The document discusses addressing STEM solutions from a systems perspective. It notes that California community colleges serve over 2.4 million students across 112 colleges. It then discusses focusing investments and workforce training by region and high-demand sectors to better align with California's economy. Specific sectors like advanced manufacturing, health, and IT are identified. The document proposes braiding together different funding sources like state, private, and federal money to support targeted regional workforce training in priority industries.
A long distance relationship can be extremely difficult on both partners in a relationship, and learning how to cope with the distance between two of you can be difficult at best. As long as the bond is nurtured while the two people are apart, it is still possible to grow and build a wonderful relationship even when two people must be apart.
http://www.marriage-couples-counseling-new-york.com/counseling-topics/long-distance-relationship-for-couples/
This presentation summarizes the creation of a resource site called "Passport to Course Development" to help improve the online course development process at Regis University College for Professional Studies. The "Passport" was created to alleviate faculty resistance to developing online courses, improve efficiency, and serve as an exemplar for best practices. It takes the form of a virtual guide through the course development process, utilizing graphics, audio, and other multimedia elements. The design process involved audience analysis, stakeholder involvement, and a collaborative approach. The site is now being used by faculty during various stages of course development and as a demonstration of the learning management system tools.
The Cred-Ability project aims to develop accredited training programs for delivering arts in prisons across Europe. It will unify existing UK training initiatives into a single program, and transfer this to Germany, Latvia, and Lithuania to create the first training available at a European level. The training will cover all aspects of prison arts delivery and be accessible through an interactive website. It is intended for artists, teachers, prison officers, and arts students wanting to implement prison arts programs. The project is led by Seeds for Growth and involves partnerships with education and arts organizations in the UK and receiving countries.
PAL plans to terminate more than 2,600 regular employees across three departments, despite earning more than PhP 3 billion the previous year. PAL claims the terminations are necessary to address losses, while PALEA argues PAL is profitable and terminating workers to weaken the union. The Department of Labor and Office of the President upheld PAL's actions, citing management prerogative to prevent further losses through outsourcing. However, PALEA believes PAL is violating their rights and collective bargaining agreement to undermine union negotiations for a new contract.
The document discusses props for a 5-minute romantic supernatural film. It identifies the main genre as romance and sub-genre as supernatural. Props like a walking stick, glasses, gravestones, folders, books, beer bottles, a necklace, laptop, earphones and a phone are suggested to emphasize the genres and characters. However, the document notes that not all props could be accessed to fully elaborate on their intended symbolism in the film.
The document outlines two career paths - airline pilot (Plan A) and flight attendant (Plan B). For Plan A, it details the responsibilities, requirements, benefits and entry-level position of an airline pilot. It notes pilots can earn $25,000 initially and work their way up over time. For Plan B, it outlines the roles, work schedule, important qualities and related careers for a flight attendant, noting there are no direct entry-level positions. In conclusion, the author expresses their continued interest in becoming an airline pilot.
Discover how to cultivate your natural sexiness in the bedroom to personal power in the boardroom and life long leadership. Feeling sexy is a state of mind when harnessed, births unlimited possibility! Learn how to "Make Love to Life!" and accomplish everything you want in life.
A long distance relationship can be extremely difficult on both partners in a relationship, and learning how to cope with the distance between two of you can be difficult at best. As long as the bond is nurtured while the two people are apart, it is still possible to grow and build a wonderful relationship even when two people must be apart.
http://www.marriage-couples-counseling-new-york.com/counseling-topics/long-distance-relationship-for-couples/
This presentation summarizes the creation of a resource site called "Passport to Course Development" to help improve the online course development process at Regis University College for Professional Studies. The "Passport" was created to alleviate faculty resistance to developing online courses, improve efficiency, and serve as an exemplar for best practices. It takes the form of a virtual guide through the course development process, utilizing graphics, audio, and other multimedia elements. The design process involved audience analysis, stakeholder involvement, and a collaborative approach. The site is now being used by faculty during various stages of course development and as a demonstration of the learning management system tools.
The Cred-Ability project aims to develop accredited training programs for delivering arts in prisons across Europe. It will unify existing UK training initiatives into a single program, and transfer this to Germany, Latvia, and Lithuania to create the first training available at a European level. The training will cover all aspects of prison arts delivery and be accessible through an interactive website. It is intended for artists, teachers, prison officers, and arts students wanting to implement prison arts programs. The project is led by Seeds for Growth and involves partnerships with education and arts organizations in the UK and receiving countries.
PAL plans to terminate more than 2,600 regular employees across three departments, despite earning more than PhP 3 billion the previous year. PAL claims the terminations are necessary to address losses, while PALEA argues PAL is profitable and terminating workers to weaken the union. The Department of Labor and Office of the President upheld PAL's actions, citing management prerogative to prevent further losses through outsourcing. However, PALEA believes PAL is violating their rights and collective bargaining agreement to undermine union negotiations for a new contract.
The document discusses props for a 5-minute romantic supernatural film. It identifies the main genre as romance and sub-genre as supernatural. Props like a walking stick, glasses, gravestones, folders, books, beer bottles, a necklace, laptop, earphones and a phone are suggested to emphasize the genres and characters. However, the document notes that not all props could be accessed to fully elaborate on their intended symbolism in the film.
The document outlines two career paths - airline pilot (Plan A) and flight attendant (Plan B). For Plan A, it details the responsibilities, requirements, benefits and entry-level position of an airline pilot. It notes pilots can earn $25,000 initially and work their way up over time. For Plan B, it outlines the roles, work schedule, important qualities and related careers for a flight attendant, noting there are no direct entry-level positions. In conclusion, the author expresses their continued interest in becoming an airline pilot.
Discover how to cultivate your natural sexiness in the bedroom to personal power in the boardroom and life long leadership. Feeling sexy is a state of mind when harnessed, births unlimited possibility! Learn how to "Make Love to Life!" and accomplish everything you want in life.
The document summarizes case studies and presentations from the 2014 California STEM Summit about reform and innovation in STEM teacher preparation through collaborations between California State Universities and school districts. Key areas discussed include reshaping teacher preparation programs, enhancing STEM educators' skills, and strategies for empowering teachers to teach common core state standards in math and next generation science standards. Specific examples of partnerships between Sacramento City Unified School District, Fresno Unified School District, and California State Universities are presented.
The document discusses the Commission on Teacher Credentialing's efforts to strengthen teacher preparation programs in California to better align with the Common Core State Standards and Next Generation Science Standards. It outlines challenges these new standards present and the Commission's role in setting standards for subject matter knowledge, teacher preparation programs, examinations, and induction. It also summarizes recommendations from the Teacher Preparation Advisory Panel related to strengthening STEM education and revising science credential areas.
The document discusses building cross-sector partnerships to support STEM education. It describes Silicon Valley Education Foundation's approach of drawing on the time, talent, and treasure of partners from education, nonprofit, and corporate sectors. These partnerships provide complementary resources like access to students, teachers, and facilities from schools; curriculum expertise and professional development from nonprofits; and computer resources, classroom mentors, and consulting help from companies. The presentation outlines challenges like mission creep, partners feeling threatened, and limited resources, and provides tools for building effective partnerships through a partnership fit test and portfolio impact vs. sustainability matrix.
The Central Coast STEM Collaborative is a network of stakeholders committed to promoting STEM education. Their vision is for an innovative STEM learning culture where people of all backgrounds can contribute to a sustainable future. Current work includes enhancing community involvement in STEM, facilitating STEM events, providing online opportunities, and mapping workforce needs. They partner with schools in San Luis Obispo and Santa Barbara counties through programs like Partners in Education and Science after Dark.
This document lists 5 topics: Science, Technology, Engineering, Art, and Math. It appears to be an acronym for STEAM, which refers to integrating arts with STEM (Science, Technology, Engineering, and Math) subjects in education. The document highlights key disciplines that are often combined in interdisciplinary or transdisciplinary approaches to learning.
This document outlines a STEM education policy agenda for California with the goals of providing quality STEM learning experiences, developing great STEM educators, and creating innovative STEM networks. It discusses the need to design standards and accountability systems to better support STEM teaching and learning aligned with college and career expectations. It also stresses the importance of redesigning teacher preparation, credentialing policies, and professional learning to attract and support more STEM educators. Finally, it advocates for building partnerships to increase efficiency and sustainability of STEM programs through aligned educational and economic investments.
The document summarizes the background and successful practices of the Center for African American Achievement in Engineering (CAAAE) and its Dr. Frank S. Greene Scholars Program (GSP). The GSP provides support to Black students in STEM fields, with 100% of scholars graduating from high school and college, 75% attending 4-year universities, and 40% obtaining STEM degrees. The program's success is attributed to high expectations for both scholars and involved parents, who are required to donate time monthly and financially support the program through an annual fee.
The document summarizes a STEM teacher preparation program between CSU Long Beach and Long Beach Unified School District. The program provides intensive training to 150 pre-service and in-service elementary teachers through a year-long residency program. It aims to change the culture of STEM teaching from the ground up by training teachers to teach integrated STEM disciplines through inquiry. The program involves collaboration between university faculty, school leaders, and partner organizations to provide research-based professional development and support to both new and experienced teachers.
This document discusses Engineering Pathways, a program aimed at attracting and retaining a more diverse student body in engineering programs. It outlines obstacles such as a lack of shared culture and long math sequences before calculus. The program aims to get students through calculus and intro science in one year with support like math workshops and tutoring. It provides examples of partner colleges and funding sources for similar programs. Diagrams illustrate hands-on problem solving activities and workshops addressing topics like unit conversions and estimating areas/volumes. Passing rate data is also included.
This document outlines the Engineering is Elementary (EiE) curriculum. It defines technology as anything human-made used to solve problems or fulfill desires. EiE teaches engineering concepts through technology examples from different countries. Lessons include an engineering story, the relevant engineering field, how science informs design, and an engineering design challenge. The engineering design process involves defining a problem, brainstorming solutions, planning/creating one idea, and testing/improving the design.
The document outlines the vision and goals of the East Bay STEM Network which aims to connect employers, educators, and other stakeholders in Alameda and Contra Costa counties to improve STEM educational outcomes. The Network has a steering committee of 60 members from diverse sectors and a backbone staff. It takes a cradle-to-career approach through four action groups focusing on early STEM learning, out-of-school STEM programs, STEM professional learning communities for educators, and STEM college and career pathways. The college and career pathways group aims to increase the number of students pursuing STEM degrees and careers by developing articulated pathways from high school to postsecondary programs.
The document describes the new L.A. Regional STEM Hub, which aims to connect STEM professionals with educators to provide students access to high-quality STEM education and careers. The hub will focus on teacher professional development, student project-based learning opportunities, connecting education providers to industry, and advancing supportive STEM policies. It will serve as a network linking various regional stakeholders in K-12 education, higher education, early education, after-school programs, businesses, nonprofits, and philanthropic organizations involved in STEM.
This document summarizes a presentation given at the 2014 STEM Summit about new assessments in STEM fields in California. It discusses the Smarter Balanced Field Test for English and math that will take place in March-June 2014. It also discusses requirements for science assessments, including continuing current state tests in 2013-14 and plans to develop new science assessments aligned with the Next Generation Science Standards. The presentation provided an overview of the field test, requirements for participation, and preparation resources available. It also summarized a previous science computer-based test tryout and next steps around developing new science assessments.
This document provides an overview of the Local Control Funding Formula (LCFF) in California. It explains that LCFF aims to give more local control over funding by providing a base grant amount to districts plus supplemental funding for low-income students, English learners, and foster youth. It outlines the accountability process where districts must adopt a 3-year Local Control and Accountability Plan (LCAP) with input from parents and community to outline goals and expenditures. The document encourages districts to engage stakeholders early in the planning process and leverage LCFF to advance STEM goals that close achievement gaps.
The document outlines the OC STEM Initiative which aims to develop a regional network to support STEM learning opportunities for students in after-school and summer programs. It identifies five key components of a successful STEM network: (1) partnerships with K-12 schools, (2) a backbone organization, (3) local funders, (4) science centers, and (5) community champions. It also presents a logic model and overview of the OC STEM Regional Innovation Support Provider network which connects partners across multiple counties to improve STEM programs, professional development for educators, and outcomes for students. The overall goal is to ensure all students and educators have the skills and support needed for students to be competitive in 21st century STE
This document summarizes a presentation on online professional development for STEM educators. It introduces two examples of online PD programs, Click2SciencePD and the NMC Academy, which provide interactive learning modules and mini-courses. Attendees then discussed adopting and adapting these models, creating more networks of opportunities, and incentives for participation. The discussion concluded with recommendations for how to promote STEM PD 3.0 across California through these online networks and models.
The document discusses recommendations for improving K-12 STEM teacher training and development in California. It finds that current teacher training is disjointed and does not adequately prepare teachers in math and science content or skills. The key recommendations are to create a coherent, progressive system of teacher training that integrates content, pedagogy and clinical practice; increase the math and science capacity of teacher training programs; and form strong partnerships between teacher preparation programs and school districts. Revising standards and linking credentials to demonstrated competencies are also recommended. The goal is to transform the system to better support great STEM teachers and produce STEM-literate students.
The document summarizes an agenda for a seminar on STEM courses offered by the Endeavour Academy for middle and high school students. It provides an overview of the Endeavour Institute's mission to inspire students through hands-on STEM learning. It also discusses how new standards in Common Core math and English, Next Generation Science Standards, and computer-based assessments require focusing more on skills like problem-solving in addition to content knowledge. An example activity demonstrates teaching graphing concepts through motion detection.
The document summarizes a presentation by Kim Jacobson from the Hasso Plattner Institute of Design at Stanford titled "Designing Learning in Our Evolving World". The presentation discusses using design thinking and embracing experimentation and collaboration to promote innovation in education. It advocates for teaching students real-world problem solving and creativity over finite answers, and empowering them with skills like computer programming that can change the world.
The document summarizes case studies and presentations from the 2014 California STEM Summit about reform and innovation in STEM teacher preparation through collaborations between California State Universities and school districts. Key areas discussed include reshaping teacher preparation programs, enhancing STEM educators' skills, and strategies for empowering teachers to teach common core state standards in math and next generation science standards. Specific examples of partnerships between Sacramento City Unified School District, Fresno Unified School District, and California State Universities are presented.
The document discusses the Commission on Teacher Credentialing's efforts to strengthen teacher preparation programs in California to better align with the Common Core State Standards and Next Generation Science Standards. It outlines challenges these new standards present and the Commission's role in setting standards for subject matter knowledge, teacher preparation programs, examinations, and induction. It also summarizes recommendations from the Teacher Preparation Advisory Panel related to strengthening STEM education and revising science credential areas.
The document discusses building cross-sector partnerships to support STEM education. It describes Silicon Valley Education Foundation's approach of drawing on the time, talent, and treasure of partners from education, nonprofit, and corporate sectors. These partnerships provide complementary resources like access to students, teachers, and facilities from schools; curriculum expertise and professional development from nonprofits; and computer resources, classroom mentors, and consulting help from companies. The presentation outlines challenges like mission creep, partners feeling threatened, and limited resources, and provides tools for building effective partnerships through a partnership fit test and portfolio impact vs. sustainability matrix.
The Central Coast STEM Collaborative is a network of stakeholders committed to promoting STEM education. Their vision is for an innovative STEM learning culture where people of all backgrounds can contribute to a sustainable future. Current work includes enhancing community involvement in STEM, facilitating STEM events, providing online opportunities, and mapping workforce needs. They partner with schools in San Luis Obispo and Santa Barbara counties through programs like Partners in Education and Science after Dark.
This document lists 5 topics: Science, Technology, Engineering, Art, and Math. It appears to be an acronym for STEAM, which refers to integrating arts with STEM (Science, Technology, Engineering, and Math) subjects in education. The document highlights key disciplines that are often combined in interdisciplinary or transdisciplinary approaches to learning.
This document outlines a STEM education policy agenda for California with the goals of providing quality STEM learning experiences, developing great STEM educators, and creating innovative STEM networks. It discusses the need to design standards and accountability systems to better support STEM teaching and learning aligned with college and career expectations. It also stresses the importance of redesigning teacher preparation, credentialing policies, and professional learning to attract and support more STEM educators. Finally, it advocates for building partnerships to increase efficiency and sustainability of STEM programs through aligned educational and economic investments.
The document summarizes the background and successful practices of the Center for African American Achievement in Engineering (CAAAE) and its Dr. Frank S. Greene Scholars Program (GSP). The GSP provides support to Black students in STEM fields, with 100% of scholars graduating from high school and college, 75% attending 4-year universities, and 40% obtaining STEM degrees. The program's success is attributed to high expectations for both scholars and involved parents, who are required to donate time monthly and financially support the program through an annual fee.
The document summarizes a STEM teacher preparation program between CSU Long Beach and Long Beach Unified School District. The program provides intensive training to 150 pre-service and in-service elementary teachers through a year-long residency program. It aims to change the culture of STEM teaching from the ground up by training teachers to teach integrated STEM disciplines through inquiry. The program involves collaboration between university faculty, school leaders, and partner organizations to provide research-based professional development and support to both new and experienced teachers.
This document discusses Engineering Pathways, a program aimed at attracting and retaining a more diverse student body in engineering programs. It outlines obstacles such as a lack of shared culture and long math sequences before calculus. The program aims to get students through calculus and intro science in one year with support like math workshops and tutoring. It provides examples of partner colleges and funding sources for similar programs. Diagrams illustrate hands-on problem solving activities and workshops addressing topics like unit conversions and estimating areas/volumes. Passing rate data is also included.
This document outlines the Engineering is Elementary (EiE) curriculum. It defines technology as anything human-made used to solve problems or fulfill desires. EiE teaches engineering concepts through technology examples from different countries. Lessons include an engineering story, the relevant engineering field, how science informs design, and an engineering design challenge. The engineering design process involves defining a problem, brainstorming solutions, planning/creating one idea, and testing/improving the design.
The document outlines the vision and goals of the East Bay STEM Network which aims to connect employers, educators, and other stakeholders in Alameda and Contra Costa counties to improve STEM educational outcomes. The Network has a steering committee of 60 members from diverse sectors and a backbone staff. It takes a cradle-to-career approach through four action groups focusing on early STEM learning, out-of-school STEM programs, STEM professional learning communities for educators, and STEM college and career pathways. The college and career pathways group aims to increase the number of students pursuing STEM degrees and careers by developing articulated pathways from high school to postsecondary programs.
The document describes the new L.A. Regional STEM Hub, which aims to connect STEM professionals with educators to provide students access to high-quality STEM education and careers. The hub will focus on teacher professional development, student project-based learning opportunities, connecting education providers to industry, and advancing supportive STEM policies. It will serve as a network linking various regional stakeholders in K-12 education, higher education, early education, after-school programs, businesses, nonprofits, and philanthropic organizations involved in STEM.
This document summarizes a presentation given at the 2014 STEM Summit about new assessments in STEM fields in California. It discusses the Smarter Balanced Field Test for English and math that will take place in March-June 2014. It also discusses requirements for science assessments, including continuing current state tests in 2013-14 and plans to develop new science assessments aligned with the Next Generation Science Standards. The presentation provided an overview of the field test, requirements for participation, and preparation resources available. It also summarized a previous science computer-based test tryout and next steps around developing new science assessments.
This document provides an overview of the Local Control Funding Formula (LCFF) in California. It explains that LCFF aims to give more local control over funding by providing a base grant amount to districts plus supplemental funding for low-income students, English learners, and foster youth. It outlines the accountability process where districts must adopt a 3-year Local Control and Accountability Plan (LCAP) with input from parents and community to outline goals and expenditures. The document encourages districts to engage stakeholders early in the planning process and leverage LCFF to advance STEM goals that close achievement gaps.
The document outlines the OC STEM Initiative which aims to develop a regional network to support STEM learning opportunities for students in after-school and summer programs. It identifies five key components of a successful STEM network: (1) partnerships with K-12 schools, (2) a backbone organization, (3) local funders, (4) science centers, and (5) community champions. It also presents a logic model and overview of the OC STEM Regional Innovation Support Provider network which connects partners across multiple counties to improve STEM programs, professional development for educators, and outcomes for students. The overall goal is to ensure all students and educators have the skills and support needed for students to be competitive in 21st century STE
This document summarizes a presentation on online professional development for STEM educators. It introduces two examples of online PD programs, Click2SciencePD and the NMC Academy, which provide interactive learning modules and mini-courses. Attendees then discussed adopting and adapting these models, creating more networks of opportunities, and incentives for participation. The discussion concluded with recommendations for how to promote STEM PD 3.0 across California through these online networks and models.
The document discusses recommendations for improving K-12 STEM teacher training and development in California. It finds that current teacher training is disjointed and does not adequately prepare teachers in math and science content or skills. The key recommendations are to create a coherent, progressive system of teacher training that integrates content, pedagogy and clinical practice; increase the math and science capacity of teacher training programs; and form strong partnerships between teacher preparation programs and school districts. Revising standards and linking credentials to demonstrated competencies are also recommended. The goal is to transform the system to better support great STEM teachers and produce STEM-literate students.
The document summarizes an agenda for a seminar on STEM courses offered by the Endeavour Academy for middle and high school students. It provides an overview of the Endeavour Institute's mission to inspire students through hands-on STEM learning. It also discusses how new standards in Common Core math and English, Next Generation Science Standards, and computer-based assessments require focusing more on skills like problem-solving in addition to content knowledge. An example activity demonstrates teaching graphing concepts through motion detection.
The document summarizes a presentation by Kim Jacobson from the Hasso Plattner Institute of Design at Stanford titled "Designing Learning in Our Evolving World". The presentation discusses using design thinking and embracing experimentation and collaboration to promote innovation in education. It advocates for teaching students real-world problem solving and creativity over finite answers, and empowering them with skills like computer programming that can change the world.
1. Addressing STEM Solutions…
A System Perspective
CSLNET Conference
Dr. Debra G. Jones, Dean
Division of Workforce and Economic Development
djones@cccco.edu
1
2. California Community Colleges
• 112 colleges employ more than 85,000 Californians
• Serve 2.4 million students
• 25% of US community college students are enrolled in a
California community college
3. Fueling California’s Workforce
Our graduates and certificate earners:
Keep you safe ~ Keep you healthy ~ Innovate ~
80% of 70% of California 48% of UC
firefighters, EMTs nurses are bachelor’s degree
and police educated at holders in STEM
officers are community majors
trained at our colleges transferred from
colleges a community
college
4. Is our system trending the right way?
31.50%
31.35%
10 year decline in “CTE as a % of FTES”
31.00%
30.68%
30.50%
30.33%
30.19%
30.00% 29.96%
29.86% 29.90% 29.88%
29.81%
29.63%
29.50%
29.00%
28.50%
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
Source: CCCCO MIS
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students 4
5. A solution…
Refocusing to train by sector by region.
Jobs & Economy Goals:
• Supply in-demand skills for employers
• Create relevant pathways and stackable credentials
• Get Californians into open jobs
• Promote student success
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
5
6. What if? Focused investments
• TARGET investments
• By REGION
• At SECTORS
– Priority
– Emergent
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
7. California’s reality: many regional economies
• San Diego/Imperial
-----
• Los Angeles
• Orange County
-----
• East Bay
• North Bay
• SF/Mid Peninsula
• Silicon Valley
• Santa Cruz/Monterey
-----
• Inland Empire
-----
• Greater Sacramento
• Northern Inland CA
• Northern Coastal CA
-----
• South Central
-----
• Central
• Mother Lode
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
8. Investments in Sectors
1. Advanced Manufacturing
2. Advanced Transportation & Renewables
3. Agriculture, Water & Environmental Technologies
4. Energy (Efficiency) & Utility
5. Health
6. Life Science/Biotech
7. Information Communications Technologies & Digital Media
8. Global Trade & Logistics
9. Small Business
10. Retail/Hospitality/Tourism “Learn-and-Earn”
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
8
9. What if? Braiding funds
• State Chancellor’s Office
workforce funds
– EWD
– SB70
– Perkins 1B
• Other resources
– Private
– Public
– Foundation
– Federal, state, regional, local
The feds are already doing it.
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
10. Give us your feedback.
Visit doingwhatmatters.cccco.edu.
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
Editor's Notes
CCs are vital to jobs and economyChaos.Now is the time to engage and not pull back. What do you need from your cc’s.
Q3: Rescope activities of Perkins-funded Regional Consortia to strengthen regions: data mining, convening, technology, and curriculum.Q1: Support with labor market demand data provided by EWD Center of Excellence, CWIB, EDD’s labor agency, etc.Q3: Align pathways of SB70-funded high school academies.Objections: data?Role of IDs (initiative directors)Region County(s) Inland Empire Riverside, San Bernardino San Diego/Imperial San Diego, Imperial Los Angeles/Orange Los Angeles, Orange East Bay Alameda, Contra Costa North Bay Solano, Napa, Sonoma, Marin Silicon Valley Santa Clara South SF Bay Santa Cruz, Monterey San Francisco San Francisco, San Mateo Greater Sacramento Sacramento, El Dorado, Placer, Yolo, Sutter, Yuba, Nevada Northern Inland CA Butte, Colusa, Glenn, Lassen, Modoc, Plumas, Shasta, Sierra, Siskiyou, Tehama, Trinity Northern Coastal CA Del Norte, Humboldt, Lake, Mendocino South Central San Luis Obispo, Santa Barbara, Ventura Central Merced, San Joaquin, Stanislaus, Tulare, Fresno, Kern, Kings, Madera, San Benito Mother Lode Mariposa, Mono, Tuolumne, Alpine, Amador, Calaveras, Inyo
Data drivenEach with a Sector Navigator – like a specialist doctor to bring SME