Bill Text: CA AB2058 | 2021-2022 | Regular Session | Amended

NOTE: There are more recent revisions of this legislation. Read Latest Draft
Bill Title: Career technical education: California Career Technical Education Incentive Grant Program: Strong Workforce Program.

Spectrum: Slight Partisan Bill (Democrat 5-3)

Status: (Engrossed - Dead) 2022-06-29 - In committee: Hearing postponed by committee. [AB2058 Detail]

Download: California-2021-AB2058-Amended.html

Amended  IN  Assembly  May 23, 2022
Amended  IN  Assembly  March 10, 2022

CALIFORNIA LEGISLATURE— 2021–2022 REGULAR SESSION

Assembly Bill
No. 2058

Introduced by Assembly Members O’Donnell and Quirk-Silva
(Coauthors: Assembly Members Grayson, Mullin, Megan Dahle, Gallagher, and McCarty) McCarty, and Voepel)

February 14, 2022

An act to amend Sections 53070, 53071, 53076, 88821, 88822, 88823, 88825, and 88826 of, to amend and repeal Section 88833 of, to amend, repeal, and add Section 53076.4 of, to add Section 53076.5 to, to add Chapter 16.1 (commencing with Section 53020) to Part 28 of Division 4 of Title 2 of, and to repeal Sections 88827, 88828, 88829, 88830, 88831, 88832, and 88833 of, and to repeal and add Section 53076.4 of, and 88832 of, the Education Code, relating to career technical education. education, and declaring the urgency thereof, to take effect immediately.


LEGISLATIVE COUNSEL'S DIGEST


AB 2058, as amended, O’Donnell. Career technical education: California Career Technical Education Incentive Grant Program: Strong Workforce Program.
(1) Existing law establishes the California Career Technical Education Incentive Grant Program, administered by the State Department of Education, with the purpose of encouraging, maintaining, and strengthening the delivery of high-quality career technical education programs. Existing law provides, for the 2021–22 fiscal year and each fiscal year thereafter, that $300,000,000 shall be available to the department, upon appropriation by the Legislature, for the program. Existing law requires an applicant to demonstrate a proportional dollar-for-dollar match and sets that amount for the 2021–22 fiscal year, and each fiscal year thereafter, at $2 for every $1 received from the program. Existing law prohibits an applicant from being awarded an amount higher than the amount that the allocation formula determines them to be eligible to receive under the program.
This bill instead would provide, for the 2022–23 fiscal year, and each fiscal year thereafter, that $450,000,000 shall be made available to the department upon appropriation by the Legislature, for the program. The bill would reduce the proportional match for the 2022–23 fiscal year, and each fiscal year thereafter, to $1 for regional occupational centers or programs operated by a joint powers authority or those operated by a county office of education, and to $1.50 for local educational agencies. The bill would delete the prohibition against an applicant being awarded more than the amount determined by the allocation formula.
(2) Existing law requires grant applicants to meet minimum requirements, including, among other things, reporting to the Superintendent of Public Instruction data on the number of pupils completing career technical education coursework.
This bill would require applicants to additionally report data on the number of pupils completing a career technical education pathway consisting of a sequence of 2 or more career technical education courses in the same career technical education subject matter discipline.
(3) Existing law requires the Superintendent to take specified actions for purposes of administering the California Career Technical Education Incentive Grant Program.
This bill would require the Superintendent to establish, in collaboration with the executive director of the State Board of Education, a stakeholder workgroup on or before September 30, 2022, to consider and provide recommendations on methods to simplify the allocation of funding under the program and maximize career technical education opportunities for pupils, as provided, and to report those recommendations to the policy and fiscal committees of the Legislature, the Department of Finance, and the Governor by March 30, 2023. The bill would require the Superintendent to ensure a level of professional staffing within the department that is dedicated to career technical education, sufficient to effectively administer the program and other federal and state career technical education programs, as specified.
(4) Existing law requires the K–12 Workforce Pathway Coordinators and the K–14 Technical Assistance Providers to provide technical assistance and support to grant recipients, as provided.
This bill would, commencing with the 2022–23 2023–24 fiscal year, and each fiscal year thereafter, instead require $12,000,000 to be made available to the department, subject to an appropriation in the annual Budget Act or another statute, to provide regional career technical education coordinators for the provision of technical assistance and support to local educational agencies in implementing all of their career technical education courses, programs, and pathways, as provided.
(5) Existing law establishes the California Community Colleges, under the administration of the Board of Governors of the California Community Colleges, as one of the segments of public postsecondary education in this state. Existing law establishes the Strong Workforce Program to provide funding to career technical education regional consortia made up of community college districts, as specified. Existing law also establishes a K–12 component of the Strong Workforce Program. Existing law provides that, commencing with the 2018–19 fiscal year, the amount appropriated in the annual Budget Act for the K–12 component of the program is used to create, support, or expand high-quality career technical education programs at the K–12 level that are aligned with the workforce development efforts occurring through the program.
This bill would repeal the K–12 component of the Strong Workforce Program and would provide that require the administration of any outstanding allocations or contracts for the K–12 component of the Strong Workforce Program shall to be administered by the department pursuant to the California Career Technical Education Incentive Grant Program.
(6) This bill would establish the Golden State Pathways Program as a one-time supplement to the California Career Technical Education Incentive Grant Program to establish or expand pathways in high-wage, high-skill, high-growth areas, including technology, health care, education, and climate-related fields that, among other things, allow pupils to advance seamlessly from high school to college and career and provide the workforce needed for economic growth, as provided. The bill would require the department, contingent upon appropriation by the Legislature, to administer the Golden State Pathways Program as a competitive subgrant program as part of the California Career Technical Education Incentive Grant Program, as specified.
(7) This bill would declare that it is to take effect immediately as an urgency statute.
Vote: MAJORITY2/3   Appropriation: NO   Fiscal Committee: YES   Local Program: NO  

The people of the State of California do enact as follows:


SECTION 1.

 Chapter 16.1 (commencing with Section 53020) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read:
CHAPTER  16.1. Golden State Pathways Program

53020.
 This chapter shall be known, and may be cited, as the Golden State Pathways Program Act.

53021.
 The Golden State Pathways Program is hereby established as a one-time supplement to the California Career Technical Education Incentive Grant Program established pursuant to Chapter 16.5 (commencing with Section 53070), to do all of the following:
(a) Establish or expand pathways in high-wage, high-skill, high-growth areas, including, but not limited to, technology, health care, education, and climate-related fields that allow pupils to advance seamlessly from high school to college and career and provide the workforce needed for economic growth.
(b) Encourage collaboration between local educational agencies, institutions of higher education, local and regional employers, and other relevant community interestholders to develop, or expand the availability of, innovative college and career pathways that simultaneously align with a local educational agency’s local or regional labor market needs.
(c) Enable more pupils to access postsecondary education opportunities and workforce training opportunities, or to obtain gainful employment in an industry that simultaneously aligns with local, regional, or state labor market needs.
(d) Support the continued development of a skilled and educated workforce.

53022.
 For purposes of this chapter, the following definitions apply:
(a) “High-priority local educational agency” means a local educational agency that meets any of the criteria established pursuant to Section 53075.
(b) “Local educational agency” means a school district, charter school, county office of education, or regional occupational center or program operated by a joint powers authority or a county office of education.
(c) “Region” means the regional planning unit as defined by California’s Unified Strategic Workforce Development Plan, developed by the California Workforce Development Board, pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128).

53023.
 Contingent upon appropriation by the Legislature in the annual Budget Act or other statute, the department shall administer the Golden State Pathways Program as a competitive subgrant program as part of the California Career Technical Education Incentive Grant Program established pursuant to Chapter 16.5 (commencing with Section 53070). It is the intent of the Legislature that the application, data collection, and reporting for the Golden State Pathways Program be aligned with those for the California Career Technical Education Incentive Grant Program to reduce the administrative burden for grantees. In order to be eligible to receive a grant award, a local educational agency shall do the following, as applicable:
(a) Commit to providing participating high school pupils with all of the following:
(1) Offer high-quality curriculum and instruction aligned with the California Career Technical Education Model Curriculum Standards, including, but not limited to, providing a coherent sequence of career technical education courses that enable pupils to transition to postsecondary education programs that lead to a career pathway or attain employment or industry certification upon graduation from high school, including programs that integrate academic and career technical education and that offer the opportunity for participants to prepare for postsecondary enrollment and to earn postsecondary credits through Advanced Placement courses, International Baccalaureate courses, or by formal agreement with a postsecondary partner to provide dual enrollment opportunities.
(2) Provide pupils with quality career exploration, guidance, and a continuum of work-based learning opportunities aligned with academic coursework, which may include paid internships.
(3) Provide pupil support services, including counseling and leadership development, to address pupils’ social, emotional, career, and academic needs.
(4) Provide for system alignment, coherence, and articulation, including ongoing and structural regional or local partnerships with postsecondary educational institutions, documented through formal written agreements allowing for dual enrollment opportunities.
(5) Form ongoing and meaningful industry and labor partnerships, evidenced by written agreements and through participation on advisory committees and collaboration with business and labor organizations to provide opportunities for pupils to gain access to preapprenticeships, internships, industry certifications, and work-based learning opportunities as well as opportunities for industry to provide input to the career technical education programs and curriculum.
(6) Provide opportunities for pupils to participate in after school, extended day, and out-of-school internships, competitions, leadership development opportunities, career and technical education student organizations, and other work-based learning opportunities.
(7) Reflect regional or local labor market demands, and focuses on current or emerging high-skill, high-wage, or high-demand occupations, and is informed by the regional plan of the local Strong Workforce Program consortium.
(8) Lead to an industry-recognized credential or certificate, or appropriate postsecondary education or training, employment, or a postsecondary degree.
(9) Be staffed by skilled teachers or faculty, and provide professional development opportunities for any teachers or faculty members supporting pupils in those programs.
(10) Provide opportunities for pupils who are individuals with exceptional needs to participate in all programs.
(b) Leverage available resources or in-kind contributions from public, private, and philanthropic sources to sustain the ongoing operation of their Golden State Pathways Program.

53024.
 (a) As a condition of receiving a Golden State Pathways Program grant, a recipient shall:
(1) Not use Golden State Pathways Program grant funds to supplant state, federal, or any other public or private sources of funding that is otherwise, or would otherwise be, used to support the activities required of a Golden State Pathways Program grant recipient.
(2) Identify and set aside funding within its own budget or obtain funding commitments from program partners to sustain the ongoing operation of their Golden State Pathways Program and identify how the pathways will be aligned and supported within the overall funding received through the California Career Technical Education Incentive Grant Program pursuant to Chapter 16.5 (commencing with Section 53070).
(b) A grant recipient subject to the requirements of Sections 52060 and 52061, Sections 52066 and 52067, or Section 47606.5, as applicable, shall ensure that the activities supported by a Golden State Pathways Program grant are in alignment with the priorities and activities of the grant recipient’s local control and accountability plan.
(c) (1) A grant recipient shall annually collect and submit data, disaggregated by pupil subgroup, on outcome measures to the department, which shall include, but are not limited to, the quality indicators described in the California State Plan for Career Technical Education, as required by the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V) (Public Law 115-224), which includes the following:
(A) The high school graduation rate.
(B) The number of pupils completing career technical education coursework and the number of pupils completing a career technical education pathway consisting of a sequence of two or more career technical education courses in the same career technical education subject matter discipline.
(C) The number of pupils meeting academic and career-readiness standards as defined in the College/Career Indicator associated with the California School Dashboard.
(D) The number of pupils obtaining an industry-recognized credential, certificate, license, or other measure of technical skill attainment.
(E) The number of former pupils employed and the types of businesses in which they are employed.
(F) The number of former pupils enrolled in each of the following:
(i) A postsecondary educational institution.
(ii) A state apprenticeship program.
(iii) A form of job training other than a state apprenticeship program.
(2) To the extent feasible, it is the intent of the Legislature that upon the implementation of the California Cradle-to-Career Data System established in Section 10860, the data required pursuant to paragraph (1) shall be integrated within the California Cradle-to-Career Data System.
(d) On or before November 30 of each fiscal year, the California Workforce Pathways Joint Advisory Committee, established pursuant to Section 12053, shall review the data metrics specified in subdivision (c) and make recommendations to the Department of Finance, the Governor, and the appropriate policy and fiscal committees of the Legislature as to both of the following topics:
(1) Whether these data metrics remain the most appropriate metrics to measure and evaluate program outcomes for both new and renewal applicants.
(2) Whether other metrics should be included.

53025.
 (a) The Superintendent, in consultation with the executive director of the state board, shall award grants on a competitive basis to local educational agencies for the following:
(1) Consortium development and planning grants to support collaborative planning between a local educational agency and their program partners in the development of high-quality college and career pathways opportunities that are consistent with the requirements of this chapter. Of the amounts appropriated to support the Golden State Pathways Program, the Superintendent may use up to 10 percent of the funds for consortium development and planning grants.
(2) Implementation grants to support a local educational agency’s ability to offer participating pupils high-quality college and career pathways opportunities consistent with the requirements of this chapter. Of the amounts appropriated to support the Golden State Pathways Program, the Superintendent shall use not less than 85 percent of the funds for implementation grants.
(b) (1) Of the amounts appropriated to support the Golden State Pathways Program, the Superintendent may use up to 5 percent of the appropriation to contract, in consultation with the executive director of the state board, with up to 10 local educational agencies for the provision of technical assistance to applicants and grant recipients of this program pursuant to this chapter or recipients of the California Career Technical Education Incentive Grant Program pursuant to Chapter 16.5 (commencing with Section 53070) and other K–12 career technical education programs. Of these technical assistance grantees, one local educational agency with demonstrated expertise in the design and implementation of college and career pathways will act as the lead technical assistance grantee and work with the department to provide leadership and direction for the other technical assistance grantees, who will provide technical assistance to different regions in the state.
(2) To be eligible for the contract pursuant to paragraph (1), the local educational agency shall commit to all of the following:
(A) Assisting grantees in the continuous improvement of their Golden State Pathways Program, California Career Technical Education Incentive Grant Program pursuant to Chapter 16.5 (commencing with Section 53070), and other K–12 career technical education programs.
(B) Leveraging evidence-based program frameworks and quality standards to provide assistance to grantees.
(C) Providing prospective applicants and grantees with feedback regarding the development of their planned application, implementation, and continuous improvement of their Golden State Pathways Program, California Career Technical Education Incentive Grant Program pursuant to Chapter 16.5 (commencing with Section 53070), and other K–12 career technical education programs to meet the goals identified within their local control and accountability plan.
(D) Creating a community of practice network that enables grantees to share best practices with other grantees and other interested local educational agencies.
(E) Assisting local educational agencies with the collection and reporting of required data pursuant to this chapter, in alignment with data reporting requirements for other career technical education programs, wherever possible.
(3) It is the intent of the Legislature that the Superintendent identify and contract with a local educational agency to provide technical assistance consistent with the requirements of paragraph (2) not less than three months prior to grant applications being due to the Superintendent.
(4) The Superintendent, in consultation with the executive director of the state board, shall contract with an independent entity to evaluate the program’s effectiveness in meeting the goals described in Section 53021. This evaluation shall be completed no sooner than June 30, 2027, and no later than June 30, 2028.
(5) Any funds used by the Superintendent for purposes of paragraph (1) shall be available for encumbrance and expenditure for seven fiscal years.
(c) In determining the grant amounts for an implementation grant and for a consortium development and planning grant, the Superintendent, in consultation with the executive director of the state board, shall consider all of the following:
(1) The number of pupils enrolled in the applying local educational agency.
(2) The number of pathways programs proposed to be established by the local educational agency and the number of schoolsites that would participate in the pathways program.
(3) The estimated number of pupils that would be enrolled in the applying local educational agency’s pathways programs.
(4) The number of entities collaborating with the applying local educational agency to achieve the goal outlined in subdivision (a) of Section 53021.
(d) A local educational agency seeking a grant under this chapter shall submit an application to the Superintendent at a time, in a manner, and with any appropriate information, as the Superintendent may reasonably require. Each grant application submitted shall include all of the following:
(1) A description and documentation of how the participating local educational agency will collaborate with their local or regional interestholders to develop or offer high-quality college and career pathways opportunities consistent with the requirements of this chapter.
(2) A description of all of the educational, career, or support services to be provided at the schoolsite, a partnering college or university site, virtually, or at the locations where eligible work-based learning would occur.
(3) A description regarding how the local educational agency’s Golden State Pathways Program would support the needs of the local educational agency’s underrepresented pupils.
(4) A description of all direct and indirect resources, and partner entities that will support the local educational agency’s development or implementation of high-quality college and career pathways opportunities consistent with the requirements of this chapter.
(5) A description of the local educational agency’s current and future efforts to sustain the ongoing operation of their Golden State Pathways Program beyond the life of their grant.
(6) Provisions for data collection and recordkeeping necessary to comply with the requirements of subdivision (c) of Section 53024 and to verify that the grant funds were expended to develop or implement high-quality college and career pathways opportunities consistent with the requirements of this chapter.
(e) (1) A local educational agency seeking a grant under this chapter may request both a planning and implementation grant.
(2) A local educational agency that is seeking both a planning and implementation grant shall submit, and receive approval of, a supplemental report to the Superintendent detailing the implementation plan developed using the resources received from their planning grant, before expending their implementation grant resources.
(f) In awarding grants pursuant to this chapter, the Superintendent shall prioritize applications submitted by a high-priority local educational agency that seeks to establish pathways programs in the following areas:
(1) Education, including early education and child development.
(2) Computer science.
(3) Health care.
(4) Science, technology, engineering, and mathematics pathways that also focus on climate resilience.
(5) Other high-wage, high-skill, high-growth industry sectors.

SECTION 1.SEC. 2.

 Section 53070 of the Education Code is amended to read:

53070.
 (a) The California Career Technical Education Incentive Grant Program is hereby established as a state education, economic, and workforce development initiative with the goal of providing pupils in kindergarten and grades 1 to 12, inclusive, with the knowledge and skills necessary to transition to employment and postsecondary education. The purpose of the competitive program is to encourage, maintain, and strengthen the delivery of high-quality career technical education programs.
(b) The following amounts are hereby appropriated to the department from the General Fund for the program established pursuant to this chapter:
(1) For the 2015–16 fiscal year, four hundred million dollars ($400,000,000).
(2) For the 2016–17 fiscal year, three hundred million dollars ($300,000,000).
(3) For the 2017–18 fiscal year, two hundred million dollars ($200,000,000).
(c) For the 2018–19 fiscal year to the 2020–21 fiscal year, inclusive, one hundred fifty million dollars ($150,000,000) shall be made available to the department, upon appropriation by the Legislature in the annual Budget Act or another statute, for the program established pursuant to this chapter.
(d) For the 2021–22 fiscal year, three hundred million dollars ($300,000,000) shall be made available to the department, upon appropriation by the Legislature in the annual Budget Act or another statute, for the program established pursuant to this chapter.
(e) For the 2022–23 fiscal year and each fiscal year thereafter, four hundred fifty million dollars ($450,000,000) shall be made available to the department, upon appropriation by the Legislature in the annual Budget Act or another statute, for the program established pursuant to this chapter.
(f) Of the amounts appropriated pursuant to subdivisions (b), (c),(d), and (e), 4 percent is designated for applicants with average daily attendance of less than or equal to 140, 8 percent is designated for applicants with average daily attendance of more than 140 and less than or equal to 550, and 88 percent is designated for applicants with average daily attendance of more than 550, unless otherwise determined by the Superintendent in collaboration with the executive director of the state board. For purposes of this section, average daily attendance shall be those figures that are reported at the time of the second principal apportionment for the previous fiscal year for pupils in grades 7 to 12, inclusive. For any applicant consisting of more than one school district, county office of education, charter school, or regional occupational center or program (ROCP) operated by a joint powers authority or county office of education, or of any combination of those entities, the sum of the average daily attendance for each of the constituent entities shall be used for purposes of this subdivision.

SEC. 2.SEC. 3.

 Section 53071 of the Education Code is amended to read:

53071.
 The department shall administer this program as a competitive grant program. An applicant shall demonstrate all of the following to be considered for a grant award:
(a) (1) (A) A proportional dollar-for-dollar match as follows for any funding that an applicant is determined to be eligible to receive under the allocation formula established pursuant to Section 53076:

(A)

(i) For the fiscal year beginning July 1, 2015, one dollar ($1) for every one dollar ($1) received from this program.

(B)

(ii) For the fiscal year beginning July 1, 2016, one dollar and fifty cents ($1.50) for every one dollar ($1) received from this program.

(C)

(iii) For the fiscal year beginning July 1, 2017, two dollars ($2) for every one dollar ($1) received from this program.

(D)

(iv) (i)For the fiscal year beginning July 1, 2018, and each fiscal year thereafter, 2018–19 to the 2021-22 fiscal years, inclusive, two dollars ($2) for every one dollar ($1) received from this program.
(v) For the 2022–23 fiscal year, and each fiscal year thereafter, an applicant shall provide a proportional dollar-for-dollar match as follows:
(I) For regional occupational centers or programs operated by a joint powers authority or those operated by a county office of education, one dollar ($1) for every one dollar ($1) received from this program.
(II) For local educational agencies, one dollar and fifty cents ($1.50) for every one dollar ($1) received from this program.

(ii)

(B) Beginning July 1, 2021, the proportional dollar-for-dollar match shall be encumbered in the fiscal year for which an applicant is applying to receive a grant under the program.
(2) In the event an applicant is unable to fully match the amount of funding that the allocation formula determines that they are eligible to receive, the applicant’s award shall be reduced to the amount necessary for the applicant to meet the requirements of this subdivision. Under no circumstances shall an applicant be awarded an amount higher than the amount that the allocation formula determines them to be eligible to receive under the program.
(3) That local match may include funding from school district and charter school local control funding formula apportionments pursuant to Section 42238.02, the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V) (Public Law 115-224), the California Partnership Academies, the Agricultural Career Technical Education Incentive Grant, or any other allowable source except as provided in paragraph (4).
(4) That local match shall not include funding from the K–12 component of the Strong Workforce Program established pursuant to Section 88827, or the Career Technical Education Facilities Program established pursuant to Section 17078.72.
(5) An applicant’s matching funds shall be used to support the program or programs for which the applicant was awarded a grant.
(b) A three-year plan for continued financial and administrative support of career technical education programs that demonstrates a financial commitment of no less than the amount expended on those programs in the previous fiscal year. The plan, at a minimum, shall include the identification of available funding within an applicant’s current or projected budget to continue to support career technical education programs and a written commitment to do so. If an applicant consisting of more than one school district, county office of education, charter school, or regional occupational center or program operated by a joint powers authority or county office of education, or any combination of these entities, is applying for grant funding from this program, identification of available funding and a written commitment shall be demonstrated by each participating constituent entity.
(c) The applicant, or the applicant’s career technical education program, as applicable, meets all of the following minimum eligibility standards:
(1) Offers high quality curriculum and instruction aligned with the California Career Technical Education Model Curriculum Standards, including, but not limited to, providing a coherent sequence of career technical education courses that enable pupils to transition to postsecondary education programs that lead to a career pathway or attain employment or industry certification upon graduation from high school, including programs that integrate academic and career technical education and that offer the opportunity for participants to prepare for postsecondary enrollment and to earn postsecondary credits through Advanced Placement courses, International Baccalaureate courses, or by formal agreement with a postsecondary partner to provide dual enrollment opportunities.
(2) Provides pupils with quality career exploration, guidance, and a continuum of work-based learning opportunities aligned with academic coursework, which may include paid internships.
(3) Provides pupil support services, including counseling and leadership development, to address pupils’ social, emotional, career, and academic needs.
(4) Provides for system alignment, coherence, and articulation, including ongoing and structural regional or local partnerships with postsecondary educational institutions, documented through formal written agreements allowing for dual enrollment opportunities.
(5) Forms ongoing and meaningful industry and labor partnerships, evidenced by written agreements and through participation on advisory committees and collaboration with business and labor organizations to provide opportunities for pupils to gain access to preapprenticeships, internships, industry certifications, and work-based learning opportunities as well as opportunities for industry to provide input to the career technical education programs and curriculum.
(6) Provides opportunities for pupils to participate in after school, extended day, and out-of-school internships, competitions, leadership development opportunities, career and technical education student organizations, and other work-based learning opportunities.
(7) Reflects regional or local labor market demands, and focuses on current or emerging high-skill, high-wage, or high-demand occupations, and is informed by the regional plan of the local Strong Workforce Program consortium.
(8) Leads to an industry-recognized credential or certificate, or appropriate postsecondary education or training, employment, or a postsecondary degree.
(9) Is staffed by skilled teachers or faculty, and provides professional development opportunities for any teachers or faculty members supporting pupils in those programs.
(10) Provides opportunities for pupils who are individuals with exceptional needs to participate in all programs.
(11) (A) Reports data to the Superintendent, no later than November 1 of each fiscal year, as a program participation requirement, to allow for an evaluation of the program.
(B) Data reported pursuant to this paragraph shall include, but not be limited to, the quality indicators described in the California State Plan for Career Technical Education required by the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V), and each of the following metrics:
(i) The high school graduation rate.
(ii) The number of pupils completing career technical education coursework and the number of pupils completing a career technical education pathway consisting of a sequence of two or more career technical education courses in the same career technical education subject matter discipline.
(iii) The number of pupils meeting academic and career-readiness standards as defined in the College/Career Indicator associated with the California School Dashboard.
(iv) The number of pupils obtaining an industry-recognized credential, certificate, license, or other measure of technical skill attainment.
(v) The number of former pupils employed and the types of businesses in which they are employed.
(vi) The number of former pupils enrolled in each of the following:
(I) A postsecondary educational institution.
(II) A state apprenticeship program.
(III) A form of job training other than a state apprenticeship program.
(C) No later than November 30 of each fiscal year, the California Workforce Pathways Joint Advisory Committee, established pursuant to Section 12053, shall review the data metrics specified in subparagraph (B) and make recommendations to the Department of Finance, the Governor, and the appropriate policy and fiscal committees of the Legislature as to both of the following topics:
(i) Whether these data metrics remain the most appropriate metrics to measure and evaluate program outcomes for both new and renewal applicants.
(ii) Whether other metrics should be included.
(D) The department shall make the data reported pursuant to subparagraph (B) available to the office of the Chancellor of the California Community Colleges, in the manner and form requested by the office of the Chancellor of the California Community Colleges, on or before December 30 of each fiscal year to ensure that data is included in the California Community Colleges LaunchBoard data platform.

SEC. 3.SEC. 4.

 Section 53076 of the Education Code is amended to read:

53076.
 For purposes of administering the program established by this chapter, the Superintendent shall do all of the following:
(a) Determine, in collaboration with the executive director of the state board, and make public on a preliminary basis at least 30 days before a regularly scheduled meeting of the state board, the allocation formula, specific funding amounts, the purposes for which grant funds may be used, allowable and nonallowable expenditures, and the number of grants to be awarded. The information specified in this subdivision shall also be provided in writing to the appropriate policy and fiscal committees of the Legislature, the Department of Finance, and the Governor within 30 days following final approval of the state board.
(b) (1) Establish, in collaboration with the executive director of the state board, a stakeholder workgroup on or before September 30, 2022, to consider and provide recommendations on methods to simplify the allocation of funding under this program and maximize career technical education opportunities for pupils, including, but not limited to, all of the following:
(A) Utilizing the positive considerations to score the applications to determine eligibility and priority, while funding the eligible applicants on the basis of the average daily attendance of the local educational agency or the number of pupils enrolled in career technical education courses.
(B) Setting aside a percentage of the funding allocated pursuant to Section 53070 for career technical education programs at alternative schools, including, but not limited to, court schools, community day schools, and continuation schools, and providing recommended eligibility and outcome metrics for those programs.
(C) Setting aside a percentage of the funding allocated pursuant to Section 53070 for career technical education exploration programs at middle schools, aligned to career technical education pathway programs at their relevant feeder high schools, and providing recommended eligibility and outcome metrics for those programs.
(2) Notwithstanding Section 10231.5 of the Government Code, the Superintendent shall report the recommendations of the workgroup to the policy and fiscal committees of the Legislature, the Department of Finance, and the Governor by March 30, 2023.

(b)

(c) Distribute funding on a multiyear schedule, establish a process for monitoring the use of the funding, and, if necessary, cease distribution of funding and recover previously distributed funding in the case of a recipient’s failure to report the specified data to the Superintendent or comply with a grant prerequisite or minimum standard.

(c)

(d) Annually review grant recipients’ expenditures on career technical education programs for purposes of determining if the grant recipients have met the dollar-for-dollar match requirement specified in subdivision (a) of Section 53071. If, pursuant to Section 53076.1, an auditor determines that a grant recipient failed to meet the matching funds requirement, the Superintendent shall reduce the following year’s grant allocation in an amount equal to the unmet portion of the match requirement, if applicable. The reduction shall not reduce the grant recipient’s match requirement for the year in which the Superintendent reduces the allocation. If a grant recipient with an audit finding pursuant to Section 53076.1 does not have an allocation in the subsequent year to reduce, the department shall require the recipient to return the unmatched funds identified in the audit finding.

(d)

(e) Require grant recipients to submit program reports pursuant to paragraph (11) of subdivision (c) of Section 53071.

(e)

(f) Manage the grant process, collect pertinent data, and undertake statewide program improvement activities.

(f)

(g) Promote the success of K–12 career technical education programs through statewide activities to improve and administer the program, including by facilitating system, program, and data alignment at the state and regional levels, facilitating the development and delivery of professional development training modules, and supporting school districts in meeting their college indicator and career indicator targets.

(g)

(h) Ensure a level of professional staffing within the department that is dedicated to career technical education, sufficient to effectively administer the program established by this chapter, and other federal and state career technical education programs. Staffing at the department shall include state level subject matter experts in key industry sectors who shall be responsible for liaising with regional career technical education coordinators provided pursuant to Section 53076.4, and providing support to local educational agencies in the establishment and improvement of career technical education programs.

(h)

(i) Ensure that the department fulfills the reporting requirements in Section 53076.5.

SEC. 4.Section 53076.4 of the Education Code is repealed.

SEC. 5.

 Section 53076.4 of the Education Code is amended to read:

53076.4.
 (a) For purposes of the program established by this chapter, the K–12 Workforce Pathway Coordinators and the K–14 Technical Assistance Providers established pursuant to Section 88833 shall provide technical assistance and support to recipients of grants pursuant to this chapter in implementing career technical education courses, programs, and pathways consistent with the duties outlined in Section 88833.
(b) This section shall become inoperative on July 1, 2023, and, as of January 1, 2024, is repealed.

SEC. 5.SEC. 6.

 Section 53076.4 is added to the Education Code, to read:

53076.4.
 (a) Commencing with the 2022–23 2023–24 fiscal year, and each fiscal year thereafter, twelve million dollars ($12,000,000) shall be made available to the department, subject to an appropriation in the annual Budget Act or another statute for purposes of this section, to provide regional career technical education coordinators for the provision of technical assistance and support to local educational agencies in implementing all of their career technical education courses, programs, and pathways. The Superintendent shall contract with selected county offices of education to provide regional industry leads, with proven industry expertise in career technical education, to ensure statewide coverage as part of the statewide system of support. Consideration shall be given to supplementing those local educational agencies contracted to provide technical assistance pursuant to subdivision (b) of Section 53025 in order to ensure continuity of regional expertise and support in relevant industry sectors.
(b) The duties of the regional career technical education coordinators provided pursuant to this section shall include, but not be limited to, all of the following:
(1) Providing technical assistance and support to local educational agencies to implement career technical education courses, programs, and pathways and integrate available local, regional, state, and nonpublic resources to ensure that pupils will achieve successful outcomes.
(2) Collaborating on behalf of the local educational agencies within the region with local community college Strong Workforce Program consortia, industry partners, local workforce investment boards, and other relevant agencies or organizations to support and align K–12 career technical education programs.
(3) Acting as the first point of contact for local educational agencies, industry organizations, and employers, with the intent of assisting local educational agencies to respond to industry needs and facilitating industry connections with K–12 career technical education programs.
(4) Cultivating collaborative communities within key industry sectors so that local educational agencies and industry organizations can collaborate and provide peer-to-peer knowledge exchange in areas of common interest.
(5) Ensuring that career technical education classes, programs, and pathways established under this chapter meet the requirements specified in subdivision (c) of Section 53071.
(c) The distribution of funding for the provision of regional career technical education coordinators shall be determined by the Superintendent on the basis of the average daily attendance of the public schools maintaining kindergarten or any of grades 1 to 12, inclusive, in the county. To the extent possible, the selection of applicants by the department shall result in an equitable geographic distribution of technical assistance coordinators throughout the state.
(d) Any funds not used for purposes of subdivision (a) shall be added to the amount appropriated in the annual Budget Act or another statute for the California Career Technical Education Incentive Grant Program, established pursuant to Section 53070.

SEC. 6.SEC. 7.

 Section 53076.5 is added to the Education Code, to read:

53076.5.
 Notwithstanding any other law, the administration of any outstanding allocations pursuant to Section 88827, as that section read on January 1, 2022, and the administration of any outstanding contracts pursuant to Section 88833, as that section read on January 1, 2022, shall be administered by the department pursuant to this chapter.

SEC. 7.SEC. 8.

 Section 88821 of the Education Code is amended to read:

88821.
 (a) The Legislature finds and declares all of the following:
(1) California’s economic competitiveness is fueled, in part, by the strength of its regional economies and its skilled workforce.
(2) Upward social and economic mobility helps keep the state’s economy diversified and vibrant.
(3) The attainment of industry-valued “middle skill credentials” serves as a gateway for a large and diverse number of careers in the state’s economy.
(4) California’s local educational agencies, community college districts, interested public four-year universities, local workforce development boards, economic development and industry leaders, and local civic representatives should collaboratively work together to inform the offerings of courses, programs, pathways, and workforce development opportunities that enable students to access the current and future job market and further social and economic mobility.
(b) The Strong Workforce Program is hereby established as a state education, economic, and workforce development initiative for the purpose of expanding the availability of high-quality, industry-valued career technical education and workforce development courses, programs, pathways, credentials, certificates, and degrees.
(c) To facilitate program coordination and alignment with other workforce training, education, and employment services in the state, the Strong Workforce Program shall operate in a manner that complies with the California Strategic Workforce Development Plan, required pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), and expand upon existing consortia infrastructure.
(d) To avoid duplication of effort, activities funded under the Strong Workforce Program shall be informed by, aligned with, and expand upon the activities of existing workforce and education regional partnerships, including those partnership activities that pertain to regional planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), adult education block grant consortia, and other career technical education programs.
(e) All of the following guiding principles apply to each consortium participating in the Strong Workforce Program:
(1) Any community college district participating in the consortium shall ensure that its career technical education and workforce development courses, credentials, certificates, degrees, programs, and pathway offerings, as applicable, are responsive to the needs of employers, workers, civic leaders, and students.
(2) The consortium shall collaborate with other public institutions, including, but not limited to, local educational agencies, adult education consortia, local workforce development boards, and interested California State University and University of California institutions.
(3) The consortium shall collaborate with civic representatives, representatives from the labor community, and economic development and industry sector leaders within the region.
(4) The consortium shall include collaborating entities and persons identified in this subdivision in planning meetings, provide them with adequate notice of the consortium’s proposed decisions, and solicit, consider, and respond to comments from them regarding the consortium’s proposed decisions.
(5) Collaborative efforts shall focus upon evidence-based decisionmaking and student success with workforce outcomes aligned with the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128), and closing labor market and employment gaps. Each consortium shall strive to align programmatic offerings in the most effective and efficient manner to avoid duplication of effort and streamline access to services, and education and training opportunities.
(6) Community college districts and other entities participating in a consortium are encouraged to develop long-term partnerships with private sector employers and labor partners to provide coordinated courses, programs, and pathways with employer involvement in the assessment, planning, and development of career technical education courses, programs, and pathways. To the extent practicable, employer partnerships should build upon regional partnerships formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) and other state or federal programs.
(7) Community college districts and other entities participating in a consortium are encouraged to develop and work closely with public and private organizations that offer workforce development programs and pathways to individuals with autism and other developmental disabilities to provide a comprehensive approach to address workforce readiness and employment.
(f) The chancellor’s office shall, in consultation with the California Workforce Development Board, the Academic Senate for California Community Colleges, and its partners formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), as applicable, develop and implement policies and guidance necessary to implement the Community College component of the Strong Workforce Program, including policies and guidance necessary for consortia, including community college districts and their regional partners, to increase the number of aligned middle skill and career technical education courses, programs, pathways, credentials, certificates, and degrees. No later than June 30, 2017, the chancellor’s office shall develop and implement policies and guidance pursuant to this subdivision and bring before the Board of Governors of the California Community Colleges any policies, regulations, and guidance necessary to accomplish all of the following:
(1) Facilitate the development, implementation, and sharing of career technical education effective practices, curriculum models and courses, and community college credentials, certificates, degrees, and programs across regions and among community college districts.
(2) Enable community college districts to develop career technical education and workforce outcomes, and applicable associate degrees and certificates as appropriate.
(3) Provide accessible performance and labor market data that can be used flexibly by participating community college districts and their regional partners to support the implementation of the Strong Workforce Program and related efforts to align regional workforce and education programming with regional labor market needs.
(4) Encourage local efficiency through coordinated and collaborative regional workforce efforts in which community college districts are partners.
(5) Support curriculum processes to ensure that students are able to efficiently transfer college-level career technical education credits across community college districts and to the California State University and the University of California.
(6) Improve sector-based engagement with employers within a region.
(7) Provide, in partnership with employers, work-based learning opportunities for students that increase their employability and earning potential.
(8) Enable community college districts to facilitate and optimize their resources to support the Strong Workforce Program and other related regional workforce development efforts.
(9) Ensure that community college district Strong Workforce Program expenditures are focused on improving student success with workforce outcomes for all students enrolled in community college career technical education courses, programs, and pathways.
(10) (A) Notwithstanding the June 30, 2017, implementation date specified in this subdivision, develop and implement a plan to streamline the course and curriculum approval process, both at the state and local levels. The plan shall reflect an expedited state approval process for career technical education courses, programs, and certificates, and may include the elimination of an existing state course and program approval process. The plan shall reflect one of the following two options:
(i) A process of course and curriculum approval that enables community college districts to develop a course or program within one academic year and to offer that course or program the subsequent academic year.
(ii) A process of course and curriculum approval that enables community college districts to develop a course or program within one academic semester and to offer that course or program the subsequent academic semester.
(B) The plan described in subparagraph (A) shall also reflect the creation of a process that enables career technical education courses and programs to be portable among community college districts. This process shall enable a community college district to adapt, adopt, or adapt and adopt another community college district’s approved career technical education courses, programs, and curriculum within one academic semester and to offer that course or program, or use that curriculum, the subsequent academic semester.
(C) The chancellor’s office shall consult with the Legislature and the Governor prior to implementing the plan. The plan shall be developed no later than July 1, 2017, and implemented no later than January 1, 2018.
(11) Eliminate barriers to hiring qualified instructors for career technical education courses, including reevaluating the required minimum qualifications for career technical education instructors.
(g) Community college districts are encouraged to expedite the development of targeted credit or noncredit short-term workforce training programs, in accordance with all of the following:
(1) Short-term workforce training programs that focus on economic recovery and result in job placement.
(2) Short-term workforce training programs that focus on the reskilling and upskilling of individuals.
(3) (A) Short-term workforce training programs that have at least one proven employer partner, demonstrate job vacancies, and submit verification to the chancellor’s office.
(B) For purposes of subparagraph (A), verification includes the projected number of individuals served, completion rates, and job placement rates.
(4) It is the intent of the Legislature that, where possible, short-term noncredit workforce training programs should be used to be responsive to the workforce training needs of employers, with the ability to transition to credit or noncredit courses and programs upon successful completion of a program established pursuant to this subdivision. Colleges are encouraged to develop workforce training that uses competency-based approaches, and applies credit for prior learning where possible.
(h) After June 30, 2017, and only as necessary, the chancellor’s office may develop and implement revised polices and guidance for the Community College component only, and bring regulations before the Board of Governors of the California Community Colleges as necessary for a community college district and its regional partners to accomplish both of the following:
(1) Implement and expand the amount of aligned middle skill and career technical education credentials, certificates, degrees, courses, programs, and pathways in accordance with paragraphs (1) to (11), inclusive, of subdivision (f).
(2) Implement the recommendations of the Strong Workforce Task Force.
(i) (1) For purposes of this section, the chancellor’s office shall consider input provided by relevant stakeholders, including the Academic Senate of the California Community Colleges, the Workforce Pathways Joint Advisory Committee, and the California Workforce Development Board, before implementing revised guidance, policies, or regulatory changes.
(2) In compliance with the consultation requirements in Sections 70901 and 70902, the Academic Senate of the California Community Colleges shall establish a career technical education subcommittee to provide recommendations on career technical education issues. No less than 70 percent of the subcommittee shall consist of career technical education faculty. The subcommittee’s charter shall require it to provide assistance to community college districts to ensure that career technical education and its instruction is responsive and aligned to current and emergent industry trends, and ensure that similar courses, programs, and degrees are portable among community college districts.

SEC. 8.SEC. 9.

 Section 88822 of the Education Code is amended to read:

88822.
 For purposes of this part, the following terms have the following meanings:
(a) “Career pathways” means an identified series of positions, work experiences, or educational benchmarks or credentials that offer occupational and financial advancement within a specified career field or related fields over time.
(b) “Career technical education credential” means a workforce certificate, degree, or industry-recognized credential.
(c) “Career Technical Education Regional Consortium,” or “consortium,” means an administrative grouping of community college districts by the Division of Workforce and Economic Development of the chancellor’s office for the purpose of coordination and joint planning within regions, as defined in subdivision (l).
(d) “Chancellor’s office” means the Office of the Chancellor of the California Community Colleges.
(e) “Deputy Sector Navigator” means an individual serving as an in-region contact for an industry or occupational cluster, working with the region’s colleges and employers to create alignment around and deliver on workforce training and career pathways.
(f) “Industry” or “industry sectors” means trade associations or those firms that produce similar products or provide similar services using somewhat similar business processes.
(g) “Joint powers authority” means an entity established in accordance with Article 1 (commencing with Section 6500) of Chapter 5 of Division 7 of Title 1 of the Government Code for purposes of providing instruction to pupils enrolled in grades 9 to 12, inclusive.
(h) “Local educational agency” means a school district, county office of education, or charter school.
(i) “Middle skill credential” means a certificate, associate’s degree, or industry-recognized credential that is less than a bachelor’s degree but more than a high school diploma and facilitates student success with workforce outcomes.
(j) “Plan” means the regional plan established under this part.
(k) “Program” means the Strong Workforce Program established under this part.
(l) “Region” means a geographic area of the state defined by economic and labor market factors containing at least one industry cluster and the cities, counties, community college districts, and local educational agencies, or all of them, in the industry cluster’s geographic area. To the extent possible, for the purposes of this part, collaborative regions should align with federal Workforce Innovation and Opportunity Act (Public Law 113-128) regional planning unit boundaries specified in the California Strategic Workforce and Development Plan and expand upon existing consortium infrastructure established by the chancellor’s office.
(m) “Short-term workforce training program” means a 4 4- to 12-week program with a proven employer partner designed for targeted reskilling and upskilling that results in job placement.
(n) “Strong Workforce Task Force” means the Task Force on Workforce, Job Creation and a Strong Economy commissioned by the Board of Governors of the California Community Colleges.

SEC. 9.SEC. 10.

 Section 88823 of the Education Code is amended to read:

88823.
 (a) Commencing July 1, 2017, as a condition of receipt of funds allocated pursuant to Section 88825 for a fiscal year, each consortium, in consultation with collaborating entities identified in paragraph (2) of subdivision (e) of Section 88821, shall submit a plan to the chancellor’s office that has been updated for that fiscal year.
(b) The plan pursuant to subdivision (a) shall include all of the following requirements:
(1) The names of the community college districts participating in the consortium, including the name of the community college identified as the consortium’s fiscal agent, and the names of entities collaborating pursuant to paragraph (2) of subdivision (e) of Section 88821.
(2) The governance model for the consortium. Decisions governing, or relating to, the distribution of fiscal resources shall be determined exclusively by the community college districts participating in the consortium.
(3) An analysis of regional labor market needs informed by a federal Workforce Innovation and Opportunity Act (Public Law 113-128) economic analysis and other sources as applicable. This analysis shall also include wage data for each industry sector or labor market need identified.
(4) An inventory of regionally prioritized and locally prioritized projects and programs that close relevant labor market and employment gaps.
(5) Measurable regional goals that align with the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128).
(6) For regionally prioritized projects and programs, a work plan, spending plan, and budget. The work plan, spending plan, and budget shall identify the amount of funding allocated for one-time and ongoing expenditures.
(7) A description of the alignment of work plans, spending plans, and other education and workforce plans guiding services in the region, including plans pertaining to the building of career pathways and the employment of workforce sector strategies and those plans required pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128).
(c) Each consortium shall submit a plan by January 31 once every four years and shall annually update the plan by January 31 of each year until the next new plan is submitted.
(d) The chancellor’s office shall review the plans on a four-year cycle and ensure that annual updates are made by each consortium. The chancellor’s office shall determine if each consortium has made significant progress in meeting the goals and measures outlined in its plan, and provide technical assistance to a consortium that has not met its goals. The chancellor’s office is encouraged to provide technical assistance pursuant to this subdivision through the Institutional Effectiveness Partnership Initiative.
(e) To avoid duplication of effort, plans developed pursuant to this section shall be informed by, aligned with, and expand upon regional plans and planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128).
(f) Community college districts participating in a consortium shall use their region’s plan to inform local campus planning efforts to implement career technical education courses, programs, and pathways and integrate available local, regional, state, and nonpublic resources to ensure that students will achieve successful workforce outcomes.
(g) Community college districts shall meet with the members of their consortium not less than annually to inform on the delivery of career technical education and workforce development courses, programs, and pathways within the region.
(h) Each region’s plan shall be for the primary purpose of informing the development of strategies related to career technical education and workforce development courses, programs, and pathways. Each region’s plan shall reflect strategies to efficiently and effectively use any available public and private resources, including funds for the Career Technical Education Pathways Program established in Part 52 (commencing with Section 88530), in a manner that better aligns career technical education courses, programs, and pathways with the needs of their regional economies.
(i) It is the intent of the Legislature to align community college career technical education programs within the Strong Workforce Program. Staff from the chancellor’s office, the Legislative Analyst’s Office, and the Department of Finance are requested to investigate the potential consolidation of community college career technical education programs within the Strong Workforce Program.

SEC. 10.SEC. 11.

 Section 88825 of the Education Code is amended to read:

88825.
 (a) To promote the success of community college students and the career technical education programs that serve them, up to 5 percent of the funds appropriated for the Community College component may be allocated by the Board of Governors of the California Community Colleges to a community college district for statewide activities to improve and administer the program, including the facilitation of system, program, and data alignment at the state and regional levels and the implementation of the 25 recommendations presented to the board of governors on January 19 and 20, 2016, by the Strong Workforce Task Force. The chancellor’s office shall consult with the California Workforce Development Board and other appropriate state agencies on the development of all statewide activities that would be implemented by the selected community college district to facilitate broader workforce and education system alignment. Statewide coordination activities funded out of this allocation may include, but are not limited to, the following activities:
(1) State-level coordination for the development of labor market analyses pertaining to economic and industry trends and jobs projections for the purpose of supporting common regional planning efforts and the alignment of career technical education program offerings with regional labor market dynamics.
(2) Research, evaluation, and technical assistance on the use of effective local and regional policies, best practices, and model partnerships.
(3) Development and prototyping of innovative policies, practices, and coordinated services with local workforce and education partners.
(4) Participation of community college districts in existing regional coalitions and planning efforts.
(5) Cross-training local program staff.
(6) Development and maintenance of a state-level cross-system data reporting mechanism with partners formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) for the purpose of monitoring workforce program outcomes and performance accountability.
(7) Leveraging allocated funds with state and local partners through interagency agreements, memorandums of understanding, or other appropriate mechanisms.
(b) (1) Forty percent of the funds apportioned for the program shall be apportioned directly to the fiscal agents of the consortia for the purpose of funding regionally prioritized projects and programs that meet the needs of local and regional economies, including development of short-term workforce training programs focused on California’s economic recovery from COVID-19 beginning in 2020, as identified in regional plans and Workforce Innovation and Opportunity Act (Public Law 113-128) regional plans.
(2) Sixty percent of the funds apportioned for the program shall be apportioned directly to community college districts in the consortia. Funds apportioned directly to a community college district shall be expended for the purpose of funding regionally prioritized projects and programs within the community college district that meet the needs of local and regional economies, including development of short-term workforce training programs focused on California’s economic recovery from COVID-19 beginning in 2020, as identified in regional plans and Workforce Innovation and Opportunity Act (Public Law 113-128) regional plans. As a condition of receiving direct funding, each community college district shall actively participate in its consortium.
(c) The allocation of funds to a consortium shall be based on a schedule determined by the chancellor’s office and is effective for the four years of each plan cycle. Within the four-year plan cycle, this schedule may be altered to reflect changes in the statewide allocation for the program as appropriated in the annual Budget Act.
(d) The chancellor’s office shall provide to the Department of Finance and the Legislative Analyst’s Office its recommendations for the allocation of funds available for each consortium no later than August 30 of each year. The department shall approve the allocation plan before the release of funding.
(e) (1) For each four-year plan cycle, the chancellor’s office shall determine the amount of funds to be allocated to each consortium based on the following weighted factors in each region:
(A) The unemployment rate. This factor shall comprise 33 percent of the allocation formula.
(B) The proportion of career technical education full-time equivalent students. This factor shall comprise 33 percent of the allocation formula.
(C) The proportion of projected job openings. This factor shall comprise 17 percent of the allocation formula.
(D) The proportion of successful workforce outcomes as evidenced by the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128). This factor shall comprise 17 percent of the allocation formula.
(2) For each four-year plan cycle, the chancellor’s office shall determine the amount of funds to be allocated directly to each community college district within a consortium based on the weighted factors, specified in subparagraphs (A) to (D), inclusive, of paragraph (1), in each district within the region.
(f) A consortium shall allocate funds in accordance with its plan and only to community college districts. Decisions governing, or relating to, the distribution of the consortium’s fiscal resources shall be determined exclusively by the community college districts participating in the consortium.
(g) As a condition of receipt of funds under this section, a participating community college district shall comply with all of the following:
(1) Be a member of a consortium.
(2) Participate in regional planning efforts formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) and other efforts that align workforce, employment, and education services.
(3) Work with other consortium members to create and submit a plan to the chancellor’s office by January 31 of every fourth year of a four-year plan cycle.
(4) Provide accessible performance and labor market data that can be used by community college districts and their regional partners to support the implementation of the program and any related efforts to align regional workforce and education programming with regional labor market needs, including, but not limited to, regional planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128).
(5) Include interested public universities and local educational agencies in regional planning.
(6) Certify that the use of funds will meet the intent of the program to accomplish all of the following:
(A) Increase the number of students in quality career technical education courses, programs, and pathways that will achieve successful workforce outcomes.
(B) Increase the number of quality career technical education courses, programs, and pathways that lead to successful workforce outcomes, or invest in new or emerging career technical education courses, programs, and pathways that may become operative in subsequent years and are likely to lead to successful workforce outcomes.
(C) Address recommendations from the Strong Workforce Task Force, including the recommended provision of student services related to career exploration, job readiness and job placement, and work-based learning.
(h) Funds appropriated to community college districts for the program shall supplement, not supplant, existing funding of community college career technical education programs. This subdivision shall not be interpreted to mean that a participating community college district is prohibited from eliminating or altering existing programs, but the percentage of that community college district’s total full-time equivalent students enrolled in career technical education courses relative to the total full-time equivalent students enrolled in the district shall not be reduced from the percentage computed for the 2015–16 fiscal year.
(i) Programs, courses, or instructional materials developed using funding from the program may be made available to all community college districts, as appropriate, through the online clearinghouse of information created as part of the Institutional Effectiveness Partnership Initiative.

SEC. 11.SEC. 12.

 Section 88826 of the Education Code is amended to read:

88826.
 (a) The chancellor’s office shall post on its internet website, for ease of access, all regional plans and their subsequent progress plans, and solicit feedback from each consortium on recommendations they have for overall program improvement.
(b) The chancellor’s office shall implement performance accountability outcome measures for the program that provide the Governor, the Legislature, and the general public with information that quantifies employer and student outcomes for those participating in the program. These performance accountability measures shall, to the extent possible, align with the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128). Outcome measures shall include, to the extent possible, demographic data, to allow policymakers and the general public to evaluate progress in closing equity gaps in program access and completion, and earnings of underserved demographic groups.
(c) (1) Commencing in 2018, the chancellor’s office shall submit a report on the program to the Governor and the Legislature on or before the January 1 immediately subsequent to the fiscal year which the report addresses. This report shall include, but is not limited to, all of the following:
(A) Data summarizing outcome accountability performance measures collected by the chancellor’s office pursuant to subdivision (b).
(B) A summary of recommendations for program improvement collected by the chancellor’s office pursuant to subdivision (a).
(C) Recommendations for future allocations to consortiums based upon program outcomes, including, at a minimum, the number of certificates granted to, and wage increases of, students who have completed a career technical education program.
(2) A report to be submitted pursuant to this subdivision shall be submitted in compliance with Section 9795 of the Government Code.

SEC. 12.SEC. 13.

 Section 88827 of the Education Code is repealed.

SEC. 13.SEC. 14.

 Section 88828 of the Education Code is repealed.

SEC. 14.SEC. 15.

 Section 88829 of the Education Code is repealed.

SEC. 15.SEC. 16.

 Section 88830 of the Education Code is repealed.

SEC. 16.SEC. 17.

 Section 88831 of the Education Code is repealed.

SEC. 17.SEC. 18.

 Section 88832 of the Education Code is repealed.
SEC. 18.Section 88833 of the Education Code is repealed.

SEC. 19.

 Section 88833 of the Education Code is amended to read:

88833.
 (a) (1) Commencing with the 2018–19 fiscal year to the 2022–23 fiscal year, inclusive, the amount appropriated in the annual Budget Act for support of the K–12 Workforce Pathway Coordinators and the K–14 Technical Assistance Providers shall be used to establish a K–12 Workforce Pathway Coordinator within the geographical boundaries of each community college district, unless otherwise determined by the Superintendent of Public Instruction and the chancellor’s office. K–12 Workforce Pathway Coordinators shall be selected through a competitive process jointly administered by the Superintendent of Public Instruction and the chancellor’s office, for the provision of technical assistance and support to local educational agencies in implementing career technical education courses, programs, and pathways under both the California Career Technical Education Incentive Grant Program established pursuant to Section 53070 and the K–12 component of the Strong Workforce Program. Duties of the K–12 Workforce Pathway Coordinators selected pursuant to this section include, but are not limited to, all of the following:
(A) Providing technical assistance and support to local educational agencies to implement career technical education courses, programs, and pathways and integrate available local, regional, state, and private resources to ensure that pupils will achieve successful workforce outcomes. As part of this duty, each K–12 Workforce Pathway Coordinator, in consultation with the State Department of Education, shall ensure that K–12 career technical education programs are aligned with the California Career Technical Education Model Curriculum Standards adopted by the State Board of Education pursuant to Section 51226.
(B) Collaborating on behalf of the local educational agencies within the region with local community colleges, industry partners, local workforce investment boards, and other relevant agencies or organizations to support and align K–12 career technical education programs. As part of this duty, each K–12 Workforce Pathway Coordinator shall stay current with the needs of K–12 career technical education programs and their regional and local labor markets in order to provide guidance, in collaboration with local educational agencies, to the chancellor’s office, the Strong Workforce regional consortium, and industry representatives.
(C) Acting as first point of contact for local educational agencies, industry representatives, and employers with the intent of assisting local educational agencies to respond to industry needs and facilitating industry connection with K–12 career technical education programs.
(D) Cultivating collaborative communities so that local educational agencies and industry can collaborate and provide peer-to-peer knowledge exchange in areas of common interest to inform the development of high-quality education programs.
(E) Working in conjunction with the Deputy Sector Navigators and State Department of Education Industry Sector Leads to improve linkages and alignment of career education pathways between middle schools, high schools, public postsecondary institutions, and the workforce.
(2) An individual associated with any of the following may apply to serve as a K–12 Workforce Pathway Coordinator, or any of the following may subcontract with an individual with expertise in K–12 education and workforce development to serve as a K–12 Workforce Pathway Coordinator:
(A) School districts.
(B) County offices of education.
(C) Charter schools.
(D) Regional occupational centers or programs operated by a joint powers authority or county office of education.
(3) The Superintendent of Public Instruction and the chancellor’s office shall agree upon an outcome-based assessment that allows for an evaluation of the K–12 Workforce Pathway Coordinators’ ability to perform the duties identified in paragraph (1). Data required for purposes of this evaluation shall be submitted by the K–12 Workforce Pathway Coordinators to the Superintendent of Public Instruction and the chancellor’s office at least annually, commencing in the 2019–20 fiscal year.
(b) (1) Commencing with the 2018–19 fiscal year, the amount appropriated in the annual Budget Act for support of the K–12 Workforce Pathway Coordinators and the K–14 Technical Assistance Providers shall be used to support the activities of the K–14 Technical Assistance Providers established under the California Career Pathways Trust. One K–14 Technical Assistance Provider shall be selected for each consortium through a competitive process jointly administered by the Superintendent of Public Instruction and the chancellor’s office, for the provision of technical assistance and support to local educational agencies in implementing career technical education courses, programs, and pathways under both the California Career Technical Education Incentive Grant Program established pursuant to Section 53070 and the K–12 component of the Strong Workforce Program. Duties of the K–14 Technical Assistance Providers selected pursuant to this section include, but are not limited to, all of the following:
(A) Providing leadership, guidance, and technical assistance to create, support, expand, and improve career technical education opportunities for local educational agencies. As part of this duty, each K–14 Technical Assistance Provider, in consultation with the State Department of Education, shall ensure that K–12 career technical education programs are aligned with the California Career Technical Education Model Curriculum Standards adopted by the State Board of Education pursuant to Section 51226.
(B) Acting as a liaison between the consortium and the State Department of Education, and serving as a consultant to the K–12 Selection Committee.
(C) Interacting with the K–12 Workforce Pathway Coordinators, the Deputy Sector Navigators, and the State Department of Education Industry Sector Leads to improve linkages and career education pathways between middle schools, high schools, public postsecondary institutions, and the workforce.
(D) Identifying professional development opportunities for the K–12 Workforce Pathway Coordinators and educational entities, including educational leaders and counselors.
(E) Regularly facilitating the convening of grantees to develop a network of educators to share best practices and cultivate state resources that can be used by agencies charged with providing assistance within the statewide system of support authorized pursuant to Section 52059.5.
(2) Any of the following may apply to serve as a K–14 Technical Assistance Provider, or subcontract with an individual with expertise in K–12 education and workforce development to serve as a K–14 Technical Assistance Provider:
(A) School districts.
(B) County offices of education.
(C) Charter schools.
(D) Regional occupational centers or programs operated by a joint powers authority or county office of education.
(E) Community college districts.
(3) The Superintendent of Public Instruction and the chancellor’s office shall agree upon an outcome-based assessment that allows for an evaluation of the K–14 Technical Assistance Providers’ ability to perform the duties identified in paragraph (1). Data required for purposes of this evaluation shall be submitted by the K–14 Technical Assistance Providers to the Superintendent of Public Instruction and the chancellor’s office at least annually, commencing in the 2019–20 fiscal year.
(4) In selecting the K–14 Technical Assistance Providers, the Superintendent of Public Instruction and the chancellor’s office shall give priority to applicants who served as a K–14 Technical Assistance Provider under the California Career Pathways Trust pursuant to paragraph (2) of subdivision (e) of Section 53015.

(c)To promote the successful transition to the K–12 Strong Workforce Program, notwithstanding subdivisions (a) and (b), for the 2018–19 fiscal year only, the amount appropriated in the annual Budget Act for support of the K–12 Workforce Pathway Coordinators and the K–14 Technical Assistance Providers shall also be available for the purposes of integrating the K–12 component into the regional consortia and hiring and developing the K–12 Workforce Pathway Coordinators and K–14 Technical Assistance Providers.

(d)

(c) Any funds not used for the purposes identified in subdivision (a), (b), or (c) (a) or (b) shall be added to the amount appropriated in the annual Budget Act for the K–12 component of the Strong Workforce Program, and provided to each consortium to create, support, or expand career technical education programs at the K–12 level that are aligned with the workforce development efforts occurring through the Strong Workforce Program. California Career Technical Education Incentive Grant Program pursuant to Chapter 16.5 (commencing with Section 53070) of Part 28 of Division 4 of Title 2.
(d) This section shall become inoperative on July 1, 2023, and, as of January 1, 2024, is repealed.

SEC. 20.

 This act is an urgency statute necessary for the immediate preservation of the public peace, health, or safety within the meaning of Article IV of the California Constitution and shall go into immediate effect. The facts constituting the necessity are:
In order to ensure the orderly and efficient oversight and administration of K-12 career technical education programs, it is necessary that this act take effect immediately.

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