Academic Affairs 401 Golden Shore Long Beach, CA 90802 www.calstate.edu Linked Learning Pathways to the Baccalaureate Request for Proposals California State University, May 1 2014 I. Introduction Linked Learning Pathways to the Baccalaureate is a unique funding opportunity to facilitate curricular or programmatic innovations that expand upon career technical education (CTE) pathways that begin with linked learning programs in a high school or high schools and extend to California community colleges and to California state universities. We hope to pilot efforts that employ linked learning principles and improve outcomes for students, ideally culminating in models that are replicable, scalable, and sustainable. II. Overview We invite proposals from California Community Colleges (CCCs), in partnership with one or more local school districts and one or more California State University (CSU) campuses for pilot projects designed to explore and test strategies to improve existing career technical education (CTE) pathways in selected sectors through: the expansion or improvement of linked learning programs, increased identification of experiences that fulfill general education (GE) and major requirements in preparation for transfer, and other mechanisms for facilitating and expediting student completion of certificate(s) and/or degree(s) awarded by the CCC and/or CSU. The overarching goals of Linked Learning Pathways to the Baccalaureate are to (a) build and expand upon existing implementations of linked learning (b) connect high school, community college, and university programs of study, and (c) lead to bachelor s degrees in high-demand fields such as engineering and health sciences. In order to achieve this goal, three of the employment sectors recognized by the California Department of Education will be the focus of this project: Engineering and Design, Health Science and Medical Technology, and Information Technology. CSU Campuses Bakersfield Channel Islands Chico Dominguez Hills East Bay Fresno Fullerton Humboldt Long Beach Los Angeles Maritime Academy Monterey Bay Northridge Pomona Sacramento San Bernardino San Diego San Francisco San José San Luis Obispo San Marcos Sonoma Stanislaus
Page 2 Funded projects will support development of programs that facilitate student goal attainment and, ideally, carry linked learning principles to the postsecondary level. Those principles include: rigorous academics in both GE and major courses. career-based learning in major courses. professional learning through internships and other forms of work-based learning. service-learning and other high-impact practices; and personalized support services like tutoring and counseling. Successful applicants will provide evidence that the chosen pathway begins at a school that has implemented linked learning and that an initial partnership with a CCC and/or CSU exists. This proposal, then, may build or improve upon existing pathways from linked learning programs into the CCC and CSU. As student support services are an aspect of linked learning, applicants will need to demonstrate how they will ensure accurate messaging to students regarding their opportunities for work and/or further study. The use of existing or proposed model curriculum for transfer to the CSU is also encouraged. Information regarding available and proposed model curricula for community college degrees is available at www.c-id.net. III. Application Guidelines A. Projects should include the following elements: 1. propose an innovative means of achieving the stated goals. 2. focus on one pathway within one of the identified sectors that is the focus of the project. (See Appendix A) 3. provide evidence of an existing intersegmental pathway that begins in a high school that has fully implemented linked learning and has the commitment of all three segments (K-12, CCC, CSU) to collaborate on the project. 4. propose improvement in a pathway that already benefits from the integration of linked learning principles, as described at fhttp://www.capta.org/sections/programs/e-cte.cfm and in Education Code 52372.5. (See Appendices B and C) 5. have existing relationships with businesses in the appropriate sector or propose a means to establish such relationships as an element of this project. 6. identify and monitor specific student outcomes that the project proposes to improve. 7. establish or improve upon an infrastructure that is sustainable and replicable. 8. consider and employ model curriculum, if appropriate and available. We encourage a diverse range of projects. Funding may be used for a broad range of coordinating and community-building activities, as well as faculty time and traditional curriculum development.
Page 3 B. Goals of the work proposed may include: 1. Expanding and/or improving the integration of linked learning principles across postsecondary segments. (e.g., contextualizing curriculum in non-cte courses required for goal attainment, integrating work experience into CTE curriculum, expanding the use of high impact practices and personalized support services) 2. Improving effectiveness of transfer pathways for students participating in linked learning programs at the high school level. (e.g., increasing opportunities for students to earn college credit while in high school and ensuring the credit is awarded, improved curricular alignment, increasing opportunities to benefit from the assessment of prior learning, developing or building upon system policies that facilitate postsecondary transitions) 3. Improving readiness for immediate employment upon completion of a postsecondary credential. (e.g., increasing transferability of coursework that increases employability, internships and other work-based learning opportunities) 4. Increasing retention, success, and completion of all students in the identified pathway and especially of students graduating from a linked learning program. (e.g., validating student student proficiency in general education by means other than traditional course-to-course articulation) 5. Leveraging other funding streams that focus on CTE pathways such as the Career Pathways Trust. C. The narrative section of the proposals should answer the following questions and should not exceed 8 single-spaced pages (times 12-point font): 1. Target pathway(s) What pathway within one of the three identified sectors will your project focus on and why was this focus chosen? 2. Outcomes - What are your intended outcomes for student learning, faculty development, and institutional change? How will you achieve them? 3. Assessment - How will you assess your results? How will you know if you have been successful? Selected institutions will commit to providing record-level data of student persistence, academic performance, and success. 4. Partnership - How will the school district, community college, and state university work together? Who will be involved at each institution? What outcomes are associated with the existing implementation of linked learning and how will this project build upon that? What evidence is there that the proposed college-university partnership has been and will be effective? (Please provide a specific example of current or former successful collaborations.) 5. Capacity What existing resources will you leverage to accomplish the goals of this project? What institutional strengths and experiences will help support your work? What challenges are you likely to face, and how will you overcome them?
Page 4 6. Team members Identify the names and positions of key team members, including team leaders from each institution. 7. Relevance for the initiative goal - How will your work address the overall goal of this initiative (e.g., to facilitate the implementation of curricular or programmatic innovations that expand upon CTE pathways that begin with robust linked learning programs in a high school or high schools and extend to one or more California community colleges and to one or more California state universities)? 8. Scalability and sustainability - What is its potential to be adopted system-wide and to be sustainable without ongoing grant support? What changes in policy and/or practice might be needed? In addition, proposals should include a timeline through December 2015, and a budget not to exceed $100,000. Based on the quality and quantity of applications, 3-6 projects will be funded for $75,000-$100,000. The budget may not include any indirect costs. Up to three appendices may be included (optional). We do not require approval from administrators or faculty governance representatives at this time, but will request evidence of administrative and faculty governance commitment before making final awards. Criteria for Evaluation Proposals will be evaluated by the CSU s Chancellor s General Education Advisory Committee and the Linked Learning Pathways Advisory Committee by eight criteria: 1. Creativity. A primary goal of this funding opportunity is to inspire intersegmental collaboration that impacts student success through previously untested mechanisms. Proposals that pilot innovation are encouraged. 2. Potential to develop or improve upon clear, efficient, and engaging pathways to bachelor s degrees in the identified sectors through the integration of linked learning principles and other high impact practices, in particular by incorporating and validating the broadly transferable liberal arts learning outcomes of general education into CTE coursework. 3. Potential to improve engagement, persistence, transfer, and completion of a postsecondary credential or credentials. 4. Evidence of business involvement and integration of components to ensure students are career-ready. 5. Scalability for potential system- wide adoption. 6. Long- term sustainability beyond grant support. 7. Assessment plan. 8. Potential to produce institutional change. Grantee Expectations Reporting requirements will include brief monthly progress reports and a final report that assesses the effectiveness of the project based on the outcomes specified by the grantee.
Page 5 Key Dates May 1, 2014 June 18, 2014 details below) June 30, 2014 July 14, 2014 Request for Proposals issued 2:00 3:30 Webinar with Project Leadership (optional, Proposals due Announcement of selected projects Queries/Technical Assistance For questions and guidance in developing proposals, contact Michelle Pilati, Project Director, at mpilati@riohondo.edu. In addition, Project leadership will host a statewide webinar via CCC Confer to give proposal writers the chance to ask questions and adjust their approach. This is an opportunity for participation from team members from multiple institutions within a region. Application Submission Submit proposals by 5pm on June 30, 2014, via e-mail to: Michelle Pilati mpilati@riohondo.edu Webinar with Project Leadership June 18, 2014 2:00-3:30pm PARTICIPANT DETAILS > Dial your telephone conference line: 1-913-312-3202 or 1-888-886-3951 > Cell phone users dial: 1-913-312-3202 > Enter your passcode: 364794 > Go to www.cccconfer.org > Click the Participant Log In button under the Webinars logo > Locate your meeting and click Go > Fill out the form and click connect PARTICIPANT CONFERENCE FEATURES *0 - Contact the operator for audio assistance *6 - Mute/unmute your individual line FOR ASSISTANCE CCC Confer Client Services - Monday - Friday between 8:00 am - 4:00 pm Phone: 1-760-744-1150 ext 1537 or 1554 Email: clientservices@cccconfer.org
Page 6 Appendix A The project will focus on 3 of the sectors identified by CDE (http://pubs.cde.ca.gov/cte/is/index.aspx): 1. Engineering and Design 2. Health Science and Medical Technology 3. Information Technology Appendix B An effective linked learning program contains all of the following essential components (from http://www.capta.org/sections/programs/e-cte.cfm): 1. Challenging academic component that prepares students for success in higher education as well as in apprenticeships and other postsecondary programs. 2. Technical component that delivers concrete knowledge and skills through technical courses while emphasizing the practical application of academic learning and preparing students for high-skill, high wage employment. 3. A work-based learning component that offers opportunities to learn through realworld experiences. Students gain access to internships, virtual apprenticeships, and school-based enterprises. 4. Support services that include counseling and supplemental instruction in reading, writing and mathematics that help students master the advanced academic and technical content necessary for success in college and career.
Page 7 Appendix C Education Code 52372.5 52372.5. (a) For purposes of this section, a "linked learning program" is a program that is all of the following: (1) A multiyear, comprehensive high school program of integrated academic and technical study that is organized around a broad theme, interest area, or industry sector, including, but not necessarily limited to, the industry sectors identified in the model standards adopted by the state board pursuant to Section 51226. (2) A program that ensures that all pupils have curriculum choices that will prepare them for career entry and a full range of postsecondary options, including two- and four-year college, apprenticeship, and formal employment training. (3) A program that is comprised, at a minimum, of the following components: (A) An integrated core curriculum that meets the eligibility requirements for admission to the University of California and the California State University and is delivered through project-based learning and other engaging instructional strategies that intentionally bring real-world context and relevance to the curriculum where broad themes, interest areas, and career technical education are emphasized. (B) An integrated technical core of a sequence of at least four related courses, that may reflect career technical education standards-based courses, that provide pupils with career skills, that are aligned to and underscore academic principles, and to the extent possible fulfill the academic core requirements listed in subparagraph (A). (C) A series of work-based learning opportunities that begin with mentoring and job shadowing and evolve into intensive internships, schoolbased enterprises, or virtual apprenticeships. (D) Support services, including supplemental instruction in reading and mathematics, that help pupils master the advanced academic and technical content that is necessary for success in college and career. (b) The Superintendent, in conjunction with the Office of the Secretary for Education, the California Community Colleges, the University of California, the California State University, the Employment Development Department, both houses of the California Legislature, teachers, chamber organizations, industry representatives, research centers, parents, school administrators, representatives of regional occupational centers and programs, community-based organizations, labor organizations, and others deemed appropriate by the Superintendent, shall develop a report that explores the feasibility of establishing and expanding additional linked learning programs in California, including the costs and merits associated with expansion of these programs. Linked learning programs created for high schools may include, but are not limited to, California partnership academies, regional occupational centers and programs, charter schools, academies, small learning communities, and other career-themed small schools. (c) The report described in subdivision (b) shall do all of the following: (1) Identify regulations, policies, and practices that need to be added, deleted, or amended in order to promote the development and expansion of linked learning programs. (2) Set forth a reasonable timeline for the development and expansion of linked learning programs. (3) Include at least all of the following components: (A) Assessment of the current capacity of the department for the purpose of maximizing the development of these programs. (B) Identifying the possible roles and responsibilities of other departments or agencies to assist in developing or expanding linked learning programs. (C) An assessment of the appropriateness of school districts fulfilling the requirements set forth in subdivisions (a) and (b) of Section 51228 by developing industry-focused linked learning programs, including those described in this section. (D) Methods for developing and sharing models of integrated curriculum and instruction. (E) Strategies for increasing the course options and instructional time for pupils in high school. (F) Plans for increasing opportunities for high-quality learning based on real-world applications in industry and careers. (G) Methods for
Page 8 improving alignment of curriculum between middle schools and high schools with career instruction, exploration, and counseling for middle school pupils. (H) Methods for improving coordination and articulation between high schools and postsecondary institutions, including, but not limited to, California Community Colleges, the California State University, and the University of California. (I) Recommendations for increasing the supply of teachers who can teach effectively in a linked learning setting that aims to prepare pupils for a full range of postsecondary options. Necessary specialized skills include, but are not limited to, the abilities to design interdisciplinary projects and use project-based learning as an instructional strategy, work with other teachers in a team-teaching arrangement, develop curriculum that effectively integrates academic and technical content, design and utilize high-quality work-based learning to reinforce lessons in both academic and technical courses, and develop authentic pupil assessments. (J) Recommendations for increasing the supply of schoolsite and district administrators who can effectively create and manage schools that are implementing one or more industry-focused linked learning programs. Necessary specialized skills include, but are not limited to, the abilities to develop and sustain partnerships with industry partners, recruit and retain uniquely qualified teachers, guide development of integrated curriculum, understand needs for and provide teacher professional development, guide development of comprehensive guidance systems that integrate college advising and career counseling, guide development of a coordinated and sequenced work-based learning component, and utilize data to assess pupil readiness for college and career. (K) Recommendations for supporting regional coalitions in planning and developing programs. (L) Evaluation of current linked learning programs, including partnership academies, regional occupational centers or programs and postsecondary linked learning programs, including middle colleges and early college models. (M) Recommendations for increasing and improving in-school support services. (N) Recommendations for incorporating new measures into the state' s accountability system to better assess the results of these linked learning programs. (O) Assessment of the budgetary implications of offering all pupils access to these linked learning programs. (d) For purposes of completing the report described in subdivision (b), the Superintendent is authorized to use existing state resources and federal funds. If state or federal funds are not available or sufficient, the Superintendent may apply for and accept grants and receive donations, and other financial support from public or private sources for purposes of this section. (e) In developing the report, the Superintendent may accept support including, but not necessarily limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents, and pupils. (f) The Superintendent shall report to the Legislature as to the status of completing the report and any preliminary recommendations no later than July 1, 2009. (g) The Superintendent shall submit a final report with recommendations to the Legislature and the Governor no later than December 1, 2009.