CALIFORNIA DEPARTMENTOF EDUCATION

California Career Pathways Trust

Implementation Grant

REQUEST FOR APPLICATIONS

Funded by the Budget Act of 2014

ApplicationDue Date:

Friday, February6, 2015

Administered by the

Career and College Transition Division

California Department of Education

1430 N Street, Suite 4202

Sacramento, CA 95814–5901

Main Phone: 916-445-2652

FAX: 916-327-5868

REQUEST FOR APPLICATIONS

California Career Pathways Trust

Table of Contents

OVERVIEW

Purpose

Assumptions

PROGRAM DESCRIPTION

Grant Information

Competitive Priorities

Funding Levels

Fund Distribution

Eligibility Requirements

Letter of Intent to Apply Requirement

Defining the Labor Market

Essential Responsibilities of Partners

Allowable Activities and Costs

Non-allowable Activities and Costs

Administrative Indirect Cost Rate

ACCOUNTABILITY

Performance Period

Program Outcome Measures

Program Deliverables

Reporting Requirements

APPLICATION PROCEDURES AND PROCESSES

Program Timeline

Application Due Date

Application Procedures

Incomplete and Late Applications

Technical Assistance

Application Review

Evaluation Criteria

Appeals Process

GRANT AWARDS

Grant Award Notification

Assurances, Certifications, Terms, and Conditions

APPLICATION QUESTIONAIRE: SECTION FOR SUBMISSION

Application Instructions

APPLICATION NARRATIVE

Form A: Letter of Intent to Apply

Form B: Overall Summary

Form C: Target Group

Form D: Program of Study Worksheet

Form E-LEA: Partner Roles, Responsibility, and Resource Chart

Form E-CC: Partner Roles, Responsibility, and Resource Chart

Form E-Business: California Career Pathways Trust

Form E-Business: Partner Roles, Responsibility, and Resource Chart

Form F: 2015–16 Grant Budget Page

Form G: 2015–16 Budget Narrative

Form H: 2016–17 Grant Budget Page

Form I: 2016–17 Budget Narrative

Form J: 2017–18 Grant Budget Page

Form K: 2017–18 Budget Narrative

Form L: 2018–19 Grant Budget Page

Form M: 2018–19 Budget Narrative

Appendix A: Scoring Rubric

Appendix B: CTE Industry Sectors with CCCCO Crosswalk

Appendix C: CTE Industry Sectors and Pathways Chart

Appendix D: EDD Labor Market Consultant Contacts as of June 2014

Appendix E: Definitions

Appendix F: Budget Categories

OVERVIEW

A.Purpose

The California Department of Education (CDE) is accepting applicationsfromCalifornia based school districts, county offices of education, direct-funded charter schools, regional occupational centers or programs operated by a joint powers authority,and community college districtsfor thesecond round of the California Career Pathways Trust (CCPT). Funds in the amount of $250,000,000have been appropriated as part of the California Education Code, sections 53010 through 53016, and the Budget Act of 2014, Statutes of 2014,for the establishment of kindergarten through community college (K–14) career pathway programs in the form of one-time competitive grants available for the 2015–16 fiscal year through the2016–17 fiscal year.

Applicants must target K–14 career pathway programs that provide students with a sequenced pathway of integrated academic and career-based education and training, aligned to current or emerging regional economic needs. Career pathway programs are designed to lead students to a postsecondary degree or certification in a high-skill, high-wage, and high-growth field.

The overarching goal of the CCPT is to build robust partnerships between employers, schools, and community colleges in order to better prepare students for the 21st century workplace and improve student transition into postsecondary education, training, and employment.

To accomplish this goal, successful applicants will:

  1. Establish or strengthen existing regional collaborative relationships and partnerships amongschools serving pupils in kindergarten and grades 1 to 12, postsecondary educational agencies, business entities, organizations that provide apprenticeship opportunities, and nonprofit or government entities.
  1. Develop and integrate standards-based academics with a career-relevant, sequenced curriculum following industry-themed pathways that are aligned to high-skill, high-wage, high-growth jobs, or emerging regional economic sectors.
  1. Provide articulated pathways from high school to postsecondary education that are aligned with regional economies.
  1. Leverage and build on any of the following:
  • Existing structures, requirements, and resources of the Carl D. Perkins Career and Technical Education (CTE) Improvement Act of 2006, California Partnership Academies (CPAs), andRegional Occupational Centers and Programs (ROCPs) including staff knowledge, community relationships, and course development.
  • Matching resources and in-kind contributions from public, private, and philanthropic sources.
  • The California Community Colleges Economic and Workforce Development Programs.

Career pathways programs may be delivered through high schools, ROCPs, CTE Centers, CPAs or other career academies, alternative education programs, continuation schools, programs administered by county offices of education, adult education programs, or community colleges.

B.Assumptions

The CCPT is built on the following evidence-based assumptions and core principles:

  1. Students participating in career pathways programs are more fully prepared for career and college.
  1. Collaborative regional or county-wide networks are more likely to build innovative and quality (high-skill, high-wage, and high-growth) career pathways programs that lead to employment or postsecondary education than programs designed by a single institution.
  1. Work-based educational and training opportunities aligned with industry sectors driving local and regional employment that will enhance the employment prospects of low and moderate income individuals, and contribute to the stability and economic development of their communities.
  1. Integrated academic and technical learning will best prepare students for both postsecondary education and careers in high-skill, high-wage, and high-growth sectors of the economy.

PROGRAM DESCRIPTION

A.Grant Information

The CCPT provides one-time funding fora grant period beginning June 1, 2015, throughJune 30, 2017. Funds are available to each applicant based on the application and proposed budget. The total grant budget for this Request for Application (RFA) is up to $250,000,000.

B.Competitive Priorities

Pursuant to Education Code Section 53016, the application scoring process will include consideration of the following competitive priorities:

  • Regions with higher-than-state-average rates of high school dropouts as measured by the California Longitudinal Pupil Achievement Data System.
  • Applications seeking to establish or strengthen legal career pathways and promote a better understanding of the role and operations of state and federal courts and their relationship to the other branches of government.
  • Applications seeking to establish or strengthen career pathways that include both high school opportunities and a postsecondary pathway leading to a community college baccalaureate degree, as authorized by the Board of Governors of the California Community Colleges pursuant to Chapter 747, Statutes of 2014 (Senate Bill 850).

These competitive priorities are subject to an application meeting all requirements outlined in the CCPT Request for Applications, and competitively responding to all questions in the application narrative and completing all required forms.

C.Funding Levels

There are four categories of funding available:

  • Regional Consortium Grants up to $15,000,000 per award
  • Regional Consortium Grantsup to $6,000,000 per award
  • Local Consortium Grantsup to $6,000,000 per award
  • LocalConsortium Grantsup to $600,000 per award

The CDE will fund successful grant applications at the level requested if the program application is well-justified and the budget is realistic and well-supported, as well as reflective of the entire student population and representative of all student subgroups. The CDE reserves the right to fund applications at a lesser amount or not fund all career pathways within the application if it is determined that the application can be implemented with less funding, or if state funding is not sufficient to fully fund all applications that merit award. The CDE also reserves the right to award different numbers of grants in each category depending on the quality of the grants submitted.

D.Fund Distribution

The grant period will cover the 2015–16 and 2016–17school years. Funds for this grant will be distributed over a period of two years as follows:

  • Year 1: 50 percent of the total award for expenditures beginning in the 2015–16 school year
  • Year 2: 50 percent of the total award for expenditures beginning in the 2016–17 school year

E.Eligibility Requirements

Applicants can apply as a:

  1. Regionalconsortium consisting of multiple local educational agencies (LEAs), multiple community colleges, and multiple business partners formed to address the employment needs of a specific economic region;
  1. Local consortium includingat least one LEA, one community college, and one business partner.

For the purposes of this grant, anLEA is defined as a school district, a direct-funded charter school, a county office of education, or aregional occupational center or program operated by a joint powers authority.

In order for the CDE to effectively monitor the funding awarded pursuant to the CCPT grant program, applicants who are serving as a fiscal agent for the first round of CCPT funding are not eligible to apply as a fiscal agent in this second round of funding, but may be proposed as partners in other applications.

In addition to the partnership requirement, applicants must meet the following requirements:

  1. Identify an applicant agency/fiscal agent. An applicant agency/fiscal agent must be a school district, a county office of education, a direct-funded charter school, regional occupational center or program operated by a joint powers authority,or a community college district.
  1. The applicant agency/fiscal agent mustset aside funding within its own budget and obtain funding commitments from program partners sufficient to support the ongoing costs of the program.
  1. Prepare the application in the name of the applicant agency/fiscal agent, not the partnership/consortium, since the group is not a legalentity.
  2. Confirm that all partners meet the following requirements:
  1. Agreeto abide by allresponsibilitieslisted on pages 10–12of this document.
  1. Sign a partnership agreement that specifically outlines all services each consortium member agrees to provide and for what period of time those services will be provided (submit as part of Section V of narrative).
  1. Confirm that the applicant agency/fiscal agent:
  1. Will receive and administer the grant funds and submit the required reports to account for the use of grant funds.
  1. Will be responsible for the performance of any services provided through funds awarded under this grant by the partners, consultants, or other organizations.

Please note an eligible agency can be an applicant agency/fiscal agent for only one CCPT application. However, an agency who is serving as the applicant agency/fiscal agent for one application may be a partner in other CCPT applications. Organizations can partner in multiple CCPT applications.

F.Letter of Intent to Apply Requirement

Allapplicants intending to apply for a CCPT grantare required to send a Letter of Intent to Apply, Form A, which must be received by the CDEby 11:59 p.m.Friday, November 21, 2014, to the following mailing address or by e-mail to .

California Career Pathways Trust

Career and College Transition Division

California Department of Education

1430 N Street, Suite 4202

Sacramento CA 95814

G.Defining the Labor Market

High-skill, high-wage, high-growth jobsin industry sectors that drive the regional economycan be tracked by state and local occupational employment projections. These projections estimate the changes in occupational employment over time resulting from industry growth, technological changes, and other factors. The California Employment Development Department (EDD) has developed state and sub-state area long-term projections for a 10 year period. The projections are revised every two years to incorporate economic changes that occur in the state and local areas. Statewide short-term projections are for a two year period and are revised annually.

EDD labor market information can be found on the EDD Projections of Employment by Industry and Occupation Web page at “Note, the preceding web address is no longer valid.”

Additionally, EDD’s Labor Market Information (LMI) Division produces and is expanding a Regional Economic Analysis Profileat the preceding web address is no longer valid.” This report focuses on the future employment needs of regional industry clusters and features them as primary investment opportunities for the California workforce development system. The purpose of this report is to account for industry clusters with the largest number of future job opportunities and to help align the state’s workforce institutions and programs around the needs of regional industry clusters.

An important resource is California’s 49 business-led local workforce investment boards. Every two years, for the purpose of local/regional planning, each local board updates its analysis of labor market and economic trends and projections. These analyses are based on EDD-LMI data as well as other high quality public and private sources, including input from local economic development entities. Based on its economic/labor market analysis; each local workforce board identifies targeted industry sectors that are driving regional employment. More information is available at “Note, the preceding web address is no longer valid.”

In addition to the sources above, applicants may use studies and resources available from the California Community College Chancellor’s Office (CCCCO) Doing What Matters for Jobs and the Economy Web pageat doingwhatmatters.cccco.edu. The goals of the Doing What Matters for Jobs and the Economy framework are to supply in-demand skills for employers, create relevant career pathways and stackable credentials, promote student success, and get Californians into open jobs.

For the purposes of this RFA, high-skill, high-wage, and high-growth jobs in industry sectors that drive a regional economy or that are emerging in economic sectors will be aligned with the EDD labor market projections and/or the CCCCO Doing What Matters framework (see links below). Applicants may use data other than the EDD labor market projections/data, regional industry based projections/data,or Doing What Matters resources;however,the applicant must justify the source and the quality of the data to receive maximum points.

An inventory of priority and emergent sectors along with economic regions identified through the community college regional consortia can be found on the CCCCO Doing What Matters for Jobs and the Economy Interactive Resource Map Web page at

Applicants can also contact Deputy Sector Navigators,sponsored through the CCCCO,who coordinate industry-specific workforce services aligning community colleges and other workforce development resources. Industry specific resources can be found on the California Community Colleges Web site at

H.Essential Responsibilities of Partners

Secondary Partner Responsibilities:

  • Commit to fully implement a career pathway program(s);
  • Form a strong collaboration, documented in a formal agreement, with postsecondary educational agencies,local workforce boards, business entities, and any other community partners, or human service agencies. Develop a method or intermediary to link employers and educational institutions with work opportunities for students;
  • Develop a formal decision-making structure including identifying key leaders from each sector;
  • Recruita student cohort broadly representative of the overall school population, including all student subgroups, for enrollment in the career pathway;
  • Identifypotential school leaders who have demonstrated the ability to drive student outcomes; can provide the leadership skills essential for program success; and can integrate high school, college, and work-based learning experiences, and can represent the needs of all student subgroups;
  • Provide dedicated staff to work on the career pathway program who have the authority to coordinate with postsecondary education on the LEA’s behalf;
  • Work with higher education, workforce development entities, and industry partners to develop seamless transitions for students into postsecondary education, employment, and or training;
  • Establishopportunities for all pathway students to:
  • Accelerate into community college courses while still in high school.
  • Participate in appropriately sequenced work-place experiences to make informed choices among postsecondary options.
  • Develop personal career readiness skills such as time management, collaboration, problem-solving, leadership, study skills, communication, and analytical skills,which are required for success in the workplace.
  • Provide relevant and ongoing professional development for administrators, and all participating teachers/instructors, including support and frequent opportunities for reflection and collaboration during the school year; and
  • Maximize available funding streams (in addition to the grant funding, to support the needs of participating students within the career pathway.

Postsecondary Partner Responsibilities:

  • Form a strong collaboration, documented in a formal agreement, with secondary educational agencies,local workforce boards, business entities, and any other community partners, or human service agencies. Develop a method or intermediary to link employers and educational institutions with work opportunities for students;
  • Identify appropriate credit-bearing college courses and dual enrollment coursesin a career pathwayto prepare students to enter postsecondary without need for remediation;
  • Collaborate with the secondary partner(s) to determine which courses will be taught by college faculty, by high school teachers with adjunct status, or by a combination of the two (ensuring the appropriate college-level rigor of courses taught by adjunct faculty)leveraging dual enrollment, credit recognition on e-transcript, and credit-by-exam policies in support thereof;
  • Collaborate with high school faculty to ensure that course content will prepare students for college level work;
  • Negotiate agreements with participating secondary agencies to support dual enrollment and early admission to aligned pathway programs;
  • Collaborate with business partners to align college coursework with relevant technical skills and workplace competencies, as defined by industry;
  • Maintain student advisory resources and credit transfer policies that protect the pathway to degree completion for participating students;
  • Commit to maximize available funding streams (in addition to grant funding), to support the needs of all participating students;
  • Provide dedicated staff to work on the career pathway program(s) who have the authority to coordinate with the LEA on the college/university partner’s behalf; and
  • Leverage, connect, and build upon existing investments in education and workforce development (e.g., local workforce investment board programs).

Business Partner Responsibilities: