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The Coachella Valley Regional Plan for College and Career Readiness October 2012

The Coachella Valley Regional Plan for College and Career Readiness documents how business and education will collaborate to create regional career pathways strategies, college and career readiness strategies, assign responsibilities for key components and develop an agreed upon sustainability plan for pipeline efforts.

The plan has been jointly authored under the direction of the Coachella Valley Economic Partnership (CVEP) Board of Directors through the board’s Workforce Excellence Oversight Committee with direct input from over 75 stakeholders, including Coachella Valley Unified School District, Desert Sands Unified School District, Palm Springs Unified School District, Riverside County Office of Education, College of the Desert, Riverside County EDA/Workforce Investment Board and industry leaders from across the Coachella Valley.

Development of the plan was launched in November 2011 by CVEP’s Workforce Excellence Oversight Committee under the leadership of former College of the Desert President, Jerry Patton.

Dr. Christine Anderson, Superintendent of Palm Springs Unified School District and Don Perry, immediate past chairman of the CVEP Board of Directors currently chair CVEP’s Workforce Excellence Oversight Committee. The committee will provide ongoing oversight for plan implementation and will also conduct an in-depth annual review to chart plan progress, recommend revisions and assure ongoing partner engagement.

Grounded in research from the Ford Motor Company Fund and the Ford Next Generation Learning national network, this five-year plan is structured around the three pillars of Next Generation Learning: Transforming Teaching and Learning, Transforming Secondary Schools and Sustaining Change through Business and Civic Leadership.

In addition, the Coachella Valley is creating and piloting a fourth strand, which is focused on College and Career Readiness. Focusing on these goals aligns the resources of the business community and education partners to support targets which will assure improved student outcomes.

There are currently 15 California Partnership Academies (CPA) in Coachella Valley high schools, serving approximately 2,500 of the region’s 20,000 high school students. This plan sets a target of a minimum of 30% of area high school students being enrolled in career or interest-themed academy, pathway or similar programs in five years.

Coachella Valley Regional Plan for College and Career Readiness // CVEP Workforce Excellence Oversight Committee Approved – September 19, 2012 1

Strand 1: Transforming Teaching and Learning: Creating meaningful learning experiences that enable students to apply academic knowledge to real-world challenges.

Essential Practice 1.1 – Learning Pillars – The essential knowledge and skills for college and career readiness Description: The Ford PAS Learning Pillars articulate essential knowledge and skills that have been identified by both employers and college faculty as

necessary for young people to be fully prepared for success in both college and careers. GOAL 1 of 1: Professional Development: In 5 years, career- and interest-themed academy, pathway and related program teachers, counselors, and

administrators will have participated in professional development based on a needs assessment of academy-related competencies .

Strategies Action Steps/Objectives Measurable Outcomes Lead Person(s)/Team

Start Date End Date Yearly Goals

Professional development will be provided for all career and interest themed academy, pathway and related program teachers, administrators, and counselors.

Districts will work collaboratively with school sites to develop and conduct an academy/career interest-themed related professional development needs assessment.

Administrators, counselors, and teachers will receive training on academy based competencies such as the following: Building master schedules that support

academy based courses of study. Project Based Learning strategies Use of technology in the classroom 21st Century Skills Faculty externships Co-teaching, inclusion, interdisciplinary

teams Types of data and data analysis

School and district participation in Cal-PASS PLC (IEBC – Institute for Evidence Based Change)

Train teachers, counselors and administrators in transition opportunities and competencies to be prepared to help students advance to next educational segment of the pathway.

Professional Development Calendar, Records, i.e. agendas, sign-in sheets, etc.

Results of annual needs assessment

Implementation tools, data, expectations

Formative assessments in place in each district

District andSite Administrators, Coaches

July 1, 2013

June 30, 2014

Year 1: Planning Team Create a common needs

assessment Conduct needs assessment Prioritize PD offerings

Higher education will support the professional development of teachers pursuing pathway certification.

Districts will work with higher education partners to provide teachers with opportunities to secure CTE certification, credentialing and specialized training.

Courses of study that support certifications

COD, UCR, CSUSB District administration

July 1, 2013 June 30, 2014

Year 1 and Ongoing


Essential Practice 1.2 – Teaching Pillars – Teaching principles that develop students’ knowledge and skills for college and career readiness. Description: The Ford PAS Teaching Pillars describe the instructional principles – based on rigorous research and professional experience – that are

essential for facilitating learning of the essential knowledge and skills that students need. These principles help students meet and exceed state-established benchmarks for academic performance, and meet expectations for college-level work and future employment.

GOAL 1 of 3: Curriculum: In 5 years, a rigorous and relevant curriculum will be in place that prepares pathway students to be college and career ready.



A sequenced program of study Is developed, approved and maintained for each pathway within an academy.

Articulate with ROP to align course offerings and/or increase student opportunities

Expand post-secondary articulation and dual enrollment agreements

Create and regularly review and update course guides.

Explore online learning options

Appropriate courses of study in Master Schedule

Completed articulation agreements

Completed course guides

A completed list of online providers

Develop 10 year plan with counselor(s) and other academy staff

District ROP liaisonsPost-secondary liaisons

District curriculum administrator(s)

District curriculum administrator(s)District curriculum administrator(s)

District curriculum administrator(s)District curriculum administrator(s)

District adminCounselorsTeachers

2013

2013

2013

20132013

2013

Annually

Annually

Annually

Annually

Annually

Year 1: Articulation agreement with ROP drafted, approved and in place.

Year 1: Articulation agreement(s) with post-secondary partners drafted, approved and in place.

Year 1: Program written, reviewed and approved

Year 1: List of acceptable online courses is established.

Course curriculum incorporates service or work-based learning, internships and/or capstone projects

Create courses of study that support work-based learning and internships and include capstone projects that are relevant to each academy/pathway focus

Develop business/community partnerships to facilitate effective work-based learning, internships and capstone projects

Completed course list includes work-based learning experiences

Partnership agreements


Site academy staff and business partners

2013

2013

Annually

Annually

Year 1 and Ongoing - Internships and other work based learning experiences in place

Year 2: Students have been placed in internships

Curriculum is project based, interdisciplinary, integrated and focused around relevant themes.

Embed into curriculum: o 21st century skills

Technological skills Contextualized learning Collaboration skills Global Awareness Problem-solving Critical thinking Creativity & Innovation

Completed curriculum maps are interdisciplinary and reflect 21st century skills


Site academy staff and business partners

2013 Annually Year 1 and Ongoing

GOAL 2 of 3: Instruction: In 5 years, Inquiry-, Project- and Challenge-based learning will be an integral part of career and interest-themed academy, pathway and related program instruction that includes strategies for differentiated instruction and usage of instructional technology.


Strategies Action Steps/Objectives Measurable Outcomes

Lead Person(s)/Team


Teachers engage students in learning that is relevant to both the career and interest-themed academy, pathway, or related program, and their own lives.

Expose elementary students to career-themed learning opportunities; facilitate exploration of career-themed learning opportunities for middle school students; and offer experiences for high school students in career-themed programs.

Completed course outlines/ guides, and syllabi for appropriate elementary, middle and high school courses

District administrators 2013 2014 Year 1 and Ongoing: Academy and pathways teachers receive PD in inquiry, project and performance based learning and assessments.

Utilize the following instructional methods: o Inquiry based o Project based o Contextual o Performance based o Problem-based o Technology-integrated o Integrate community/business

speakers

Completed Professional Development (PD) documentation Classrooms observed

with evidence of desired teaching strategies in place Classroom monitoring

tool(s)

District administratorsAcademy, pathways teachers and staffSite and district administrators


Integrate community speakers, field trips job shadowing experiences mentorships student internships and community service opportunities into classroom instruction

Teachers differentiate instruction to meet the needs of individual students

o Using a variety of assessment data to differentiate instruction with content, process and product

o Provide timely academic intervention through teacher teams

Records showing evidence of community speakers, mentorships, field trips, and community service

Student portfolios and time logs evidence internships and community service

Certificates of completion from businesses

District and Site AdminTeachersCommunity Partners


GOAL 3 of 3: Assessment: In 5 years, the data driven assessment system will include tools to authentically assess students in their college and career readiness.


Lead Person(s)/Team

Start Date

End Date Yearly Goals

Faculty will use formative assessments to monitor student learning, assess student mastery of 21st century skills, and guide future instruction.

Teachers will provide students, in groups and as individuals, with authentic assessment opportunities as formative assessments

Professional Development Calendars and Agendas

Published assessments

District Administrators and staff

School Administrators

July 1, 2013 June 30 Year 1: Assessments in place

Year 2: Staffs trained

Year 2: Assessments in Use

Ensure relevant data is easily accessible for all stakeholders

Identify essential data elements including: Standards mastery – CTE, academic

and industry Individual Course

Preidentified data is easily accessible, timely, and accurate

District StaffSite Administrators

July 1, 2014 Year 1 – Relevant data identified

Year 2 – Systems for collecting and accessing in place


Academy Schools District Region

Establish systems for collecting and assessing data such as: Data Dashboards

Strand 2: Transforming Secondary Schools - Creating and maintaining the career academies (and similar career- and interest-based programs) and the collaborative culture, structures, and practices necessary to transform teaching and learning and to facilitate community engagement.

Essential Practice 2.1 – Students have choices among high-quality career academies and similar career- and interest-themed programs. Description: Schools offer a variety of career academies and similar career- and interest-themed programs, designing them according to rigorous

standards so that they are challenging and accessible, phasing them in across the district to reach a critical mass of students GOAL 1 of 2: In 5 years, a minimum of 30% of students across the valley will be enrolled in career or interest-themed academy, pathway or similar

programs.


Lead Perso

n(s)/TeamStart Date End Date Yearly Goals

Annually, districts will conduct an analysis of resources and support required to implement academies, pathways and programs and share summary with CVEP WE Oversight Committee.

Districts develop list of needs Districts share Needs Analysis with CVEP WE

Oversight Committee Annually CVEP WE Oversight Committee will facilitate

development of common, local definitions for “academy”, “pathway”, “program,” flexible scheduling, distance learning, and other college and career readiness terminology, resulting in a common language glossary.

Common questionnaire/protocol will be developed by CVEP WE Oversight Committee. subcommittee to assist in analysis of program and census of programs (Oversight, or Partnership?)

Needs List Subcommittee

established

District admin/staff

CVEP WE Oversight Committee

January 2013

June 2013 Year One First needs analysis is

conducted and presented to CVEP WE Oversight Committee

Year Two – Ongoing Needs Analysis is

updated and shared with CVEP WE Oversight Committee

Districts will develop a local action plan to build and sustain student enrollment in CTE/Academy/Pathway programs.

Districts will conduct an annual CTE/Academy/Pathway census of programs and students, utilizing standardized data collection informed by a common definition

Pathway census will be shared with CVEP WE Oversight Committee

Census data will inform next-step elements of district plans

Local plans will address:o Training strategyo Placement system development,

ensuring adequate placement opportunities

o Recruitment plan development

Annual CTE census document

Local district implementation plans

District admin/staff

January 2013

June 2013

(first draft Sept 2013/final Dec 2013)

Year One Annual CTE /

Academy /Pathway census will be completed by January 2013.

CVUSD, DSUSD, PSUSD will share implementation plans in June 2013.

Year Two – Ongoing Annual census will be

conducted and shared annually.

Districts will update


plans and share progress reports annually.

Goal 2 of 2: Economic Development targets will inform and guide development of school career and interest-themed program development.


Lead Person(s)/

TeamStart Date End Date Yearly Goals

CVEP will host an annual Education Summit (or collaborate to augment existing RCOE event) and provide annual summary of economic outlook for district and school administrators

CVEP will work with RCOE to explore potential of collaborating on an economic outlook for educators (CTE Advisory council dinner, UCLA economic summit)

o Plan structure (lunch, dinner, breakout session)

CVEP will develop an annual economic outlook specifically geared to Coachella Valley educators and business partners

Collect economic data and workforce development trends (future jobs and economic growth sector – industry)

Use data to propose adding and deleting and expanding CTE course/academies/pathways

Summit Agenda

Number of business participants

Number of principals, site admin, pathway faculty and counselors attending

CVEP Workforce Excellence

January 2013

October 2013

Year 1: Organize and host Education Summit

Business leaders will attend and be recognized at high school graduation ceremonies to showcase their impact on academy/SLC/career programs (i.e. CCHS graduation)

High schools identify key business, civic partners engaged with their school.

High schools develop recognition protocol for business partners.

High schools invite business partners to attend graduation ceremonies.

High School Graduation ceremony programs

Site Principals, District AdministratorsAcademy / Pathway facultyBusiness partners

January 2013

June 2013 -- Ongoing


Essential Practice 2.2 – School staff form a learning community committed to transforming their practice. Description: The high school staff team operates as a collaborative learning community, where school leadership establishes and supports a vision for

transforming secondary schools. GOAL: No specific goals yet suggested.

Essential Practice 2.3 – School leaders have flexible use of resources. Description: The school creates structures and uses flexible schedules to support personalization, strengthen teacher-student relationships, and improve the

learning environment. Goal 1 of 1: In 5 years, all districts will align available resources to assist with the implementation of flexible scheduling, extended learning opportunities,

and/or other credit structures to support pathways and career-and-interest themed academies.


Lead Perso


Districts will address the needs of students requiring additional support college and career preparation.

Each district will develop a plan to address flexible scheduling and extended learning opportunities.

Each district will research current board policies and union contract language regarding scheduling, and obtaining credit(s)

Plans as established by each district.

District admin / CVUSD, DSUSD, PSUSD

January 2013

December 2013

June 2013

Year One First draft of plans due

to CVEP Workforce Excellence Oversight Committee by September 2013

Final plan is ready by December 2013

Year Two - Ongoing Plans will be updated

annually

Essential Practice 2.4 – Adults and students are accountable for results. Description: Each school is held accountable for the effectiveness of its teaching and learning. Goal 1 of 1: In 5 years, all pathways, career-and-interest themed academy students will have a personalized graduation plan to guide their college and

career development.


Lead Perso


Identify leading college and career ready indicators at all levels (K-5+, 6-8+, 9-12+) and regularly monitor student progress towards established targets via a data dashboard, transcript evaluation or other tool.

Possible College and Career Readiness indicators: o Career interest surveyo CTE enrollmento Exposure to college and career optionso WBL experienceo FAFSA completiono A-G completion rates – o Proficiency on state tests

School sites will develop their own process on

o Increase in proficiency on standardized tests

Site admin, teacher, counselor, or career center in conjunction with RCOE

January 2013

December 2013 - Ongoing

Year 1: A list of leading college and career ready indicators are established by November 2013, and shared with the CVEP WE Oversight Committee at their December 2013 meeting.


development of personal graduation plan, making personal connections with students.

Select and adopt college and career survey tool

o Students take career interest survey

Essential Practice 2.5 – School district supports and sets expectations for transforming secondary schools. Description: The school district actively supports and holds leaders accountable for high school redesign around career academies and

similar career- and interest-themed programs. GOAL: No specific goals yet suggested


Strand 3: Sustaining Change Through Business and Civic Leadership – Engaging employers, educators, and community leaders to collaborate in building and sustaining educational programs that promote community growth and prosperity by preparing students for future work and citizenship.

Essential Practice 3.1 – Business, civic, and education leaders create a master plan for sustainable workforce competitiveness and community prosperity built on education transformation.

Description: A senior-level business-civic-education partnership CVEP’s Workforce Excellence Oversight Committee) creates a master plan for promoting sustainable workforce competitiveness and community prosperity – economic prosperity for individuals and businesses in the Coachella Valley - through Transforming Teaching and Learning, Transforming Secondary Schools, Sustaining Change Through Business and Civic Leadership, and Advancing College and Career Readiness.

GOAL 1 of 1: In one (1) year, the CVEP WE Oversight Committee has completed and launched a master plan for promoting sustainable workforce competitiveness and community prosperity through Transforming Teaching and Learning, Redesigning High Schools (“Focusing Secondary Schools”), Sustaining Change through Industry Councils (Business and Civic Leadership), and promoting College and Career Readiness.

Strategies Action Steps/Objectives Measurable OutcomesLead Person(s)/Team


CVEP WE Oversight Committee connects business and community members to educators through the CVEP Industry Council structure.

Communicate business/education engagement goals to CVEP Board of Directors and mobilize board members in recruiting additional businesses and individuals to support students in region’s career pathways programs

Continue facilitation of current Industry Councils; increase capacity of Industry Councils to more fully meet the needs of career-themed programs in local school districts

Facilitate bi-annual meetings with Coachella Valley Chamber of Commerce CEOs to describe economic development and workforce goals and define role of chambers in partnership.

Number of new committed Industry Partner Members

List of specific Industry needs

Workforce Excellence Vice President

Work-Based Learning Coordinator

9/12

9/13

6/13

6/14

Year One:Increase business partners by 10%

Year Two:Increase business partners by 10%

Existing and future Industry Councils serve as official industry advisory resources for the Coachella Valley region to inform labor market and workforce strategies for:

o Workforce Investment Board (WIB) Eastern Regional Committee

o Riverside County Office of Education (RCOE) ROP/CTE programs

o K-12 Academies and CTE pathways and programs

o COD, UCR, CSUSB programs

Establish business/education objectives for existing Industry Councils.

Assure regular business input on current industry needs.

Develop councils in other targeted business/industry sectors as appropriate. Clusters of interest include: Government/Civic Planning/Leadership; Non-Profit Management; Business and Entrepreneurship

Ensure RCOE ROP programs/teachers are employed to support CVEP Economic Blueprint Identified Career Priorities

List of objectives and goals

Number of new Industry Councils

RCOE ROP programs at K-12 districts


Industry Council Chair(s)

9/12

9/12

9/13

6/13

6/13

6/14

Year One:3 Active Industry Councils that meet on at least a quarterly basis

Annual review to assure alignment of all regional academy /CTE /pathways programs to CVEP Master Plan

Year Two:4 active Industry Councils that meet on at least a quarterly basis


9/14

9/12

6/15

6/13

Year Three:5 active Industry Councils that meet on at least a quarterly basis

Annual review to assure alignment of all regional academy/CTE/pathways programs to CVEP Master Plan

Essential Practice 3.2 – Business and civic leaders support and sustain the master plan. Description: Once the master plan is in place, business and civic leaders representing each prioritized career sector constitute an ongoing Business-Civic

Advisory Board (currently CVEP Workforce Excellence Oversight Committee – to be called Master Plan Partnership) to align business support for redesigned high schools.

GOAL 1 of 1: Within one year the Master Plan Partnership (CVEP Workforce Excellence Oversight Committee) has proportional representation by industry, education, workforce, civic partners, parents and students.


Lead Person(s)/

Team

Start Date


The Composition of CVEP’s Workforce Excellence Oversight Committee is comprised of the following representation from each prioritized career sector:

a. 51% employers /business partners (22)b. 10% labor & professional associations (4)c. 10% K-12 school & county district /leaderships (4)d. 10% College and Post-secondary partners (4)e. 19% students and parents community partners/

agencies (7)

CVEP WE Oversight Committee will be created (existing CVEP Workforce Excellence Oversight Committee could form the core group) and maintained to ensure composition is correct

Potential composition Healthcare: 5 Energy/Clean Tech: 5 AME: 5 Banking/Finance: 2 Hospitality: 3 Transportation: 1 Ag/Natural Resources: 1

Professional Associations composition IBEW IATSE Healthcare Union District leadership composition: CVUSD superintendent DSUSD superintendent PSUSD superintendent RCOE Superintendent

Post Secondary composition:

Oversight Committee Roster

Meeting dates and minutes

Annual review of master plan


CVEP WE Oversight Committee Chair(s)

9/12 6/13 Year One:CVEP WE Oversight Committee meets monthly to review plan progress

Share and report on updated annual plan at annual stakeholder summit


COD president CSUSB president UCR chancellor RCC/IVC/MSJ president

Community, parents, students composition: 2 city reps RivCo EDA/WIB 2 students 3 parents –one from each district 1 non-profit

CVEP will facilitate district and business collaboration to address procurement and allocation of resources required to support sustain this effort.

CVEP will convene roundtable of business and education leaders to develop plan to meet district program needs

Agenda, meeting minutes, sign-in sheets for Roundtable meeting(s)

Local Definition Glossary

CVEP Workforce Excellence Staff


District admin

January 2013

Ongoing Year One At least 20 business

partners will participate in initial Business/Education Roundtable event

CVEP Business Roundtable partners will develop plan and secure at least 25% of identified program needs.

Year Two Business partner

participation in CVEP Business Roundtable will increase by minimum of 10% over Year One numbers.

CVEP Business Roundtable plan will address at least 35% of identified program needs.

CVEP’s Legislative Committee will work with education partners to review policy governing teacher credentialing and work to shape/change credentialing policiesCVEP’s Legislative Committee will work with California Commission on Teacher Credential (CCTC)

Identify common concerns about credentialing, etc.

Lobby, on behalf of local districts, to change current CTE credentialing criteria

Action list developed

CVEP WE Oversight CommitteeCVEP Leg Committee

January 2013

June 2013 – Ongoing

Year 1: CVEP Legislative Committee will advocate on at least one education related issue

Essential Practice 3.3 – Career academies address skilled workforce priorities. Description: The CVEP WE Oversight Committee and Business/Civic Advisory Board use regional economic and workforce projections to prioritize career

academies that lead to skilled employment and postsecondary education.


GOAL 1 of 1: The CVEP WE Oversight Committee will conduct or secure updated Workforce/Labor Market Studies every three (3) years to define projected labor market needs/trends and college and career readiness skills in targeted industry clusters specific to the Coachella Valley.


Lead Person(s)/Team

Start Date


Secure workforce/labor market data to reflect local projections and trends.

Disseminate existing workforce projections available for current career sectors.

CVEP WE Oversight Committee will annually survey plan board members and at least 5 additional major employers in the Coachella Valley who collectively represent at least 20,000 employees to capture a current snapshot of college and career readiness in the local workforce.

Updated labor market survey data



9/12 6/13 Year One: Complete a review of current labor market studies completed in targeted industry clusters to identify current needs and trends for each industry cluster and identify skill gaps in those industry clusters

Year One:Share information gathered from major employers at annual meeting

Year One:Share the trends and projections with school leaders/counselors/CTE leadership

CVEP Workforce Excellence Oversight Committee will connect business and community members to educators in order to provide experience with current industry standards and practice.

CVEP, with assistance from districts, will host a roundtable with industry partners for open exchange of current industry standards and practice, to inform districts of need for professional development: Career relevance

Meeting calendar

CVEP Workforce Excellence staffDistrict staff

July 1, 2013

June 30, 2014

Year 1 Create a meeting

calendar Assure ongoing

communication

Partner with Riverside County EDA/Workforce Investment Board to align Master Plan efforts with regional workforce structures and strategies.

Meet with Riverside County EDA/WIB to identify ways to mutually support efforts, leverage funding and staffing opportunities.

Explore potential to designate CVEP Workforce Excellence Industry Councils as workgroups of the WIB Eastern Region Committee.

Meeting summary and outline of action steps



9/12 6/13 Year One: Riverside County EDA/Workforce Investment Board and CVEP/ CVEP WE Oversight Committee have drafted document describing how they will collaborate for mutual support

Essential Practice 3.4 – Employers are actively engaged in guiding and supporting career academies and similar career- and interest-themed programs.


Description: As career academies grow, designated staff (“Career Sector Entrepreneur – in Coachella Valley, “Industry Council Coordinators”) are hired and deployed to maintain and expand employer engagement, support the region’s career academies, suggest updates to the master plan, and help convene Career Sector Advisory Teams ("Industry Councils”).

GOAL 1 of 1: In two (2) years, the CVEP WE Oversight Committee will hire an industry council coordinator for each of the prioritized career sectors. Each Industry Council Coordinator will assure that 51% of the major employers/businesses in their respective sector will be represented on their industry council.


Lead Person(s)/Team

Start Date


Secure funding to hire and support Industry Council coordinators for prioritized Industry Councils.

CVEP WE Oversight Committee will write grants or secure private funding to hire Industry Council Coordinators.

Amount of Money secured

Number of Industry Council Coordinators



CVEP personnel

9/12

9/13

6/13

6/14

Year One:Secure five-year funding for 3 Industry Councils

Year Two:Secure five-year funding for 2 additional Industry Councils

Industry Councils will convene at least once annually as the formal Perkins Advisory for all academy/CTE pathway programs within the council’s focus cluster.

Education partners will collaborate through the Master Plan Partnership (CVEP Workforce Excellence Oversight Committee) to coordinate combined industry advisory meetings for common industry clusters when a formal Industry Council is not yet established.

All academy, pathway and related program coordinators, participate in annual Perkins program review through appropriate Industry Council.

Commitment to attending advisory meetings

Number of annual meetings held.

Number of programs reviewed.

Number of business partners participating.

Industry Council Coordinators

Academy/ Pathway/CTE faculty leads

Industry Councils

9/12 6/13 Year One:Annual Perkins Advisory meetings are convened by the CVEP Healthcare, AME and Advanced Technology Industry Councils

Industry Council education and business partners define Work Based Learning needs for career themed programs and develop a coordinated approach to provide students with relevant job shadows, internships, mentoring etc.

Business partners commit to provide WBL experiences for students – ie: job shadows, mentoring, internships, etc.

Targets/outcomes indicators are established and met for increased industry/employer support for students in CVEP’s targeted industry clusters (i.e. 30 new business partners per year in each of three industry clusters have made commitment to supporting students in job shadows, internships, career explorations or scholarship support

80% of Industry Council members have made a commitment to provide WBL experiences for students


Industry Council Coordinators

Work-Based Learning Coordinator

9/12

9/13

6/13

6/14

Year One: Establish WBL needs for academy/pathway programs in three clusters

Year Two: Increase WBL opportunities by 10%

Businesses provide regular opportunities for educators to participate in Work-Based Learning and Project-Based Learning program development and implementation.

Businesses partners are secured to support quality workforce / externship experiences for faculty.

Each year, a minimum of 5 faculty, per district, in each targeted industry cluster participate in faculty externships exposing them to labor market needs, emerging trends in skills, training and technology.

Number of Hours Invested

Educator lesson plan/curriculum design

Industry Councils


9/12

9/12

6/13

6/13

Year One: Faculty Externship program is available for 12 faculty

Year Two:10% increase in the number of faculty who participate in Faculty externship


Essential Practice 3.5 – Parents, guardians, and key family members are actively engaged on behalf of student success. Description: Parents, guardians, and other key family members (e.g., adult siblings, aunts and uncles, grandparents) play an important role in supporting

students’ educational achievement and postsecondary participation. In light of this reality, the education, business, and civic partners work together to develop and implement outreach strategies that specifically aim to build on inherent family strengths and enhance the capacity of families to support and improve students’ educational achievement.

GOAL 1 of 1: The CVEP WE Oversight Committee will implement effective parent engagement strategies across the Coachella Valley.


Lead Person(s)/Team

Start Date


Develop regional campaign for parents, guardians, and students with an emphasis at elementary and middle school grades which addresses career pathways, college and career readiness and workforce development efforts to “grow our own” local high quality workforce.

Provide marketing materials and information to K-12 school districts and other community partners for parents and students.

Campaign and Marketing materials


9/12

9/13

6/13

6/14

Year One: Program developed and approved

Year Two:Program implemented

Study effective models for engaging parents in support of student success, and develop and/implement programs for the Coachella Valley.

Conduct parent events, career fairs, parent meetings, and community events to share information with families.

Number of events held

Number of parents that attend


9/12

9/13

6/13

6/14

Year One:One parent event at each district school

Year Two:One parent event at each district school with 10% increase in attendance

Each participating district is responsible for providing training to parents and students in regards to career- and interest-themed academy, pathway and related programs.

Establish outreach plan to connect parents and students with academy opportunities.

Middle school outreach to parents

Completed outreach plan

CVUSD, DSUSD, PSUSD

July 1, 2013

June 30, 2014

Year 1 and Ongoing

Middle school counselors provide 8th grade students and parents with information regarding A-G course requirements

Middle school counselors will develop a delivery system to ensure all 8th graders are aware of the A-G requirements

All 8th graders demonstrate knowledge of A-G courses upon 8th grade promotion by an exit survey

Assigned by school site

January 2013

On-going By June 2014 all 8th grade students will demonstrate their knowledge of A-G requirements.

On-going: Middle school counselors will establish a method in which to deliver career exposure to middle school students.

Essential Practice 3.6 – The broader community is aware and actively engaged


Description: The CVEP WE Oversight Committee and the Business Civic Advisory Board make it an ongoing priority to raise awareness and engage students, parents, employers, postsecondary educators, and political leaders in active support for the districts’ high school transformation. These community leaders also actively participate to strengthen the management and leadership skills of education leaders, enrich the professional growth of teachers, and deepen the learning experience for students

GOAL 1 of 1: The CVEP WE Oversight Committee will implement marketing outreach and communication to assure awareness in the Coachella Valley regarding regional College and Career Readiness. Business leaders will actively participate with educational leaders and teachers to strengthen programs for students.


Lead Person(s)/Team

Start Date


Develop regional campaign for employers/business, community members and K-12 educational partners which addresses career pathways, college and career readiness and workforce development efforts to “grow our own” local high quality workforce.

Provide marketing materials and information to K-12 school district and community members.

Emphasize value of developing entrepreneurship themes and skills for students

Campaign and Marketing materials


9/12

9/13

6/13

6/14

Year One: Program developed and approved

Year Two: Program implemented

Provide update to educational partners and the broader community on marketing plans, workforce development needs, local job opportunities, etc. – specifically demonstrating the return on investment that workforce excellence/business-education partnerships hold for employers.

CVEP WE Oversight Committee will host a CEO Leader Roundtable in partnership with all high school principals to strengthen relationships regarding workforce development.

CVEP and senior-level industry partners will participate and conduct professional events and host a recognition dinner/event to recognize K-12 teachers working in master plan.

CVEP WE Oversight Committee board members will actively promote the plan within their own organizations.

Principal participation


9/12 6/13 Year One:Increase attendance by 10%

Year Two:Increase attendance by 10%

Essential Practice 3.7 – Stakeholders are mutually accountable for implementation of the master plan. Description: The master plan is one of mutual accountability, in which everyone – students, teachers, administrators, families, and business and

community partners – participates in collecting and reviewing data in order to measure progress, works collaboratively to build a climate of trust that welcomes the perspectives of all stakeholders, and maintains a commitment to continual learning and improvement.

GOAL 1 of 1: Each year, the CVEP WE Oversight Committee will facilitate an annual review of goals and outcomes pertaining to each constituent/stakeholder’s perception and actual return on investment from the Regional Master Plan.



The Master Plan Partnership (CVEP Workforce Excellence Determine what will be measured. 30% of students in each CVEP WE Oversight 9/13 6/14 Year One: Annual


Oversight Committee) will meet annually for an in-depth review and assessment of Master Plan to chart progress and update progress targets.

Determine partner responsibilities.

Master Plan data/research steering committee guides measurement of outcomes for all plan components.

district enrolled and participate in career- and interest themed academies, pathways and related programs

Number of students who are locally employed

Number of students who graduate from high school

Number of students who enroll in COD, CSUSB – PD, and other post-secondary study

Committee Workforce Excellence Vice President

Master Plan review meeting/retreat is held and progress review update is completed.


Strand 4: College and Career Readiness

Essential Practice 4.1 – Building Aspirations – Build a college-going culture based on post-secondary awareness, eligibility and preparedness. Description: Schools, Districts, business and regional partners collaborate to identify and publicize the requirements and processes associated with post-

secondary admissions and workplace needs. Goal 1 of 4: In five years, the region’s high school graduation rate will increase by 10%.



Methods will be identified and used to track the number of students on target for graduation.

Strategies to increase the graduation will be identified and used valley-wide.

High school graduation data will be collected based on the determined method and shared with stakeholders (i.e., RCOE, oversight committee) in order to monitor progress on goal.

2014 graduating class will be used as baseline data.

The data collection process will be refined during the 2014-2015 school year based on best practices during the pilot year.

Districts will develop strategies to increase the graduation rate by 10%.

School districts and post-secondary partners will produce a report annually and share with stakeholders

January 2013

December 2018

By July 2014 each school district (by high school) will have determined a baseline percentage of graduating seniors

GOAL 2 of 4: The region will increase its college-going rate by 10%.



Methods will be identified and used to track the number of college-going students annually.

Strategies to increase the college- going rate will be identified and used valley-wide.

College-going data will be collected based on the determined method and shared with stakeholders (i.e., RCOE, oversight committee) in order to monitor progress on goal.

2014 graduating class will be used as baseline data.

The data collection process will be refined during the 2014-2015 school year based on best practices during the pilot year.

Districts will develop strategies to increase the college-going rate by 10%. (i.e., taking PSAT, EAP, etc.)

School districts and post-secondary partners will produce a report annually and share with stakeholders

Increase in the number of students taking PSAT, EAP

January 2013

December 2018

By July 2014 each school district (by high school) will have determined a baseline percentage of graduating seniors who have met the college-going criteria

In October 2014: School institutions will follow-up with post-secondary educational partners on college-enrollment number from each area high school.

Year 5: Each school district and COD will increase their college-


going rate by 10%.

GOAL 3 of 4: The region will increase its FAFSA completion rate to 85% within 5 years.



CVEP WE will collaborate with Master Plan Partnership to conduct annual regional FAFSA Advancement campaign

Annual FAFSA Completion Competition will be conducted, building upon model and success of 2012 campaign

Annual FAFSA Completion Competition Fundraiser will be held to raise funds to support annual FAFSA competition

Media outreach plan specific to annual FAFSA Completion Competition will be completed and executed

Parent Engagement plan specific to FAFSA completion will be implemented annually

FAFSA competition results are documented

Revenue generated by FAFSA fundraiser

Media coverage of the program

CVEP WE Staff

Master Plan Partnership

January 2013

December 2018

Annual FAFSA targets are met as established through annual CAFC grant agreement.

GOAL 4 of 4: The region will increase Cal-Grant award “uptakes” by 10% annually.



CVEP WE will collaborate with Master Plan Partnership to study issues around Cal-Grant award qualification and acceptance by PTS students, to inform development and implementation of strategies to maximize Cal-Grant award resource for students.

Research Cal-Grant award history for valley students and identify opportunities and barriers.

Develop and implement a Cal-Grant “uptake” strategy.

A Cal-Grant “uptake”” plan is written

Percentage of students who qualify for Cal-Grant awards increases

CVEP WE Staff

Master Plan Partnership

January 2013

December 2018

Annual Cal-Grant “uptake” targets are met

Essential Practice 4.2 – Building Support Systems for Post-secondary and Career Readiness – planning, preparation, participation and performance in a rigorous academic program that connect to students college and career goals.

Description: Planning, preparation, participation and performance in a rigorous academic program with adequate support systems will help prepare students for post-secondary education or for the world of work.

Goal 1 of 3: In 5 years each school district will train school counselors in college going and career ready opportunities for students.




Use pre-established counselor collaboration opportunities (i.e. COD Counselor Conclave, CVEP Pathways to Success counselor outreach) to deepen and broaden counselor understanding of their role in sustaining and recruiting CTE academy/pathway students.

CVEP WE staff will research and list existing programs.

List will be shared with Master Plan Partnership (CVEP WE Oversight Committee)

Counselors will be included in academy/pathway teams

Counselors will share financial literacy information with parents and students

List of established programs

CTE information included on counselor collaboration agendas

CVEP WE Staff December 2012

February 2013

Year One List of existing

programs will be developed by February 2013.

Year Two – Ongoing List will be updated and

shared annually

GOAL 2 of 3: In 5 years, each school district and/or RCOE will increase the number of CTE A-G courses in pathways and interest themed academies.



Each district will collect current data to establish a baseline A-G completion rate

Identify a person at each school site level to track and provide this information

Collect data Use data to identify strategies to promote

the completion of A-G sequence of courses.

Number of CTE A-G courses in pathways

Assigned by school district

September 2012

June 2013 By June 2013 a baseline report on A-G completion will established for each high school in the Coachella Valley

GOAL 3 of 3: In 5 years, each school district will increase number of students passing or “Conditionally Ready” on the Early Assessment Program (EAP).



Seniors who have above a 2.0 GPA and do not place into college level English as determined by the EAP will be required to take Expository Reading and Writing during their senior year.

CVUSD, DSUSD, and PSUSD will look into the adoption of Expository Reading and Writing as a senior English class as well as appropriate training for teachers assigned to teach the course. http://calstate.edu/eap/englishcourse/

Students and parents will be informed about the CSU Early Assessment Program (EAP), including: What it is, how to take it, what the scores mean, etc. – including essential websites – www.collegeEAP.org and http://calstate.edu/eap/

All students will take the CSU Early Assessment Program (EAP) during their Junior year of high school

Counselors will review all scores and place students into the appropriate course based

EAP score results Number of students who

are enrolled in Expository Reading and Writing

Parents and Students will be aware of the CSU EAP program their EAP results

Adoption of the Expository Reading and Writing by each school district

Director of Secondary Education for each school district.

January 2013

June 2015 By June 2015, all school districts will adopt and offer the Expository Reading and Writing course


http://calstate.edu/eap/

http://www.collegeEAP.org/

http://calstate.edu/eap/englishcourse/

on score results

All EAP, EPT,ELM scores are placed on students’ transcripts to help counselors, parents, and students understand their placement level

Students will be made aware of the online support offered through CSU for the English and math placement tests (i.e., English Placement Test (EPT) and Entry Level Math (ELM) – www.csumathsuccess.org and www.csuenglishsuccess.org

Students and parents will be informed about the EPT and ELM, including: What it is, how to take it, what the scores mean, etc.

Students and parents will be informed about community college placement tests.

All EAP, EPT, ELM scores will be placed on student transcripts

Registrar at each school site

January 2013

November 2013

By November 2014 all EAP scores will be located on district dashboards (This is pretty quick)

Students will take EAP to assist placement of students in math and English their senior year.

Counselors use EAP results to assist in placeman of students in English and math.

Teachers are informed of the significance of the EAP, and other placement exams Teachers will implement strategies in their classroom that will help students be successful on these placement exams.

Number of students who take the EAP

Number of teacher who offer strategies in their classroom to help students be successful on college placement exams

Testing coordinator at each school siteEAP regional coordinator

January 2013

On-going By May 2013, all juniors will take the EAP exam

By May 2015, all juniors will take the COD placement exam


http://www.csuenglishsuccess.org/

http://www.csumathsuccess.org/

Essential Practice 4.3 – Regional Commitment to College and Career Readiness Description: The CVEP WE board Oversight Committee will work collaboratively to find resources to support and publicize the regional

commitment to College and Career Readiness for all students. GOAL 1 of 3: In 5 years, the region will execute a comprehensive, multi-language media campaign that spreads the message of college and career readiness

to families.



Regional media outlets will execute a media campaign that informs the community about College going, FAFSA, Careers, Scholarships, etc.

A committee will be formed to begin discussing how this media campaign will be carried out

Each regional media outlet will take a responsibility for a piece of this campaign

Radio, television, internet and print media campaign

Mobile ready Multi-language

Desert SunTime WarnerKMIRKESQTelemudoUnivisionDesert Radio GroupCVEPStudentsParentsSchool Media/Entertainment Academies

January 2013

September 2015

By September 2014, the committee will produce a timeline of when this campaign will be launched as well as the content that will be included in the campaign

By September 2015, the media campaign will be launched regionally

GOAL 2 of 3: In 5 years, education, business and community partners will begin to develop a sustainable scholarship program that will benefit graduating seniors and college students with a permanent residence in the Coachella Valley, who decide to pursue post-secondary education.



Sustain and grow the existing Pathways to Success (CVEP’s scholarship program) regional scholarship initiative, including scholarship funding plus operational program costs

Increase the total number of matching scholarship partners that provide operational funding support, in addition to scholarship funds.

An increase in the total amount of scholarship funds and operational support committed regionally.

CVEP StaffMatching Partners

January 2013

December 2018

By January 2013 increase the amount of scholarship funds awarded regionally, by 5%.

Within 3 years, at least 60% of scholarship giving will be aimed at targeted industry sectors.

Refine the selection of matching partners to ensure there is a stronger alignment of scholarship funds with targeted industry sectors.

An Increase in the total number of industry specific matching partners.


January 2013

December 2018

By January 2013, increase the number of matching partners by industry sector by 10%.

Within 3 years, 50% of scholarship funding is coming from partners within the Coachella Valley.

Engage business partners to support scholarship-giving programs that are industry specific.

An increase in the number of business partners that support a scholarship-giving program for their company or industry sector.


January 2013

December 2018

By January 2013 increase the total amount of non-matching scholarship funding by 10%.

Establish a fixed endowment to assure sustainability of the scholarship giving structure.

Collaborate with community partners to develop a capital campaign to establish and support a regional scholarship endowment of $20 million, to generate an annual return of

Develop a scholarship endowment and capital campaign plan for the region.


January 2013

December 2018

By August 2013, establish an endowment and create a capital campaign


$1 million in scholarship funds. plan.

GOAL 3 of 3: In 5 years, the Coachella Valley Economic Partnership will implement a job placement program that focuses on connecting post-secondary graduates from the Coachella Valley with internship and employment opportunities.



Develop a comprehensive job placement program that focuses on connecting post-secondary graduates from the Coachella Valley with internship and employment opportunities.

Create inventory of available jobs Develop a way for students who graduate

to communicate to CVEP that they have graduated and are ready to look for a job

Provide workshops related to getting a job in the desert and highlight the opportunities that exist in the Coachella Valley

Develop Job placement services that students can access

Number ofindividuals who graduate from a Coachella Valley High School, graduate from college, and return to work in the Coachella Valley

CVEP StaffBusiness Partners

January 2013

January 2018

By February 2013, a committee will be formed to begin to develop this program

By 2014 secure funding for this initiative

By January 2018, this program will be fully implemented


California Partnership Academies (CPA) in the Coachella Valley and Pipeline Feeder Programs – Fall 2012

Academy Industry Sector Related Industry Council

CVUSDCoachella Valley High Health Careers Academy Health Science and Medical

TechnologyHealthcare Industry Council

Coachella Valley High Hospitality Recreation and Tourism Academy Hospitality, Tourism and RecreationCoachella Valley High Digital Design and Production Academy Arts, Media, and Entertainment Arts Media Entertainment Industry CouncilCoachella Valley High Public Service Academy Public ServicesDesert Mirage High Green Technology Academy Energy and Utilities Advanced Technology Industry CouncilDSUSDIndio High Health Science Academy Health Science and Medical

TechnologyHealthcare Industry Council

La Quinta High Medical Health Academy Health Science and Medical Technology

Healthcare Industry Council

La Quinta High Public Service Academy Public ServicesShadow Hills High Academy of Technology and Landscape Management Agriculture and Natural Resources Advanced Technology Industry CouncilPSUSDCathedral City High Digital Arts Technology Academy (DATA) Arts, Media, and Entertainment Arts Media Entertainment Industry CouncilCathedral City High Health and Environmental Health Academy of

LearningHealth Science and Medical Technology

Healthcare Industry Council

Desert Hot Springs High

Public Safety Academy Public Services

Desert Hot Springs High

Renewable Energy Academy of Learning (REAL) Energy and Utilities Advanced Technology Industry Council

Palm Springs High Money, Marketing and Management Academy Finance and BusinessPalm Springs High Palm Springs Academy of Learning Medicine (PALM) Health Science – Sports

Medicine/Therapeutic Services FocusHealthcare Industry Council

Emerging Academy/Pathway ProgramsHigh School Academy/Pathway Industry Sector Related Industry Council DSUSDPalm Desert High Health Careers Health Science and Medical Technology Healthcare Industry CouncilPSUSD Cathedral City High ACES Advanced Technology Industry CouncilRancho Mirage High Performing Arts Arts Media Entertainment Industry CouncilRancho Mirage High Culinary ArtsRancho Mirage High Alternative Fuels/Auto Advanced Technology Industry CouncilCVUSD


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