Table of Contents
Background
WHAT IS “MORE?”
WHAT IS “BETTER?”
PROPOSED TIMELINE:
Strong Workforce Supplies and Equipment Working Group
Program Metrics to Consider
You Are Not Alone
Helpful Hints
Minimum Requirements for Funding
Metrics HELP
STRONG WORKFORCE PROPOSAL & FUNDING REQUEST FORM
APPLICANT INFORMATION
PROJECT DESCRIPTION
FUNDING INFORMATION
PROJECTED IMPACT
SUCCESS
EMPLOYMENT
EARNINGS
WORK PLAN
PROJECTIONS
APPROVAL
Application Due Date: 14 November 2016

Background

The Strong Workforce Program provides $200 million in new funding to help colleges increase the quantity and quality of career and technical education (CTE) offerings, to meet the demand for a million more people trained for living‐wage, middle skills jobs.

Hartnell is receiving approximately $1.2 million annually from the Strong Workforce funds. This amount is to continue until the California State government no longer allocates funds to this purpose. Some of Hartnell’s allocation will go towards new faculty positions. Some of Hartnell’s allocation will go towards support staff (e.g. reporting for these funds, counseling, data management, enrollment and admissions, etc.). Some of Hartnell’s allocation will go towards the purchase of supplies and equipment that support “more and better.”

This application is only for the Supplies and Equipment portion. Dr. Lori Kildal is leading the working group for the faculty portion. Dr. ZahiAtallah is leading the working group for support staff. Together a recommended Strong Workforce Plan will be presented to President Lewallen the end of November. Once the Hartnell Plan is defined, the official plan template will be prepared and submitted to the Chancellor’s Office for approval.

To be successful in garnering a Strong Workforce Funds award, your program needs to be able to demonstrate “MORE AND BETTER.”

WHAT IS “MORE?”

Increase the amount of CTE instruction delivered

This is required for all programs

  • FTES
  • Headcount

WHAT IS “BETTER?”

Continuously improve CTE outcomes with a particular focus on completion of industry valued credentials, job placement, and wage advancement

Pick only those metrics that are relevant for your investment

  • Transfer
  • Completion of degrees
  • Completion of certificates
  • Job Placement
  • Job Retention
  • Increase in Wages- Second Quarter Earnings
  • Employer Engagement
  • Employment
  • Employment in the field of study

PROPOSED TIMELINE:

  • 27 October – applications available
  • 27October – 12 November – Jennifer Suttie available to assist with application questions, data collection, etc.
  • 14 November – Applications to be submitted electronically to Dr. Susan Pheasantand Jennifer Suttie
  • 14-16 November – Applications are uploaded to smartsheets for viewing and scoring by working group per the identified rubric
  • 16 November – opportunity to sign up for 5 minute time slot to pitch your program’s application on 22 November. Sign-ups will be organized by Jennifer Suttie. This is optional but highly recommended
  • 16-21 November – Strong Workforce working group for supplies and equipment individually review and score applications
  • 22 November
  • Applicants provide 5 minute pitch to support their application and priorities
  • Working group members make any final adjustments to their scoring results
  • Working group reaches consensus on prioritized recommendations for all supplies and equipment
  • 23 November – On behalf of the working group, Dr. Susan Pheasant and Jennifer Suttie prepare proposal to be submitted to Dr. Kildal and President Lewallen
  • 28-30 November – Present plan to President Lewallen
  • 1-15 December – Strong Workforce Plan Template is prepared
  • 16 December – Strong Workforce Plan Template is submitted to Chancellor’s Office
  • 17 January – Upon approval by the Chancellor’s Office, purchasing of supplies and equipment identified in the Hartnell Strong Workforce plan can begin
  • January-June – monthly spending, reporting, data collection activities take place
  • February – combined application for Perkins funds and next round of Strong Workforce will become available A second $1.2 million will become available July 1, 2017. Perkins funds (typically in the neighborhood of $300,000) also become available July 1, 2017. Hence, Hartnell College will have the opportunity to invest >$1.5 million dollars in CTE programs. Our goal is to have one application for both funding sources and that the applications are linked with the Program Planning and Assessment (PPA) process (i.e. items being requested from either funding source need to have been identified in the PPA and the respective Dean of Academic Affairs must have approved the program’s application prior to submission).

Strong Workforce Supplies and Equipment Working Group

Staff support: Jennifer Suttie, Program Assistant II for Perkins and ABTI Academics

  1. Burton Ward – Sustainable Construction and Architecture faculty
  2. David Techaira – Grants Management
  3. Debra Kaczmar – Dean of Nursing and Allied Health
  4. Jeremy Lyon – Emergency Medical Technician faculty
  5. Lisa Storm – Administration of Justice faculty
  6. Mary Johnson – Early Childhood Education faculty
  7. Natalia Cordoba-Velasquez – Institutional Research and Data
  8. Dr. Romero Jalomo – VP Student Affairs
  9. Dr. Susan Pheasant – Perkins and Director of Ag Business and Technology Institute

Program Metrics to Consider

For each proposed purchase, choose the metrics relevant to your investment or focus for the program. You/your program will need to demonstrate that the needle has moved on the metrics you choose:

  • FTES: College’s overall proportion of CTE FTES
  • Skills gains: Student success rate for credit courses
  • Completion: Unique individuals who completed a credit or noncredit local certificate, credit or noncredit Chancellor’s Office approved certificate, associate degree, applied bachelor’s degree, or third‐party credential
  • Transfer: Unique individuals who transferred to a four‐year institution
  • Employment rates: Employment rate for exiting students at two and four fiscal quarters after leaving the community college system, with disaggregated data provided on outcomes for completers and skills‐builders
  • Earnings: Earnings for exiting students at two fiscal quarters after leaving the community college system, with disaggregated data provided on outcomes for completers and skills‐builders
  • Employment in field of study: The proportion of students who reported that their current job is close or very close to their field of study, with disaggregated data provided on outcomes for completers and skills‐builders (based on responses in the CTE Outcomes Survey)
  • Median change in earnings: Percentage change in earnings for exiting students, one year before and one year after exiting the California community college system, with disaggregated data provided on outcomes for completers and skills‐builders
  • Proportion of students who attained living wages: Earnings among exiting completer and skills‐builder students, compared to the Living Insights Center data for a single individual in the college’s Doing What Matters FY 2016-17

You Are Not Alone

This is a brand new,exciting opportunity for all of us. We are learning how to best grow our programs, increase our outcomes, and collect the required data together. Jennifer Suttie is here to support you as you work through this application. She is available Mondays, Tuesdays, and Thursdays. Please send her an email or call her if you have any questions. She will be happy to set up some time to facilitate the research and help you through the application process. Her number at Hartnell is 831-755-6878, or her mobile is 521-9654.

Helpful Hints

Minimum Requirements for Funding

Measurable Outcomes:

Program size:1) Enrollments by program and by course

Completion: 1) Students who earn a degree or certificate.

2) Students who transfer to a four-year institution

Employment: 1) Employment rate at the second and fourth fiscal quarters after students exit the California Community

College system

2) Proportion of students exiting that are entering a job closely related to their field of study

Earnings: 1) Earnings in the second fiscal quarter after students exit the California Community College system

2) Percent change in earningsfor exiting students at two fiscal quarters after the California Community

College system

3) Proportion of students who attained the regional living wage

STRONG WORKFORCE SPENDING GUIDELINES

Reasonable: Reasonable is defined by the dictionary as: agreeable to sound judgment, not exceeding the limit

prescribed by reason (not excessive), moderate in price, and a rational decision. Systems that canguide this definition are: necessary for the performance of the funding, follow sound businesspractices (procurement processes, follow state and local laws, follow the terms of the fundingsource),usfair market prices,act with prudence under the circumstances, and have nosignificant deviation from established prices.

The following directly relate to Strong Workforce Education Code Requirements. Someexamples of the standard non-allowable activities that meet the "front-page of the newspaper"test of reasonable and the allowable indirect cost rate are:

  • Supplanting: Funds appropriated to Community College Districts for local or regional share investment shall supplement, not supplant, existing funding of community college career technical education programs. This 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. [EC§88824(e)]
  • Funding CTE Only: Funds expended must show a direct benefit to the requirements of the Strong Workforce Program outcomes of increasing the number of quality students or programs in CTE courses, programs, and pathways and addressing the recommendations of the Strong Workforce Task Force. [EC§88824(d)(5)(A-C)]
  • Duplication of Effort: 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 K-12 career technical education programs. [EC§88821(4)(d)
  • District Procedures: All fiscal policy and program procedures adopted by the applicable Community College District shall be followed when expending (local and regional) allocations.
  • Non-Allowable Activities:
  • Entertainment – Costs of entertainment, including amusement, diversion, and social activities and any costs directly associated with such costs (such as tickets to shows or sports events, meals, lodging, rentals, transportation, and gratuities) are unallowable.
  • Alcoholic Beverages – Costs of alcoholic beverages are unallowable.
  • Contingency (Rainy Day Funds) – Contributions to a contingency reserve or any similar provision made for events the occurrence of which cannot be foretold with certainty as to time, intensity, or with an assurance of their happening, are unallowable.
  • Goods and Services for Personal Use – Cost of goods and services for personal use is unallowable.
  • Lobbying – Lobbying is never allowed unless it meets the following criteria: (1) technical and factual presentations on topics directly related to the performance of a grant, contract, or other agreement (through hearing testimony, statements, or letters to the Congress or a State legislature, or subdivision, member, or cognizant staff member thereof), in response to a documented request (including a Congressional Record notice requesting testimony or statements for the record at a regularly scheduled hearing) made by the recipient member, legislative body or subdivision, or a cognizant staff member thereof, provided such information is readily obtainable and can be readily put in deliverable form, and further provided that costs under this section for travel, lodging, or meals are unallowable unless incurred to offer testimony at a regularly scheduled Congressional hearing pursuant to a written request for such presentation made by the Chairman or Ranking Minority Member of the Committee or Subcommittee conducting such hearings.
  • Contributions or Donations – Cash or property contributions or donations are unallowable.
  • Fund Raising and Investment Costs – Costs of organized fund raising, including financial campaigns, solicitation of gifts and bequests, and similar expenses incurred to raise capital or obtain contributions are unallowable, regardless of the purpose for which the funds will be used.

Metrics HELP

  • LaunchBoard - Utilize the Labor Market Research Tools LMI
  • Centers of Excellence data for Monterey -
  • Centers of Excellence Labor Market Information for our Sector -Look under Sector Reports toward the bottom of the page
  • Center for Jobs Monterey Region

Worksheet, Demand & Supply Data Tables and Economic Indicators

You must fill out the Local Share LMI Worksheet and the Budget Worksheet attached with this application.

Upload supply and demand analysis to Smart Sheets if using Regional Labor Market Assessments or Centers of Excellence Demand and Supply Tables.

Demand and Supply Data Tools

Data sources for related occupations – There is a long, but easily skipped through, document about Making use of Labor Market Information Library that can give you some good ideas on where to find data.

(Top of the blue box on this webpage)

Employment Measures Second and fourth quarter employment ratesare based on the state wage file, and are derived by matching students’ social security numbers in data sets held by the Chancellor’s Office and the Employment Development Department. While the state wage file is the most comprehensive data source available, it may not include some employers or sectors such as the federal government, the military, the self‐employed, out‐of‐state employers, and those paid through the cash economy. If the program being funded through the Strong Workforce Program trains people towards these types of employment, these metrics will not have comprehensive data. If many students are missing from the state wage file, or if a program is seeking to better align with industry needs, it may be more appropriate to use the metric for students in jobs closely related to their field of study. This information comes from the CTE Outcomes Survey, which captures information on all former students who took 9+ CTE units, regardless of their status in the state wage file. However, if your college does not elect to participate in the statewide survey, this information will not be available through the LaunchBoard.

Earnings Measures There are three possible measures under earnings, all of which are drawn from the state wage file, and thus are subject to the same caveats described above. Colleges may select second quarter earnings as a way to set goals related to bottom‐line outcomes for student salaries. Change in earnings can be an effective way to show the improvement in earnings, particularly when serving students who were previously under‐employed or who are being trained for low‐wage but vital occupations (such as childcare). Attainment of the regional living wage can be used to demonstrate progress toward getting students into jobs paying sustainable salaries.

STRONG WORKFORCE PROPOSAL & FUNDING REQUEST FORM

The emphasis for this application is to review the available data and use it to target investments in your CTE program(s) which will achieve “More and Better.”

Date Proposal Submitted:

APPLICANT INFORMATION

Applicant Program:
Primary Contact Name: / Primary Contact Title/Role:
Primary Contact Email: / Primary Contact Phone:

PROJECTDESCRIPTION

Project/Program Title:
Project Description:
TOP Code:
Budget Code:  4000 - Supplies less than $200/item  6000 Capital Outlay Greater than $200/item

FUNDING INFORMATION

Total Amount Requested for 2016-2017: $
Is this for the continuation of an existing project/program or will it be a new program?
 Existing  New / If you are requesting funds for a project, do you anticipate submitting an application next year for the same project?
 Yes  No
List any other funding sources and amounts to be leveraged:
List any partnerships or non-monetary resources that will need to be leveraged or secured:

PROJECTED IMPACT

Provide a short description of how the Strong Workforce Program Funds will lead to stronger outcomes (300-500 characters long).
For each outcome, how will you reach your objective? (Partnerships, marketing activities, methods and tools used to reach your objectives etc.) Be specific. This is the narrative description. A little later in the application, you will be asked to provide a detailed workplan/implementation plan.
For each outcome, how will you track and measure your progress?(Describe the metrics/methods that will be used to assess project efficacy and student progress. Be sure to address whom will be responsible for collecting the data)
What source of data will you use:  Center Of Excellence LaunchBoard  Other
What source of data will you use:
Labor Market Demand & Supply data Living Wage Attainment – Student outcome data
There are two ways to validate the Labor Market Need for this program’s investment:
  1. Detail occupational employment projections vs annual average awards conferred
  2. Submit with your application validated evidence already reviewed and approved by a local or regional body within the last two years. (See list below)
  1. Validated local or regional employer input through an employer survey or advisory
  2. Regional program approval process
  3. Prior regional planning process
  4. Local biannual program review
Select your need-source to determine which of the two validation methods will be used:
 Occupational projects data and supply information from the Centers Of Excellence
 Data found in reports posted to the Labor Market Indicator Library
 Validated employer input via an Employer Survey
 Local biannual program review process – completed within the last two years
 Regional program consortium endorsement process – completed within the last two years
 Regional Planning Process – data compiles and analyzed by the Regional Consortium identified this as an area of
labor market need
 Please provide your data validation information in a separate file along with this application and your budget.
 Please upload a pdf document that includes labor market analysis showing occupational demand for this program.
What supplies and/or equipment is the program proposing to purchase? In what courses will they be used? When will they be used? Who will use them (i.e. type of students- Skills builders, Transfer, Degree & Certificate Seekers)? How will the purchase of these items support positive changes to the Strong Workforce metrics?

Please provide the following metrics: