Strong Workforce Program - Community Colleges - CA Education

Section § 88820

This section introduces the Strong Workforce Program, which is what this part of the law is called.

This part shall be known, and may be cited, as the Strong Workforce Program.

Strong Workforce Program workforce development employment training career education vocational training job skills improvement education programs skill enhancement economic development professional growth community colleges industry partnerships education funding career pathway programs student career readiness

(Added by Stats. 2016, Ch. 24, Sec. 23. (AB 1602) Effective June 27, 2016.)

Section § 88821

The law declares that California’s economic strength comes partly from regional economies and skilled workers. To keep the economy diverse, attaining industry-recognized 'middle skill credentials' is crucial for many careers. Local educational agencies should collaborate with colleges, universities, workforce boards, and industry leaders to offer relevant courses and pathways for job market access and socioeconomic mobility.

The Strong Workforce Program is created to expand high-quality career technical education and workforce courses. It aligns with existing state workforce plans and partnerships to avoid overlap. Community colleges and local educational agencies must ensure their programs meet employer and worker needs. Collaboration with public institutions, civic groups, and businesses is emphasized.

The chancellor’s office, with workforce and education partners, must develop policies to increase middle skill education offerings and streamline course approvals. Community colleges are encouraged to offer short-term training programs for economic recovery and job placement. The chancellor's office may update guidance to expand aligned career education, considering input from stakeholders.

(a) The Legislature finds and declares all of the following:

(1) California’s economic competitiveness is fueled, in part, by the strength of its regional economies and its skilled workforce.

(2) Upward social and economic mobility helps keep the state’s economy diversified and vibrant.

(3) The attainment of industry-valued “middle skill credentials” serves as a gateway for a large and diverse number of careers in the state’s economy.

(4) California’s local educational agencies, community college districts, interested public four-year universities, local workforce development boards, economic development and industry leaders, and local civic representatives should collaboratively work together to inform the offerings of courses, programs, pathways, and workforce development opportunities that enable students to access the current and future job market and further social and economic mobility.

(b) The Strong Workforce Program is hereby established as a K–14 state education, economic, and workforce development initiative for the purpose of expanding the availability of high-quality, industry-valued career technical education and workforce development courses, programs, pathways, credentials, certificates, and degrees.

(c) To facilitate program coordination and alignment with other workforce training, education, and employment services in the state, the Strong Workforce Program shall operate in a manner that complies with the California Strategic Workforce Development Plan, required pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), and expand upon existing consortia infrastructure.

(d) To avoid duplication of effort, activities funded under the Strong Workforce Program shall be informed by, aligned with, and expand upon the activities of existing workforce and education regional partnerships, including those partnership activities that pertain to regional planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), adult education block grant consortia, and other career technical education programs.

(e) All of the following guiding principles apply to each consortium participating in the Strong Workforce Program:

(1) Any community college district or local educational agency participating in the consortium shall ensure that its career technical education and workforce development courses, credentials, certificates, degrees, programs, and pathway offerings, as applicable, are responsive to the needs of employers, workers, civic leaders, and students.

(2) The consortium shall collaborate with other public institutions, including, but not limited to, adult education consortia, local workforce development boards, and interested California State University and University of California institutions.

(3) The consortium shall collaborate with civic representatives, representatives from the labor community, and economic development and industry sector leaders within the region.

(4) The consortium shall include collaborating entities and persons identified in this subdivision in planning meetings, provide them with adequate notice of the consortium’s proposed decisions, and solicit, consider, and respond to comments from them regarding the consortium’s proposed decisions.

(5) Collaborative efforts shall focus upon evidence-based decisionmaking and student success with workforce outcomes aligned with the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128), and closing labor market and employment gaps. Each consortium shall strive to align programmatic offerings in the most effective and efficient manner to avoid duplication of effort and streamline access to services, and education and training opportunities.

(6) Community college districts, local educational agencies, and other entities participating in a consortium are encouraged to develop long-term partnerships with private sector employers and labor partners to provide coordinated courses, programs, and pathways with employer involvement in the assessment, planning, and development of career technical education courses, programs, and pathways. To the extent practicable, employer partnerships should build upon regional partnerships formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) and other state or federal programs.

(7) Community college districts, local educational agencies, and other entities participating in a consortium are encouraged to develop and work closely with public and private organizations that offer workforce development programs and pathways to individuals with autism and other developmental disabilities to provide a comprehensive approach to address workforce readiness and employment.

(f) The chancellor’s office shall, in consultation with the California Workforce Development Board, the Academic Senate for California Community Colleges, and its partners formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), as applicable, develop and implement policies and guidance necessary to implement the Community College component of the Strong Workforce Program, including policies and guidance necessary for consortia, including community college districts and their regional partners, to increase the number of aligned middle skill and career technical education courses, programs, pathways, credentials, certificates, and degrees. No later than June 30, 2017, the chancellor’s office shall develop and implement policies and guidance pursuant to this subdivision and bring before the Board of Governors of the California Community Colleges any policies, regulations, and guidance necessary to accomplish all of the following:

(1) Facilitate the development, implementation, and sharing of career technical education effective practices, curriculum models and courses, and community college credentials, certificates, degrees, and programs across regions and among community college districts.

(2) Enable community college districts to develop career technical education and workforce outcomes, and applicable associate degrees and certificates as appropriate.

(3) Provide accessible performance and labor market data that can be used flexibly by participating community college districts and their regional partners to support the implementation of the Strong Workforce Program and related efforts to align regional workforce and education programming with regional labor market needs.

(4) Encourage local efficiency through coordinated and collaborative regional workforce efforts in which community college districts are partners.

(5) Support curriculum processes to ensure that students are able to efficiently transfer college-level career technical education credits across community college districts and to the California State University and the University of California.

(6) Improve sector-based engagement with employers within a region.

(7) Provide, in partnership with employers, work-based learning opportunities for students that increase their employability and earning potential.

(8) Enable community college districts to facilitate and optimize their resources to support the Strong Workforce Program and other related regional workforce development efforts.

(9) Ensure that community college district Strong Workforce Program expenditures are focused on improving student success with workforce outcomes for all students enrolled in community college career technical education courses, programs, and pathways.

(10)

(A) For the Community College component only, notwithstanding the June 30, 2017, implementation date specified in this subdivision, develop and implement a plan to streamline the course and curriculum approval process, both at the state and local levels. The plan shall reflect an expedited state approval process for career technical education courses, programs, and certificates, and may include the elimination of an existing state course and program approval process. The plan shall reflect one of the following two options:

(i) A process of course and curriculum approval that enables community college districts to develop a course or program within one academic year and to offer that course or program the subsequent academic year.

(ii) A process of course and curriculum approval that enables community college districts to develop a course or program within one academic semester and to offer that course or program the subsequent academic semester.

(B) The plan described in subparagraph (A) shall also reflect the creation of a process that enables career technical education courses and programs to be portable among community college districts. This process shall enable a community college district to adapt, adopt, or adapt and adopt another community college district’s approved career technical education courses, programs, and curriculum within one academic semester and to offer that course or program, or utilize that curriculum, the subsequent academic semester.

(C) The chancellor’s office shall consult with the Legislature and the Governor prior to implementing the plan. The plan shall be developed no later than July 1, 2017, and implemented no later than January 1, 2018.

(11) Eliminate barriers to hiring qualified instructors for career technical education courses, including reevaluating the required minimum qualifications for career technical education instructors.

(g) Community college districts are encouraged to expedite the development of targeted credit or noncredit short-term workforce training programs, in accordance with all of the following:

(1) Short-term workforce training programs that focus on economic recovery and result in job placement.

(2) Short-term workforce training programs that focus on the reskilling and upskilling of individuals.

(3)

(A) Short-term workforce training programs that have at least one proven employer partner, demonstrate job vacancies, and submit verification to the chancellor’s office.

(B) For purposes of subparagraph (A), verification includes the projected number of individuals served, completion rates, and job placement rates.

(4) It is the intent of the Legislature that, where possible, short-term noncredit workforce training programs should be utilized to be responsive to the workforce training needs of employers, with the ability to transition to credit or noncredit courses and programs upon successful completion of a program established pursuant to this subdivision. Colleges are encouraged to develop workforce training that utilizes competency-based approaches, and applies credit for prior learning where possible.

(h) After June 30, 2017, and only as necessary, the chancellor’s office may develop and implement revised polices and guidance for the Community College component only, and bring regulations before the Board of Governors of the California Community Colleges as necessary for a community college district and its regional partners to accomplish both of the following:

(1) Implement and expand the amount of aligned middle skill and career technical education credentials, certificates, degrees, courses, programs, and pathways in accordance with paragraphs (1) to (11), inclusive, of subdivision (f).

(2) Implement the recommendations of the Strong Workforce Task Force.

(i)

(1) For purposes of this section, the chancellor’s office shall consider input provided by relevant stakeholders, including the Academic Senate of the California Community Colleges, the Workforce Pathways Joint Advisory Committee, and the California Workforce Development Board, before implementing revised guidance, policies, or regulatory changes for the Community College component.

(2) For purposes of the Community College component and in compliance with the consultation requirements in Sections 70901 and 70902, the Academic Senate of the California Community Colleges shall establish a career technical education subcommittee to provide recommendations on career technical education issues. No less than 70 percent of the subcommittee shall consist of career technical education faculty. The subcommittee’s charter shall require it to provide assistance to community college districts to ensure that career technical education and its instruction is responsive and aligned to current and emergent industry trends, and ensure that similar courses, programs, and degrees are portable among community college districts.

economic competitiveness middle skill credentials collaboration Strong Workforce Program career technical education workforce development California Strategic Workforce Development Plan regional partnerships employer involvement work-based learning expedited course approval short-term workforce training competency-based education industry trends portable courses

(Amended by Stats. 2020, Ch. 25, Sec. 11. (SB 116) Effective June 29, 2020.)

Section § 88822

This section defines important terms in the context of career technical education and workforce programs. "Career pathways" are series of steps for job and financial growth within a profession. "Career technical education credential" refers to a workforce certificate or similar qualification. A "Career Technical Education Regional Consortium" consists of community colleges and educational agencies working together regionally. "Deputy Sector Navigator" and "K–12 Workforce Pathway Coordinator" are roles that support alignment and training within regions. "Middle skill credential" is a certification between a high school diploma and a bachelor's degree. "Region" describes a geographic area focused on economic factors and industry clusters. A "Short-term workforce training program" is a brief education course aimed at quick reskilling for job placement, and the "Strong Workforce Task Force" aims to strengthen job creation and economic growth.

For purposes of this part, the following terms have the following meanings:

(a) “Career pathways” means an identified series of positions, work experiences, or educational benchmarks or credentials that offer occupational and financial advancement within a specified career field or related fields over time.

(b) “Career technical education credential” means a workforce certificate, degree, or industry-recognized credential.

(c) “Career Technical Education Regional Consortium,” or “consortium,” means an administrative grouping of community college districts and local educational agencies by the Division of Workforce and Economic Development of the chancellor’s office for the purpose of coordination and joint planning within regions, as defined in subdivision (p). Local educational agencies shall be grouped based on their association with community college districts. In the event that a local educational agency does not fall within the geographical boundaries of any community college district, the local educational agency shall be grouped with the nearest community college district.

(d) “Chancellor’s office” means the Office of the Chancellor of the California Community Colleges.

(e) “Community College component” means the funding allocated pursuant to Section 88825.

(f) “Deputy Sector Navigator” means an individual serving as an in-region contact for an industry or occupational cluster, working with the region’s colleges and employers to create alignment around and deliver on workforce training and career pathways.

(g) “Industry” or “industry sectors” means trade associations or those firms that produce similar products or provide similar services using somewhat similar business processes.

(h) “Joint powers authority” means an entity established in accordance with Article 1 (commencing with Section 6500) of Chapter 5 of Division 7 of Title 1 of the Government Code for purposes of providing instruction to pupils enrolled in grades 9 to 12, inclusive.

(i) “K–12 component” means funding allocated pursuant to Section 88827.

(j) “K–12 Workforce Pathway Coordinator” means an individual serving as an in-region contact to provide technical assistance and support to K–12 local educational agencies pursuant to subdivision (a) of Section 88833.

(k) “K–14 Technical Assistance Provider” means an individual serving as the in-region contact pursuant to subdivision (b) of Section 88833 to provide leadership and technical assistance regionwide on K–14 career technical education programs or pathways.

(l) “Local educational agency” means a school district, county office of education, or charter school.

(m) “Middle skill credential” means a certificate, associate’s degree, or industry-recognized credential that is less than a bachelor’s degree but more than a high school diploma and facilitates student success with workforce outcomes.

(n) “Plan” means the regional plan established under this part.

(o) “Program” means the Strong Workforce Program established under this part.

(p) “Region” means a geographic area of the state defined by economic and labor market factors containing at least one industry cluster and the cities, counties, community college districts, and local educational agencies, or all of them, in the industry cluster’s geographic area. To the extent possible, for the purposes of this part, collaborative regions should align with federal Workforce Innovation and Opportunity Act (Public Law 113-128) regional planning unit boundaries specified in the California Strategic Workforce and Development Plan and expand upon existing consortium infrastructure established by the chancellor’s office.

(q) “Short-term workforce training program” means a 4 to 12-week program with a proven employer partner designed for targeted reskilling and upskilling that results in job placement.

(r) “Strong Workforce Task Force” means the Task Force on Workforce, Job Creation and a Strong Economy commissioned by the Board of Governors of the California Community Colleges.

career pathways career technical education workforce training community college districts regional planning local educational agencies industry clusters middle skill credential strong workforce program short-term training job placement economic development occupational advancement educational benchmarks K–12 education funding

(Amended by Stats. 2020, Ch. 25, Sec. 12. (SB 116) Effective June 29, 2020.)

Section § 88823

This law section is about how community college consortia in California must create and update plans to receive specific funding starting July 1, 2017. These plans need to include the involved colleges, how they govern themselves, and the financial decisions. They must also analyze regional job market needs, list projects addressing those needs, set measurable goals, and outline spending plans.

Consortia need to update their plans annually by January 31, with a full review every four years, ensuring alignment with federal job and education initiatives. The chancellor's office checks the progress of these plans, offers help if goals aren't met, and ensures that local campuses use them to adjust career education. Ultimately, the plans aim to align college programs with regional economy needs, using local and national resources effectively.

(a) This section applies to the Community College component only.

(b) Commencing July 1, 2017, as a condition of receipt of funds allocated pursuant to Section 88825 for a fiscal year, each consortium, in consultation with collaborating entities identified in paragraph (2) of subdivision (e) of Section 88821, shall submit a plan to the chancellor’s office that has been updated for that fiscal year.

(c) The plan pursuant to subdivision (b) shall include all of the following requirements:

(1) The names of the community college districts participating in the consortium, including the name of the community college identified as the consortium’s fiscal agent, and the names of entities collaborating pursuant to paragraph (2) of subdivision (e) of Section 88821.

(2) The governance model for the consortium. Decisions governing, or relating to, the distribution of fiscal resources shall be determined exclusively by the community college districts participating in the consortium.

(3) An analysis of regional labor market needs informed by a federal Workforce Innovation and Opportunity Act (Public Law 113-128) economic analysis and other sources as applicable. This analysis shall also include wage data for each industry sector or labor market need identified.

(4) An inventory of regionally prioritized and locally prioritized projects and programs that close relevant labor market and employment gaps.

(5) Measurable regional goals that align with the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128).

(6) For regionally prioritized projects and programs, a work plan, spending plan, and budget. The work plan, spending plan, and budget shall identify the amount of funding allocated for one-time and ongoing expenditures.

(7) A description of the alignment of work plans, spending plans, and other education and workforce plans guiding services in the region, including plans pertaining to the building of career pathways and the employment of workforce sector strategies and those plans required pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128).

(d) Each consortium shall submit a plan by January 31 once every four years and shall annually update the plan by January 31 of each year until the next new plan is submitted.

(e) The chancellor’s office shall review the plans on a four-year cycle and ensure that annual updates are made by each consortium. The chancellor’s office shall determine if each consortium has made significant progress in meeting the goals and measures outlined in its plan, and provide technical assistance to a consortium that has not met its goals. The chancellor’s office is encouraged to provide technical assistance pursuant to this subdivision through the Institutional Effectiveness Partnership Initiative.

(f) To avoid duplication of effort, plans developed pursuant to this section shall be informed by, aligned with, and expand upon regional plans and planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128).

(g) Community college districts participating in a consortium shall utilize their region’s plan to inform local campus planning efforts to implement career technical education courses, programs, and pathways and integrate available local, regional, state, and nonpublic resources to ensure that students will achieve successful workforce outcomes.

(h) Community college districts shall meet with the members of their consortium not less than annually to inform on the delivery of career technical education and workforce development courses, programs, and pathways within the region.

(i) Each region’s plan shall be for the primary purpose of informing the development of strategies related to career technical education and workforce development courses, programs, and pathways. Each region’s plan shall reflect strategies to efficiently and effectively utilize any available public and private resources, including funds for the Career Technical Education Pathways Program established in Part 52 (commencing with Section 88530), in a manner that better aligns career technical education courses, programs, and pathways with the needs of their regional economies.

(j) It is the intent of the Legislature to align community college career technical education programs within the Strong Workforce Program. Staff from the chancellor’s office, the Legislative Analyst’s Office, and the Department of Finance are requested to investigate the potential consolidation of community college career technical education programs within the Strong Workforce Program.

community college consortia funding requirements fiscal plans governance model regional labor market workforce goals spending plans career pathways economic analysis performance accountability measures education and workforce alignment technical assistance institutional effectiveness career technical education Strong Workforce Program

(Amended by Stats. 2019, Ch. 497, Sec. 95. (AB 991) Effective January 1, 2020.)

Section § 88824

This law outlines the allocation of funds for a specific community college program during the 2016-17 fiscal year. It allows up to 5% of the budgeted funds to improve and manage the program, focusing on aligning education with workforce needs through partnerships and data analysis. The law emphasizes regional planning, research, and developing innovative policies to better align with industry demands.

The funds are divided with 40% going to region-specific projects within consortia, and 60% to individual community college districts for local projects. Districts must comply with various requirements like participating in regional planning and providing accessible data. The main goals include boosting student numbers in career tech education and expanding these programs to align with labor market demands. Fund usage should enhance existing programs and not replace current funding.

(a) This section only applies for the 2016–17 fiscal year.

(b) To promote the success of community college students and the career technical education programs that serve them, up to 5 percent of the funds appropriated for the program in the annual Budget Act may be allocated by the Board of Governors of the California Community Colleges to a community college district for statewide activities to improve and administer the program, including the facilitation of system, program, and data alignment at the state and regional levels. The chancellor’s office shall consult with the California Workforce Development Board and other appropriate state agencies on the development of all statewide activities that would be implemented by the selected district to facilitate broader workforce and education system alignment. Statewide coordination activities funded out of this allocation may include, but are not limited to, the following activities:

(1) State-level coordination for the development of labor market analyses pertaining to economic and industry trends and jobs projections for the purpose of supporting common regional planning efforts and the alignment of career technical education program offerings with regional labor market dynamics.

(2) Research, evaluation, and technical assistance on the use of effective local and regional policies, best practices, and model partnerships.

(3) Development and prototyping of innovative policies, practices, and coordinated services with local workforce and education partners.

(4) Participation of community college districts in existing regional coalitions and planning efforts.

(5) Cross-training local program staff.

(6) Development and maintenance of a state-level cross-system data reporting mechanism with partners formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) for the purpose of monitoring workforce program outcomes and performance accountability.

(7) Leveraging allocated funds with state and local partners through interagency agreements, memorandums of understanding, or other appropriate mechanisms.

(c)

(1) The chancellor’s office shall provide to the Department of Finance and the Legislative Analyst’s Office its recommendations for the allocation of funds available for each consortium no later than August 30, 2016. The department shall approve the allocation plan before the release of funding. Each consortium, in consultation with local colleges, community college districts, and the chancellor’s office, shall select a community college to be a fiscal agent that shall directly receive funds apportioned for the consortium in accordance with this section. The chancellor’s office shall determine, for purposes of allocating funds for the consortium and its community college districts, the local unemployment rate, the region’s proportion of career technical education full-time equivalent students, and proportion of projected job openings. Each of these three factors shall comprise one-third of the allocation formula. Funds may be used for regionally prioritized projects and programs and locally prioritized projects and programs that meet regional needs for career technical education and workforce development courses, programs, pathways, credentials, certificates, and degrees.

(2) Forty percent of the funds apportioned for the program shall be provided directly to the fiscal agent of the consortium for the purpose of funding regionally prioritized projects and programs that meet the needs of local and regional economies, as identified in regional plans and Workforce Innovation and Opportunity Act (Public Law 113-128) regional plans.

(3) Sixty percent of the funds apportioned for the program shall be provided directly to community college districts in the consortium. Funds apportioned directly to a community college district shall be expended for the purpose of funding regionally prioritized projects and programs within the community college district that meet the needs of local and regional economies, as identified in regional plans and Workforce Innovation and Opportunity Act (Public Law 113-128) regional plans. As a condition of receiving direct funding, each community college district shall actively participate in its consortium.

(d) As a condition of receipt of funds pursuant to subdivision (c), a community college district shall comply with all of the following requirements:

(1) Be a member of a consortium.

(2) Participate in regional planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) and other efforts to align workforce, employment, and education services.

(3) Work with other members of the consortium to create and submit a plan to the chancellor by January 31, 2017, for inclusion in the submissions of regional plans for purposes of the program and the federal Workforce Innovation and Opportunity Act (Public Law 113-128).

(4) Provide accessible performance and labor-market data that can be used by community college districts and their regional partners to support the implementation of the program and describe related efforts to align regional workforce and education programming with regional labor market needs, including, but not limited to, regional planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128).

(5) Certify that the use of funds will meet the intent of the program to accomplish all of the following:

(A) Increase the number of students in quality career technical education courses, programs, and pathways that will achieve successful workforce outcomes.

(B) Increase the number of quality career technical education courses, programs, and pathways that lead to successful workforce outcomes, or invest in new or emerging career technical education courses, programs, and pathways that may become operative in subsequent years and are likely to lead to successful workforce outcomes.

(C) Address recommendations from the Strong Workforce Task Force, including the recommended provision of student services related to career exploration, job readiness and job placement, and work-based learning.

(e) Funds appropriated to community college districts for the program shall supplement, not supplant, existing funding of community college career technical education programs. This subdivision shall not be interpreted to mean that a participating community college district is prohibited from eliminating or altering existing programs, but the percentage of that community college district’s total full-time equivalent students enrolled in career technical education courses relative to the total full-time equivalent students enrolled in the district shall not be reduced from the percentage computed for the 2015–16 fiscal year.

(f) A consortium shall allocate funds only to community college districts.

community college funding career technical education 2016–17 fiscal year program improvement statewide coordination regional planning labor market analysis workforce alignment fund allocation consortium participation data reporting workforce development local and regional economies career pathways Strong Workforce Task Force

(Added by Stats. 2016, Ch. 24, Sec. 23. (AB 1602) Effective June 27, 2016.)

Section § 88825

This law focuses on funding and improving career technical education (CTE) programs in California community colleges, starting in the 2017-18 fiscal year. The Board of Governors of the California Community Colleges can allocate up to 5% of funds for statewide activities that enhance these programs. The community colleges are encouraged to align their programs with regional labor market needs and cooperate with state agencies.

40% of the funds are distributed to regional consortia for projects that support local economies and the state's economic recovery post-COVID-19. The remaining 60% goes directly to community colleges within consortia for similar purposes. Community colleges must work together to develop plans and align their programs with regional needs.

The distribution of funds takes into account factors like unemployment rates and job openings. Community colleges must ensure that their CTE programs lead to successful workforce outcomes and cannot replace existing funding with these new funds. Additionally, they need to make developed resources available statewide online.

(a) This section applies to the Community College component only, and applies commencing with the 2017–18 fiscal year.

(b) To promote the success of community college students and the career technical education programs that serve them, up to 5 percent of the funds appropriated for the Community College component may be allocated by the Board of Governors of the California Community Colleges to a community college district for statewide activities to improve and administer the program, including the facilitation of system, program, and data alignment at the state and regional levels and the implementation of the 25 recommendations presented to the board of governors on January 19 and 20, 2016, by the Strong Workforce Task Force. The chancellor’s office shall consult with the California Workforce Development Board and other appropriate state agencies on the development of all statewide activities that would be implemented by the selected district to facilitate broader workforce and education system alignment. Statewide coordination activities funded out of this allocation may include, but are not limited to, the following activities:

(1) State-level coordination for the development of labor market analyses pertaining to economic and industry trends and jobs projections for the purpose of supporting common regional planning efforts and the alignment of career technical education program offerings with regional labor market dynamics.

(2) Research, evaluation, and technical assistance on the use of effective local and regional policies, best practices, and model partnerships.

(3) Development and prototyping of innovative policies, practices, and coordinated services with local workforce and education partners.

(4) Participation of community college districts in existing regional coalitions and planning efforts.

(5) Cross-training local program staff.

(6) Development and maintenance of a state-level cross-system data reporting mechanism with partners formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) for the purpose of monitoring workforce program outcomes and performance accountability.

(7) Leveraging allocated funds with state and local partners through interagency agreements, memorandums of understanding, or other appropriate mechanisms.

(c)

(1) Forty percent of the funds apportioned for the Community College component of the program shall be apportioned directly to the fiscal agents of the consortia for the purpose of funding regionally prioritized projects and programs that meet the needs of local and regional economies, including development of short-term workforce training programs focused on California’s economic recovery from COVID-19 beginning in 2020, as identified in regional plans and Workforce Innovation and Opportunity Act (Public Law 113-128) regional plans.

(2)

(A) Sixty percent of the funds apportioned for the Community College component of the program shall be apportioned directly to community college districts in the consortia. Funds apportioned directly to a community college district shall be expended for the purpose of funding regionally prioritized projects and programs within the community college district that meet the needs of local and regional economies, including development of short-term workforce training programs focused on California’s economic recovery from COVID-19 beginning in 2020, as identified in regional plans and Workforce Innovation and Opportunity Act (Public Law 113-128) regional plans. As a condition of receiving direct funding, each community college district shall actively participate in its consortium.

(B) Funds apportioned directly to a community college district pursuant to subparagraph (A) may also be used for all of the following:

(i) Providing funds for student grants to cover fees for third-party certification and licensing.

(ii) Enhancing student services to support retention, work experience, and job placement.

(iii) Providing students with an integrated educational program that connects academic curricula to applied and experiential learning in the workplace, including, but not limited to, work-based learning programs and models.

(d) The allocation of funds to a consortium shall be based on a schedule determined by the chancellor’s office and is effective for the four years of each plan cycle. Within the four-year plan cycle, this schedule may be altered to reflect changes in the statewide allocation for the program as appropriated in the annual Budget Act.

(e) The chancellor’s office shall provide to the Department of Finance and the Legislative Analyst’s Office its recommendations for the allocation of funds available for each consortium no later than August 30 of each year. The department shall approve the allocation plan before the release of funding.

(f)

(1) For each four-year plan cycle, the chancellor’s office shall determine the amount of funds to be allocated to each consortium based on the following weighted factors in each region:

(A) The unemployment rate. This factor shall comprise 33 percent of the allocation formula.

(B) The proportion of career technical education full-time equivalent students. This factor shall comprise 33 percent of the allocation formula.

(C) The proportion of projected job openings. This factor shall comprise 17 percent of the allocation formula.

(D) The proportion of successful workforce outcomes as evidenced by the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128). This factor shall comprise 17 percent of the allocation formula.

(2) For each four-year plan cycle, the chancellor’s office shall determine the amount of funds to be allocated directly to each community college district within a consortium based on the weighted factors, specified in subparagraphs (A) to (D), inclusive, of paragraph (1), in each district within the region.

(g) A consortium shall allocate funds in accordance with its plan and only to community college districts. Decisions governing, or relating to, the distribution of the consortium’s fiscal resources shall be determined exclusively by the community college districts participating in the consortium.

(h) As a condition of receipt of funds under this section, a participating community college district shall comply with all of the following:

(1) Be a member of a consortium.

(2) Participate in regional planning efforts formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) and other efforts that align workforce, employment, and education services.

(3) Work with other consortium members to create and submit a plan to the chancellor’s office by January 31 of every fourth year of a four-year plan cycle.

(4) Provide accessible performance and labor market data that can be used by community college districts and their regional partners to support the implementation of the program and any related efforts to align regional workforce and education programming with regional labor market needs, including, but not limited to, regional planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128).

(5) Include interested public universities and local educational agencies in regional planning.

(6) Certify that the use of funds will meet the intent of the program to accomplish all of the following:

(A) Increase the number of students in quality career technical education courses, programs, and pathways that will achieve successful workforce outcomes.

(B) Increase the number of quality career technical education courses, programs, and pathways that lead to successful workforce outcomes, or invest in new or emerging career technical education courses, programs, and pathways that may become operative in subsequent years and are likely to lead to successful workforce outcomes.

(C) Address recommendations from the Strong Workforce Task Force, including the recommended provision of student services related to career exploration, job readiness and job placement, and work-based learning.

(i) Funds appropriated to community college districts for the program shall supplement, not supplant, existing funding of community college career technical education programs. This subdivision shall not be interpreted to mean that a participating community college district is prohibited from eliminating or altering existing programs, but the percentage of that community college district’s total full-time equivalent students enrolled in career technical education courses relative to the total full-time equivalent students enrolled in the district shall not be reduced from the percentage computed for the 2015–16 fiscal year.

(j) Programs, courses, or instructional materials developed using funding from the program may be made available to all community college districts, as appropriate, through the online clearinghouse of information created as part of the Institutional Effectiveness Partnership Initiative.

community college funding career technical education CTE programs Strong Workforce Task Force workforce alignment regional planning consortia labor market analysis job projections COVID-19 recovery student grants applied learning integrated education unemployment rate workforce outcomes

(Amended by Stats. 2023, Ch. 50, Sec. 14. (SB 117) Effective July 10, 2023.)

Section § 88826

This law section is specifically about the Community College component of a program. It requires the chancellor’s office to make all regional and progress plans available online and to gather feedback for program improvement from each consortium. Additionally, the chancellor’s office must implement performance measures that inform on employer and student outcomes, and these measures should align with federal standards. These outcomes should include detailed demographic data to help assess and address equity gaps. Starting in 2018, the chancellor’s office must report annually to the Governor and Legislature, summarizing data, program improvements, and advice on funding allocations based on program performance, including certificates awarded and salary enhancements for students completing career technical education programs.

(a) This section applies to the Community College component only.

(b) The chancellor’s office shall post on its internet website, for ease of access, all regional plans and their subsequent progress plans, and solicit feedback from each consortium on recommendations they have for overall program improvement.

(c) The chancellor’s office shall implement performance accountability outcome measures for the Community College component of the program that provide the Governor, the Legislature, and the general public with information that quantifies employer and student outcomes for those participating in the program. These performance accountability measures shall, to the extent possible, align with the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128). Outcome measures shall include demographic data, disaggregated by race and gender, to allow policymakers and the general public to evaluate progress in closing equity gaps in program access and completion, and earnings of underserved demographic groups.

(d)

(1) Commencing in 2018, the chancellor’s office shall submit a report on the Community College component of the program to the Governor and the Legislature on or before the January 1, except as provided in paragraph (2), immediately subsequent to the fiscal year which the report addresses.

(2) Beginning in the 2025–26 fiscal year, the chancellor’s office shall submit the report described in paragraph (1) annually, on or before March 1, to the Governor and the Legislature, and may submit this report with the report required by subdivision (b) of Section 88650.

(3) A report submitted pursuant to this subdivision shall include, but is not limited to, all of the following:

(A) Data summarizing outcome accountability performance measures collected by the chancellor’s office pursuant to subdivision (c), disaggregated by race and gender.

(B) A summary of recommendations for program improvement collected by the chancellor’s office pursuant to subdivision (b).

(C) Recommendations for future allocations to consortiums based upon program outcomes, including, at a minimum, the number of certificates granted to, and wage increases of, students who have completed a career technical education program.

(4) A report submitted pursuant to this subdivision shall be submitted in compliance with Section 9795 of the Government Code.

Community College program chancellor’s office responsibilities regional plans feedback solicitation performance accountability outcome measures equity gaps demographic data reporting requirements program improvement student outcomes employer outcomes Workforce Innovation and Opportunity Act alignment future allocations career technical education

(Amended by Stats. 2024, Ch. 998, Sec. 29. (AB 176) Effective September 30, 2024.)

Section § 88826.5

Starting from July 1, 2019, the Chancellor of California Community Colleges must provide the state Legislature with an annual report on clinical placements for programs offering certificates or degrees for allied health professionals. This report should detail student numbers at clinical training sites and the sites' license or employer identification numbers.

From the 2025-26 fiscal year, the report will be biennial, delivered by March 1. The data collection will unfold over several years. The Chancellor’s office will gather and report on specific health professional degrees (like Licensed Vocational Nurse, Medical Assistant, etc.) from the 2019-20 academic year onwards, expanding the program list each year. Information shared will comply with privacy laws, and 'allied health professional' refers to the definition in the U.S. Code.

(a)

(1) Beginning in July 1, 2019, and in each year thereafter, except as provided in paragraph (2), for each community college program that offers certificates or degrees related to allied health professionals, the chancellor shall provide a report to the Legislature, with comparative clinical placement delineated by program and occupation. The report shall include both of the following:

(A) The number of students participating at each clinical training site. This shall include information about proficiency in languages other than English.

(B) The license number of each clinical training site. If the license number is not available, the report shall include the employer identification number of the clinical training site.

(2) Beginning in the 2025–26 fiscal year, the chancellor shall provide the report described in paragraph (1) to the Legislature biennially, on or before March 1, and may submit the report with the report required by paragraph (2) of subdivision (h) of Section 78261.

(b) The collection and reporting of findings pursuant to subdivision (a) shall be implemented over multiple years, and collected by the chancellor’s office as follows:

(1) Beginning in the 2019–20 academic year, the chancellor’s office shall collect from colleges, and report on, the following allied healthcare professional degrees and certificates:

(A) Licensed Vocational Nurse.

(B) Medical Assistant.

(C) Occupational Therapy Aide.

(D) Radiologic Technologist.

(E) Respiratory Care Therapist.

(F) Pharmacy Technician and Technologist.

(G) Surgical Technician and Technologist.

(2) Beginning in the 2020–21 academic year, the chancellor’s office shall collect from colleges, and report on, the following allied healthcare professional degrees and certificates:

(A) Cardiovascular Technologist.

(B) Certified Nurse Assistant.

(C) Dialysis Technician.

(D) Diagnostic Medical Sonographer.

(E) Medical Lab Technician.

(F) Orthopedic Assistant.

(G) Physical Therapy Aide and Assistant.

(H) Psychiatric Technologist.

(I) Radiologic Therapist.

(J) Speech Language Pathology Aide.

(3) Beginning in the 2021–22 academic year, and in each academic year thereafter, the chancellor’s office shall collect from colleges, and report on, all certificates or degrees related to allied health professionals that require clinical training.

(c) Any disclosure under this section shall be in compliance with state and federal privacy laws.

(d) For the purposes of this section, “allied health professional” has the same meaning as in Section 295p of Title 42 of the United States Code.

allied health professionals clinical placements California Community Colleges Chancellor's report student participation clinical training sites language proficiency biennial reporting Licensed Vocational Nurse Medical Assistant Occupational Therapy Aide Radiologic Technologist Respiratory Care Therapist Pharmacy Technician Surgical Technician privacy compliance

(Amended by Stats. 2024, Ch. 998, Sec. 30. (AB 176) Effective September 30, 2024.)

Section § 88827

This law deals with funding for career technical education programs for K-12 schools in California. Starting in the 2018-19 fiscal year, $150 million is allocated annually to support these programs as part of the Strong Workforce Program. The funds are distributed by the chancellor’s office to regional consortia based on three factors: unemployment rates, student attendance in grades 7-12, and expected job openings, each with specific weight in the allocation formula.

A portion of these funds is further designated based on the size of the student body, with specific percentages for small, medium, and large consortia. The chancellor's office provides a funding schedule to various state departments for approval before distributing the funds.

An additional 1% of the funds supports the administrative costs of running the regional grant process and the duties of the K-12 Selection Committee.

(a) This section applies to the K–12 component only.

(b) Commencing with the 2018–19 fiscal year, the amount appropriated in the annual Budget Act for the K–12 component of the Strong Workforce Program is provided to create, support, or expand high-quality career technical education programs at the K–12 level that are aligned with the workforce development efforts occurring through the Strong Workforce Program.

(c)

(1) Pursuant to subdivision (b), one hundred fifty million dollars ($150,000,000) shall be apportioned by the chancellor’s office to the fiscal agent of each consortium based on the following weighted factors in each region:

(A) The unemployment rate. This factor shall comprise 33 percent of the allocation formula.

(B) The region’s total average daily attendance for pupils in grades 7 to 12, inclusive. This factor shall comprise 33 percent of the allocation formula. For purposes of this section, average daily attendance shall be those figures that are reported at the time of the second principal apportionment for the previous fiscal year.

(C) The proportion of projected job openings. This factor shall comprise 34 percent of the allocation formula.

(2) Of the amounts apportioned to each consortium pursuant to paragraph (1), 4 percent is designated for applicants with total average daily attendance of less than or equal to 140, 8 percent is designated for applicants with total average daily attendance of more than 140 and less than or equal to 550, and 88 percent is designated for applicants with total average daily attendance of more than 550, unless otherwise determined by the K–12 Selection Committee formed pursuant to Section 88829, in consultation with the consortium. For any applicant consisting of more than one school district, county office of education, charter school, or regional occupational center or program (ROCP) operated by a joint powers authority or county office of education, or any combination of those entities, the sum of the average daily attendance for each of the constituent entities shall be used for purposes of this subdivision.

(3) The chancellor’s office shall provide to the Superintendent of Public Instruction, the Department of Finance, and the Legislative Analyst’s Office a schedule of proposed allocations, as determined pursuant to paragraph (1), for each consortium no later than August 30 of each year. The Department of Finance shall approve the allocation plan before the release of funding.

(d) Funds appropriated in the annual Budget Act to support consortia administrative costs shall be apportioned by the chancellor’s office in an amount equal to 1 percent of each consortium’s K–12 allocation pursuant to this section to support the costs to administer the regional grant process and to support the duties of the K–12 Selection Committee.

K-12 career education Strong Workforce Program career technical education funding regional consortia funding allocation formula unemployment rate factor average daily attendance projected job openings K-12 Selection Committee fiscal agent regional grant process student attendance funding consortia administrative costs Superintendent of Public Instruction Department of Finance approval

(Amended by Stats. 2019, Ch. 51, Sec. 59. (SB 75) Effective July 1, 2019.)

Section § 88828

This law applies to K–12 educational consortia that manage a competitive grant program for career technical education (CTE). Each consortium must create a fair grant application process, including options for renewals and appeals, while coordinating with local educational agencies. Applicants must state if they've previously received similar grants and are required to provide matching funds depending on their organizational status. These grants support the development and alignment of career education programs with regional workforce needs, offering high-quality curriculum and work-based learning opportunities for students.

To qualify, programs must align with regional plans and meet various criteria, such as providing industry-recognized credentials, quality exploration opportunities, and staff development. Data on program outcomes, like student completions and employment rates, must be collected and reported to track progress and effectiveness. This data helps in evaluating and advising future funding and program improvements. Additionally, steps are outlined for managing grant recipients who fail to provide the necessary data, including potential termination of grant funds.

This section applies to the K–12 component only. Each consortium shall administer a competitive grant program to distribute funding allocated pursuant to subdivision (c) of Section 88827 to eligible grant recipients. Consortia are encouraged to collaboratively develop a uniform grant application process that includes a process for grant renewals and for a grant applicant to appeal a grant award decision of the K–12 Selection Committee. As part of the application process, each consortium shall ask applicants to indicate whether they have received a grant under the California Career Technical Education Incentive Grant Program established pursuant to Chapter 16.5 (commencing with Section 53070) of Part 28 of Division 4 of Title 2. For each fiscal year, the chancellor’s office shall work with the State Department of Education to produce a list of grant recipients that receive funding under this program as well as through the California Career Technical Education Incentive Grant Program, including the grant amounts awarded through each program and the purpose for which each grant was awarded. Local educational agencies applying to receive a grant from a consortium shall comply with all of the following:

(a) The local educational agency shall be located within the geographical boundaries of the consortium, and engage in regional efforts to align workforce, employment, and education services.

(b) The local educational agency shall use its consortium’s plan developed pursuant to Section 88823 to inform their efforts to create, support, implement, or expand upon career technical education courses, course sequences, programs, and pathways, and to the extent possible, integrate available local, regional, state, and private resources to improve the successful outcomes of pupils enrolled in career technical education courses, course sequences, programs, and pathways. To the extent an applicant’s career technical education program, or programs, offered in the 2018–19 fiscal year do not align with its consortium’s plan developed pursuant to Section 88823, the applicant shall be deemed to meet this requirement by including in its grant application the steps that it will take during the 2018–19 fiscal year to align its career technical education program, or programs, with its consortium’s plan.

(c)

(1) The local educational agency shall provide matching funds for any grant funding received from this program as follows:

(A) For regional occupational centers or programs operated by a joint powers authority or county office of education, one dollar ($1) for every one dollar ($1) received from this program.

(B) For local educational agencies, two dollars ($2) for every one dollar ($1) received from this program.

(2) The local match may include funding from school district and charter school local control funding formula apportionments pursuant to Section 42238.02, the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V) (Public Law 115-224), the partnership academies program pursuant to Article 5 (commencing with Section 54690) of Chapter 9 of Part 29 of Division 4 of Title 2, the agricultural career technical education incentive program pursuant to Article 7.5 (commencing with Section 52460) of Chapter 9 of Part 28 of Division 4 of Title 2, or any other allowable source, except as provided in paragraph (3).

(3) The local match described in this subdivision shall not include any funding received by the applicant from the California Career Pathways Trust established pursuant to Section 53010, the California Career Technical Education Incentive Grant Program established pursuant to Section 53070, or the Career Technical Education Facilities Program established pursuant to Section 17078.72.

(4) An applicant’s matching funds shall be used to support the program, or programs, for which the applicant was awarded a grant.

(d) The applicant, or the applicant’s career technical education program, as applicable, shall meet all of the following minimum eligibility standards:

(1) Is informed by, aligned with, and expands upon regional plans and planning efforts occurring through the Strong Workforce Program.

(2) Offers high-quality curriculum and instruction aligned with the California Career Technical Education Model Curriculum Standards adopted by the State Board of Education pursuant to Section 51226, including, but not limited to, providing a coherent sequence of career technical education courses that enable pupils to transition to postsecondary education or training programs that lead to a career pathway or attain employment upon graduation from high school.

(3) Provides pupils with quality career exploration and guidance.

(4) Provides pupil support services, including, but not limited to, counseling and leadership development.

(5) Provides opportunities for pupils to participate in after-school, extended-day, and out-of-school internships, competitions, and other work-based learning opportunities.

(6) Leads to an industry-recognized credential or certificate, appropriate postsecondary training or employment, or a postsecondary degree.

(7) Is staffed by skilled teachers or faculty and provides professional development opportunities for those teachers or faculty members.

(8)

(A) Reports data that can be used by policymakers, local educational agencies, community college districts, and their regional partners to support and evaluate the program, including demographic data, disaggregated by race and gender, used to evaluate progress in closing equity gaps in program access and completion, and earnings of underserved demographic groups.

(B) Data reported pursuant to this paragraph shall include, but is not limited to, metrics aligned with the core metrics required by the federal Workforce Innovation and Opportunity Act (Public Law 113-128), the College/Career Indicator included in the California School Dashboard, and the quality indicators described in the California State Plan for Career Technical Education required by the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V), and the following metrics, disaggregated by race and gender:

(i) The high school graduation rate.

(ii) The number of pupils completing career technical education coursework.

(iii) The number of pupils obtaining an industry-recognized credential, certificate, license, or other measure of technical skill attainment.

(iv) The number of former pupils employed and the types of businesses in which they are employed.

(v) The number of former pupils enrolled in each of the following:

(I) A postsecondary educational institution, disaggregated by public, private nonprofit, and private for-profit institutions.

(II) A state apprenticeship program.

(III) Another form of job training.

(C) No later than November 30 of each fiscal year, the Workforce Pathways Joint Advisory Committee established pursuant to Section 12053 shall review the data metrics specified in subparagraph (B) and make recommendations to the fiscal and appropriate policy committees of both houses of the Legislature and to the Department of Finance as to whether they are the most appropriate metrics to measure and evaluate program outcomes for both new and renewal applicants, and whether other metrics should be included.

(D) Data collected pursuant to this section shall be reported by the grant recipient to the State Department of Education and their K–14 Technical Assistance Provider by November 1 immediately following the fiscal year for which the data is being reported. The K–14 Technical Assistance Provider shall annually notify the K–12 Selection Committee in each region of any grant recipient that fails to provide the required outcome data. The K–12 Selection Committee, in consultation with the consortium, may terminate or rescind contracts and grants from grantees that fail to provide the required outcome-based data pursuant to this paragraph.

(E) The State Department of Education shall make the data reported pursuant to subparagraph (D) available to the chancellor’s office on a date to be jointly determined by the State Department of Education and the chancellor’s office, to ensure the data is included on the California Community Colleges LaunchBoard data platform.

(F) No later than January 31, 2024, and on or before January 31 every five years thereafter, the State Department of Education shall submit a report, pursuant to Section 53076.2 and this section, to the Department of Finance, the Governor, and the appropriate policy and fiscal committees of the Legislature evaluating the progress that local educational agencies have made in expanding the availability of high-quality, industry-valued career technical education and workforce development opportunities; improving coordination and alignment with postsecondary educational institutions and workforce agencies and programs; and, to the extent possible, the progress in closing equity gaps in program access and completion.

K-12 educational consortia competitive grant program career technical education CTE funding grant application process matching funds requirement regional workforce alignment quality curriculum work-based learning opportunities industry-recognized credentials data reporting and metrics program evaluation equity gaps career pathways grant renewal and appeal process

(Amended by Stats. 2024, Ch. 145, Sec. 3. (AB 1929) Effective January 1, 2025.)

Section § 88829

This law section focuses on the process of awarding grants for the K–12 component of the Strong Workforce Program in California. Each consortium is required to create a K–12 Selection Committee consisting of experts in career technical education, including teachers, charter school reps, counselors, industry reps, community college staff, and other stakeholders. The committee, advised by a K–14 Technical Assistance Provider, is solely responsible for deciding how funds are distributed, who receives grants, and the amounts awarded.

They must also inform specific state education and finance officials annually about the grant allocations and intended activities. Any local educational agency with a representative on the committee must clearly separate the rep's duties from their role as a grant participant, ensuring clear, transparent operations.

(a) For purposes of awarding grants under the K–12 component of the Strong Workforce Program, each consortium shall form a K–12 Selection Committee made up of individuals with expertise in K–12 career technical education and workforce development. The K–12 Selection Committee membership shall be composed of all of the following:

(1) Current or former K–12 career technical education teachers and administrators.

(2) Charter school representatives, including representatives of charter schools operating pursuant to subdivision (a) of Section 47612.1.

(3) Career guidance counselors.

(4) Representatives of industries that are prioritized by the consortium.

(5) At least one community college faculty or administrator.

(6) Other K–12 education stakeholders, or other stakeholders, as determined by the consortium.

(b) The K–14 Technical Assistance Provider in each consortium shall serve as a consultant to the K–12 Selection Committee.

(c)

(1) Decisions governing, or relating to, the distribution of fiscal resources for the K–12 component shall be made exclusively by the K–12 Selection Committee, including selection of grant recipients and specific funding amounts for each grant.

(2) The K–12 Selection Committee shall annually notify the Superintendent of Public Instruction, the State Board of Education, the Department of Finance, and the fiscal and appropriate policy committees of both houses of the Legislature of the amount awarded to each grant recipient and the activities to be supported by the grant.

(d) To be eligible to receive a grant, a local educational agency with a representative on the K–12 Selection Committee shall maintain appropriate and transparent internal controls and processes to ensure that the local educational agency representative’s duties and responsibilities are clearly delineated, identified, and distinguished from the duties and responsibilities conferred upon the local educational agency as a grant applicant and recipient.

K–12 Selection Committee Strong Workforce Program grants career technical education workforce development grant distribution decisions fiscal oversight local educational agency requirements community college collaboration industry representatives career guidance counselors charter school involvement transparency in grant approvals stakeholder participation education funding allocation state education notification

(Amended by Stats. 2019, Ch. 497, Sec. 98. (AB 991) Effective January 1, 2020.)

Section § 88830

This section outlines how the K–12 Selection Committee should choose grant recipients for the Strong Workforce Program for K-12. When awarding grants, the committee must first evaluate past performance before giving more to those reapplying. They should favor programs that align with pupil needs, serve areas with high dropout or unemployment rates, and benefit unduplicated pupils or those in financially supported schools. The committee should especially value programs using existing resources effectively, investing in education infrastructure, and operating in rural areas.

(a) When determining grant recipients under the K–12 component of the Strong Workforce Program, the K–12 Selection Committee shall consider past performance of grantees before awarding additional funds to those reapplying for grants.

(b)

(1) The K–12 Selection Committee shall give positive consideration to each of the following characteristics in an applicant:

(A) Aligned programs serving unduplicated pupils, as defined in Section 42238.02.

(B) Programs that the K–12 Selection Committee, in consultation with the consortium, determines most effectively meet the needs of the local and regional economies.

(C) Programs serving pupil subgroups that have higher than average dropout rates, as identified by the Superintendent of Public Instruction.

(D) Programs located in an area of the state with a high unemployment rate.

(E) Programs serving pupils enrolled at a local educational agency receiving Local Control Funding Formula Equity Multiplier funding pursuant to Section 42238.024, as identified through the stability rate data file produced by the State Department of Education in the prior fiscal year.

(2) When determining grant recipients, the K–12 Selection Committee shall give greatest weight to the applicant characteristics included in this subdivision.

(c) The K–12 Selection Committee shall also give positive consideration to programs to the extent they do any of the following:

(1) Successfully leverage one or both of the following:

(A) Existing structures, requirements, and resources of the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V) (Public Law 115-224), the California Partnership Academies pursuant to Article 5 (commencing with Section 54690) of Chapter 9 of Part 29 of Division 4 of Title 2, or the Agricultural Career Technical Education Incentive Program pursuant to Article 7.5 (commencing with Section 52460) of Chapter 9 of Part 28 of Division 4 of Title 2.

(B) Contributions from industry, labor, and philanthropic sources.

(2) Make significant investments in career technical education infrastructure, equipment, and facilities.

(3) Operate within rural school districts.

Strong Workforce Program K-12 grants grant selection criteria past performance evaluation unduplicated pupils local economy needs high dropout rates high unemployment areas Local Control Funding Formula career technical education Perkins V California Partnership Academies industry contributions philanthropic sources rural school districts

(Amended by Stats. 2024, Ch. 434, Sec. 1. (AB 3131) Effective January 1, 2025.)

Section § 88831

This section explains who can be a grant recipient for the K-12 component of a specific program. Eligible recipients include school districts, county offices of education, charter schools, and certain regional occupational centers. If these centers are involved, they must have written consent from all participating local educational agencies.

It also describes the requirement for each consortium to collaborate with their K-14 Technical Assistance Provider to inform various educational bodies, like middle schools and high schools, about available grants and the application process.

(a) A grant recipient for purposes of the K–12 component may consist of one or more, or any combination, of the following:

(1) School districts.

(2) County offices of education.

(3) Charter schools.

(4) Regional occupational centers or programs operated by a joint powers authority or county office of education, if the application has the written consent of each participating local educational agency.

(b) Each consortium shall work with its K–14 Technical Assistance Provider to provide notice to county offices of education, other local educational agencies, middle schools, high schools, and regional occupational centers and programs eligible for grants under this section of the availability of contracts and grants and the process for submitting an application.

grant recipients K-12 component school districts county offices of education charter schools regional occupational centers joint powers authority local educational agencies K-14 Technical Assistance Provider middle schools high schools grant process application process educational consortium written consent

(Amended by Stats. 2019, Ch. 51, Sec. 62. (SB 75) Effective July 1, 2019.)

Section § 88832

This law requires schools receiving K-12 funding to do two main things. First, they must confirm to the K-12 Selection Committee that all grant and matching funds are used only for the specific education programs awarded. Second, they have to provide spending data on career technical education programs to ensure they meet funding requirements and allow monitoring of fund usage.

As a condition of receiving funds for purposes of the K–12 component, grant recipients shall do both of the following:

(a) Certify to the K–12 Selection Committee that grant funds received and the matching funds contributed by each local educational agency shall be used solely for the purpose of supporting the program or programs for which the grant is awarded.

(b) Make expenditure data on career technical education programs available for purposes of determining if the grant recipients have met the matching funds requirements specified in subdivision (c) of Section 88828, and for monitoring the use of funds provided pursuant to Section 88827.

K-12 funding requirements grant recipient obligations education grant compliance matching funds certification educational program funding career technical education expenditure data availability grant funds usage K-12 Selection Committee monitoring education funds program-specific grant spending local educational agency grants matching funds contribution educational programs support fund usage reporting

(Added by Stats. 2018, Ch. 32, Sec. 119. (AB 1808) Effective June 27, 2018.)

Section § 88833

This law sets the framework for appointing K–12 Workforce Pathway Coordinators and K–14 Technical Assistance Providers to support career technical education (CTE) programs in California schools. These coordinators and providers are responsible for assisting schools in creating and implementing career-oriented educational pathways. They work with local community colleges, industries, and workforce boards to ensure educational programs align with current job market needs and standards. The law establishes a process for selecting these coordinators and providers, involving a competitive process and collaboration with the Superintendent of Public Instruction and the chancellor's office. Additionally, they must evaluate the success of these coordinators and providers annually, ensuring programs remain effective and resources are properly utilized.

Funds allocated for these programs must be used first to support the activities outlined for these roles. Any remaining funds are to enhance CTE initiatives under the Strong Workforce Program, encouraging collaborations and improvements at the K–12 level.

(a)

(1) Commencing with the 2018–19 fiscal year, the amount appropriated in the annual Budget Act for support of the K–12 Workforce Pathway Coordinators and the K–14 Technical Assistance Providers shall be used to establish a K–12 Workforce Pathway Coordinator within the geographical boundaries of each community college district, unless otherwise determined by the Superintendent of Public Instruction and the chancellor’s office. K–12 Workforce Pathway Coordinators shall be selected through a competitive process jointly administered by the Superintendent of Public Instruction and the chancellor’s office, for the provision of technical assistance and support to local educational agencies in implementing career technical education courses, programs, and pathways under both the California Career Technical Education Incentive Grant Program established pursuant to Section 53070 and the K–12 component of the Strong Workforce Program. Duties of the K–12 Workforce Pathway Coordinators selected pursuant to this section include, but are not limited to, all of the following:

(A) Providing technical assistance and support to local educational agencies to implement career technical education courses, programs, and pathways and integrate available local, regional, state, and private resources to ensure that pupils will achieve successful workforce outcomes. As part of this duty, each K–12 Workforce Pathway Coordinator, in consultation with the State Department of Education, shall ensure that K–12 career technical education programs are aligned with the California Career Technical Education Model Curriculum Standards adopted by the State Board of Education pursuant to Section 51226.

(B) Collaborating on behalf of the local educational agencies within the region with local community colleges, industry partners, local workforce investment boards, and other relevant agencies or organizations to support and align K–12 career technical education programs. As part of this duty, each K–12 Workforce Pathway Coordinator shall stay current with the needs of K–12 career technical education programs and their regional and local labor markets in order to provide guidance, in collaboration with local educational agencies, to the chancellor’s office, the Strong Workforce regional consortium, and industry representatives.

(C) Acting as first point of contact for local educational agencies, industry representatives, and employers with the intent of assisting local educational agencies to respond to industry needs and facilitating industry connection with K–12 career technical education programs.

(D) Cultivating collaborative communities so that local educational agencies and industry can collaborate and provide peer-to-peer knowledge exchange in areas of common interest to inform the development of high-quality education programs.

(E) Working in conjunction with the Deputy Sector Navigators and State Department of Education Industry Sector Leads to improve linkages and alignment of career education pathways between middle schools, high schools, public postsecondary institutions, and the workforce.

(2) An individual associated with any of the following may apply to serve as a K–12 Workforce Pathway Coordinator, or any of the following may subcontract with an individual with expertise in K–12 education and workforce development to serve as a K–12 Workforce Pathway Coordinator:

(A) School districts.

(B) County offices of education.

(C) Charter schools.

(D) Regional occupational centers or programs operated by a joint powers authority or county office of education.

(3) The Superintendent of Public Instruction and the chancellor’s office shall agree upon an outcome-based assessment that allows for an evaluation of the K–12 Workforce Pathway Coordinators’ ability to perform the duties identified in paragraph (1). Data required for purposes of this evaluation shall be submitted by the K–12 Workforce Pathway Coordinators to the Superintendent of Public Instruction and the chancellor’s office at least annually, commencing in the 2019–20 fiscal year.

(b)

(1) Commencing with the 2018–19 fiscal year, the amount appropriated in the annual Budget Act for support of the K–12 Workforce Pathway Coordinators and the K–14 Technical Assistance Providers shall be used to support the activities of the K–14 Technical Assistance Providers established under the California Career Pathways Trust. One K–14 Technical Assistance Provider shall be selected for each consortium through a competitive process jointly administered by the Superintendent of Public Instruction and the chancellor’s office, for the provision of technical assistance and support to local educational agencies in implementing career technical education courses, programs, and pathways under both the California Career Technical Education Incentive Grant Program established pursuant to Section 53070 and the K–12 component of the Strong Workforce Program. Duties of the K–14 Technical Assistance Providers selected pursuant to this section include, but are not limited to, all of the following:

(A) Providing leadership, guidance, and technical assistance to create, support, expand, and improve career technical education opportunities for local educational agencies. As part of this duty, each K–14 Technical Assistance Provider, in consultation with the State Department of Education, shall ensure that K–12 career technical education programs are aligned with the California Career Technical Education Model Curriculum Standards adopted by the State Board of Education pursuant to Section 51226.

(B) Acting as a liaison between the consortium and the State Department of Education, and serving as a consultant to the K–12 Selection Committee.

(C) Interacting with the K–12 Workforce Pathway Coordinators, the Deputy Sector Navigators, and the State Department of Education Industry Sector Leads to improve linkages and career education pathways between middle schools, high schools, public postsecondary institutions, and the workforce.

(D) Identifying professional development opportunities for the K–12 Workforce Pathway Coordinators and educational entities, including educational leaders and counselors.

(E) Regularly facilitating the convening of grantees to develop a network of educators to share best practices and cultivate state resources that can be used by agencies charged with providing assistance within the statewide system of support authorized pursuant to Section 52059.5.

(2) Any of the following may apply to serve as a K–14 Technical Assistance Provider, or subcontract with an individual with expertise in K–12 education and workforce development to serve as a K–14 Technical Assistance Provider:

(A) School districts.

(B) County offices of education.

(C) Charter schools.

(D) Regional occupational centers or programs operated by a joint powers authority or county office of education.

(E) Community college districts.

(3) The Superintendent of Public Instruction and the chancellor’s office shall agree upon an outcome-based assessment that allows for an evaluation of the K–14 Technical Assistance Providers’ ability to perform the duties identified in paragraph (1). Data required for purposes of this evaluation shall be submitted by the K–14 Technical Assistance Providers to the Superintendent of Public Instruction and the chancellor’s office at least annually, commencing in the 2019–20 fiscal year.

(4) In selecting the K–14 Technical Assistance Providers, the Superintendent of Public Instruction and the chancellor’s office shall give priority to applicants who served as a K–14 Technical Assistance Provider under the California Career Pathways Trust pursuant to paragraph (2) of subdivision (e) of Section 53015.

(c) To promote the successful transition to the K–12 Strong Workforce Program, notwithstanding subdivisions (a) and (b), for the 2018–19 fiscal year only, the amount appropriated in the annual Budget Act for support of the K–12 Workforce Pathway Coordinators and the K–14 Technical Assistance Providers shall also be available for the purposes of integrating the K–12 component into the regional consortia and hiring and developing the K–12 Workforce Pathway Coordinators and K–14 Technical Assistance Providers.

(d) Any funds not used for the purposes identified in subdivision (a), (b), or (c) shall be added to the amount appropriated in the annual Budget Act for the K–12 component of the Strong Workforce Program, and provided to each consortium to create, support, or expand career technical education programs at the K–12 level that are aligned with the workforce development efforts occurring through the Strong Workforce Program.

K–12 Workforce Pathway Coordinators K–14 Technical Assistance Providers career technical education career pathways community college collaboration industry partnership technical assistance workforce outcomes Strong Workforce Program competitive selection process local educational agencies career education alignment professional development regional consortia educational networks

(Amended by Stats. 2019, Ch. 51, Sec. 63. (SB 75) Effective July 1, 2019.)

Community Colleges

Part 54.5Strong Workforce Program