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Practices with Promise Success Story

Submitted By: Steven Glyer, Los Angeles - Orange County Regional Consortia

CIOs Meet DSNs

  • Type of Practice: Regional Collaboration
  • Type(s) of Users Served: Faculty/Teachers
  • Sector(s): Advanced Manufacturing, Advanced Transportation & Renewable Energy, Agriculture, Water & Environmental Technologies, Energy, Construction & Utilities, Global Trade & Logistics, Health, Information & Communication Technologies (ICT)/Digital Media, Life Sciences/Biotech, Retail/Hospitality/Tourism, Small Business
  • Momentum Point(s) & Leading Indicators : MP 34, LI 6 (click here for description)
  • Regions Involved: Los Angeles, Orange County
  • Colleges Involved: Cerritos College, Citrus College, Coastline Community College, Cypress College, East Los Angeles College, El Camino College, Fullerton College, Glendale Community College, Golden West College, Irvine Valley College, LA City College, LA Harbor College, LA Mission College, LA Pierce College, LA Southwest College, LA Trade-Tech College, LA Valley College, Long Beach City College, Mt San Antonio College, Orange Coast College, Pasadena City College, Rio Hondo College, Saddleback College, Santa Ana College, Santa Monica College, Santiago Canyon College, West Los Angeles College

The Challenge

Dr. JoAnna Schilling, CIO at Cerritos College, and Dr. Karen Daar, CIO at Los Angeles Valley College, had concerns that "we did not have enough opportunities to work with the regional DSNs to make an impact on the needs of our respective regions.”

The Solution

In a first time event, the CIOs or Vice Presidents of Instruction from the 27 community colleges in Los Angeles and Orange County met with the 14 Deputy Sector Navigators (DSN) serving LA and Orange County to engage in a meeting of the minds.

Terri Long, Long Beach City College’s CIO graciously hosted the event at the college's amazing new Pacific Coast campus. After a combined lunch, JoAnna and Karen opened the event by laying the groundwork for the day. The consortia leadership then gave an overview of the Doing What MATTERS system, how it has evolved over the past three years, leading to the recently approved recommendations of the Task Force on Workforce, Job Creation and a Strong Economy by the Board of Governors.

Then the DSNs split up into their respective industry sectors. The CIOs filed in and sat with whichever sector they wanted to have a conversation. The CIOs rotated three times getting a chance to meet most of the DSNs, especially those that had programs at their college.


Outcomes

After a debrief focusing on what they learned, the group decided how they wanted to keep the momentum going. One of the key decisions of the CIOs was the recommendation that a pre-set day and time be established once a month to hold an ongoing webinar series on the eight industry sectors of the region. This planning is now underway with the first one to be held in March 2016, focusing on ICT/DM or Information Communication Technology/Digital Media. Another recommendation was to ask the DSNs to help the colleges better connect with business and industry as well as the local WIBs. A final and important recommendation was to request that the DSNs help organize regional advisory meetings, allowing for higher quality engagement with business leaders.

The simplicity of holding this CIO/DSN dialog amazed all participants, and they wondered why it had never happened before. Other regions in the state may see this as a strategy they may want to duplicate.

The Data

To be determined as this intiative progresses.


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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception

 

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