Practices with Promise Success Story
Submitted By: Chuck Eason, Napa Valley College
Napa, Solano, and Sonoma Counties: Entrepreneurship Training
- Type of Practice: Regional Collaboration
- Type(s) of Users Served: Faculty/Teachers, First-time Students
- Sector(s): Small Business
- Momentum Point(s) & Leading Indicators : MP 8, LI 5, LI 6 (click here for description)
- Regions Involved: North Bay
- Colleges Involved: Napa Valley College
- Other Organizations: Napa County Office of Education, Solano County Office of Education, Sonoma County Office of Education
The Challenge
Infusing Entrepreneurship into High School and College Curriculum.
The Solution
• Partner with the Offices of Education and the College Business Classes to create MOU's and provide business advisory resources for high school and college classrooms in the fall.
•Provide instruction doing train the trainers so those instructors that participate can embed entrepreneurship into their classrooms. These instructors have the goal of businesses generated by individual students or small teams of students as a class project.
Many of these business plans are submitted into a competition. This results in the generation of many business plans into the competitions.
Outcomes
• Business advisors entered high school and college classrooms and presented elements of entrepreneurship and business plan preparation. They coached students to assist completing business plan projects.
• Train the trainers for instructors held.
• Presentations made at conferences such as Career Pathways, virtual Enterprise Conference and CCCAOE.
• Business plan competition was held with high school and college division. Another business plan competition was held through the Virtual Enterprise Conference.
The Data
Solano County Office of Education held a 5-hour train the trainer event for CTE High School Teachers in disciplines that covered all disciplines of CTE, such as Animation and Design, Culinary, Child Development, Fashion Marketing and Biotech. Twenty-five high school instructors received a 5 hour train the trainer on how to infuse entrepreneurship into their CTE Classes. All instructors received the Business Plan Workbook and resource materials.
An additional 75 instructors have been trained through presentations at conferences and one-on-one coaching.
Requests continue throughout and beyond the region for use of the Business Plan Workbook. To date, over 1,200 copies have been printed and distributed regionally and out of region to assist teachers to infuse entrepreneurship into their high school and college classes.
Over 350 students received entrepreneurial training in Napa, Sonoma and Solano Counties. Over 70 high school and college business plans were submitted and reviewed for the competition. The business plan competition featured live presentations by 6 finalists in the High School Division and 6 finalists in the College Division to present in the YEP Business Plan Competition finals.
Supporting Information
CTE Entrepreneurship Workshop Brochure
View the program for the business competition here
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 1 | Completed 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 2 | Completed a bridge program between middle school and high school and revised student career/education plan | |
| MP 3 | Completed a student orientation and assessment program while in middle school or high school | |
| High School Cluster | ||
| MP 4 | Completed one course in high school within a CTE pathway | |
| MP 5 | Completed two or more courses in high school within a CTE pathway | |
| MP 6 | Completed a CTE articulated course | |
| MP 6a | Successfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits | |
| MP 7 | Completed a program in high school within a CTE pathway | |
| Transition from High School to College Cluster | ||
| MP 8 | Completed a bridge program between high school and college in a CTE pathway | |
| MP 9 | Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway | |
| MP 10 | Transitioned from a high school CTE pathway to a similar community college CTE pathway | |
| MP 11 | Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway | |
| MP 12 | Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway | |
| MP 13 | During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway | |
| MP 14 | Percentage 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 15 | Completed two courses in the same CTE pathway | |
| MP 16 | Retention rate between Fall and Spring within a CTE pathway | |
| MP 17 | Completed a non-CCCCO-approved certificate within a CTE pathway | |
| MP 18 | Completed a CCCCO-approved certificate within a CTE pathway | |
| General Education and Transfer Progress Cluster | ||
| MP 19 | Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway | |
| MP 20 | Completed college level English and/or math, for students in a CTE pathway | |
| MP 21 | Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway | |
| MP 22 | Completed requirements in a CTE pathway, but did not receive a certificate or a degree | |
| MP 23 | Completed an associate degree in a CTE major | |
| MP 24 | Completed an associate degree in a major different from student’s college CTE pathway | |
| MP 25 | Transferred from community college to a four-year university in the same CTE pathway | |
| MP 26 | Transferred from community college to a four-year university in a major different from their CTE pathway | |
| Community College Transition To Workforce Cluster | ||
| MP 27 | Participated in a college internship or workplace learning program within a CTE pathway | |
| MP 28 | Attained a job placement in the same or similar field of study as CTE pathway | |
| MP 29 | Acquired an industry-recognized, third-party credential | |
| Workforce Progress Cluster | ||
| MP 30 | Attained a wage gain in a career in the same or similar CTE pathway | |
| MP 31 | Attained wages equal to or greater than the median regional wage for that CTE pathway | |
| MP 32 | Attained wages greater than the regional standard-of-living wage | |
| MP 33 | Participated 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 34 | Exception | |
