLDEN STATE
PATHWAYS WHO IS ADMINISTERING
THAT CD. CAN YOU TELL ME ABOUT
THAT? UM WHERE THAT IS IN THE
PROCESS AND TELL ME ABOUT THE
FULL AMOUNT AMOUNT WAS FIVE IS
500 MILLION OVER THE COURSE OF
SEVEN YEARS. AND THERE IS NO ARE
IF THERE'S AN R F A. AT THE
MOMENT, THERE'S AN R F A FOR THE
IMPLEMENTATION GRANTS, THE
PLANNING GRANTS AND THE
CONSORTIUM GRANTS. WE ALREADY
DID THE R F. WE COMPLETED OUR F
A PROCESS FOR THE TECHNICAL
ASSISTANCE CENTERS THAT WERE TO
START FOR THIS PROGRAM. OKAY AND
WHAT? WHAT ARE THE DELIVERABLES
THAT YOU'RE EXPECTING FROM? UM
FROM THIS PROGRAM FROM THE
PLANNING GRANTEES WERE EXPECTING
THEM TO, UM IF THEY DON'T HAVE
PATHWAYS CURRENTLY TO ADD
PATHWAYS TO THEIR SCHOOLS AND
THEIR UM DISTRICTS FOR
IMPLEMENTATION. IT'S EITHER
GROWING PATHWAYS OR AT A NEW
PATHWAYS TO THEIR PROGRAMS. SO,
UM ONLY, UH K 12 AGENCIES ARE
ELIGIBLE OR THEY CAN PARTNER
WITH COMMUNITY COLLEGES. SO THE
GOAL IS OF THIS IS THERE. ONE OF
THE OPPORTUNITIES THAT THEY'RE
SUPPOSED TO CREATE, IS AS SOON
AS HAVE THE OPPORTUNITY TO GAIN
12 COLLEGE CREDITS DURING THE
FOUR YEARS IN HIGH SCHOOL, SO
PARTNERING THROUGH DOING
ENROLLMENT PROGRAMS OR EARLY
EARLY MIDDLE COLLEGE HIGH SCHOOL
PROGRAMS, UM, TO ASSIST STUDENTS
WITH THAT UM, AND THERE IS NO
REQUIREMENT ON A NUMBER OF PARTS
OF, UH OF NEW CAREER PATHWAYS TO
BE CREATED NÓ. THERE IS NO
REQUIREMENT ON THEM, CREATING
DUAL ENROLLMENT PROGRAMS. THE
REQUIREMENT OF GIVING THEM
OPPORTUNITIES AGAIN. 12 COLLEGE
CREDITS IT COULD BE TWO DUAL
ENROLLMENT. IT COULD BE THROUGH
ADVANCED PLACEMENT OR
INTERNATIONAL BACCALAUREATE
PROGRAMS, SO THEIR PERFORMANCE
WILL BE MEASURED ON WHETHER OR
NOT, UM BY WHAT YEAR STUDENTS
ARE OBTAINING THE 12 UNITS. SO
THE FIRST REPORT ON THIS IS
2027. SO FIVE YEARS. AND THE
REASON FOR THAT WAS ORIGINALLY
WHEN WE STARTED TALKING ABOUT
THIS PROGRAM, IT WAS GOING TO BE
A ONE YEAR AND I SAID IT WAS
GONNA BE IMPOSSIBLE TO CREATE
PATHWAYS IN A YEAR AND
FORTUNATELY, MR FERGUSON AGREED
TO SEVEN YEARS WITH ME. OKAY AND
JUST BECAUSE OF OUR EXPERIENCE
WITH DEVELOPING PATHWAY
PROGRAMS. AND HOW MANY AWARDS DO
YOU EXPECT TO GO OUT? WE'RE
EXPECTING AT LEAST 500
APPLICATIONS THAT COME IN.
APPLICATIONS BUT NOT A WORD. NOT
A WORD. WE DON'T KNOW YET
BECAUSE IT'S NOT DUE TILL MARCH.
19TH SO I HAVE A BETTER IDEA IN
A FEW WEEKS. SO WE STILL DON'T
KNOW WHAT THE COST OF EACH ONE
OF THOSE WILL BE, BECAUSE IT'S
UP TO FIVE OR IT'S UP TO
$500,000 PER PATHWAY. OKAY.
SORRY ANNUALLY OR TOTAL TOTAL.
THANK YOU FOR THE BACKGROUND.
APPRECIATE THAT. UM PERKINS AND
SEAT IGC. THAT'S ALSO C D. C.
THAT ONE CAN PERKINS IS COMBINED
. PERKINS FEDERAL DOLLARS, OKAY
AND SEE TICKETS. STATE DOLLARS.
UH HUH. THEY CAN BE USED
TOGETHER TO SUPPORT PATHWAY
PROGRAMS. AND THAT'S WHAT
NORMALLY WE DO WITH THOSE SCHOOL
SITES AND DISTRICTS DO THAT.
WITH THE NORMAL AND NORMAL
AWARDEE RECEIVES BOTH IF THEY
APPLY, TYPICALLY TYPICALLY. AND
OR THEIR FEDERAL LIMITATIONS TO
THAT PROGRAM BEING ESSENTIALLY
UH, COMBINED WITH CITIC. NO. SO
IT CAN BE COMBINED. UM. I THINK,
UH, WHERE THERE'S SOME REMAINING
QUESTIONS, BUT WE'RE SORT OF
SHORT ON TIME AND RESPOND TO
PLACE. THANK YOU, TERRY FOR
TRYING TO FIGURE OUT HOW MUCH WE
ARE SPENDING. I JUST THERE WERE
A LOT OF NUMBERS THROWN AROUND
WITHOUT ANY, UH, BACKUP
MATERIAL. BUT I THINK I SEE
ABOUT $1.2 BILLION A YEAR GOING
INTO THESE VARIOUS PATHWAY
PROGRAM, SO WITH THE L A. OH,
KIND OF FIGURE THAT OUT. UM AND
I THINK I HEARD THE RESPONSES BE
THAT WE ARE PRIMARILY CREATING
PATHWAYS. YEAH. AS THE DELIVERY
BUBBLE FOR THESE THE ONLY, UH,
STUDENT CENTERED NUMBERS THAT I
HEARD. IT WAS FROM C D. E WHERE
YOU MENTIONED 497,000 STUDENTS.
THAT'S A COHORT BEFORE YEAR
COHORT OF GRADUATES OF STUDENTS
IN THAT COHORT. WHEN DID THAT
START? SO THAT'S 12TH GRADER? SO
THAT'S THEY START THE COHORT IN
NINTH GRADE, AND THEY FOLLOW
THOSE STUDENTS THROUGH 12TH
GRADE. AND THIS IN THIS GROUP IS
ALREADY WHAT WHAT YEAR ARE THESE
GRADUATED YEARS. 2022 OF THE
DATA THAT I MENTIONED. OKAY SO
THESE 497,000 STUDENTS HAVE
GRADUATED ALREADY IN 2020 TO
CORRECT THE INFORMATION YOU'RE
SHARING 20% COMPLETED A CTE
PATHWAY. 84% GRADUATED FROM HIGH
SCHOOL. IF THEY COMPLETED A
PATHWAY. THE GRADUATION RATE WAS
98.7. THE ATTENDANCE RATE WAS IF
PATHWAY COMPLETED WITH 98.5
CORRECT, 2022 2022. WHAT
PERCENTAGE OF STUDENTS HAVE A
JOB NOW IN THEIR PATHWAY. AND
WHAT NUMBER THAT ONE IS A
DIFFICULT ONE. BECAUSE WE DON'T
TRACK THAT DATA. WE DO SURVEY
DATA ON THAT, AND IT'S NOT
COMPLETELY ACCURATE. SO FOR THE
AMOUNT OF INVESTMENT WE ACTUALLY
DON'T KNOW. WE DON'T HAVE A
CLEAR RETURN ON INVESTMENT IN
TERMS OF WHETHER THIS ACTUALLY
RESULTED IN STUDENTS. NOT YET.
WE USUALLY HAVE A GETTING A JOB.
KEEPING A JOB. THE LEVEL OF THAT
JOB IN TERMS OF THEIR ABILITY TO
THRIVE. CORRECT. OKAY. IT'S AND
IT'S VERY SIMILAR TO THE FIRST
PANEL. UH, WE ARE GOING TO BE
MAKING SOME VERY TOUGH
DECISIONS. AND I TRY TO BE VERY
STUDENT CENTERED IN OUR APPROACH
TO BEING ABLE TO DO THAT. AH,
AND AS A STATE, I THINK AT THE
END OF THE DAY IF OUR GOAL IS TO
MAKE SURE THAT PEOPLE ARE
WORKING THAT PEOPLE ARE BEING
TRAINED TO BE ABLE TO WORK AND
THAT THEY ARE THRIVING BECAUSE
OF THE WORK THAT THEY ARE ABLE
TO GET. THROUGH THE EDUCATIONAL
PROGRAMS THAT WE PROVIDE. AND WE
SHOULD ACTUALLY BE ABLE TO
REPORT ON THAT. DATA POINT. WHEN
WE'RE MAKING HUNDREDS OF
MILLIONS OF DOLLARS BILLIONS OF
DOLLARS OF INVESTMENTS IT'S WHAT
I HEARD FROM THE PRESENTATIONS
WAS WE VERY SUCCESSFULLY
EXECUTED THE ADMINISTRATION OF
THESE GRANT PROGRAMS. AND I
HEARD THE REPORTING DATA THAT
YOU ALL RECEIVED TO BE VERY
PROCESS ORIENTED. THEY CREATED A
PATHWAY. THEY MET THE
REQUIREMENTS OF FORMING A
COLLABORATIVE. ALL OF THESE
THINGS ARE WONDERFUL IN TERMS OF
PROCESS. BUT IF WE DON'T HAVE
THE INFORMATION ABOUT THE IMPACT
IT HAS ON STUDENTS IN OUR
OVERALL WORKFORCE IN TOTAL. I
THINK IT'S REALLY HARD FOR US TO
UNDERSTAND. THE OVERALL RETURN
ON INVESTMENTS. SO I'M HOPING
THAT AT SOME POINT WILL BE ABLE
TO THROUGH THE CHAIR. UM GET
THIS LEVEL OF DATA TO BE ABLE TO
SUPPORT THAT JUSTIFICATION OF
SPENDING FOR THESE PROGRAMS.
YEAH THE QUESTION THAT ARISES
FROM MS PUNTERS, UM QUESTIONS
AND COMMENTS THE CRADLE TO
CAREER. DATA SYSTEM THAT I'VE
HEARD A LOT ABOUT. UM AND IT
SEEMS EVERY TIME I TALK ABOUT
IT, IT SEEMS MORE AND MORE
DISTANCE INSTEAD OF CLOSER AS
TIME PASSES WHERE, WHO IS THAT
SEAT? WHO IS IMPLEMENTING THAT?
THAT'S THE OFFICE OF CRADLE TO
CAREER DATA. UNDER THE
GOVERNMENT OPERATIONS AGENCY.
OKAY. AND WHAT IS THE STATUS OF
THAT? I WOULD HAVE TO GET BACK
TO YOU ON THE STATUS. I DO KNOW
THAT THE WORK IS UNDERWAY BY
THAT OFFICE. UM, BUT I CAN
CERTAINLY WORK WITH UM, THE
DIRECTOR TO PROVIDE A STATUS
UPDATE. OKAY? I THINK CERTAINLY
WOULD BE INTERESTED IN THAT.
CHAIRMAN CHAIRMAN LEVELERS YES.
ANTHONY CORDOVA. I JUST WANTED
TO MAKE A QUICK ADDRESS TO
ASSEMBLYMEMBER'S BONTA IN
REGARDS TO SOME OF THE REPORTS
THAT YOU'RE TALKING ABOUT. I
AGREE WITH YOU IN REGARDS TO THE
DATA OUTCOMES. WE'VE GOT OUR
STRONG WORKFORCE. UM PROGRAM
THAT'S GOING TO BE FINALIZED IN
OUR REPORT HERE SHORTLY. I COULD
GET THAT INFORMATION OVER TO
YOU. I APPRECIATE THAT. THANK
YOU. NO PROBLEM. AND I WAS
REMINDED. WE DO HAVE A CREATOR
TO CAREER, UH, HEARING SO WE CAN
DEFINITELY HAVE THAT INFORMATION
FOR US AT THAT HEARING THAT BE
USEFUL. NOT THAT WE NEED TO ADD
MORE WORKLOAD TO THE LOT, BUT I
DO THINK THAT THIS ONE THIS IS A
VERY UH, HEAVY SUBJECT WITH A
LOT OF MOVING PARTS. IT WOULD.
ALL OF YOUR REPORTS ARE
OBVIOUSLY HELPFUL IF YOU COULD
HELP US ALL FIGURE OUT
EVERYTHING THAT'S HAPPENING IN
THIS SPACE. INCLUDING THE
CONSOLIDATION EFFORTS IN THE
PAST, THAT I KNOW HAVE EXISTED
AND PERHAPS RECOMMENDATIONS
GOING FORWARD. YES SIR. AND WE
CAN WE CAN PROVIDE A QUICK
SUMMARY OF SOME OF THE ONGOING
MAY BE SPLITTING UP BETWEEN HERE
AND THE ONGOING PROGRAMS THAT WE
HAVE, AND HERE ARE SOME OF THE
ONE TIME SPENDING THAT WE'VE HAD
OVER THE LAST SEVERAL YEARS TO
GIVE YOU SOME CONTEXT. THANK YOU
VERY MUCH APPRECIATE THAT. THANK
YOU ALL. APPRECIATE YOUR TIME
AND YOUR ANSWERS AND YOU'RE YOUR
INFORMATION THAT YOU PROVIDED TO
US. THANK YOU. WE'LL SEE YOU
SOON. THANK YOU. WE WILL MOVE ON
TO OUR OTHER PANEL. OUR FINAL
PANEL. WE'VE GOT A NUMBER OF
INDIVIDUALS FROM DIFFERENT
INDUSTRIES AND DIFFERENT SECTORS
. I SHOULD SAY, UH, THAT ARE
HERE TO SHARE THEIR THOUGHTS.
THE RESPONSE THEIR COMMENTS ON
THIS CONVERSATION IN GENERAL
FROM REGARDING CAREER READINESS,
AND SOME OF YOU OBVIOUSLY DO
THIS WORK ON A REGULAR BASIS.
AND WE THANK YOU FOR THAT, AND
SOME OF YOU MAY BE HOPING TO DO
MORE OF THAT. UH AND WE'RE
INTERESTED IN HEARING FROM YOU
SO I BELIEVE WE HAVE LINDA
GRANGER FROM EDEN AREA. ROP, DR
BARBARA NEMKO. NAPA COUNTY
SUPERINTENDENT. AND STANTON,
PRESIDENT OF LINK LEARNING LANDS
, HASTINGS PRESIDENCY OF
CALIFORNIA MANUFACTURERS AND
TECHNOLOGY ASSOCIATION. WITH THE
GET REAL COALITION AND ALYSSA
LYNCH. SUPERINTENDENT OF
METROPOLITAN EDUCATION DISTRICT,
YOU ARE HERE. GREAT LET'S GET
STARTED WITH MISS GRANGER. NOON
IT'S A PLEASURE TO BE HERE TODAY
. I AM LINDA GRANGER, THE
IMMEDIATE PAST PRESIDENT OF K.
ROB THE ASSOCIATION FOR CAREER
AND COLLEGE READINESS
ORGANIZATIONS. IN MY 31 YEARS IN
EDUCATION, I HAVE SERVED AS A CT
TEACHER HIGH SCHOOL PRINCIPAL
AND ROP SUPERINTENDENT. I'M
CURRENTLY THE CHIEF OPERATING
OFFICER OF THE AREA. ROP
REPRESENTING FOUR SCHOOL
DISTRICTS IN THE EAST BAY.
CASTRO VALLEY, HAYWARD, SAN
LEANDRO AND SAN LORENZO UNIFIED
SERVING ROUGHLY 22,000 STUDENTS
IN GRADES SEVEN THROUGH 12. WE
APPRECIATE THE STATE'S
RECOGNITION OF THE VALUE CAREER
EDUCATION PLAYS IN PREPARING
STUDENTS FOR THEIR FIRST CAREER.
WITHIN THIS SYSTEM, THE EDEN
AREA ROP IN OUR PARTNER
DISTRICTS HAVE BEEN ABLE TO
EXPAND SEVERAL PATHWAYS,
INCLUDING ENGINEERING AND HEALTH
, AS WELL AS DEVELOP A WORK
BASED LEARNING SYSTEM TO CONNECT
CTE STUDENTS TO THE WORLD OF
WORK. WE ALSO APPRECIATE THE
STATE'S RECOGNITION OF THE
IMPORTANCE OF THE STUDENTS
STARTING THEIR CAREER PATH PRIOR
TO ENTERING INTO POST SECONDARY
EDUCATION. THIS IS IMPORTANT
BECAUSE WE KNOW THAT STUDENTS
WHO COMPLETE A CTE PATHWAY WHILE
IN HIGH SCHOOL ARE MORE LIKELY
TO GRADUATE AND ARE MORE LIKELY
TO BE EMPLOYED FULL TIME. EIGHT
YEARS AFTER GRADUATION WITH
HIGHER MEDIAN EARNINGS THAN
THEIR NON CTE COUNTERPARTS. WE
HAVE ALSO DEVELOPED A STRONG
WORKING RELATIONSHIP WITH ABOUT
COMMUNITY COLLEGE TO SUPPORT
STUDENTS TRANSITIONING TO POST
SECONDARY EDUCATION WITHIN THE
SYSTEM. IF OUR GOAL IS TO
PROVIDE STUDENTS WITH THE SKILLS
AND THE KNOWLEDGE THEY NEED TO
EARN A LIVING WAGE AND BE
PRODUCTIVE MEMBERS OF SOCIETY.
THE STATE IS CORRECT AND
RECOGNIZING INVESTING IN CTE IS
THE WAY TO MAKE THIS HAPPEN. NOW
WE KNOW CT IS IMPORTANT TO
STUDENT SUCCESS AND WORKFORCE
DEVELOPMENT. YET HERE IS WHAT WE
ARE ASKING OF. CT PROVIDERS
DEVELOP HIGH QUALITY CTE
PROGRAMS THAT INCLUDE ALL
RESEARCH BASED ELEMENTS
SUPPORTING STUDENT SUCCESS. YOU
JUST NEED TO BE ABLE TO DO THAT,
WITHOUT KNOWING HOW MUCH FUN
YOU'RE GOING TO HAVE FROM ONE
YEAR TO THE NEXT TO MAKE THAT
HAPPEN. IN FACT, THIS YEAR FOR
OUR SEATING APPLICATION, WE HAD
$9 MILLION IN MATCH FOR C TICK
AND WE WERE AWARDED $2.7
MILLION. THERE ARE SIX SEPARATE
INITIATIVES MORE WHEN YOU
INCLUDE THE UM, APPRENTICESHIP
AND PRE APPRENTICESHIP PROGRAM
GRANTS. ALL OF THESE INITIATIVES
HAVE SEPARATE TIMELINES AND
REPORTING THESE MULTIPLE PROGRAM
TO PROVIDE THE POTENTIAL TO
BRAID FUNDING ACROSS PROGRAMS TO
MEET STUDENT NEEDS. YET THE
COMPETITIVE NATURE OF THESE
GRANTS CREATE MORE OF A FOCUS ON
ONE TIME PROJECTS OVER COHESIVE
SYSTEM DEVELOPMENT. AND IT'S
CHALLENGING AT BEST TO BRAID
FUNDS YOU MAY OR MAY NOT RECEIVE
EACH YEAR. IT'S DIFFICULT TO
FOCUS ON LONG TERM PLANNING IN
THIS ENVIRONMENT, MUCH LESS
CREATING SYSTEMIC CHANGE. EVEN
WITH THESE CHALLENGES, WE
APPRECIATE THE STATE'S
COMMITMENT TO C T. E. AS WITHOUT
THIS FUNDING, ROP S WOULD HAVE
TO ELIMINATE PROGRAMS AND FEWER
STUDENTS WOULD BE SERVED. THE
POTENTIAL IMPACT OF THE MASTER
PLAN BECAME VERY CLEAR TO ME
WHEN EATING VERY ROP WAS AWARDED
A GRANT FROM THE CALIFORNIA AIR
RESOURCES BOARD OR CARB. THIS
GRAND PREPARES THE FUTURE
WORKFORCE WITH THE SKILLS AND
TRAINING NEEDED TO WORK ON ZERO
EMISSIONS VEHICLES. INDUSTRY
EXPERTS WILL PROVIDE GUIDANCE IN
DEVELOPING THE CURRICULUM AND WE
WILL BE ABLE TO PURCHASE THE
EQUIPMENT NEEDED TO START THE
PATHWAY. WE ARE HOPING TO BRAID
FUNDS WITH THE GOLDEN STATE
PATHWAYS PROGRAM GRANT TO HIRE
STAFF TO ADDRESS THE K 12
CURRICULUM REQUIREMENTS, LIKE
DEVELOPING THE OUTLINE FOR THE U
CA.GOV APPROVAL SUBMISSION
ALIGNING TO THE COMMUNITY
COLLEGE ALTERNATIVE FUELS
PROGRAM AND DEVELOPING LESSON
PLANS. IT'S EXCITING TO BE ABLE
TO DEVELOP A PATHWAY PROGRAM FOR
AN EMERGING MARKET IN THIS
MANNER. IT IS THE FIRST TIME
THAT WE HAVE WORKED WITH THE
STATE AGENCY OUTSIDE OF
EDUCATION TO DEVELOP A PATHWAY.
AND IT IS THE FIRST TIME THAT
CARB HAS WORKED WITH THE K 12
INSTITUTION. YET WE ARE WORKING
TO DEVELOP A PATHWAY THAT WILL
MEET IN EMERGING WORKFORCE NEED.
THIS IS WHAT THE MASTER PLAN FOR
CAREER EDUCATION COULD DO.
PROVIDE US THE OPPORTUNITY TO
REIMAGINE HOW EDUCATION SUPPORTS
WORKFORCE READINESS. IMAGINE
STUDENTS EXPLORING THEIR FIRST
CAREER CAREER INTEREST WHILE IN
HIGH SCHOOL. IMAGINE A SYSTEM IN
WHICH TIMELINES AND REPORTING
REQUIREMENTS ARE ALIGNED TO
SUPPORT CONTINUOUS IMPROVEMENT.
IMAGINE OUR EDUCATIONAL SYSTEM
BEING FLEXIBLE ENOUGH TO RESPOND
TO LABOR MARKET NEEDS. IMAGINE A
SYSTEM THAT SUPPORTS AND FUNDS
REGIONAL DELIVERY OF CAREER
EDUCATION. IMAGINE C T E AND
ACADEMIC TEACHERS CONNECTING
COURSE CONTENT TO CAREERS.
IMAGINE A SYSTEM WITH BETTER
STUDENT ENGAGEMENT, ATTENDANCE
AND ACADEMIC OUTCOMES. IMAGINE A
SYSTEM DESIGNED TO CONNECT
STUDENTS TO THEIR CAREER GOALS
AND SHAPE THEIR EDUCATION AROUND
THOSE GOALS. WELL I CAN'T
IMAGINE IT AS THIS IS WHAT OUR
OPIE'S DO PROVIDE HIGH QUALITY
REGIONAL CTE PROGRAMS IN
PARTNERSHIP WITH POST SECONDARY
EDUCATION. AND ON BEHALF OF THE
ROP S THROUGHOUT THE STATE. WE
LOOK FORWARD TO SHARING OUR
EXPERTISE IN DEVELOPING A MASTER
PLAN FOR CAREER EDUCATION THAT
CENTERS ON OPPORTUNITIES FOR
STUDENTS TO IDENTIFY AND PREPARE
FOR THEIR FIRST CAREER WHILE
THEY ARE IN HIGH SCHOOL. THANK
YOU. THANK YOU FOR THAT
TESTIMONY. DOCTOR AND IMCO.
THANK YOU. I REALLY APPRECIATE
YOU BEING HERE. IT'S MORE THAN
TWO HOURS THAT YOU'VE BEEN
SITTING. I WISH I COULD GET YOU
UP TO DO AGO NOODLE EXERCISE.
THANK YOU. UM I AM SO HAPPY THAT
WE ARE HERE TALKING ABOUT CTE
BECAUSE IT FEELS LIKE FOR ABOUT
40 OR 50 YEARS. WE DID NOT TALK
ABOUT CTE. EXCEPT FOR THOSE KIDS
, THOSE KIDS WHO WERE NOT GOING
TO COLLEGE AND THAT'S NOT WHAT
CTE IS. C T E IS FOR ALL KIDS
BECAUSE WE EXPECT ALL KIDS TO GO
TO WORK. AFTER THEY LEAVE SCHOOL
, WHETHER IT'S RIGHT AFTER HIGH
SCHOOL OR COMMUNITY, COLLEGE OR
COLLEGE, SO WE ARE GRATEFUL FOR
THIS NEW FOUND EMPHASIS. COUPLE
OF THINGS THAT I WOULD LIKE TO
ASK FOR IN THE MASTER PLAN AND
ASSEMBLYMAN, MARRY TUCCI. YOU
ASKED THE RIGHT QUESTION. WHY
CAN'T WE HAVE ONE FUNDING SOURCE
? WHY DO WE HAVE TO FUNDING
SOURCES AND WE MAKE EVERYBODY
JUMPED THROUGH ALL THESE HOOPS
TWICE? I'M SURE IT'S AN
ADMINISTRATIVE HURDLE TO FIND A
WAY TO GET THEM TOGETHER. BUT
THAT WOULD BE ONE ADMINISTRATIVE
HURDLE OF TWO AGENCIES. WE'RE
ALL DOING IT DOWN AT THE LOCAL
LEVEL, AND SO WE'RE ALL GOING
THROUGH THIS ADMINISTRATIVE
HURDLE. IF THERE'S ANY WAY WE
CAN FIX THIS, IT WOULD BE WORTH
THE TIME TO DO THAT. THE SECOND
THING, OF COURSE, WE WOULD HOPE
THAT WE WOULD KEEP THE SAME
FUNDING LEVELS RIGHT NOW. WE'RE
AT ABOUT 454 150 MILLION WITH
300 MILLION IN SEATING AND 100
AND 50 IN K 1212 STRONG
WORKFORCE. THAT WOULD BE GOOD.
BUT AGAIN AS SOMEONE ELSE, SAID
IT HAS TO BE MULTI YEAR. THIS IS
NOT LIKE AN ENGLISH CLASS WHERE
WE BUY SOME MORE PAPER. IF WE'RE
GOING TO GO IN EXTRA YEAR, THIS
IS BIG EQUIPMENT TO COST MONEY,
AND IF THE PROGRAM IS TO BE
VIABLE, IT'S GOT TO BE UP TO
DATE AND IT'S GOT TO BE REAL.
SO, YES, WE WANT TO SEE THAT
THOSE ARE THE TWO BIGGEST THINGS
. OBVIOUSLY WE NEED TO DO
SOMETHING ABOUT THE INSTRUCTOR
PIPELINE. WE'VE LOST THEM. THE
PEOPLE WHO USED TO TEACH YOU
THEY'RE GONE, AND IT'S HARD TO
FIND NEW PEOPLE WHO WANT TO GO
INTO TEACHING TODAY AND HAVE THE
SKILLS THAT YOU NEED TO BE A CTE
TEACHER, SO WHATEVER WE CAN DO
TO MAKE IT EASIER, THAT WOULD BE
GREAT. IT WOULD BE NICE IF THE
FUNDING WERE NOT, UM, ENTIRELY
COMPETITIVE. WE'RE FUNDING ON K
12. WE'RE IN THE COMPETITION,
AND THEN THERE'S JUST TOO MUCH
MAKE IT SIMPLE. I'M A SIMPLE
PERSON AND OUR PEOPLE WANT TO
MAKE IT SIMPLE SO THAT WE CAN
SERVE OUR KIDS BETTER. WORK
BASED LEARNING FABULOUS IDEA.
KIDS NEED TO ACTUALLY GET TO
WORK, SO THEY UNDERSTAND WHY
THEY NEED THE OTHER STUFF THAT
WE'RE TEACHING THEM WHERE IT
FITS IN AND WHAT THEY'RE GOING
TO DO. THEY NEED TO HAVE THAT
NORTH STAR IN THEIR LIFE SO THAT
THEY UNDERSTAND WHY THEY'RE
GOING TO SCHOOL. AND I'M REALLY
EXCITED. UM FORMER STATE
SUPERINTENDENT, TOM TORLAKSON IS
WORKING ON A PILOT PROGRAM FOR
MIDDLE SCHOOL KIDS TO TAKE THEM
TO SEE APPRENTICESHIPS IN MIDDLE
SCHOOL. TWO REASONS. ONE. THEY
GET TO SEE WHAT THE
POSSIBILITIES ARE BEFORE THEY
GET TO HIGH SCHOOL AND HAVE TO
START CHOOSING ELECTIVES AND Tð.
THEIR PARENTS FIND OUT THAT IF
YOU DO AN APPRENTICESHIP YOU CAN
BE SPENDING FIVE YEARS, BUT
YOU'RE WORKING DURING THOSE FIVE
YEARS AND YOU'RE EARNING MONEY.
YOUR ACADEMIC STUFF IS HAPPENING
AT NIGHT. SO YOUR SCHOOL DAYTIME
IS WORKING MONEY. THEN YOU GET
THE ACADEMICS AND WHEN YOU
GRADUATE INSTEAD OF HAVING A
DEBT, YOU HAVE MONEY IN THE
BANK. SO IF KIDS START THINKING,
AND THEIR PARENTS START SEEING
HOW MUCH MONEY THEY CAN MAKE, IT
TAKES AWAY THE STIGMA OF CTE. SO
THIS IS A WONDERFUL PROGRAM. WE
ABSOLUTELY APPRECIATE THE
GOVERNOR'S HAVING A MASTER PLAN,
AND THOSE ARE THE BIG THINGS WE
WANT. BUT THE FUNDING TOGETHER
KEEP THE FUNDING IT AT THAT SAME
LEVEL IT IS AND MAKE IT FOR
MULTI YEAR AND WE'LL BE SO
HAPPY. THANK YOU. THANK YOU SO
MUCH. UH AND STANTON FROM LINK
LEARNING. HI I'M ANNE STANTON,
THE PRESIDENT OF THE LINKED
LEARNING ALLIANCE. AND I REALLY
APPRECIATE THE OPPORTUNITY TO BE
HERE WITH YOU TODAY. THE LINKED
LEARNING ALLIANCE BEGAN ABOUT 15
YEARS AGO AS A MOVEMENT OF
EDUCATORS, EMPLOYERS AND
COMMUNITIES THAT SET STANDARDS
FOR EXCELLENCE AND EQUITY
THROUGH INTEGRATED COLLEGE AND
CAREER PATHWAYS. BECAUSE WE KNOW
THAT BLENDING ACADEMICS,
RIGOROUS ACADEMICS WITH REAL
WORLD LEARNING AND STRONG
SUPPORT SERVICES HELPS YOUNG
PEOPLE DISCOVER THEIR PURPOSE
AND INSPIRES THEM TO SUCCEED IN
COLLEGE AND CAREER. EVIDENCE
PROVES IT AND THIS IS CRITICAL
BECAUSE RESEARCH ALSO SHOWS THAT
BETWEEN AGES 14 AND 24 YOUNG
PEOPLE DEVELOP THEIR IDENTITIES,
THEIR DISPOSITIONS AND THEIR
LIFELONG ASPIRATIONS FOR
ADOLESCENTS. THIS IS A DECADE OF
DIFFERENCE THAT WE CANNOT GAMBLE
AWAY. WE ALSO KNOW THAT CHRONIC
ABSENTEEISM AMONG CALIFORNIA
STUDENTS IS STILL DOUBLE PRE
DEMBA PANDEMIC LEVELS, AND THERE
ARE NO SIGNS OF THIS TREND.
DEBATING COMMUNITY. COLLEGE
ENROLLMENTS ARE STILL DOWN 16%
IN FOUR YEAR COLLEGES LIKE CAL
STATE OR SEEING A 6.5%
ENROLLMENT DECLINE. ALL WELL.
CALIFORNIA BUSINESSES STRUGGLE
TO FIND QUALIFIED TALENT, AND
OUR YOUNG PEOPLE STRUGGLE TO
FIND THE KIND OF JOBS THAT CAN
HELP PAY THE BILLS AND PROVIDE
OPPORTUNITY FOR EDUCATIONAL
ADVANCEMENT. TOO MANY YOUNG
PEOPLE ARE DISCONNECTING FROM
LEARNING AND FROM THEIR
POTENTIAL DURING A CRITICAL
DECADE IN THEIR LIVES, AND OUR
STATE CANNOT AFFORD TO LOSE THIS
TALENT. WE NEED TO RE ENGAGE
THEM BY OFFERING MEANINGFUL,
RELEVANT LEARNING EXPERIENCES
THAT CONNECT THEM TO PURPOSE TO
A COMMUNITY WHERE THEY FEEL SEEN
AND SUPPORTED AND TO
OPPORTUNITIES THAT SMOOTH AND
ACCELERATE POSTSECONDARY
TRANSITIONS AND LEAD TO
FULFILLING CAREERS WITH FAMILY
SUSTAINING WAGES. IF WE'RE GOING
TO BUILD BACK BETTER FROM THIS
PANDEMIC AND SEE OUR ECONOMY
THRIVED, FUELED BY A DIVERSE AND
TALENTED WORKFORCE PIPELINE WE
NEED TO DO FOR STUDENTS. WHAT
OUR EXPERIENCE AND EVIDENCE TELL
US. WE NEED TO LEAD AND WE ARE
TOGETHER WITH MANY OF YOU IN
THIS ROOM. WE'RE USHERING IN A
NEW ERA OF OPPORTUNITY FOR YOUNG
PEOPLE. CALIFORNIA CONTINUES TO
LEAD THE WAY AND I WANT TO
RECOGNIZE OUR COLLECTIVE
LEADERSHIP BECAUSE IT HAS
INSPIRED THE FIELD TO GO OUT AND
TO CREATE CTE STRONG WORKFORCE
CASE, 16 COLLABORATIVE PROGRAMS
LAID A SOLID FOUNDATION NEW
INVESTMENTS IN GOLDEN STATE
PATHWAYS, DUAL ENROLLMENT AND
COMMUNITY SCHOOLS WILL TAKE THIS
WORK ONE STEP FURTHER TO ENHANCE
THE ENTIRE WHOLE CHILD
EXPERIENCE. WHAT WE'RE CREATING
IS TRULY REMARKABLE FROM
IMPERIAL TO HUMBOLDT COUNTY'S.
THESE INTEGRATED PROGRAMS ARE
COMING TO LIFE. AND SO WE WANT
TO INVITE YOU TO COME OUT AND
SEE THIS WORK IN ACTION BECAUSE
IT REALLY IS INSPIRING. WE'RE
ALSO WORKING HARD TO CREATE
COHERENCE BETWEEN OUR K 12 POST
SECONDARY EDUCATION AND
WORKFORCE SYSTEMS AND THE
STREAMS OF FUNDING MEANT TO
FORTIFY THEM. BUT WE NEED TO
CONNECT THESE DOTS TO CLEAR THE
WAY FOR OUR HARD WORKING
STUDENTS, THEIR FAMILIES AND OUR
EDUCATORS. SPECIFICALLY WE NEED
TO STREAMLINE EXISTING GRANT
PROGRAMS, A SYSTEM OF FUNDING
FOR ALL THE PROGRAMS WERE
DISCUSSING TODAY OR SILOED,
MAKING THEM LESS EFFECTIVE THAN
THEY COULD BE. FOR EXAMPLE, IN K
12 STRONG WORKFORCE OPERATE ON
SEPARATE, OFTEN DUELING SYSTEMS
THAT REQUIRE DIFFERENT LOCAL
INVESTMENTS HAVE DIFFERENT
TIMELINES, MAKING LONG TERM
PLANNING AND SUSTAINABILITY
VERY, VERY DIFFICULT. AND THIS
ALSO CREATES ADMINISTRATIVE
STRAIN AND REDUNDANT WORK AT THE
LOCAL LEVEL, PULLING FOCUS AWAY
FROM THE HIGH QUALITY LEARNING
AND LEARNING EXPERIENCES THAT WE
KNOW LEAD TO GREATER OUTCOMES
FOR OUR YOUNG PEOPLE.
CALIFORNIA'S MASTER PLAN FOR
EDUCATION CAN HELP US ADDRESS
THESE ISSUES IN KEY WAYS BY
NUMBER ONE BREAKING DOWN SILOS.
WE APPLAUD THE STATE FOR
IDENTIFYING OPPORTUNITIES TO
ALIGN AND COORDINATE ACROSS
SEGMENTS AND SECTORS MAKING WAY
FOR MORE CAREER BUILDING
OPPORTUNITIES. LIKE THE ONES
WE'VE DISCOVERED. YOU DESCRIBED.
STRENGTHENING CAREER PATHWAYS.
THIS PLAN ENCOURAGES ALL
STUDENTS STARTING IN HIGH SCHOOL
TO DISCOVER AND EXPLORE HIGH
OPPORTUNITY CAREERS WITH
GUIDANCE ON PATHWAYS TO THOSE
CAREERS. PRIORITIZES HANDS ON
LEARNING ESPECIALLY PAID, LEARN
AND EARN OPPORTUNITIES THAT
PREPARE STUDENTS WITH RELEVANT
SKILLS THAT THEY CAN BE
CERTIFIED WITH AND REFLECTED ON
ACADEMIC RECORDS, AND IT ALSO
ADVANCES ACCESS AND
AFFORDABILITY BY STREAMLINING
BUREAUCRACIES TO REDUCE THE COST
OF CAREER TRAINING AND SIMPLIFY
ACCESS TO SUPPORTS. THE
INVESTMENTS IN GOLDEN STATE
PATHWAYS AND DUAL ENROLLMENT
REMAINS CENTRAL TO THE SUCCESS
OF THE MASTER PLAN, AND ITS
STRENGTH RELIES ON ITS ABILITY
TO ACHIEVE THE COHERENCE THAT
THE FIELD IS ARDENTLY SEEKING.
THERE'S CERTAINLY MORE WORK TO
DO, BUT STRIDES LIKE THESE MOVE
US FORWARD TO ADVANCING NEW
LEVELS OF EQUITY AND EXCELLENCE
IN OUR EDUCATION AND WORKFORCE
SYSTEMS BECAUSE OF THE FUNDING
AND NOT IN SPITE OF IT ALL COMES
DOWN TO IMPLEMENTATION. WE
REALLY APPRECIATE THE LEADERSHIP
IT TAKES NOT ONLY TO PROTECT
THESE INVESTMENTS BUT TO STAY
THE COURSE. AS WE LOOK AND WORK
AHEAD. IT'S IMPORTANT TO BE EVER
MINDFUL THAT SUCCESS WILL DEPEND
ON FULLY FUNDING THIS EFFORT AND
CLOSELY INTEGRATING EACH ELEMENT
. THE OPPORTUNITIES AND
EXPERIENCES WERE CULTIVATING
TOGETHER SHOULD INFORM AND
REINFORCE ONE ANOTHER TO PRODUCE
THE RESULTS. WE WANT TO SEE. AND
STATUS QUO. SILOS WILL NOT
SUFFICE. WE CAN, AND WE MUST ACT
WITH INTENTION TO BRING IT ALL
TOGETHER FOR STUDENTS AND FOR
OUR SHARED AND WORTHY GOALS.
THANK YOU. THANK YOU. LANCE
HASTINGS WITH THE GET REAL
COALITION. THANK YOU. MR
CHAIRMAN AND MR CHAIRMAN
APPRECIATE THE OPPORTUNITY
TODAY. WELL, I DO WEAR A HAT IS
THE PRESIDENCY OF THE CALIFORNIA
MANUFACTURERS AND TECHNOLOGY
ASSOCIATION TODAY? I'M HERE ON
BEHALF OF AN INFORMAL COALITION.
THAT WAS FORMED MORE THAN 10
YEARS AGO CALLED THE GET REAL
COALITION AND THE REAL STANDS
FOR RELEVANCE AND EDUCATION AND
LEARNING. IT'S A CONSORTIUM OF
INDUSTRY AND LABOR LEADERS. IN
FACT, OUR CO CHAIR IS JEREMY
SMITH FROM THE STATE BUILDING
AND CONSTRUCTION TRADES COUNCIL.
SO WE DO SIT DOWN REGULARLY AND
TALK ABOUT THESE ISSUES. AND
I'VE FOUND THIS HEARING
PARTICULARLY INTERESTING. IN
THAT A COUPLE OF THINGS ARE
FAIRLY OBVIOUS. THERE IS A LOT
OF MONEY AT STAKE. THERE WAS A
LOT OF DISCUSSION ABOUT THE NEED
TO PREPARE EVERY CHILD FOR THEIR
FUTURE IN THIS STATE, BUT THERE
STILL SEEMS TO BE A DISCONNECT
BETWEEN HOW WE'RE GOING TO DO
THAT. AND I WOULD ARGUE THAT THE
MOST IMPORTANT DAY IN A
STUDENT'S LIFE IN CALIFORNIA IS
THE FIRST DAY OF KINDERGARTEN.
BECAUSE THAT'S THE DAY THAT WE
MAKE A COMMITMENT TO THEM THAT
WE WILL SEE THEM THROUGH NOT
ONLY THEIR EDUCATION BUT INTO A
LIFELONG LEARNING OPPORTUNITY
HERE IN CALIFORNIA. THE SAD PART
IS IT'S NOT HAPPENING AT THE
MOMENT. AND THE MANUFACTURING
SECTOR DOES OWN PART OF THAT
NARRATIVE. AND WE HAVE A
RESPONSIBILITY TO CHANGE THE
NARRATIVE BECAUSE IT SHOULD COME
AS NO SURPRISE TO ANYBODY HERE.
THAT OFTEN IT'S TOLD. OH, YOU
DON'T WANT TO GO INTO
MANUFACTURING. AND THAT SIMPLY
IS A MISNOMER IN REALITY THAT
THE OPPORTUNITIES TO MAKE MONEY,
PROGRESS YOUR CAREER AND SUPPORT
YOURSELF AND YOUR FAMILY IS VAST
WITHIN THE MANUFACTURING SECTOR.
BUT WE KEEP TELLING STUDENTS
THAT THAT'S NOT THE CASE.
PARENTS ARE TO BLAME AS WELL. I
HAVE ONE OF MY MEMBERS WHO
OPENED UP THEIR DAYS ON
MANUFACTURING DAY AND HAD SCHOOL
CHILDREN WITH THEIR PARENTS COME
THROUGH THE FACILITY AND AS THE
CHILDREN WERE WIDE EYED AND JUST
INTERESTED AND INTRIGUED WITH
WHAT THEY SAW. THEY THEY'RE
PARENTS WERE WHISPERING INTO
THEIR EAR. YOU DON'T WANT TO
WORK HERE. AND HOW UNFORTUNATE
IS THAT TO TELL A YOUNG PERSON?
YES YOU'RE EXCITED ABOUT IT, BUT
I DON'T WANT TO BE HERE AND
LET'S BREAK DOWN. WHY THAT
PARENT WOULD SAY SOMETHING LIKE
THAT. WHAT HAVE WE TOLD
OURSELVES OVER THE YEARS ABOUT
HOW EVERYTHING IS MADE, AND I
THINK A COUPLE OF YOU HAVE HEARD
ME SAY THIS BEFORE MANUFACTURERS
MAKE EVERYTHING EVERYTHING THAT
WE RELY ON EVERY DAY IS MADE BY
A MANUFACTURER. AND WE PAY
WONDERFUL WAGES AND HAVE GREAT
OPPORTUNITIES FOR THOSE THAT
WORK IN THE SECTOR RIGHT NOW.
CALIFORNIA HAS 1.3 MILLION
EMPLOYEES IN THE SECTOR. WE HAVE
30,000 MANUFACTURERS IN
CALIFORNIA SMALL, MEDIUM AND
LARGE. AND OUR $300 BILLION
ECONOMIC CONTRIBUTION TO THE
STATE'S ECONOMY. WE NEED TO
SUPPORT THAT. AND HERE'S WHERE
IT ALL COMES TOGETHER. THE THING
THAT KEEPS MANUFACTURERS UP AT
NIGHT THAT I HEAR ALL THE TIME
WHICH OF COURSE, KEEPS ME UP AT
NIGHT. ISN'T ENERGY. IT ISN'T
SUPPLY CHAIN ITS WORKFORCE.
LITERALLY WORKFORCE. WE DON'T
HAVE ENOUGH. PEOPLE IN
CALIFORNIA INTERESTED OR TRAINED
TO MEET THE NEEDS OF THE FUTURE.
AND WHEN I SAY FUTURE I MEAN
IMMEDIATE FUTURE 5 TO 10 YEARS
WITH A RETIREMENT RATIO THAT ARE
SECTORS NEVER SEEN BECAUSE THE
JOBS ARE SO GOOD THAT PEOPLE
HOLD ON TO THEM FOR 35, OR 40
YEARS. THAT'S WHAT WE NEED TO BE
SUPPORTING. AND I AGREE WITH THE
, UH THAT I WAS GONNA SAY WHAT
SHE SAID. WERE ALL THREE OF THEM
BEFORE I STARTED MY TESTAMENT.
I'LL SAY IT AGAIN FOR YOU. WE
NEED TO CHANGE THAT NARRATIVE
AND THAT FOCUS AND STOP TALKING
ABOUT THAT AS BEING SEPARATE.
BUT RATHER AS MR MURATSUCHI SAID
, LUMPED TOGETHER BECAUSE THAT'S
WHAT IT'S TALKING ABOUT. THAT IS
OUR OBLIGATION TO THE STATE OF
CALIFORNIA AND EVERY CHILD THAT
COMES THROUGH THE EDUCATIONAL
SYSTEM NOT TO STIGMATIZE THEM.
THE WAY YOU DO THAT IF THEY'RE
INTERESTED IN SOMETHING, LET'S
SUPPORT THAT. BECAUSE THE CAREER
OPPORTUNITY IS THERE AND WE WILL
DO OUR PART IN MANUFACTURING
WITH MY COUNTERPARTS, AND THEY
GET REAL COALITION TO MAKE SURE
THAT THERE ARE OPPORTUNITIES AT
THE END. OR ANYONE WHEN THEY
BECOME 18. I GOT PERSONALLY VERY
ANXIOUS DURING COVID,
PARTICULARLY NOVEMBER OF 2020. I
FELT WE WERE GONNA LOSE AN
ENTIRE GRADUATING CLASS. TO
SOMETHING OTHER THAN GAINFUL
EMPLOYMENT IN THE TRADES. I
THOUGHT THEY WERE GOING TO GET
LOST. AND THEN AGAIN IN
NOVEMBER. EXCUSE ME IN JUNE OF
2021, THE SECOND GRADUATING
CLASS DURING COVID. WE NEED TO
GIVE OPPORTUNITIES FOR THEM. AND
THE BEST PLACE TO DO THAT
SELFISHLY IS IN THE
MANUFACTURING IN THE TRADES.
BECAUSE WE DO MAKE EVERYTHING WE
ARE INTEGRAL TO THE STATE'S
ECONOMY, AND WE DESERVE. WE FEEL
WE DESERVE THE SUPPORT FOR THAT.
SO I THINK THIS PANEL WOULD BE
MORE APTLY NAMED. THEY CATALYSTS
AND THE CUSTOMERS OF CTE. WE ARE
IT AND WE REALLY WANT TO BE
SUPPORTED. I HAVE A IT'S MORE OF
A RHETORICAL QUESTION. BUT WHEN
I WANT TO PUT BEFORE EVERYONE
HERE TODAY I WAS AT A CONFERENCE
TWO WEEKS AGO WHERE I HEARD AND
I NOT SURE HOW ACCURATE WAS
BECAUSE IT SHOCKED ME THAT ONLY
30% OF CALIFORNIA'S STUDENTS GO
TO OR YOUR COLLEGES. OR THE
GRADUATE FROM COLLEGE. I DON'T
KNOW THE ANSWER TO THAT. THE
FACT THAT IT'S LESS THAN 51 IS
REALLY THE POINT. WHAT ARE WE
DOING WITH THE OTHER 70 TO 50%
OF THE STUDENTS? WE'RE TELLING
THEM. AH, YOU DIDN'T GO TO
COLLEGE. YOU'RE NOT GOING TO
MAKE IT. WE HAVE TO PIVOT THAT
NARRATIVE, AND IT STARTS WITH US
BECAUSE WE'RE IN THE SECTOR, AND
IT CONTINUES WITH THE
LEGISLATURE AND THE GOVERNOR TO
REALLY REVERSE THAT AND
ASSIMILATE EVERYBODY INTO THE
SAME BUCKET BECAUSE WE ARE
ACTUALLY AT THE END OF THE DAY.
WE ALL WE ALL ARE THERE NUMEROUS
PROGRAMS IN THE STATE THAT ARE
PRIVATE PUBLIC PARTNERSHIPS THAT
IF THEY ARE REPLICABLE AND
SCALABLE, THEY OUGHT TO BE
PURSUED. THERE'S TWO IN YOUR
AREA, MR ALVAREZ RISE UP
INDUSTRIES AND WORKSHOPS FOR
WARRIORS DID WONDERFUL THINGS.
AND WE CAN SUPPORT THAT MORE
WITH THE POSITIVE ATTITUDE. I
THINK WE'D HAVE A LOT BETTER
OUTCOMES FOR THE ENTIRE STATE OF
CALIFORNIA A LOT MORE GAINFULLY
EMPLOYED WORKERS IN CALIFORNIA
AS WELL. THANK YOU VERY MUCH.
THANK YOU. OUR LAST PANELIST
WILL BE ELISSA LYNCH WITH THE
METROPOLITAN EDUCATION DISTRICT.
GOOD AFTERNOON. MY NAME IS
ALYSSA LYNCH. AND I'M, THE
SUPERINTENDENT OF METROPOLITAN
EDUCATION DISTRICT IN SAN JOSE.
THANK YOU FOR THE OPPORTUNITY TO
SPEAK WITH YOU AGAIN. I WAS HERE
IN 2017. AND ON THAT DATE, I
SAID, I HOPE TO NOT HAVE TO COME
BACK BECAUSE I SAID I'VE BEEN A
TEACHER FOR 30 YEARS. IN THE
FIRST WEEK, I WAS ASKED TO WALK
TO THE FAX MACHINE AND FACTS TO
SACRAMENTO THAT WE WANT DIRECT,
DEDICATED ONGOING FUNDING. BUT
HERE I AM, 31 YEARS LATER. I WAS
A TEACHER AND ADMINISTRATOR AND
I'VE BEEN A SUPERINTENDENT FOR
11 YEARS. TODAY. I'M
REPRESENTING METROPOLITAN
EDUCATION DISTRICT, SOUTHERN
CALIFORNIA REGIONAL OCCUPATIONAL
PROGRAM, THE TWO LARGEST CENTERS
IN CALIFORNIA, ALONG WITH ALL
THE OTHER J P. A. R. O. P S AND
CENTERS. WE OFFER HUNDREDS OF
CAREER PROGRAMS AND HOW SCHOOL
CAMPUSES AND THAT CTE CENTERS.
I'M IN AGREEMENT WITH BEN
CHEETAH THAT THE GOVERNOR'S
OFFICE THAT THE CAREER EDUCATION
SHIP WAS BUILT IN THE SIXTIES,
AND IT HAS HAD MANY LEAKS HAS
BEEN LOPSIDED. AND HAS HAD A
STORM BREWING. THE LAST 11 YEARS
HAVE BEEN TUMULTUOUS FOR ME. AND
ALL OF MY COLLEAGUES, EUROTECH
EDUCATION. HOWEVER THERE'S A
STRUCTURE IN PLACE THAT NEEDS TO
REMAIN THE BACKBONE OR THE
WHOLE. CAREER EDUCATION CAREER
EDUCATION SHIP THAT WE'RE
DRIVING FORWARD. I WILL ADDRESS
THREE KEY AREAS AND I WILL BRING
TO YOU SOLUTIONS TO FEED THE
MASTER. PLAN FOR CAREER
EDUCATION. THE KEY CHALLENGES
WITH EXISTING CAREER TECH AD. I
WILL I WILL ADDRESS A RESPONSE
TO THE MASTER PLAN AND THEN SOME
KEY RECOMMENDATIONS. THE
CHALLENGES WITH IT. THE EXISTING
CTE PROGRAMS. SINCE THE
IMPLEMENTATION OF L C F F 11
YEARS AGO. CAREER TECH AT THE K
12 LEVEL. HAS BEEN DEPENDENT ON
GRANT FUNDING FOR SURVIVAL.
THERE HAS BEEN OVER 350
EDUCATORS APPLYING FOR GRANTS
YEAR AFTER YEAR. WHEN YOU
COMBINE THE DOLLAR SPENT ON THAT
TIME, IT'S WELL OVER A MILLION
DOLLARS. WE APPLY. AS YOU HEARD
TODAY FOR THE CT AGAIN, CENTO
GRANT. THE K 12 STRONG
WORKFORCE. GRANT PERKINS GRANT
AND NOW THE GOLDEN STATE
PATHWAYS GRANT. SOME OF US ALSO
APPLY FOR THE K 12 COLLABORATIVE
GRANT. BUT IN MOST AREAS, K 12
DISTRICTS OR ROP S ARE NOT
INCLUDED IN THE K 12
COLLABORATIVE GRANTS. WE HAVE
HAD THAT WE HAVE HAD GRANT
FATIGUE FOR SEVEN YEARS. IT'S
BEEN EXHAUSTING TO MAINTAIN OUR
STAFF. WE ARE CONSTANTLY
RETRAINING AND TRAINING OUR
EMPLOYEES AND HOW TO APPLY FOR
THE GRANTS. WE ARE DEPENDENT ON
THE GROUNDS TO OPERATE. QUÊ 12
CT. IT'S DIFFICULT TO PROVIDE
MULTIPLE YEAR BUDGET PROJECTIONS
. WHEN YOU DON'T KNOW WHAT YOUR
FUNDING IS, AND IT'S ALMOST LIKE
LIVING PAYCHECK TO PAYCHECK. RPS
WERE FOUNDED IN THE SIXTIES
AFTER THE VIETNAM WAR. BECAUSE
THERE WAS A LABOR SHORTAGE MUCH
LIKE THERE IS A LABOR SHORTAGE
TODAY. THEY OPENED PROGRAMS IN
MANUFACTURING ELECTRONIC DRY
CLEANING, NEWSPAPER PRINTING AND
CONSTRUCTION. TODAY WE HAVE
MECHATRONICS ELECTRIC VEHICLES,
NURSING CAREERS, AND WE LOOK AT
THE DATA IN ORDER TO OPEN
PROGRAMS. OH, PS RESPOND QUICKLY
TO OPENING PROGRAMS IN CLOSING
PROGRAMS THAT ARE NO LONGER
RELEVANT TO THE LABOR MARKET.
RPS ARE REGIONAL. WE SERVE
DISTRICTS IN MY CITY IN MY AREA
ALONE. I HAVE MOUNTAIN VIEWS.
SANTA CLARA, SAN JOSE, MILPITAS,
CAMPBELL. THOSE ARE ALL CITIES.
IT'S VERY REGIONAL. THERE'S 40
MILES IN SANTA CLARA COUNTY FROM
PALO ALTO ALL THE WAY DOWN TO
GILROY AND WE CAN SERVE THOSE
STUDENTS. WE HIRE INDUSTRY
EXPERTS AS TEACHERS, AND WE CAN
HOUSE PROGRAMS THAT REQUIRE A
LOT OF SPACE IN LARGE EQUIPMENT
SUCH AS DIESEL BUSSES. WE SERVE
THE UNDERSERVED. WE SERVED THE
NEEDIEST STUDENTS IN CALIFORNIA
IN OUR COUNTY. 87% OF OUR
STUDENTS, THOUGH, GO TO COLLEGE,
AND THEY GO TO COLLEGE BECAUSE
THEY FIND A CAREER WITH US. RPS
AND ADULT SCHOOLS SERVED
UNDERSERVED POPULATION. OUR
STUDENTS ALSO ATTEND TWO YEAR
COLLEGES FOUR YEAR CSUN. YOU SEE
, THAT'S REALLY QUITE DIFFERENT
THAN THE NOTION OF WHAT IT WAS
IN THE STIGMA THAT PEOPLE SEE
AND THINK ABOUT CTE AND ROP
STUDENTS WE'VE TRANSFORMED. WE
HAVE CHANGED. WE HAVE NEW
PROGRAMS WE HAVE èC APPROVED
PROGRAMS ARE CENTERS OFFER OVER
60 CERTIFICATIONS. THAT'S WHAT
THE MASTER PLAN IS LOOKING FOR
SOMETHING THAT WE ALREADY DO AND
WE HAVE DONE AND WE DO A GOOD
JOB. WE HAVE DUAL ENROLLMENT.
OUR STUDENTS CAN LEAVE WITH MANY
CLASSES WITH 12 UNITS AND SAVE
MONEY. I HAVE THE DATA. I HAVE
THE DATA IN MY ANNUAL REPORT
RIGHT HERE. I HAVE THE DATA ON
MY WEBSITE OVER 400 OF MY
STUDENTS. HAVE ENGAGED IN WORK
BASED LEARNING. 300 STUDENTS
INTERNSHIPS. I'M VERY PROUD OF
THE FACT THAT LAST YEAR 26 OF
OUR STUDENTS EARNED $168,000
THROUGH OUR PARTNERSHIP WITH
WORK TO FUTURE OUR WORKFORCE
DEVELOPMENT BOARD. 10 YEARS AGO.
I HAD 100 AND 50 EMPLOYEES.
TODAY. I HAVE 104. 10. YEARS
AGO, I HAD 14 MILLION OF $14
MILLION BUDGET. THERE'S
SOMETHING WRONG WITH THIS
PICTURE. WHEN I TELL YOU TODAY I
HAVE $11 MILLION IT'S GOING
BACKWARDS. BUT I DO HAVE $3
MILLION FROM THESE GRANTS. THAT
IS THE ONLY REASON THAT I AM
OPEN TODAY IS THESE GRANTS. SO
AGAIN, I'M HERE TO BRING
SOLUTIONS TO WHAT I READ OF THE
FOUR KEY CORE CONCEPTS IN THE
MASTER PLAN NUMBER ONE. I'M IN
AGREEMENT THAT THE STATE NEEDS
TO CREATE A NEW PLAN. THE
RECOGNIZES SUCCESSFUL SYSTEMS
THAT ARE IN PLACE. IT'S NOT WISE
TO THROW OUT THE GOOD WITH THE
BAD. THE MASTER PLAN INDICATES
THAT 30 PEOPLE WERE INTERVIEWED
AND NINE AGENCIES I ASK YOU WILL
THE LEADERS OF THE OF THE K 12
CTE PROGRAMS THAT WORK WITH
ADULTS. AND HIGH SCHOOL STUDENTS
AND WORKFORCE DEVELOPMENT
BOARDS. BE PROVIDED A SEAT AT
THE TABLE. THAT WOULD BE US.
SPEAKING TO YOU TODAY. WE AGREE
WITH BRAIDING THE RESOURCES INTO
ONE FUNDING FORMULA. WE'RE NOT
APPLYING. WE DON'T WANT TO APPLY
FOR FIVE LARGE GRANTS EVERY
YEAR. READERS OF GRANTS. LET ME
TELL YOU ARE NOT ALWAYS TRAINED.
FUNDING. THE GRANTS ARE
SUBJECTIVE. GRANT FUNDS HAVE
BEEN RETURNED TO THE STATE.
BECAUSE I WANT TO JUMP ON BOARD.
I'M GOING TO SAY THE CRADLE TO
CAREER SYSTEM. WOULD NOT BE
SUBJECTIVE. UTILIZING A STATE
LOCAL WORKFORCE DEVELOPMENT
BOARD TO PROVIDE THE LABOR
MARKET DATA WILL SAVE TIME FOR
HUNDREDS OF EDUCATORS MINING FOR
THE SAME LABOR MARKET DATA. THE
STATE HAS MADE ETHNIC STUDIES A
REQUIREMENT. THEY CAN MAKE
CAREER AWARENESS IN THE
ELEMENTARY GRADES. AND CAREER
EXPLORATION IN THE MIDDLE GRADES
ARE REQUIREMENT. TO JUMP ON
BOARD WITH THE NEW E TRANSCRIPT
SYSTEM. YOU CAN DOCUMENT THAT,
TOO, IN THE ELEMENTARY AND THE
MIDDLE SCHOOL, WE NEED TO MAKE
OUR YOUNG PEOPLE AWARE OF THESE
CAREERS EARLIER. MAKE WORK BASED
LEARNING REQUIRED FOR ALL REMOVE
THE STIGMA REQUIRED JOB
SHADOWING IN MIDDLE GRADES MAKE
IT A HIGH SCHOOL GRADUATION
REQUIREMENT. HIRE AN INFLUENCER
SUCH AS TICKTOCK, MILLENNIAL
INFLUENCER, MADELINE MAN OR
MICRO LIST. MICROSOFT GOOGLE,
AMAZON, NETFLIX AND OTHER
CORPORATIONS BY INDUSTRY SECTOR
COMPANIES CAN PROVIDE
SCHOLARSHIPS TO GO TO WORK FOR
THEM LIKE COLLEGES. PROVIDES
SCHOLARSHIPS TO GO TO THEIR
INSTITUTION. INCENTIVIZE
BUSINESSES TO ADOPT A SCHOOL
ADOPT A CAREER PROGRAM ADOPT A
CAREER TRAINING CENTER. I'M
GOING TO TELL YOU THAT I'M BEING
VERY BRIEF AND VERY SHORT, AND
I'M GONNA GIVE YOU MY CLOSING
RECOMMENDATIONS. NUMBER ONE IS
TO CONTINUE TO EXPLORE THE
SUCCESSFUL MODELS. NUMBER TWO
FOLLOW UP WITH THE LEADERS THAT
ENTERED INFORMATION ON THE
COUNCIL FOR CAREER EDUCATION
WEBSITE. THEY HAVE BEEN WAITING
YEARS TO FIX THE SHIP. AGAIN I'M
ONE OF THEM. I WENT ON THAT
WEBSITE TWICE. SO FAR. I KNOW I
WILL HEAR FROM THEM, BUT I HAVE
NOT HEARD FROM THEM. WHILE
INVENTING THE NEW SHIP RETURNED
TO DIRECT FUNDING FOR K 12. C T
E SO WE CAN PLAN ON A RELIABLE
BUDGET. MATH, ENGLISH SCIENCE
HISTORY. SOCIAL SCIENCE. E ALL
OF THOSE CLASSES HAVE NEVER BEEN
GRANT FUNDED. WE ARE AS
IMPORTANT AS THOSE PROGRAMS TO
FILLING OUR ECONOMY IN
CALIFORNIA. ALL THE TEMPORARY
PATCHES TO THE SHIP HAVE FORCED
MANY EDUCATORS TO RETIRE EARLY
TO JUMP OFF THE SHIP. WE'RE
LOSING STATE HISTORY. SOME OF US
ARE HERE TODAY ON THIS PANEL. I
ASKED YOU TO COME AND VISIT US
IN SAN JOSE OR ANY OTHER ONE OF
THE J P A. R O. P S WHERE WE
HAVE A SUCCESSFUL MODEL WITH
DATA. AND INTERNSHIPS AND WORK
BASED LEARNING. THANK YOU. THANK
YOU. APPRECIATE ALL THE
PANELISTS. UH, I WANTED TO SAY A
ONE. THANK YOU FOR THE WORK THAT
YOU DO. UH, YOU ARE. GREAT
AMBASSADORS OF CAREER EDUCATION,
CAREER TECHNICAL EDUCATION. AND
CERTAINLY I'M GLAD WE ENDED WITH
YOU BECAUSE YOU AT LEAST TO ME.
GIVE US UM GIVE US A LOT OF HOPE
THAT THIS CONVERSATION THAT
WE'RE HAVING TODAY AND THAT WILL
CONTINUE. THROUGH THIS MASTER
PLAN CONVERSATION, UH, WILL WILL
HAVE VOICES LIKE YOURS AT THE
TABLE TO ENSURE THAT THE
INNOVATION THAT YOU'VE GONE
THROUGH OVER THE YEARS, AND
CERTAINLY THE EXPERIENCE THAT
YOU HAVE IS TAKEN INTO ACCOUNT.
AND SO I THINK I WANT TO START
WITH WITH THAT IN MIND AND ASK,
UM EACH OF YOU GOT A SENSE
ALMOST FROM ALL OF YOU AS TO UH
UM. WHAT WOULD BE YOUR ONE MAJOR
FEEDBACK. IF YOU WILL. THIS WAS
YOUR OPPORTUNITY TO PROVIDE
FEEDBACK ON THE MASTER PLAN. UM
I HEARD I HEARD A FEW IDEAS, BUT
I WANT TO JUST MAYBE ASK YOU TO
PREPARE TO GIVE GIVE 11 THING
YOU'D LIKE TO ENSURE THAT THE
MASTER PLAN ADDRESSES BECAUSE I
ALSO KIND OF HEARD, ESPECIALLY
TOWARDS THE END THAT MAYBE THAT
OPPORTUNITY TO PROVIDE THAT
FEEDBACK HASN'T BEEN AS ROBUST
BUT YOU CAN CORRECT ME IF I'M
WRONG IS ON THAT AS WELL. IF YOU
HAVE BEEN PARTICIPATING ACTIVELY
THAN YOU KNOW, CORRECT ME ON
THAT, BUT IT SOUNDS LIKE THIS
MIGHT BE A GREAT OPPORTUNITY FOR
YOU TO SHARE SOMETHING, SO I'LL
START UM FROM THE BEGINNING AND
THEN WORK MY WAY DOWN. I THINK
THAT, UM, ECHOING THE VOICES OF
EVERYONE, UM, ALSO ON THIS
PANEL, TOO. YOU KNOW THE MASTER
PLAN FOR CAREER EDUCATION IS
REALLY IMPORTANT. UM AND I THINK
UNDERSTANDING HOW WE UTILIZE
THAT OPPORTUNITY TO ALSO NOT
START FROM SCRATCH. WE HAVE A
LOT OF WONDERFUL THINGS THAT
HAVE HAPPENED IN THIS STATE. UM
HISTORIES OF CROSSING SEGMENTS
OF EDUCATION, UNDERSTANDING HOW
WE USE FUNDING DIFFERENTLY TO
GET TO THE END OF COLLEGE AND
CAREER AND NOT THE ORE, RIGHT?
SO I THINK IT'S REALLY IMPORTANT
THAT AS THE WORK IS CONTINUING,
AND PEOPLE ARE LISTENING AND
GATHERING INFORMATION, AS
EVERYONE HAS SAID, LET'S LOOK AT
WHAT IS WORKING BECAUSE THERE'S
A LOT WORKING. AND WHAT ARE THE
NEW INVESTMENTS GOING TO DO TO
BUILD ON WHAT WE KNOW THE
EVIDENCE? WE HAVE, UM, TO TAKE
US EVEN FURTHER FOR THE YOUNG
PEOPLE OF THE STATE AND FOR THE
EDUCATORS WHO WORK EVERY DAY TO
PROVIDE INSPIRING EXPERIENCES
FOR THEM. PLEASE. UH I'LL SAY
YES, WE HAVE BEEN ABLE TO
PARTICIPATE IN A WEBINAR ABOUT
THE MASTER PLAN, AND WE HAVE
SUBMITTED INTERESTED IN
PARTICIPATING IN A REGIONAL
CONVENING YET I HAVE NO IDEA HOW
ANYBODY'S BEING PICKED TO
PARTICIPATE IN THAT AND WHETHER
OR NOT WE WILL BE ASKED TO
PARTICIPATE IN THAT AND I WOULD
SAY FOR ME, UM A LOT OF WHAT I'M
HEARING TODAY. THROUGHOUT THIS
HEARING ABOUT THE MASTER PLAN
WAS THIS IS WHAT WE DO. THIS IS
WHAT WE DO. WE DO THAT, UM I
REALLY APPRECIATED THE OVERALL
REBRANDING CAREER EDUCATION AND
TAKING OUT THE TECHNICAL BECAUSE
AS I HEARD THE DEFINITION OF
CAREER EDUCATION, I WAS LIKE
THAT IS US. SO UM, SO I THINK WE
HAVE A LOT OF EXPERTISE TO OFFER
AND THAT IN CREATING THE MASTER
PLAN, UM WE REALLY RECOGNIZE THE
VALUE THAT ARE OPIATES HAVE
PLAYED THROUGHOUT THE STATE FOR
OVER 50 YEARS. AND HOW CAN WE
UTILIZE THIS REGIONAL MODEL OF
CTE DELIVERY TO IMPROVE CAREER
EDUCATION FOR ALL STUDENTS?
THANK YOU. I THINK I WOULD LIKE
TO GO WITH GET REAL AND THE IDEA
THAT WE HAVE GOT TO DO A BETTER
JOB WITH PARENTS BECAUSE PARENTS
ARE WHISPERING IN THEIR
CHILDREN'S EAR, AND PARENTS ARE
NOT ALWAYS AWARE OF THE GREAT
OPPORTUNITIES THAT ARE OUT THERE
FOR STUDENTS WHO TAKE A CAREER
TECHNICAL EDUCATION PATHWAY. IT
ABSOLUTELY IS FOR EVERYONE. I'D
LIKE TO SEE US START IN
ELEMENTARY SCHOOL. NO REASON WHY
WE ARE WAITING EVEN TILL MIDDLE
SCHOOL, WHICH WE DON'T DO WELL
NOW, ANYWAY. LET'S START FROM
THE VERY BEGINNING. LET'S HAVE A
PUBLIC RELATIONS CAMPAIGN. WHEN
WE WANT TO SELL SOMETHING. WE
PUT IT ON THE AIRWAVES. LET US
SHOW WHAT GREAT CAREERS ARE OUT
THERE. THERE'S A LOT OF
MATERIALS DISCOVERY EDUCATION
HAS PUT TOGETHER CAREER
MATERIALS WHERE THEY SHOW
DIVERSE POPULATIONS DOING VERY
INTERESTING JOBS THAT DON'T
REQUIRE A FOUR YEAR COLLEGE
DEGREE. SOMEBODY WHO'S A
MECHANICAL ENGINEER FOR BOEING,
WHO TALKS ABOUT HE STARTED WITH
LEGOS, AND IT WAS SO INTERESTING
TO HIM AND ACTUALLY PUTTING A
PLANE TOGETHER IS JUST LIKE
LEGOS. YOU HAVE TO PUT ALL THE
PIECES TOGETHER, AND HE SAYS
THIS PLANE ISN'T READY UNTIL I
PUT THE LAST BOLT IN. AND WE
KNOW THAT'S TRUE FOR SURE. SO UM
, WE NEED TO MAKE SURE THAT
EVERYBODY UNDERSTANDS WHAT THE
OPPORTUNITIES ARE. AND THEN, OF
COURSE, ONE FUNDING ONE
APPLICATION. ONE REWARDING
SYSTEM ONE DAY THIS SYSTEM.
THANK YOU. THANK YOU. THANKS MR
CHAIRMAN. WE SUBMITTED TO GET
REAL LETTER TO THE GOVERNOR'S
OFFICE AT THE END OF THE YEAR.
BUT I'M JUST GONNA QUICKLY
PARAPHRASED THE PRIORITIES WE
PUT IN THERE. WHAT I HEARD TODAY
IS GREAT. WE WANT TO SEE GREATER
STATE LEADERSHIP AND SUPPORT OF
CT EDUCATION. AND IT DOES START
HERE WITH US HAVING THE
CONVERSATION. WE WANT TO REMOVE
THAT STIGMA THAT I THINK ALL OF
US HAD MENTIONED AS WELL BETWEEN
THE FOUR YEAR TRACK AND A NON
FOUR YEAR TRACK. MAKE SURE THAT
THERE'S A CT EXPOSURE, AT LEAST
BY MIDDLE SCHOOL. IF WE WAITED
THAT LONG, WE'VE WAITED TOO
LONG. AND THAT THERE ARE
TRANSITIONS BETWEEN HIGH SCHOOL
AND WHATEVER THE NEXT CHAPTER OF
THAT PERSON'S LIFE MIGHT BE
WHETHER IT IS THE COMMUNITY
COLLEGE THE TRADES OR FOR YOUR
UNIVERSITY SP MORE SEAMLESS. WE
DO NEED TO HAVE THE STANDARDS. I
LOVE THE QUESTION OF THE
COMMITTEE MEMBERS EARLIER. WHAT
ARE WE DOING WITH ALL OF THIS
MONEY? AND WHERE ARE WE SEEING
THE RESULTS? AND THEN FINALLY
AND MOST, I THINK IMPORTANTLY,
THE SUSTAINABILITY OF FUNDING
COMING BACK EVERY YEAR WITH
ANXIETY ABOUT WHAT THE FUTURE
MIGHT LOOK LIKE FOR. WHAT IS IT
CLEARLY AN IDENTIFIED LONG TERM
PROBLEM FOR THE STATE OF
CALIFORNIA THAT IS WORKFORCE. WE
NEED TO GET OFF THAT, UH, CALLED
THE CRAZY TRAIN BECAUSE YOU
CAN'T BUILD AN ECONOMY BASED ON
YEAR TO YEAR HOPE ON FUNDING FOR
VERY CRITICAL PART OF OUR
ECONOMY. THANK YOU. WELL, I'M
STICKING WITH MY ORIGINAL, WHICH
WAS THE CAREER MAKING A
REQUIREMENT TO HAVE A CAREER
AWARENESS IN THE ELEMENTARY
GRADES, CAREER EXPLORATION IN
THE MIDDLE GRADES AND ONE
FUNDING STREAM. THANK YOU. THANK
YOU. UM LET ME ASK NOW, MORE
SPECIFICALLY ON BUT, UM, ONE
TIME FUNDING THAT YEAR HAVING TO
GO AFTER YOU GO AFTER GRANTS FOR
MULTIPLE TYPES OF FUNDING. SOME
OF IT IS POTENTIALLY ONGOING AND
MAYBE MORE THAN ONE YEAR, BUT
SOME OF IT ESPECIALLY THERE'S
TWO PROGRAMS WE HEARD ABOUT
TODAY. UM THAT YOU'RE VERY WELL
AWARE OF THE GOLDEN STATE
PATHWAYS AND THE COLLABORATIVE.
THOSE ARE 21 TIME FUNDING
SOURCES. UH UM. ANYBODY FEELS
STRONGLY ABOUT SHARING THEIR
THOUGHTS ABOUT THOSE EITHER OF
THOSE TWO PROGRAMS OR THE
CONCEPT OR IDEA OF ONE TIME
FUNDING IN NATURE, BUT IF YOU
CAN FEEL PARTICULARLY, UM
STRONGLY ABOUT, UM, THESE TWO
AND WHAT THEY ARE ALLOWING YOU
TO DO OR MAYBE NOT ALLOWING YOU
TO. I LIKE TO HEAR THAT
FEEDBACK. CAN I SAY SOMETHING
VERY PROVOCATIVE? SURE WHAT IF
WE HAD A SITUATION WHERE NINTH
GRADE'S NOT GOING TO BE FUNDED
NEXT YEAR? RIGHT? ANYBODY ELSE?
WELL AND I JUST WANT TO SAY IN
WHILE THERE'S AN ANNUAL
ALLOCATION FOR STRONG WORKFORCE
IN C TAG, THOSE ARE COMPETITIVE
GRANTS SO I CAN'T EVEN LOOK AT
THOSE AS ONGOING FUNDING. I'M
GRATEFUL FOR THE OPPORTUNITY
EACH YEAR, BUT IN TERMS OF
PLANNING AND DEVELOPING A
COHESIVE SYSTEM I DON'T KNOW. I
CAN'T RELY ON THAT FUNDING TO DO
THAT. SO I'M VERY FORTUNATE THAT
ARE DISTRICT PARTNERS ARE
COMMITTED TO C T E, BUT OUR WORK
BASED LEARNING SYSTEM THE
EXPANSION OF CTE HAS ALL
HAPPENED THROUGH THESE GRANT
DOLLARS AND TRYING TO SAY, HOW
AM I GOING TO CONTINUE? THIS
BECOMES A PROBLEM. SO TAKE EVEN
THE ONGOING THAT DOES NOT AT MY
END FEEL LIKE ONGOING FUNDING
AND NOW ADD TWO MORE GRANTS THAT
ARE ONE TIME GRANTS AND SAY,
OKAY, WORK YOUR MAGIC. I'LL DO
THAT BRAID THESE FUNDING AND
HOPE. THAT ALL THESE GRANTS COME
TOGETHER BECAUSE I CAN DO. I
COULDN'T HAVE ONE PIECE OF THE
PUZZLE THROUGH GRANT A ANOTHER
PIECE OF THE PUZZLE COMING
THROUGH GRANT B AND ANOTHER
PIECE COMING THROUGH GRANTS. SEE
NOW, IF I GET AWARDED ALL OF
THOSE I AM GOING TO DO AMAZING
THINGS. NOW, IF I DON'T GET
THOSE NOW I HAVE TO GO TO PLAN B
AND SAY, HOW CAN I STILL BE
AMAZING? SO THAT'S WHAT WE'RE
BEING ASKED TO DO. BUT LET ME
ASK YOU ABOUT THE AGAIN BACK TO
THE PROCESS OF FEEDBACK TO THE
MASTER PLAN. UM THERE WAS
SOMETHING A NEW I THINK AT THE
END COUNCIL FOR CAREER OR SOME
SOME WEBSITE WEBSITE FOR CAREER
EDUCATION. DO YOU KNOW TO WHAT
EXTENT IF ANY THAT'S BUILT INTO
THE MASTER PLAN? I THINK YOU
MENTIONED YOU HAVEN'T HEARD
ANYTHING IN RESPONSE IN RESPONSE
, LIKE WE REQUESTED TO BE ONE OF
THE SITES THAT THEY WOULD COME
AND HOLD THE CONVENING. AND THEN
WE PROVIDED INFORMATION AND
INPUT TO THE PLAN HAVE NOT HEARD
BACK. TWICE. HOW LONG AGO WAS
YOUR FIRST INPUT OFF THE TOP OF
MY HEAD? I'M GOING TO SAY
SOMEWHERE AROUND JANUARY 24TH
RIGHT AROUND THERE WHENEVER THEY
RELEASED THE FIRST WEBINAR THIS
YEAR. GOT IT, OKAY. UM AND THEN,
UH, THERE WAS FOLKS. MAYBE A
COUPLE OF YOU MENTIONED ABOUT UH
, YOU KNOW, RETIREMENTS AND THE
GRAY TSUNAMI THAT WE ALL HEAR
ABOUT, AND HOW ONCE AGAIN LIKE
IN THE SIXTIES, THERE'S THIS NEW
YOU PROBABLY HEARD THE EXCHANGE
LED BY MS BANTER, BUT THAT I
ALSO WAS INTRIGUED BY IN TERMS
OF UH, UM, STARTING WITH THE END
IN MIND AS PART OF I MEAN THAT
LET ME JUST ACKNOWLEDGE THAT I
AM PROBABLY THE LEAST FAMILIAR
WITH OUR OPIUM AND CERTAINLY
LEARNED A LOT TODAY AND CAREER
EDUCATION GENERALLY, BUT IT
SOUNDS LIKE TO ME FROM YOUR
TESTIMONY. THAT YOU ARE
RESPONDING TO THOSE UM INDUSTRY
NEEDS. THAT IS WHAT YOU'RE DOING
. YEAH WE JUST HEARD ABOUT A
MASTER PLAN FOR EDUCATION. THAT
AT LEAST IN THE EXCHANGE THAT I
HEARD AND MAYBE YOU WITNESSED
YOU WERE HERE. UM IT IS MAYBE
NOT BEING DRIVEN IN THE SAME
WAY. UM, PLEASE PROVIDE YOUR
THOUGHTS ON THAT. I THINK IT'S A
WONDERFUL QUESTION, AND I WOULD
LIKE TO COMMEND US TO THINK
ABOUT THAT. IN THE MASTER PLAN
FOR CAREER EDUCATION, THERE ARE
KEY ELEMENTS OF IT RIGHT GOLDEN
STATE PATHWAYS IS A IS A LARGE
PART OF THAT VISION, RIGHT? UM
AND IT'S A $500 500 MILLION
DOLLAR INVESTMENT RIGHT THAT
THAT IS TIED TO THE PRIORITIES.
UH YOU KNOW INDUSTRIES FOR OUR
STATE, EDUCATION, PATHWAYS,
HEALTHCARE PATHWAYS, TECHNOLOGY
CLIMATE RELATED STEM CAREERS. SO
THERE IS CONNECTION TO I THINK
THAT WHERE DO WE NEED TO GO FOR
THE FUTURE OF THIS? THIS STATE'S
ECONOMY IN THE ELEMENTS, THE
CORE SORT OF FUNDING ELEMENTS OF
THE MASTER PLAN, I WOULD SAY, UM
, WE ALSO HAVE TO BE MINDFUL OF
HOW WE COHERENTLY PUT THOSE
PIECES TOGETHER THE DOLLARS THAT
ARE TIED TO DUAL ENROLLMENT
AGAIN. UM AND I JUST FEEL THAT
ONE OF THE THINGS WE WANT TO
NOTE IS THAT THE DOLLARS UM
MIGHT BE ONE TIME BUT THEY WERE
ALSO SUPPOSED TO GO OUT TWO
YEARS AGO, RIGHT? AND WE WOULD,
UH, SEVEN YEAR SPAN OF DOLLARS,
RIGHT WITH AN EVALUATION TIED TO
IT ALLOWS US TO GET THE DATA WE
NEED TO SAY WHAT IS WORKING AND
WHAT IS NOT WORKING. AND SO I
THINK THERE'S A LOT OF PROMISE
THERE. I THINK WE ALSO JUST NEED
TO MOVE FORWARD WITH THE
INNOVATION THAT IS WITH THE
COMPONENT PARTS OF THAT MASTER
PLAN AND UNDERSTAND HOW WE MOVE
THOSE PIECES TOGETHER AS WELL.
SO THE OTHER THING I THINK I
LEARNED TODAY THAT WAS
TREMENDOUSLY VALUABLE TO ME. IS
THAT THE. FUNDING WHAT? WHAT ONE
OF YOUR MESSAGE IS LOUD AND
CLEAR. UH AND I HOPE WE WILL
CONTINUE TO HAVE THIS
CONVERSATION ABOUT. WHY ARE
THERE SO MANY PLACES TO APPLY
FOR VERY SIMILAR WORK THAT
CLEARLY YOU'RE ALL YOU'RE ALL
DOING WITHIN YOUR PROGRAMS? UM
AND THAT I KNOW THAT THE CHAIR
HAS BEEN WORKING ON THAT. AND I
CERTAINLY, UM UM, VALUE THAT AND
I THINK THERE'S MUCH MORE MERIT
AND CONTINUING THAT CONVERSATION
MOVING FORWARD. YOU ARE THE
PRACTITIONERS. YOU ARE THE ONES
ON THE GROUND. YOU ARE THE ONES
WHO CLEARLY BELIEVE AND
IDENTIFIED THIS AS A NEED. UM I
KIND OF AM A LITTLE BIT LOST AS
TO WHY THIS HAS NOT PROGRESS
MORE. I'LL JUST JUST SAY THAT,
BUT MORE IMPORTANTLY, WHAT
YOU'VE OPENED MY EYES TO AS
WE'VE TALKED ABOUT ELSIE FF AND
NOW, 10 YEARS LATER. UM AND THE
PROGRAMS THAT USED TO EXIST THAT
WERE FUNDED IN YOUR CASE, UM,
THE SETI PROGRAMS OR THE ROPP
PROGRAMS WERE DEDICATED. AND NOW
WHAT YOU'RE CLEARLY MAKING A
POINT OF IS IT'S NOT AS
DEDICATED. IT IS GRANT FUNDING.
UM AND ONE OF THE THINGS THAT'S
OF INTEREST AS WE ARE TRYING TO
CREATE MORE ACCOUNTABILITY ON
OUR SCHOOL FUNDING IS UM WHY DO
WE NOT REQUIRE R R L CAPS ARE
LOCAL PLANS. TO IDENTIFY HOW
MUCH FUNDING IS BEING SET ASIDE
FOR YOUR PROGRAMS FROM OUR
SCHOOL DISTRICTS. BECAUSE MY
UNDERSTANDING IS THAT WHEN WE
GOT RID OF CATEGORY BECAUSE WE
DIDN'T SAY DO NOT NO LONGER DO
THAT, RIGHT. WE STILL EXPECT YOU
TO DO THAT. AND CLEARLY WE'RE
HAVING THIS CONVERSATION TODAY.
THERE'S A CONVERSATION ABOUT THE
MASTER PLAN. WE CLEARLY BELIEVE
THAT THE WORK THAT YOU'RE DOING
IS IMPORTANT ENOUGH THAT WE'RE
SPENDING THREE HOURS OVERHEARING
TODAY OF YOUR TIME, WHICH IS
MUCH YOU KNOW, MUCH MORE
VALUABLE AND YOU COULD BE DOING
SO MUCH MORE BACK HOME IN YOUR
DISTRICTS. BUT ALSO AGAIN IN THE
MASTER PLAN CONVERSATION THAT WE
VALUE IT SO MUCH. YET WE MAKE IT
VERY, UM UH AH. UNPREDICTABLE.
AND SO THAT IS SOMETHING THAT I
TAKE AWAY FROM TODAY. I WANT TO
MAKE SURE THAT YOU UNDERSTAND
THAT YOU COMMUNICATED THAT VERY
WELL. THE UNPREDICTABILITY IS A
PROBLEM AND THE MINIMUM WE
SHOULD BE MAKING SURE THAT OUR
LOCAL DISTRICTS THAT ARE MAKING
THE DECISIONS ON FUNDING BECAUSE
WE'VE GIVEN THEM THAT AUTHORITY
THAT THEY ARE IDENTIFYING. HOW
YOUR FUNDING FUNDING FOR
PROGRAMS LIKE THE ONES THAT
YOU'VE TALKED ABOUT TODAY. ARE
UH, HOW THAT'S BEING DISPERSED.
IN ORDER TO ACHIEVE THE
ACCOUNTABILITY THAT THIS
COMMITTEE IS SEEKING TO
ACCOMPLISH THIS YEAR, SO I THINK
THERE'S MORE TO WORK FOR US TO
BE DONE ON THAT, AND I'LL GIVE
YOU A CHANCE TO REPLY TO ANY OF
WHAT I STATED IN THE MATURING
OVER TO CHAIRMAN SUKI. ANYBODY
WANT TO SHARE ANYTHING, PLEASE?
I'LL JUST SAY IT AS PART OF THE
SEATING APPLICATION, UM
DISTRICTS ARE REQUIRED TO SUBMIT
THE PORTIONS OF THEIR EL CAP
THAT ARE ADDRESSING C T E. SO I
THINK THAT WHAT THE CT INCENTIVE
GRANT HAS DONE IS IT IS
INCENTIVIZED DISTRICTS AS IT
INTENDED TO, AND THAT SENSE IN
WHICH IF YOU'RE GOING TO INVEST
IN CTE, THERE'S AN OPPORTUNITY
THROUGH THIS GRANT TO GET
ADDITIONAL FUNDING FOR C T E. SO
UM, SO I THINK THERE IS AN
ELEMENT OF THAT IN THE EL CAP
CURRENTLY OKAY. ONE OF THE
THINGS THAT ARE CONSULTANTS MADE
ME AWARE OF IS THAT PERHAPS YOU
KNOW PROGRAMS THAT ARE FUNDED
ONE YEAR AND ARE PROVEN TO BE
SUCCESSFUL. MAYBE THERE'S A
DIFFERENT APPROACH AS OPPOSED TO
HAVING YOU GO BACK AND REQUEST
FUNDING AGAIN. IF YOU
DEMONSTRATED SUCCESS IF YOU'VE
DEMONSTRATED OUTCOMES, AND
PERHAPS IT'S A PROGRAM THAT'S
WARRANTED TO CONTINUE FUNDING AS
OPPOSED TO TAKING YOU THROUGH A
GRANT CYCLE, BUT I THINK THAT'S
THE CONVERSATION AGAIN THAT WILL
CONTINUE, MR MARTUCCI. THANK
YOU, MR CHAIR. I, UH UM,
APPRECIATE YOUR EMPHASIS. UH
YOUR YOUR RECOGNITION, YOU KNOW,
I THINK I ALONG WITH YOU OR
HEARING LOUD AND CLEAR THAT THE
NUMBER ONE CHALLENGE IS THAT WE,
UH YOU KNOW, WE, WE DON'T WE
TALK A LOT ABOUT HOW MUCH WE
VALUE CAREER EDUCATION, BUT WE
DON'T SHOW IT WITH OUR FUNDING.
WE DON'T SHOW IT WITH OUR
DEDICATED ONGOING FUNDING
INSTEAD. WE UH WE'VE REPLACED.
WE USED TO HAVE A SYSTEM OF
DIRECT FUNDING FOR CAREER
TECHNICAL EDUCATION. WERE
REPLACED IT WITH THIS GRANT
PROGRAM GRANT APPROACH, UH,
WHICH HAS LED TO THE FRUSTRATION
THAT ALL OF THE PROVIDERS HAVE
SHARED. AND IN FACT, YOU KNOW, I
WISH TO THAT, PERHAPS FOR
FUTURE. HEARING PURPOSES. YOU
KNOW, WE I FEEL LIKE WE SHOULD
HAVE STARTED WITH THE PROVIDERS,
YOU KNOW, TO HEAR THE GROUND
LEVEL REALITIES. UH AND SO THAT
WE MAKE SURE THAT THAT THE
DEPARTMENT OF FINANCE AND THEIR
CONSULTANTS HEARD YOU KNOW THE
GROUND LEVEL REALITIES THAT
THEY'RE FACING, UM, BECAUSE, YOU
KNOW DESPITE THEIR
REPRESENTATIONS THAT THEY WERE
GOING ALL THROUGHOUT THE STATE
TO BE LISTENING TO, YOU KNOW,
SOLICITING THE INPUT OF
STAKEHOLDERS. IT DOESN'T SOUND
LIKE ANY OF YOU HAVE BEEN
CONSULTED. AM I CORRECT? WE WERE
ALL ABLE TO SUBMIT WRITTEN INPUT
, OKAY, BUT BUT THEY THEY
HAVEN'T INVITED YOU TO JOIN ANY
KIND OF A DISCUSSION GROUP OR A
WORKGROUP, UH, TO INFORM THIS
MASTER PLAN WE'RE WAITING TO
HEAR IF WE'RE INVITED. YES OKAY.
ALL RIGHT. SO, UM YES, WE ALSO
HOPE I MEAN THIS UH, COMBINED
HEARING OF THE BUDGET
SUBCOMMITTEE AND THE EDUCATION
COMMITTEE HAVE, YOU KNOW?
RECOGNIZE YOU KNOW, THE FIVE OF
YOU AS AS LONG TIME LEADERS IN
THIS SPACE, AND SO WE CERTAINLY
URGE. UH UM THIS MASTER PLAN
WORK GROUP, TOO. INCLUDE YOUR
YOUR PERSPECTIVES, UM, TO INFORM
, UH, THAT THIS MASTER PLAN UM
GÓMEZ LYNCH, I BELIEVE IT WAS
EXACTLY 10 YEARS AGO THAT WE
WORK TOGETHER TO INTRODUCE A
ASSEMBLY BILL TO TRY TO RESTORE
DIRECT FUNDING FOR UH, JOINT
POWERS AUTHORITY CAREER
TECHNICAL EDUCATION PROGRAMS. UM
AND, UH, YOU KNOW, I HEAR YOU
LOUD AND CLEAR THAT YOUR YOUR
BUDGET YOUR YOUR YOUR STAFF AS
IT SOUNDS LIKE IT'S. IT'S
DECREASED BY ABOUT A THIRD ABOUT
30% 33. AND, UM YEAH, SO I JUST
WANT TO ACKNOWLEDGE THAT UM MR
CHAIR. I ADDED, IF YOU KNOW, BUT
WE USED TO HAVE, UH, YOU KNOW,
JUST JUST LIKE WE HAVE THE A D A
FUNDING FOR, UM, FOR OUR K TO 12
SCHOOLS. WE USED TO HAVE A D A
FUNDING. UH FORMULA FOUR
SPECIFICALLY FOR, UH, THE JOINT
POWERS AUTHORITY, THE CAREER
TECHNICAL EDUCATION PROGRAMS,
WHICH IS HOW THEY WERE
GUARANTEED THAT ONGOING FUNDING
INSTEAD OF THE GRANT BASED
FUNDING. UM BUT I WANTED TO PUSH
BACK A LITTLE BIT. YOU KNOW, THE
COMMENTS SAYING, WELL, YOU KNOW,
IMAGINE, UM, YOU KNOW IT'S NOT
HAVING P OR BIOLOGY OR MATH. I
MEAN, THE WHOLE PHILOSOPHY OF,
YOU KNOW, I MEAN, GOVERNOR BROWN
CAMPION, THE LOCAL CONTROL
FUNDING FORMULA AND, AND HIS
BASIC ARGUMENT WAS THAT EVERY
SCHOOL DISTRICT, YOU KNOW,
RATHER THAN THE STATE, YOU KNOW,
THROUGH THE LEGISLATURE OR EVEN
THE GOVERNOR'S OFFICE MANDATING
TO LOCAL SCHOOL DISTRICTS, WHAT
PROGRAMS YOU SHOULD PROVIDE OR
NOT PROVIDE THAT. YOU KNOW, WE
WOULD GIVE THE MONEY TO THE
LOCAL SCHOOL DISTRICTS IN THE
LOCAL SCHOOL DISTRICTS WILL
DECIDE WHAT ARE THE PRIORITIES
AND SO CLEARLY THEY COULD BE
SETTING ASIDE MORE MONEY FOR
CURRENT TECHNICAL EDUCATION. BUT
THEY ARE NOT DOING SO AND
BEAUTIFUL FOR A WIDE VARIETY OF
REASONS, WHICH IS WHY WE NEED TO
SUPPLEMENT THE PER PUPIL FUNDING
WITH THE CURRENT TECHNICAL
EDUCATION GRANT PROGRAM. I MEAN,
MISS LYNCH, WOULD YOU? WOULD
YOU? UH, WOULD YOU AGREE WITH
THAT? I'M NOT SURE IF I MADE
MYSELF CLEAR. UM, WHAT I WAS
SAYING WAS THAT MATH, ENGLISH
SCIENCE HISTORY. ALL OF THOSE
CLASSES ARE NOT GRANT FUNDED.
THAT'S WHAT I WAS TRYING TO SAY.
AND SO, UM, WHY ARE WE GRANT
FUNDED? WE ARE AS VALUABLE THAT
WAS MY MESSAGE VALUABLE, BUT BUT
MY POINT IS THAT SCHOOL
DISTRICTS COULD BE DEVOTING MORE
DOLLARS TO CAREER TECHNICAL
EDUCATION, BUT THEY ARE NOT
LARGELY IN GENERAL. UM AND SO AT
LEAST OUT OF THEIR LOCAL CONTROL
FUNDING FORMULA DOLLARS. I'M
GOING TO GIVE YOU A RESPONSE. UM
FOR US, SPECIFICALLY, UH, WELL
IN THE L C. F F. THERE'S 2.6.
THAT IS SENT TO SCHOOLS THAT IS
FLEXIBLE AND THEY CAN SPEND IT
ON CT IF THEY WOULD LIKE AND
THEN SPECIFIC TO MY CENTER. I
WANT TO SAY THAT LIKE LINDA. I
FEEL FORTUNATE THAT THEY FUND US
SO THEY FUND US AT $10 MILLION
LEVEL. BUT THEY HAVE TO CHOOSE
BETWEEN THEIR BUDGET. OR MY
BUDGET TO SEND ME MORE MONEY, SO
THAT'S WHY I'M AT THE $10
MILLION LEVEL, AND IT'S THE SAME
SITUATION AS YOU KNOW, WITH THE
SOUTHERN CALIFORNIA REGIONAL
OCCUPATION CENTER AND OTHER UH,
REGIONAL PROGRAMS THAT THAT THEY
WOULD RATHER KEEP THEIR DOLLARS
AND THEIR OWN SCHOOL DISTRICT
RATHER THAN GIVE THE MONEY TO A
ANY KIND OF A J. P A OR REGIONAL
PROGRAM. UM SO I MEAN, I WANTED
TO SEGWAY TO, UH Tð UM. TO MR
HASTINGS. YOU KNOW, MY FAVORITE
EXAMPLE OF, YOU KNOW, A
SUCCESSFUL CAREER. EDUCATION
PROGRAM. UM. IT'S IT'S NOT K
THROUGH 12, BUT IT'S WITH ONE OF
ONE OF MY COMMUNITY COLLEGES.
YOU KNOW, WE'RE WE'RE PROUD OF
MY REGION TO, UH, TO BE GLOBAL
LEADERS IN THE AEROSPACE
MANUFACTURING AND, UM AND YOU
KNOW, WE'RE BUILDING ROCKET
SHIPS AS SPACEX. WE'RE BUILDING
WE BUILT THE JAMES WEBB SPACE
TELESCOPE AT THE NORTH OF
GRAMMOND FACILITY. MY DISTRICT
BUT THERE'S A CRITICAL NEED FOR
SHEET METAL WORKERS AND WELDERS.
AND SO WHAT NORTHWOOD GRUMMAN
DID WAS THAT THEY PARTNERED
WEALTH WITH EL CAMINO COLLEGE TO
DESIGN. THE TRAIN THEIR WORKERS,
YOU KNOW, SO THAT THEY CAN TAKE
THEIR GRADUATES AND IMMEDIATELY
PLUGGED THEM INTO, YOU KNOW, THE
URGENT NEED FOR MORE SHEET METAL
WORKERS AND WELL, THERE'S UM,
YOU KNOW, AT THESE COMPANIES,
AND SO THAT JUST HIGHLIGHTS THE
FACT THAT YOU KNOW AGAIN, HOW WE
CAN WE CAN COORDINATE. YOU KNOW
THE MODEL OF WORKING EDUCATIONAL
INSTITUTIONS WORKING WITH LOCAL
EMPLOYERS TO SPECIFICALLY
TRAINED THEIR WORKFORCE TO MEET
THE MOST URGENT WORKFORCE NEEDS.
UH HUH. AND I WOULD. I WOULD
JUST, UM SUGGEST, MR HASTINGS
THAT THAT I MEAN, YOU YOU
REPRESENT THE MANUFACTURERS.
YOU'RE WORKING WITH THE STATE
BUILDING AND CONSTRUCTION TRADES
. ONE OF THE MOST POWERFUL LABOR
COALITIONS, YOU KNOW, IN THE
STATE. UM YOU KNOW, WE SHOULD
ALL COME COMBINED FORCES TO
ADVOCATE FOR THAT DIRECT
RESTORATION OF THAT DIRECT
FUNDING FOR CAREER. TECHNICAL
EDUCATION. BECAUSE IF WE'RE
GONNA PAY ALL THIS LIP SERVICE,
YOU KNOW, YOU KNOW ON HOW
IMPORTANT CAREER EDUCATION IS,
WE NEED TO DEMONSTRATED WITH THE
ONGOING DEDICATED FUNDING. UM I
WANTED TO. OKAY I GOT TO GET OFF
MY PONTIFICATING HERE. AND, UH,
YEAH, I DO HAVE SOME SPECIFIC
QUESTIONS. UH, UM AH! AH YES.
SO, UM TO ANY OF THE PROVIDERS,
UM YOU KNOW, I KNOW ONE OF THE
CRITICAL UH THEY THE BASIC MODEL
OF A CAREER TECHNICAL EDUCATION
PROGRAM IS TO BE NIMBLE TO BE
ABLE TO MEET THE WORKFORCE NEEDS
OF YOU KNOW YOUR YOUR YOUR YOUR
LOCAL EMPLOYERS. UH UM, THERE
THERE IS A PROPOSAL TO PROVIDE
CAREER TECHNICAL EDUCATION
EDUCATORS WITH WITH PERMANENT
STATUS, YOU KNOW, SIMILAR TO, UH
TWO PERMANENT STATUS FOR UH,
YOUR REGULAR K THROUGH 12 THE
REST THE REST OF THE KID THROUGH
12 SYSTEM. UM DO YOU HAVE ANY
RESPONSES IN TERMS OF WHETHER
THAT THAT, UM WOULD ALLOW FOR
THAT NECESSARY NIMBLENESS TO BE
ABLE TO MEET THE CHANGING
WORKFORCE NEEDS IN YOUR
COMMUNITIES. I THINK THAT'S HARD
BECAUSE ONE OF THE ADVANTAGES WE
HAVE IS THAT IF THAT CAREER AREA
CHANGES THAT WE DO NOT HAVE A
PERMANENT EMPLOYEE WHO THEN WE
HAVE TO DECIDE WHAT IS HE GOING
TO TEACH? P E ENGLISH? UH, BUT
THERE SHOULD BE SOME OTHER
INCENTIVES TO BRING IN THE
EMPLOYEES THAT WE NEED RIGHT NOW
IN NAPA COUNTY, OF COURSE, WHERE
OUR COUNTY OF HOSPITALITY, SO WE
HAVE REALLY RAMPED UP. OUR
PROGRAMS ARE CULINARY PROGRAMS
AND STUDENTS ARE GETTING JOBS
WHILE THEY'RE STILL IN SCHOOL.
UM WE HAVE A YOUNG LADY WHO'S
WORKING AT ONE OF THE TOP
RESTAURANTS IN NAPA ON
SATURDAYS, BAKING MIDDLE SCHOOL
STUDENTS, AND IT'S AN INTERNSHIP
PROGRAM. SO WE HAVE A LOT OF
POSSIBILITIES, BUT I THINK WE
NEED TO MAINTAIN THAT
FLEXIBILITY AS THE CAREER AREAS
CHANGE. I THINK THERE'S AN ALSO
AN ISSUE WITH THE CURRENT
CREDENTIALING SYSTEM FOR CTE
BECAUSE YOU WERE AWARDED YOUR
CREDENTIAL BY SECTOR. AND SO
THERE IS A LOT OF PATHWAYS
WITHIN THOSE SECTORS AND YOU CAN
TAKE ANY SECTOR IN THERE.
THERE'S GOING TO BE ISSUES SO
TAKE HEALTHCARE AND WE HAVE A
DENTAL AND MEDICAL PROGRAM. AND
IF WE DON'T HAVE ENROLLMENT AND
WE CAN'T CONTINUE TO KEEP THE
DENTAL PROGRAM. BUT THAT DIDN'T
TELL TEACHER HAS MORE SENIORITY.
WILL THAT PERSON THEN IS
ELIGIBLE TO GO TEACH IN THE
MEDICAL PROGRAM, BUT THE BUT THE
EXPERIENCE IS NOT RELEVANT FOR
THAT PROGRAM AND DOES NOT REALLY
HAVE THE SKILLS TO TEACH IT. BUT
ON PAPER THEY QUALIFY. SO HOW DO
YOU HOW DO YOU RECTIFY THAT?
BECOMES A CHALLENGE. I WOULD
JUST ADD THAT I THINK ONE OF THE
GOALS OF THE MASTER PLAN FOR
CAREER EDUCATION ALSO HAS TO
LOOK AT THE WORKFORCE ISSUES
RIGHT. AND WHAT ARE THE BARRIERS
AND THE ONE PEOPLE ARE JUST
ENTIRELY INFLEXIBLE ABOUT HOW
PEOPLE CAN USE THEIR CREDENTIALS
OR HOW ACADEMIC TEACHERS TEACH
WITH CT TEACHERS AND HOW THAT'S
FUNDED. I REALLY THINK THAT'S AN
AREA THAT IS A HUGE BARRIER AND
I WOULD IMAGINE THAT IT WOULD BE
WORTHWHILE INVESTMENT TO LOOK AT
THE RESEARCH THAT'S BEING DONE.
LOOK AT THE MANY TASK FORCE
THAT'S BEEN FOCUSED ON THAT AND
COME UP WITH SOME SOLID
RECOMMENDATIONS FOR THE STATE
ABOUT HOW DO WE BUILD A
WORKFORCE TO DO THE BOTH ENDS,
AS OPPOSED TO JUST THE ORE
BECAUSE I THINK THAT'S THE
FUTURE. SO WHEN YOU SAY BOTH,
AND, UH, LIKE, HOW DO WE UM UM,
MAKE IT MORE ATTRACTIVE. HOW DO
WE ATTRACT AND RETAIN MORE
TECHNICAL EDGE? UH EDUCATORS? UH
AND HOW DO WE LOOK AT
CREDENTIALING? ACADEMIC TEACHERS
WITH? YOU KNOW, WITH SOME CT
CREDENTIALS, AND I MEAN, I DO
THINK WE HAVE TO FIND SOME
FLEXIBILITIES HERE, BECAUSE, UM,
WE HAVE A LOT OF GOOD RESEARCH.
WE HAVE A LOT OF TASK FORCE THAT
HAVE FOCUSED ON THE ISSUE, AND I
THINK THERE'S SOME GOOD
RECOMMENDATIONS THAT HAVE COME
UP. THE ISSUE IS NOT GOING AWAY.
IT'S ACTUALLY GETTING MORE. I
THINK OF A CHALLENGE,
PARTICULARLY AS WE TRY TO EXPAND
THE WORK, RIGHT. SO I DO THINK
AGAIN. THERE'S A LOT OF WORK
RESEARCH THAT HAS BEEN DONE AND
A LOT OF GOOD RECOMMENDATIONS
THAT CAN HAVE COME OUT OF IT
THAT WE COULD ACT UPON. OKAY?
ANY FURTHER COMMENTS. JUST ADD
TO IT JUST SIMPLY THAT I DON'T I
OPPOSE THAT. WE OPPOSE THAT YOU
WOULD NOT WANT MY FORENSIC
SCIENCE TEACHER TEACHING
FIREFIGHTING. YOU WOULDN'T WANT,
UM, AN AIRLINE PILOT WORKING ON
MY CAR BREAKS. AND THAT THAT'S
WHAT IT IS. THAT'S WHAT YOU
WOULD BE, UM, PASSING. THANK
YOU. ALL RIGHT. THANK YOU VERY
MUCH MESSENGER. THANK YOU, UM
ONE LAST QUESTION. I'LL ASK MR
HASTINGS YOU FROM THE INDUSTRY
SIDE AND THEN ALL OF YOU FROM
THE PRACTITIONER SIDE. ON I HAVE
HEARD. ABOUT SOME OF THE
CHALLENGES ABOUT BRINGING AH
EMPLOYERS. TO COLLABORATE. FOR
EXAMPLE. WELL, I GUESS MAYBE
NONE OF YOU ARE COMMUNITY
COLLEGE SO IF YOU DON'T HAVE AN
ANSWER, I UNDERSTAND, BUT LIKE
BRINGING SOMEONE WITH EXPERTISE
OR HAVING AN INDUSTRY, UH
PARTNER WITH US WITH A SCHOOL,
TYPICALLY A COMMUNITY COLLEGE
SCHOOL. TO PROVIDE TRAINING ON A
PARTICULAR SKILL SET. YOU KNOW,
YOU HEARD THE UH, WHAT IS
HAPPENING IN THE AEROSPACE
INDUSTRY? MR MURATSUCHI IS
DISTRICT, UM, BUT THAT THAT
SOMETIMES GETS COMPLICATED. I
HAVEN'T BEEN ABLE TO REALLY
UNDERSTAND WHAT PEOPLE MEAN BY
THAT, IN TERMS OF SO YOU'VE GOT
SOMEONE IN A PARTICULAR INDUSTRY
THAT NEEDS TO TRAIN UP WORKFORCE
BECAUSE THEY JUST NEED MORE
EMPLOYEES, AND THEY'RE NOT GOING
TO CREATE AN EDUCATIONAL PATHWAY
PROGRAM BECAUSE THAT'S NOT WHAT
THEY DO THEY LIKE THE COMMUNITY
COLLEGE TO DO SO. I'VE HEARD
THAT IN SOME INSTANCES, IT'S
DIFFICULT TO DO THAT. HAVE YOU
HEARD OF ANY OF THAT AT ALL? IT
IS DIFFICULT, BUT IT CAN BE
DONE. THE CHALLENGES JUST
ADMINISTRATIVE WHEN YOU HAVE
MULTIPLE ENTITIES, YOU HAVE
PRIVATE CORPORATIONS, PUBLIC
INSTITUTIONS AND THE LOCAL
COMMUNITY. I'LL USE THE INTAKE.
CENTERS AND EXAMPLES DOWN IN
FONTANA. IT'S A CALIFORNIA STEEL
DEDICATED THE LAND AND THE
PROPERTY. CHAFFEY COLLEGE
PROVIDES THE EDUCATION
INSTRUCTION. WE HAD SECRETARY
JULIE SU DOWN THERE WHEN SHE WAS
CHAIR OF THE LABOR. EXCUSE ME,
SECRETARY OF LABOR WORKFORCE
DEVELOPMENT AGENCY. TO SEE THIS
WONDERFUL PROGRAM THAT'S TURNING
OUT ELECTRICIANS, WELDERS AND
THE LIKE A ROUTINE BASIS, AND
THEY ARE SNAPPED UP IMMEDIATELY
UPON GRADUATION, IF NOT BEFORE,
AND THE WHOLE EFFORT AFTER WE
TOOK THAT TOUR WAS, IS THIS
SCALABLE? YES. IS IT REP
REPLICABLE? ABSOLUTELY BUT THE
NEEDS IN NORTHERN CALIFORNIA MAY
BE DIFFERENT THAN THE NEEDS OF
THE INTAKE CENTER. SO IT'S NOT A
DUPLICATION THING. LET'S JUST
TAKE THAT EXACT SAME MODEL AND
THE OUTPUTS AND BRING IT UP
NORTH. LET'S FIND OUT WHAT THE
NORTHERN NEEDS ARE, BUT WE DO
HAVE A MODEL FOR IT TO WORK. AND
WITH SO MANY THINGS,
UNFORTUNATELY, GOVERNMENT IT
BECOMES A PILOT IN THE EXCEPTION
RATHER THAN THE RULE. WE WOULD
LIKE IT TO BE A RULE, AT LEAST
IN PRACTICE THAT COMMUNITY
COLLEGES AND CORPORATIONS
WORKING TOGETHER TO PROVIDE
THOSE LOCAL NEEDS WORKFORCE CAN
BE DONE AND IT CAN BE DONE VERY
WELL. AND IT DOESN'T SOUND LIKE
ANY OF YOU ARE COMMUNITY
COLLEGES OF IT, BUT YOU, YOU
PROBABLY DO WANT TO DO OR DO
EXPLORATION. INTERNSHIPS ARE DO
YOU FIND ANY CHALLENGES WITH
BEING ABLE TO CREATE THOSE
PARTNERSHIPS? I JUST STAND OUT
AND WE SHOULD KNOW KNOW ABOUT
YEAH, I THINK THAT, UM AS MUCH
AS YOU KNOW, I THINK WE HAVE
DONE A TREMENDOUS AMOUNT OF WORK
AS A FIELD REALLY LOOKING AT
WHAT HIGH QUALITY WORK BASED,
YOU KNOW, LEARNING CONTINUING IS
WHAT DOES THAT LOOK LIKE FOR A
YOUNG PERSON FROM NINTH GRADE UP
THROUGH, YOU KNOW, COMMUNITY
COLLEGE AND BEYOND. I THINK YOU
KNOW, IT REALLY HAS BEEN
DIFFICULT TO GET. I THINK BIG
ENGAGEMENT FROM INDUSTRY AT THE
SCALE WE NEED RIGHT TO DELIVER
ON WORK BASED LEARNING
OPPORTUNITIES FOR YOUNG PEOPLE
THAT ARE THAT ARE UNDER THE AGE
OF 18. AND OBVIOUSLY, EMPLOYERS
ARE NOT IN THE BUSINESS OF
EDUCATION AND EDUCATORS ARE NOT
IN THE BUSINESS OF BUSINESS,
RIGHT SO I THINK IT'S REALLY
IMPORTANT TO UNDERSTAND THAT YOU
DON'T INTERMEDIATE OR STRUCTURE
THAT ALLOWS THAT CONNECTION TO
HAPPEN. UM THAT SAID, WE STILL
WOULD BENEFITED A STATEWIDE
LEVEL FROM A POWERFUL LIKE
MESSAGE TO EMPLOYERS THAT WE ARE
BUILDING THE WORKFORCE OF THE
FUTURE. AND WE NEED YOU TO HELP
US DO THAT BY PROVIDING WORK
BASED LEARNING OPPORTUNITIES TO
PROVIDE INTERNSHIPS TO PROVIDE
YOU KNOW A FULL RANGE OF
EXPLORATION TO EXPOSURE? UM,
OPPORTUNITIES FOR A YOUNG PERSON
THROUGHOUT THAT DECADE OF LIFE
RIGHT? IT DOESN'T START AT
COLLEGE OR COMMUNITY COLLEGES
SHOULD START EARLIER. AND YOU
KNOW, I THINK THE STATE AND ALL
OF THE LEADERSHIP COULD REALLY
COME TOGETHER AROUND A COMMON
MESSAGE FOR WHY THIS MATTERS FOR
OUR STATE TO HAVE OUR BUSINESSES
SMALL TO LARGE, BE PART OF THIS
SOCIAL COMPACT FOR YOUNG PEOPLE
AND FOR THE FUTURE AND THE
HEALTH OF OUR WORKFORCE AND
ECONOMY. DIDN'T WE USED TO GIVE
TAX BREAKS? THERE SHOULD BE
SOMETHING THAT HAS TO BE AN
INCENTIVE HAVING A YOUNG PERSON
COME ONTO YOUR WORKPLACE IS A
DISRUPTION OF SORTS. IF YOU'RE
GOING TO DO A GOOD JOB, AND
THERE'S GOT TO BE AN INCENTIVE
FOR YOU TO STOP AND TAKE THE
TIME AND HAVE YOUR WORKERS TAKE
THE TIME TO EXPLAIN THINGS TO
THIS YOUNG PERSON AND GIVE THEM
AN OPPORTUNITY TO SPEND TIME AND
THEN WE ALSO HAVE TO GIVE THE
FLEXIBILITY FOR HOW MUCH TIME
THE STUDENT SPENDS OFF CAMPUS.
WHAT SEEMS LIKE TO ME THAT IF WE
WANT TO BE SUCCESSFUL, UH, WE'VE
GOT TO FIGURE THAT OUT, RIGHT?
THAT'S A CALL TO INDUSTRY.
THAT'S A CALL TO THE PARTNERS.
UM I'LL JUST END WITH A PERSONAL
NOTE. MANY THINGS IN MY LIFE
WENT RIGHT IN ORDER FOR ME TO BE
WHERE I AM TODAY. I'VE SHARED
MORE THAN ENOUGH TIME SO I WON'T
I WON'T. BE ALONG WITH THIS, BUT
YEAH. YOU KNOW THE OPPORTUNITIES
I GOT AS PART OF MY PUBLIC
EDUCATION COMING FROM WHERE I
CAME FROM, YOU KNOW, I WOULD NOT
BE WHERE I AM TODAY. WITHOUT
THAT THAT, UH, THAT SUPPORT WELL
, I WILL. WHAT I WILL SAY IS,
THOUGH, THAT I NEVER REALLY GREW
UP WANTING TO BE SOMETHING. I
NEVER HAD THE OPPORTUNITY TO
EXPLORE. UM CAREERS OR TO BE
EVEN EXPOSED. TO BE HONEST WHERE
I GREW UP VERY, VERY POOR. UM
AND THAT IS 11 PLACE WHERE?
PERHAPS, UM PERSONALLY, I FEEL
LIKE OUR PUBLIC EDUCATION
SYSTEM. CERTAINLY, UH, AGAIN.
VERY THANKFUL FOR WHERE I AM BUT
CERTAINLY WAS NEVER REALLY
EXPOSED AND DIDN'T HAVE THAT
KIND OF A LONG TERM VISION, SO I
KNOW THAT THERE'S STILL A LOT OF
CALIFORNIANS TODAY WHO LIVE IN
UM, COMMUNITIES IN SITUATIONS
LIKE THE ONE I GREW UP AND WHERE
THAT EXPOSURE IS CRITICAL.
CERTAINLY THE EXPLORATION PHASE
IS IMPORTANT BECAUSE WE DON'T
HAVE SOME OF THESE CAREERS IN
OUR COMMUNITIES. SOME OF OUR
COMMUNITIES WE DON'T HAVE, UM
THE ONLY CORPORATIONS WE SEE OUR
FAST FOOD RESTAURANT
CORPORATIONS THAT THAT WAS THE
CASE IN MY IN MY PERSONAL LIFE.
SO, UM I HOPE I THINK IT'S
IMPORTANT AND CLEARLY THERE'S
THEIR WORK. THERE'S WORK TO BE
DONE. AND SO I THANK YOU ALL FOR
THE WORK THAT YOU'RE ALREADY
DOING THAT YOU'VE BEEN DOING. UH
AND THAT I THINK WE WILL NEED
YOUR VOICES AT THE TABLE FOR
SURE. AND I LOOK FORWARD TO
HAVING UH, HEARING NEWS THAT YOU
ARE PARTICIPATING IN THOSE 150.
INDIVIDUALS LIMITED TO THESE
HEARINGS THAT ARE HAPPENING
THROUGHOUT THE STATE SO THAT YOU
CAN PROVIDE THAT INPUT FROM THE
GROUND UP SO WE CAN GET THE
MASTER PLAN CONTINUE TO GO IN
THE RIGHT DIRECTION. AND THANK
YOU VERY MUCH FOR THE WORK THAT
YOU DO THINK YOU TO ALL THE
PANELISTS. THAT BRINGS US TO THE
END OF OUR PANELS, BUT WE WILL
NOW TAKE PUBLIC COMMENT OF A CAN
GET YOU TO LINE UP. IF YOU'RE A
MEMBER OF THE PUBLIC WHO LIKE TO
SPEAK GIVE YOU A MINUTE TO SHARE
YOUR THOUGHTS. CERTAINLY
INTERESTED IN YOUR INPUT. AND
WE'LL GET STARTED. WELCOME THANK
YOU. THANK YOU, MR CHAIR, MR
CHAIRS, I SHOULD SAY PLURAL.
THANK YOU. DON KEPT KEY WITH
MCHUGH CAP KEEP A DRONE ON
BEHALF OF THE CALIFORNIA COUNCIL
FOR ADULT EDUCATION IN
CALIFORNIA DOT EDUCATION
ADMINISTRATORS ASSOCIATION. BOTH
ORGANIZATIONS REPRESENTING ADULT
EDUCATION PROVIDERS IN THE K 12
SYSTEM, SERVING SOME OF OUR MOST
MARGINALIZED ADULTS IN
CALIFORNIA. ESPECIALLY WORKING
WITH IMMIGRANT REFUGEE
POPULATIONS ON EVERYTHING FROM
CITIZENSHIP, ENGLISH LANGUAGE,
BASIC SKILLS AND ALSO DOING A
LOT THESE DAYS, IMPAIRING
ENGLISH LANGUAGE ACQUISITION
PROGRAMMING WITH A SHORT TERM
CAREER TRAINING, SO REALLY
APPRECIATE HEARING TODAY REALLY
APPRECIATE THE EFFORTS OF
ADMINISTRATION AROUND THE MASTER
PLAN. WE ARE AS WELL HOPING TO
BE ADMITTED TO ONE OF THOSE
SLOTS IN THOSE COVETED
POSITIONS. TO PARTICIPATE AND
JUST REALLY I WANT TO ENCOURAGE
THE ADMINISTRATION. CERTAINLY
THE LEGISLATURE TO KEEP ADULT
EDUCATION IN MIND WHEN LOOKING
AT THESE ISSUES AND IMPORTANTLY,
THEY ARE AN IMPORTANT PATHWAY
FOR SOME OF THOSE MARGINALLY
STUDENTS ALSO PROVIDING SUPPORTS
FOR K 12 STUDENTS AND THEIR
EDUCATION AS WELL. SO THANK YOU.
THANK YOU. GOOD AFTERNOON. MY
NAME IS JEWEL ALDERSON. I'M WITH
THE SAN DIEGO COUNTY OFFICE OF
EDUCATION. UH AND I SUPPORT CTE
AND CAREER READINESS INITIATIVES
FOR HALF OF A MILLION STUDENTS,
42 SCHOOL DISTRICTS AND OVER 100
AND FIFTY'S CHARTERS IN OUR
COUNTY ACTUALLY SPENT MUCH OF MY
TEACHING CAREER IN SWEETWATER,
STARTING THE MEDICAL PATHWAY AT
LEAST LIKE HIGH SCHOOL, TEACHING
MEDICAL CHEMISTRY AND BUILDING
THAT PROGRAM. WE'RE TECHNICAL
EDUCATION AND OTHER K 12 POST
SECONDARY CAREER READINESS
INITIATIVES ARE AN INVESTMENT IN
THE FUTURE OR ECONOMY OF
CALIFORNIA DEVELOPING SKILLS AND
OUR FUTURE WORKFORCE THROUGH
THESE PROGRAMS PROVIDES
EQUITABLE ACCESS TO HIGH WAGE,
HIGH GROWTH, JOBS, ECONOMIC
MOBILITY AND IT SURE STUDENTS
TODAY CAN AFFORD TO LIVE AND
WORK IN CALIFORNIA ONCE THEY
ENTER THE WORKFORCE. AS YOU'VE
HEARD TODAY, PATHWAY COMPLETE,
AS HAVE HIGHER ENGAGEMENT IN
SCHOOL ATTENDANCE RATES, HIGHER
GRADUATION RATES AND HIGHER
COLLEGE GROWING RATES THAN THEIR
PEERS. PARTICULARLY IN SPECIAL
POPULATIONS. AS THESE STUDENTS
TRANSITION INTO OUR ECONOMIC
WORKFORCE. THOSE SKILLS LEAD TO
THE HIGH WAGES THAT BRING IN THE
FUNDS THAT WE WILL NEED TO RUN
THE STATE OF CALIFORNIA. THANK
YOU. LAST COMMENT. YEAH. OKAY.
GREAT AS YOU LOOK TO MAKE TOUGH
DECISIONS ABOUT THE STATE'S
INVESTMENTS, REMEMBER JUST A FEW
YEARS FROM NOW THE STUDENTS WE
PREPARE ARE HEADED FOR THE
WORKFORCE. I INVITE YOU TO COME
INTO OUR CT CLASSES AND SEE IT
IN ACTION. YOU SEE THE MANY
DIFFERENT AGENCIES INVOLVED AND
THAT SINGLE PERSON AT A DISTRICT
HAS TO WORK WITH EACH ONE OF
THESE AGENCIES INDIVIDUALLY.
INSTEAD OF WORKING WITH THEIR
STUDENTS. THEY'RE STUCK APPLYING
FOR GRANTS. MANAGING GRANT.
THANK YOU. AND HOPEFULLY WE WILL
SEE YOU IN OUR SCHOOL. THANK
THANK YOU. HELLO MY NAME IS ANNA
MATTHEWS, I'M ADVOCACY MANAGER
OF THE FACULTY ASSOCIATION OF
THE CALIFORNIA COMMUNITY
COLLEGES BACK APPRECIATES THE
UPLIFTING OF CAREER TECHNICAL
EDUCATION PROGRAMS AT THE
CALIFORNIA COMMUNITY COLLEGES,
WHICH WHICH STIMULATE LOCAL
ECONOMIES AND PROMOTE
SOCIOECONOMIC MOBILITY AMONG OUR
STUDENTS. THE CHANCELLOR'S
OFFICE IS VISION. 2030 CALLS FOR
THE SUPPORTING OF ADULT LEARNERS
AND THEIR VARIOUS LEARNING GOALS
AND PATHS, INCLUDING CTE
CERTIFICATE, ATTAINMENT,
ACQUIRING SKILLS AND BEING
LIFELONG LEARNERS, ESPECIALLY AS
THIS ECONOMY CONTINUES TO
CHANGE, ESPECIALLY WITH A I UM,
SO WE OUGHT TO SUPPORT THE
PURSUIT OF ALL THESE DIFFERENT
STUDENTS, ESPECIALLY THROUGH
BOLSTERING CAREER TECHNICAL
TECHNICAL EDUCATION PROGRAMS,
AND WE APPRECIATE THE FOCUS ON
THIS IMPORTANT THING THAT THE
CALIFORNIA COMMUNITY COLLEGES
DO. THANK YOU. THANK YOU. I'M MR
CHAIRS. MY NAME'S DARBY KERNAN,
REPRESENTING IT TAKES A VILLAGE.
THEY ARE COMPRISED OF 16 CRADLE
TO CAREER. UM UH, UH, SORRY.
NETWORKS LOCATED FROM DELL NORTH
ALL THE WAY TO CHULA VISTA,
THEIR PLACE BASED INITIATIVES AS
YOU GUYS TALKED ABOUT TODAY THAT
SERVED CHILDREN AT EVERY STAGE
OF LIFE FROM BEFORE BIRTH TO
COLLEGE AND CAREER, AND JUST SO,
YOU KNOW, IN TULA VISTA, UM IT'S
SPECIFICALLY SUPPORTED THE
SYSTEM INVOLVED YOUTH FROM LEARN
AND EARN TO ACHIEVE POTENTIAL
PROGRAM AND YOU GUYS ASK
QUESTIONS EARLIER ABOUT SUCCESS
IN THE PROGRAM AND JUST SO, YOU
KNOW, 94% OF THE TULA VISTA
PROGRAM. INNER INTO PARTICIPANTS
ENTER INTO COLLEGE OR TRAINING
PROGRAMS AND 78% OBTAIN
EMPLOYMENT FOR AT LEAST A YEAR
THAT WE'VE TRACKED. AND SO THIS
PROGRAM IS ALL FUNDED THROUGH
HUMAN SERVICES, AND WE ARE
WORKING WITH ASSEMBLYMEMBER'S
BONTA AND ASSEMBLYMEMBER'S
JACKSON ON ADDITIONAL FUNDING
THROUGH THE HUMAN SERVICES
BUDGET, AND WE WANTED TO RAISE
IT THROUGH HERE TODAY, THOUGH,
TO MAKE SURE YOU'RE AWARE OF
THAT BECAUSE THEY DO CROSS
PATHS. THANK YOU VERY MUCH.
THANK YOU. HI. MY NAME IS MOLLY
MCGUIRE AND WITH THE CAMPAIGN
FOR COLLEGE OPPORTUNITY. UM AT
THEIR MOST RECENT EDUCATION
FINANCE BUDGET SUBCOMMITTEE
HEARING, YOU ASKED A VERY BASIC
QUESTION, WHICH IS HAVE THE
COMPACTS BEEN EFFECTIVE? AND THE
INABILITY TO ANSWER THAT BASIC
QUESTION TO UNDERSTAND THE
IMPACT OF A $1 BILLION
INVESTMENT SPEAKS TO THE DIRE
NEED OF A HIGHER EDUCATION
ENTITY THAT CAN PLAN SHAPE AND
EVALUATE POLICIES AND
INVESTMENTS AND CANDIDLY THAT
CAN HOLD THE SEGMENTS
ACCOUNTABLE WHEN THEY DON'T MEET
THEIR GOALS. WE WOULD ARGUE THAT
THE SEGMENTS PROGRESS IN MEETING
COMPACT GOALS HAS BEEN UNEVEN AT
BEST. AND THE MASTER PLAN MARKS
A SIGNIFICANT SHIFT AND HOLDS
PROMISE. BUT ITS LEGITIMACY AND
ITS SUCCESS WILL REQUIRE THIS
ENTITY TO BE EMBEDDED WITH
ADEQUATE AUTHORITY TO DIRECT
PLANNING, SET AN ACTUALIZED
GOALS SHARE, ANALYZE AND
DISAGGREGATE DATA AND COORDINATE
COMPLEX INNER SEGMENTAL
CHALLENGES LIKE TRANSFER. AND
FINALLY, WE URGE POLICYMAKERS TO
KEEP ONE THING IN MIND.
COORDINATION IS NOT AN END GOAL.
IT'S A STARTING PLACE AND
STUDENT CENTERED ALIGNMENT
BEGINS WITH COLLABORATION BUT
WILL ULTIMATELY REQUIRE A
FUNDAMENTAL SHIFT IN CULTURE.
AND IN ACCOUNTABILITY. THANK
YOU. THANK YOU. GOOD EVENING
CHAIR AND CHAIR AND MEMBERS.
THANK YOU SO MUCH. RACHEL
MUELLER HERE ON BEHALF OF NEXT
GEN. CALIFORNIA THANK YOU SO
MUCH FOR HAVING THIS JOINT
HEARING TODAY WHILE WE CENTER
THE NUMEROUS CAREER EDUCATION
PROGRAMS TO MEET THE STATE'S
WORKFORCE NEEDS AND STRENGTHEN
OUR COMMUNITIES AND THE ECONOMY.
UM WE ALSO THANK THE GOVERNOR
FOR PUTTING FORTH AN AMBITIOUS
PROPOSAL AND SUPPORT CONCEPTS.
AROUND THE NEED TO ESTABLISH A
STATE CAREER COORDINATION BODY
AND DEVELOPING A SKILLS
FRAMEWORK WHILE ENSURING THAT
CAREER EDUCATION AND TRADING IS
AFFORDABLE AND ACCESSIBLE TO ALL
CALIFORNIANS. WE LOOK FORWARD TO
WORKING WITH THE LEGISLATURE AND
ENGAGING IN THE CAREER EDUCATION
MASTER PLAN PROCESS TO ENSURE
EQUITABLE ACCESS TO CAREER
EDUCATION. THANK YOU. THANK YOU.
GOOD AFTERNOON. I'M AMY SCHULZ.
I'M THE DEAN FOR CAREER
CONTINUING IN TECHNICAL
EDUCATION AT SIERRA COLLEGE LIKE
CALIFORNIA COMMUNITY COLLEGE. UM
I WANTED TO SHARE A LITTLE BIT
ABOUT THE POWER OF THE STRONG
WORKFORCE PROGRAM AND HOW IT HAS
BEEN A GAME CHANGER BOTH IN THE
COMMUNITY COLLEGE SYSTEM AND
WITH OUR PARTNERS THAT THE K 12
SO UM, THE CONSISTENT FUNDING
EVERY YEAR AND THE FLEXIBILITY
TO USE IT AS NEEDED TO RESPOND
TO INDUSTRY NEEDS, UM WITH THE
CAVEAT OF THE METRICS BREAD
BAKED IN, SO WE ALWAYS KEEP AN
EYE ON WHAT OUR OUTCOMES GOING
TO BE. ARE WE RESPONDING TO
INDUSTRY NEEDS? WE BRING
EMPLOYERS TO THE TABLE FROM THE
BEGINNING, AND ACTUALLY, NOW
THEY COME TO US. SO THAT
QUESTION EARLIER ABOUT IS IT
DIFFICULT TO FIND EMPLOYERS IF
YOU HAVE A STRONG PROGRAM. THEY
COME FIND YOU, UM AND THEN
BUILDING PROGRAM PROGRAMMING
AROUND THAT, UM, THE K 12 STRONG
WORKFORCE PROGRAM HAS REALLY
STRENGTHENED OUR PARTNERSHIPS
WITH OUR K 12 PARTNERS, BOTH IN
DUAL ENROLLMENT AND TO MAKE SURE
THAT OUR PROGRAMS ARE ALIGNED.
SO WHEN STUDENTS ARE IN HIGH
SCHOOL, THEY'RE GETTING THE
START. THEY COME TO US. THEY
FINISH UP THEY GO STRAIGHT INTO
EMPLOYMENT. SO THE, UM HAVING
THE METRICS IN STARTING WITH
WHAT THE WORKFORCE NEEDS USING
DATA TO DO THAT WE WORK CLOSELY
WITH CENTER OF EXCELLENCE TO GET
OUR WORKFORCE DATA AND WITH OUR
REGIONAL CONSORTIUM AND
COLLABORATE WITH OUR OUR
NEIGHBORING COLLEGES, SO, UM,
THANK YOU FOR HAVING THIS
CONVERSATION AND FOR YOUR
INVESTMENT AND CAREER EDUCATION.
GOOD AFTERNOON, GINA PLAYED ON
BEHALF OF THE OPPORTUNITIES
SCHOOLS COALITION, A GROUP OF
SCHOOLS THAT IS REPRESENTING AT
PROMISED STUDENTS THAT OPERATE
IN PARTNERSHIP WITH LIOTTA. AND,
MORE SPECIFICALLY, THE U. S.
DEPARTMENT OF LABOR CONSERVATION
CORPS IN YOUTH BUILD WE
APPRECIATE THE OPPORTUNITY TO
WEIGH AND REGIONALLY ON THE
MASTER PLAN, AND WE WANT TO
ASSOCIATE OURSELVES WITH A
COUPLE OF COMMENTS MADE HERE
TODAY. FIRST WE ENCOURAGE YOU TO
PROVIDE INCENTIVES TO LIAISE FOR
HIGH QUALITY WORK BASED LEARNING
OPPORTUNITIES AND TRACK THAT
RETURN ON INVESTMENT. SEPARATELY
WE ENCOURAGE YOU TO OFFER
INCENTIVES TO ELIA'S THAT
LEVERAGE CREATIVELY ACROSS THEIR
FUNDING STREAMS AND HOLD THEM
ACCOUNTABLE. WE HEARD FROM DR
NAMCO AND OTHERS THAT IT'S
HAPPENING AT THE LOCAL LEVEL IN
SOME PLACES. AND FINALLY I WANT
TO SAY THANK YOU FOR THE CLARITY
THAT WE ARE ANTICIPATING IN THE
ALTAR PATHWAY TO DIPLOMA THAT
WILL HELP US GET SOME CONSISTENT
IMPLEMENTATION ACROSS THE STATE.
THANK YOU FOR YOUR WORK AND THE
OPPORTUNITY TO WEIGH IN. THANK
YOU. HELLO SHANE WAGNER. I'M A
DIRECTOR THAT OVERSEES CTE IN
THE ROOSEVELT JOINT UNION HIGH
SCHOOL DISTRICT. I JUST WANTED
TO SHARE AS THE GUY THAT
OVERSEES CT. HOW AWESOME IT IS
WHEN YOU GO INTO THE CTE
CLASSROOMS AND HE TALKED TO
KIDS. AND YOU HEAR ABOUT THE
AMAZING EXPERIENCES THEY HAVE,
AND JUST THEY ARE EFFUSIVE IN
THEIR EXCITEMENT, AND THEY TELL
YOU ABOUT WHAT COLLEGES ARE
GOING TO GO TO WHAT CAREER
THEY'RE GOING TO GO TO WHAT JOB
THEY'RE GOING TO GET TO. WE'VE
HEARD TODAY A LOT ABOUT ADULT
PERSPECTIVES TODAY. I THINK IT'S
REALLY IMPORTANT THAT WE ALSO
KEEP THOSE STUDENT PERSPECTIVES.
WE KNOW THAT WE'RE GETTING THESE
KIDS PREPARED FOR COLLEGE AND
CAREER BECAUSE THEY TELL US THEY
REPORT BACK TO US YEARS LATER.
CTE OR C TAG AND STRONG
WORKFORCE. UM THEY CHALLENGE US
TO GROW. OUR PROGRAMS EXPAND
OPPORTUNITIES FOR SCHOOL. SO
THROUGH THOSE PROGRAMS WE'VE
EXPANDED FROM 17 TO 41 CTU
PROGRAMS IN OUR SCHOOLS WE NOW
HAVE OVER 200 STUDENTS A YEAR,
GOING OUT INTO INTERNSHIPS AND
WORKING WITH MUNICIPALITIES AND
LOCAL BUSINESSES. WE'VE GONE
FROM 0 TO 10 PATHWAYS THAT ARE
ALTERNATIVE BED SITES. SO WE'RE
CREATING MORE OPPORTUNITIES FOR
STUDENTS AT ARE USUALLY
UNDERREPRESENTED. WE
STRENGTHENED OUR PARTNERSHIPS
WITH SIERRA COLLEGE. WE HAVE
OVER 50 DUAL ENROLLMENT COURSES
NOW, SO WE FEEL LIKE WE'VE RISEN
TO THE CHALLENGE OF MEETING THE
GOALS OF THE STATUS SET OUT TO
HELP STUDENTS PREPARE FOR THE
FUTURE JOBS AND WORKFORCE
PLACEMENT IS REALLY VITAL THAT
WE CONTINUE TO HAVE THESE FUNDS
ACCESSIBLE TO US. TO CONTINUE TO
GROW THESE PROGRAMS. THANK YOU
APPRECIATE IT. GOOD AFTERNOON.
BARRETT TONIGHT ON BEHALF OF A
JUNIOR ACHIEVEMENT, WORKING WITH
YOUTH AND SCHOOLS AROUND THE
STATE AROUND ENTREPRENEURSHIP,
FINANCIAL LITERACY CAREER
READINESS. UH SUPPORT THE
GOVERNOR'S EFFORT TO RETHINK
THIS MASTER PLAN. RETHINK HOW
WE'RE EDUCATING KIDS, REALLY
FROM MIDDLE SCHOOL ON I WOULD
ENCOURAGE YOU TO THINK ABOUT
ALSO REALLY EMBEDDING SOME OF
THE FINANCIAL LITERACY,
ENTREPRENEURSHIP AND SKILLS
BUILDING INTO THE CURRICULUM.
ACROSS GRADE LEVELS AS YOU
RETHINK THIS AND LOOK FORWARD TO
WORKING WITH YOU AND YOUR STAFF
CONVERSATION. THANK YOU. THANK
YOU. MY NAME IS JIM CONOVER. I
SERVED IN THE SANTA CLARA
UNIFIED SCHOOL DISTRICT, WHICH
IS ACTUALLY ONE OF THE MEMBER
DISTRICT SAID THE METRO. ADD
SILICON VALLEY CAREER TECH
EDUCATION CAMPUS HAS
SUPERINTENDENT OF AND ACTUALLY
IN 2017, ALYSSA AND MYSELF WERE
WITH COACH HERE. MURATSUCHI AND
GOVERNOR BROWN OFFICE, SPEAKING
ABOUT THE IMPACT OF L C F F AT
THE TIME, AND THERE WAS WE HAD A
GREAT CONVERSATION A GREAT
MEETING OF THE MINDS. EARLIER,
BOTH CHAIRS SPOKE ABOUT REALLY
TWO ISSUES BALKANIZATION AND
THEN ALSO EFFICIENCY. AND SO I
WANT TO. FIRST OF ALL, SAY THE
SEA TAKE FUNDING FORMULA BECAUSE
, AS YOU SAID, WE HAD DIRECT
STABLE FUNDING BEFORE FOR
DECADES. THAT WAS A HUGE SHOCK
TO ALL THE ARAB PEACE AS YOU
KNOW, ACROSS THE STATE, UH, IN
TERMS OF, UM THE EFFICIENCY
PIECE, SANTA CLARA UNIFIED AS A
ROBUST, ROBUST DISTRICT
FINANCIALLY, WE COULD DO A
CAMPUS LIKE METRO ED WITHIN OUR
BOUNDARIES. WE HAVE THE FISCAL
WHEREWITHAL BUT WE DO NOT DO
THAT, BECAUSE FISCALLY STRONG
DISTRICTS DON'T MAKE SUCH POOR
DECISIONS. WE ARE WITH SIX
DISTRICTS WERE ONE OF THE SIX
WE'RE LEVERAGING A STATE OF THE
ART CAMPUS SO WE DON'T HAVE TO
DUPLICATE THIS SIX TIMES SO TO
YOUR ISSUE OF EFFICIENCY, WHAT I
WOULD SAY TO YOU WHEN YOU'RE
LOOKING AT WHERE SHE SHOULD
CAREER TECH MONEY GO A
CLASSROOM. WITH NO EQUIPMENT
INSIDE AND NO TEACHERS INSIDE
AND A SIGN ON THE OUTSIDE DOOR,
SAYING THIS IS THIS IS CAREER.
EDUCATION. THIS IS C T. E. NO,
IT'S NOT. YOU NEED TO REALLY
FUND REAL CTE. METRO RED IS REAL
. IT'S A CAMPUS THAT HAS
EQUIPMENT. IT HAS TEACHERS THAT
HAVE CAREER EXPERIENCES IN THEIR
CAREER TRACKS. PUT THE MONEY.
YOU WANT EFFICIENCY? ARE OPIATES
ARE EFFICIENT. THANK YOU VERY
MUCH. APPRECIATE IT. HI. GOOD
AFTERNOON. KYLE HIGHLAND ON
BEHALF OF THE C T. J P A
COALITION MEMBERSHIP COMPRISED
OF 15 JPS THAT PROVIDE OVER HAVE
PROVIDED CT OVER 60 SCHOOL
DISTRICTS IN CALIFORNIA. LINDA
GRANGER AND ALYSSA LYNCH ARE
PROUD MEMBERS OF OUR COALITION
AND THAT FOR YOU SOMETHING,
MURATSUCHI. SO IS THE SOUTHERN
CALIFORNIA REGIONAL OCCUPATIONAL
CENTER PROGRAM. SO THAT'S ALSO
PART OF OUR COALITION. PROUD
MEMBERS. WE WANT TO THANK YOU
FOR THE ROBUST CONVERSATION THAT
TOOK PLACE HERE TODAY. UM AND WE
HOPE THAT THE DEVELOPMENT OF THE
MASTER PLAN LEADS TO ONGOING AND
SUSTAINABLE FUNDING FOR RCT
PROGRAMS, ESPECIALLY THOSE THAT
HAVE A PROVEN TRACK RECORD OF
SUCCESS. WE ALSO THINK IT IS
IMPERATIVE THAT THE STATE
LEVERAGES THE EFFICIENCIES OF
EXISTING AND SUCCESSFUL CT
DELIVERY MODELS LIKE THE ROP
MODEL THAT WE HEARD ABOUT TODAY.
WE BELIEVE THAT THE MODEL IS THE
EXEMPLARY CT DELIVERY MODEL, AND
IT IS SOMETHING THAT SHOULD BE
HIGHLIGHTED IN THE MASTER PLAN
AND SCALED THROUGHOUT THE STATE.
SO WE THANK YOU FOR YOUR
CONVERSATION. WE LOOK FORWARD TO
WORKING WITH THE ADMINISTRATION
AND THE LEGISLATURE ON BUILDING
UP THE MASTER PLAN. THANK YOU.
THANK YOU. AFTERNOON NICK ROMLEY
HERE ON BEHALF OF PROJECT LEAD
THE WAY THEY WORK WITH SCHOOL
DISTRICTS UP AND DOWN THE STATE
IN PARTICULAR, PROVIDING
STUDENTS WITH REAL WORLD CAREER
CENTRIC TRAINING AND THINGS LIKE
BIOMEDICAL SCIENCES. ENGINEERING
COMPUTER SCIENCE. WE SUPPORT THE
GOVERNOR'S EFFORTS TO GET THESE
KIND OF HANDS ON REAL WORLD
TRAINING PROGRAMS INTO ALL OF
CALIFORNIA'S K 12 STUDENTS HANDS
UH, FURTHER SUPPORT THINGS LIKE
GETTING THESE PATHWAYS STARTED
AS EARLY AS MIDDLE SCHOOL IN
PARTICULAR, THOSE THAT HAVE
THINGS LIKE DIPLOMAS,
CERTIFICATIONS, HIGHER EDUCATION
CREDIT THAT WILL GIVE THEM SOME
CURRENCY WITH HIGHER EDUCATION
INSTITUTIONS DOWN THE ROAD IF
THEY CHOOSE TO GO THERE INSTEAD.
RIGHT SO THINGS LIKE THAT, AND
THEN ON TOP OF THAT, WE JUST
WANT TO SAY WE REALLY SUPPORT
THE LEGISLATURE'S EFFORTS IN
THIS WANT TO BE A PARTNER WITH
YOU GUYS AND THE GOVERNOR'S
OFFICE AS WE WORK TO MAKE SURE
THE MASTER PLAN WORKS FOR ALL OF
CALIFORNIA KIDS, THANK YOU.
THANK YOU. GOOD AFTERNOON LEE
ANGELA REID ON BEHALF OF THE
ASSOCIATION OF CAREER IN COLLEGE
READINESS ORGANIZATIONS AND ALSO
ON BEHALF OF THE SMALL SCHOOL
DISTRICTS ASSOCIATION. I
COULDN'T BE ANY MORE ELOQUENT
THAN OUR IMMEDIATE PAST
PRESIDENT LINDA GRANGER, EXCEPT
TO SAY THANK YOU FOR THIS
OPPORTUNITY TO HAVE THESE
CONVERSATIONS AND THE
OPPORTUNITY TO AT THE STATE
LEVEL TO FIX GLITCHES, SO WE'RE
BETTER FOR OUR STUDENTS. AND I
WAS ON BEHALF OF THE SMALLS. I
WOULD JUST ASK YOU TO REMEMBER
THAT OVER TWO THIRDS OF THE
DISTRICTS IN CALIFORNIA ARE
SMALL. WE HAVE DISTRICTS AS
SMALL AS FIVE STUDENTS, SO WHEN
YOU'RE LOOKING AT COMPETITIVE
GRANTS, IT JUST DOESN'T WORK. SO
THE PARTS OF MONEY WORK, BUT I
ALSO WOULD ENCOURAGE OUR OUR
SMALLEST PARTICIPATE IN REGIONAL
PROGRAMS AND THEY'VE BEEN
PHENOMENAL FOR OUR STUDENTS. WE
WANT TO THANK YOU FOR THIS TIME,
MR MURATSUCHI. YOU'VE BEEN A
LONG TIME SUPPORTER OF OUR
PROGRAMS AND THEIR FLEXIBLE THEY
RESPOND TO THE NEEDS OF THE
ECONOMY AND KIDS LIKE HIM. I
DON'T KNOW WHAT ELSE WE CAN SAY.
EXCEPT TO SAY THANK YOU. WE WANT
TO BE A PARTNER. HOWEVER WE CAN
BE A RESOURCE. THANK YOU. THANK
YOU. THANK YOU TO ALL THE
MEMBERS OF THE PUBLIC AGAIN.
THANKS TO THE PANELISTS. I WANT
TO THANK LEGIS LEGISLATIVE
ANALYST'S OFFICE IS STILL HERE
AND LISTEN TO THE PUBLIC
TESTIMONY, AS DID THE DEPARTMENT
OF FINANCE. THEY WERE HERE TO
THE END. APPRECIATE THAT THE
PUBLIC TESTIMONY IS AS IMPORTANT
AS THE PANELS AND AS THE MEMBERS
WHO SPEAK AND SO I THANK YOU FOR
STICKING AROUND. UM WE WILL
ADJOURN OUR MEETING TODAY AND WE
WILL SEE YOU AT THE NEXT MEETING
NEXT WEEK. WE ARE ADJOURNED.