Regional RFA Forms
- Budget Template
- Budget Template Ι Sector Investments
- Signature Approval Form
- Letter of Commitment Ι Adult Learner Success Initiative
- Request to Modify Budget Form
Regional RFAs Instructions
- Submit application, budget form, and signature approval form via the RFA GroupTrail link.
- RC staff will review submitted documents. The application and budget form will serve as the scope of work (SOW) for the contract. If a consultation meeting is needed, RC staff will contact the college project lead to schedule meeting.
- Upon receiving the contract, colleges will obtain appropriate signatures and return to RC Fiscal.
- Complete NOVA reporting timely manner – February 2027 and August 2027. If necessary, check-in meeting will be scheduled.
Colleges are encouraged to contact RC staff and Fiscal with any questions.
*Note: Due to the continued budget reductions, colleges are encouraged to submit project applications by the May 1st deadline. Applications submitted after this date may not be funded.
Equity Strategies & Vision 2030 Alignment
The San Diego & Imperial Counties Community Colleges’ Regional Consortium embeds equity, with evidence-based practices, into all of its regional RFA projects in an effort to reduce equity gaps among underrepresented and minoritized students. (See Adult Learner Study: Insights to Strengthen Practices and Policies Report, Black Student Equity Report, Perkins V Comprehensive Regional Needs Assessment, Persevering to Completion Lumina Foundation Report, and the SDICCC SWP Regional Marketing Cumulative Research Report). Please provide responses to the Equity Strategy questions for each Equity Strategy selected. We recommend selecting no more than two strategies per RFA.
Curriculum & Instruction
- Equity-mindedness and data literacy in teaching and learning (e.g., using equity gaps data to inform teaching and learning)
- Inclusive curriculum (e.g., using a race-conscious, equity-minded, and/or decolonized lens to review curriculum)
- Inclusive pedagogy/andragogy (e.g., creating intentional professional development opportunities on diversity, equity, inclusion practices)
- Review of local CTE/CE program paths (e.g., understanding learning barriers in current paths and adjusting practices according)
- Review of local scheduling practices (e.g., identifying gaps that harm underrepresented and minoritized students)
Employer Professional Development
- Educate industry and employer partners (e.g., developing free or low cost short-term, noncredit, community education programs for employer partners)
- Empower race-conscious, equity-minded industry and employer partners (e.g., creating a community of practice within the workforce development framework for these partners to address systemic barriers to employment)
- Work closely with employers to develop “transformative employment opportunities” and diversify representation in high-wage, high-demand CE/CTE occupations and programs
Targeted Student Learner Supports
- Improve coordination and communication by developing institutionalized processes and tools to help students meet their basic needs and complete their academic/career goals
- Identifying viable student support interventions that increase completion of adult students
- Increase the sense of belonging by establishing a “caring campus” culture, providing faculty, staff, and administrators with professional development in culturally inclusive and trauma-informed practices
- Develop targeted recruitment and retention strategies for program with significantly underrepresented groups
The San Diego & Imperial Counties Community Colleges’ Regional Consortium aligns with the California Community Colleges Chancellor’s Office (CCCCO) Vision 2030 Roadmap, focusing on equity in success, equity in access, and equity in support.
- Align Education with Workforce Needs – Align education programs with California’s evolving economic needs and workforce demands.
- Building Stronger Partnerships – Strengthen relationships with K-12 schools, universities, government agencies, and industries to create a seamless educational and career pipeline.
- Close Equity Gaps – Focus on eliminating racial, economic, and regional disparities in education by ensuring all students, regardless of their background, have equal access to resources and opportunities.
- Ensuring Affordability and Financial Support – Ensure that higher education remains affordable for all students, reducing financial barriers to access and completion.
- Increase Credential and Degree Attainment – Increase the number of students earning degrees, certificates, or credentials, with a focus on shortening the time to completion.
- Leveraging Technology for Innovation – Use technology to enhance student learning experiences and support faculty innovation.
- Student-Centered Enrollment and Support – Increase student enrollment and retention by creating a student-centered approach that supports learners from application through graduation.
- Sustainability and Climate Resilience – Integrate sustainability and climate resilience practices into campus operations and curriculum to address the growing climate crisis.
2026 Regional RFAs – Round 10
Purpose: The purpose of this funding is to support colleges in the enhancement or implementation of innovative projects that accelerate outcomes for Career Education students. (For example: Career Navigation, CTE Researcher, Credit for Prior Learning, Equity Strategies, Pre-apprenticeship, Outreach, Vision 2030 or other.
Project Outcomes: Measurable improvements in Career Education student outcomes, may include increased enrollments, enhanced career readiness completion rates, improved completion rates and enhanced data decision-making.
Unallowable Costs: Travel, conference registration, food, marketing give-aways
Funding Details: Up to $85,000 per college
Start Date/End Date: July 1, 2026 – June 30, 2027
RFA Timeline
- RFA release Date: March 3, 2026
- RFA Response Due Date: May 1, 2026* Ι October 2, 2026 Ι January 29, 2027
- RFA Consultation Meeting(s), if needed: February – October 2026
- Q2 NOVA Report Due: February 2027
- Budget Consultation Meeting, if needed: March 2027
- Q4 NOVA Report Due: August 2027
*Colleges are encouraged to submit project applications by the May 1st deadline. Applications submitted after this date may not be funded.
Budget Template
Signature Approval Form
RFA Questions:
- Project Title
- Describe the proposed Accelerated Career Education Outcomes Investment project.
- What evidence demonstrates that this investment will accelerate outcomes for Career Education students?
- Which Career Education student populations are targeted by this project?
- What data will be collected and analyzed to measure progress and impact for this project (include project milestones and outcomes, equity milestones and outcomes and Vision 2030 objectives)?
- How will data be disaggregated to assess equitable access and outcomes for disproportionately impacted students?
- How will this information be documented and shared with the Regional Consortium to support reporting, evaluation, and documentation of this regional investment?
- Select which equity strategy this project will address? (select up to 2)
- How does this project intentionally redesign policies, practices, or systems to better support and serve marginalized or disproportionately impacted students?
- Select the Vision 2030 objective(s) that align with this project?
- How does this project align with Vision 2030 objectives?
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of this investment is to support the region’s community colleges in designing, strengthening, and implementing institution-wide strategies that better serve adult learners. The Adult Learner Success Initiative is a regional, Strong Workforce Program (SWP)–funded professional learning opportunity that brings together cross-functional college teams with authority to advance institutional change. These teams will examine data, engage in structured inquiry, and take action to improve access, persistence, and success for adult learners locally and across the region.
The Initiative is intentionally designed and recognizes that colleges are at different stages of readiness. Some institutions are in early planning phases, while others are actively implementing adult-learner focused initiatives. The Adult Learner Success Initiative provides a structured yet flexible framework that supports both planning and implementation, while emphasizing regional learning, collaboration, and shared accountability.
The goals of the Adult Learner Success Initiative are to:
- Strengthen each college’s capacity to design and implement adult learner-centered strategies
- Use data, inquiry, and evidence-based decision-making to inform adult learner initiatives
- Identify and reduce structural barriers faced by adult learners, including scheduling, support services, and outreach
- Promote cross-college collaboration to uplift the region as a whole
- Elevate lessons learned to inform leadership, policy, and long-term systems change
Project Outcomes: Through participation in the Adult Learner Success Initiative, colleges are expected to:
- Develop or refine institution-wide adult learner strategies
- Strengthen alignment between planning, funding, and implementation
- Increase cross-functional and cross-college collaboration
- Surface actionable insights to inform leadership and policy discussions
Each participating college will form a cross-functional team that will:
- Attend three regional in-person learning events
- Participate in college-based monthly team meetings to complete reflection questions in Canvas-based modules
- Synthesize findings from the modules into a final deliverable, resulting in either an:
- Adult Learner Action Plan for colleges in the planning phase of developing an adult learner strategy, or
- Adult Learner Progress Report for colleges already implementing an adult learner strategy and seeking to assess progress and identify future improvements
Additional details about each activity are provided below.
College Team Composition & Responsibilities: Each participating college must form a cross-functional team of 5 to 10 participants. College teams should include individuals with decision-making authority and responsibility for planning and implementation.
Suggested roles may include:
- Vice President of Instruction/Academic Affairs
- Vice President of Student Services
- CTE Dean/Associate Dean
- Academic Senate President
- Chair of Department Chairs
- Dean of Admissions and Records/Enrollment Services
- Director of Outreach or equivalent
- Faculty Online Education/Distance Ed Coordinator
- Dean/Director of Equity, Student Success, or equivalent (e.g., the administrator overseeing EOPS, basic needs services, or related student support programs)
- Institutional Researcher(s)
- CTE Faculty
- Counselors
Roles may vary based on local structure and needs. Designees may be assigned, and other staff should be included in the college team as appropriate to the college’s strategy.
Each participating college will submit a Letter of Commitment that is signed by the CEO, VPs, Lead CTE Dean, and Project Lead(s).
Each College Team member commits to:
- Attending and actively participating in monthly college team meetings
- Engaging in college team discussion and shared reflection
- Contributing to the development of the final deliverable
- Attending three in-person regional professional learning events
Project Lead Responsibilities: Each college must designate one or more Project Lead(s). Project Leads are individuals with decision-making authority who will be responsible for:
- Serving as the primary liaisons with the Regional Consortium and the San Diego & Imperial Center of Excellence
- Coordinating logistics and college team participation in the monthly team meetings
- Facilitating the monthly meetings and guiding the college team in answering the reflection questions
- Documenting the college team’s responses to reflection questions in Canvas
- Collecting data and information needed to answer the reflection questions
- Ensuring completion and submission of modules and final deliverable
- Communicating progress with institutional leadership
- Presenting the college’s action plan (Planning Track colleges) or progress report (Implementation Track colleges) at the Capacity Building Wrap-up Event
The Adult Learner Success Initiative will consist of three in-person regional professional learning events and monthly local college team meetings that guide colleges toward required deliverables.
In-person Regional Professional Learning Events:
- Capacity Building Kick-off Event in October 2026
The Initiative begins with a half-day regional event designed to:
- Establish a shared understanding of adult learner challenges and the importance of addressing these challenges, grounded in the voices and stories of adult learners and data-informed insights.
- Feature keynote speakers and college-led showcases
- Create space for participants to share both successes and challenges
- Orient participating teams to the Initiative’s expectations, timelines, roles, and deliverables
This event is intentionally designed to foster early networking and relationship-building across regional colleges.
- Midpoint Regional Convening in February 2027
A midpoint regional convening will take place to sustain momentum, support participating colleges that may be recalibrating their work, and provide space for peer learning across planning and implementation tracks. Participating colleges will share brief updates on their planning or implementation progress.
- Capacity Building Wrap-up Event in April 2026
The Initiative concludes with a half-day regional event where colleges will:
- Present a summary of their findings from the monthly discussions and the resulting deliverable, including goals and planned activities for the upcoming year
- Share progress, lessons learned, and emerging outcomes
- Identify leadership, policy, or systems-level barriers that require broader action
- Discuss how institutional leaders (including CEOs) can support, align, and scale effective practices
- Elevate regional themes to inform future investments and continuous improvement
Monthly College Team Meetings
Following the kickoff, participating colleges will meet monthly as a college team. These meetings are designed to build toward completion of the Initiative’s deliverables through structured inquiry and action. During monthly meetings, college teams will:
- Review and discuss the facilitated reflection questions focused on why current practices exist and how they may be improved
- Review local data and evidence related to adult learner access, experience, and outcomes
- Identify actions, strategies, or adjustments to advance adult learner success
Each month’s discussion will intentionally build toward the final deliverable—an action plan or progress report—focusing on planned activities for the upcoming year, rather than serving as a reporting exercise. Participating colleges are expected to move beyond describing current practices to critically examine effectiveness and take action.
To reduce siloing, the Initiative will intentionally incorporate cross-college learning opportunities, including shared discussions, peer feedback, and potential participation in other colleges’ meetings or convenings.
Final Deliverable
Recognizing that colleges are at different stages of adult learner work, participating colleges will complete one of two tracks: the Planning Track or the Implementation Track.
Reflection questions and deliverables will be tailored to each track and aligned with recommendations from the regional San Diego & Imperial Community Colleges’ Adult Learner Study. Track-specific modules and reflection questions are currently being developed by the Adult Learner Success Initiative advisory group and will be shared with colleges prior to the start of the Initiative. After reviewing the materials, each college will select the track and corresponding deliverable that best aligns with its current stage of work.
Planning Track: Adult Learner Action Plan
Colleges in the Planning Track are in the earlier stages of adult learner work. These colleges may be:
- Seeking to better understand adult learners’ experiences and needs
- Conducting local needs assessments or exploratory research
- Identifying gaps, priorities, and opportunities
- Developing a shared institutional strategy
Colleges in this track may begin by examining what is currently happening on their campus (e.g., flexible scheduling, support services) and then move into deeper implementation questions–such as why practices exist and whether they are aligned with adult learners’ needs–and develop an action plan that aligns with findings from the regional San Diego & Imperial Community Colleges’ Adult Learner Study.
In this track, colleges will submit an Action Plan that:
- Synthesizes insights from reflection questions and data
- Identifies priority focus areas and goals
- Outlines strategies, timelines, and responsible parties
- Positions the college for aligned implementation
Implementation Track: Adult Learner Progress Report
Colleges in the Implementation Track have an existing adult learner strategic plan and are actively implementing initiatives. These colleges may be:
- Piloting or scaling adult learner-focused practices
- Allocating resources toward adult learner initiatives
- Refining approaches based on feedback and early outcomes
Colleges in this track will be expected to ground implementation efforts in established research and regional recommendations, including findings from the regional San Diego & Imperial Community Colleges’ Adult Learner Study.
In this track, colleges will submit a Progress Report that:
- Identifies the adult learner strategy or recommendation being implemented
- Describes how implementation aligns with the college’s broader plan
- Reflects on progress, challenges, and adjustments
- Uses reflection questions to assess alignment and effectiveness
This deliverable is designed as a progress report, not a formal evaluation. Its purpose is to encourage reflective practice, accountability, and continuous improvement.
Unallowable Costs: Travel, conference registration, food, marketing give-aways, or supplanting existing positions
Funding Details: Each community college may request up to $50,000 from the Regional Consortium to support participation in the Adult Learner Success Initiative.
RFA Timeline
- RFA release Date: March 3, 2026
- RFA Consultation Meeting(s): February – October 2026
- RFA Response Due Date: May 1, 2026
- College Letters of Commitment Due: September 15, 2026
- Capacity Building Kick-off Event: October TBD, 2026
- Monthly College Team Meetings: October 2026 – April 2027
- Midpoint Regional Convening: February TBD, 2027
- Q2 NOVA Report Due: February 2027
- Budget Consultation Meeting, if needed: March 2027
- Modules & Final Deliverable Due in Canvas: April 30, 2027
- Capacity Building Wrap-up Event: Leadership & Policy: April 30, 2027
- Q4 NOVA Report Due: August 2027
*Colleges are encouraged to submit project applications by the May 1st deadline. Applications submitted after this date may not be funded.Budget Template
Signature Approval Form
RFA Questions:
- How will your college structure its Adult Learner Success Initiative college team to ensure cross-functional collaboration and leadership engagement?
- How will your college contribute to and benefit from regional learning and collaboration?
- Does your college currently have a strategic plan (i.e., action plan) in place for adult learners? Y/N
- If yes, is your college currently piloting, scaling, or implementing initiatives identified in that plan? Y/N
- If yes, is your college tracking progress and outcomes for those initiatives (e.g., monitoring implementation milestones and comparing results to a baseline)? Y/N
- Select which equity strategy this project will address? (select up to 2)
- How does this project intentionally redesign policies, practices, or systems to better support and serve marginalized or disproportionately impacted students?
- Select the Vision 2030 objective(s) that align with this project?
- How does this project align with Vision 2030 objectives?
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of the Employer Engagement – Job Placement Case Management (JPCM) investment is to fund a full-time position to accelerate employment outcomes for Career Education (CE) students by providing targeted job placement support aligned to students’ Career Education pathways. In this role, the JPCM will:
- Identify, post, and promote job opportunities aligned to CE programs and student skill sets;
- Communicate employment opportunities to CE students, faculty, and staff;
- Conduct targeted outreach to deans and faculty based on regional Employer Engagement priorities and available opportunities;
- Provide direct job placement support, including job search assistance, interview preparation, referrals, and placement; and maintain a caseload of CE students seeking program-related employment;
- Support the regional implementation of employment-related technology initiatives;
- Document and track student meetings, job referrals, and job placements; and
- Collaborate with the Career Center and Employer Relations Liaison to support employers and connect students to high-wage, high-demand employment opportunities.
Project Outcomes: The Employer Engagement – Job Placement Case Management (JPCM) investment will increase the number of Career Education students obtaining employment aligned to their area of study by providing structured, pathway-connected job placement support. Milestones and outcomes will be documented and analyzed using disaggregated data. The data collected will include:
- Number of student meetings conducted
- Number of students receiving job referrals through targeted mass communications
- Number of students directly referred to employment opportunities
- Number of students placed in program-related jobs.
Definitions:
Student Meeting – sustained student interaction with the intent of supporting job placement.
Job referrals via targeted mass communications – number of messages / texts / emails sent to students informing them of job opportunities.
Students directly referred to jobs – this represents direct referrals or connections made between a student from JPCM case load and an employer.
Job placements – number of students who received employment as a result of JPCM services.
These data will be used to assess the effectiveness of job placement services, identify equity gaps, and inform continuous improvement of employer engagement and student employment strategies. Data is to be provided to the Regional Consortium by August 27, 2027.
Unallowable Costs: Travel, conference registration, food, marketing give-aways
Funding Details: Up to $175,000
Start Date/End Date: July 1, 2026 – June 30, 2027
RFA Timeline
- RFA release Date: March 3, 2026
- RFA Response Due Date: May 1, 2026* Ι October 2, 2026
- RFA Consultation Meeting(s), if needed: February – October 2026
- Q2 NOVA Report Due: February 2027
- Budget Consultation Meeting, if needed: March 2027
- Q4 NOVA Report Due: August 2027
- JPCM Data Due Date: August 27, 2027
*Colleges are encouraged to submit project applications by the May 1st deadline. Applications submitted after this date may not be funded.Budget Template
Signature Approval Form
RFA Questions:
- Project Title
- Describe the planned activities for fiscal year 2026-2027.
- How are these activities aligned with the purpose of the Employer Engagement – Job Placement Case Management (JPCM) project?
- Which Career Education student populations are targeted by this project?
- How will these populations be intentionally and equitably served?
- What is the target number of individual student meetings to be conducted?
- What is the target number of students to receive job referrals through mass communications (e.g., email)?
- What is the target number of students to receive direct referrals to employment opportunities?
- What is the target number of students expected to obtain employment through JPCM efforts?
- What data will be collected and analyzed to measure progress and impact for this project (include project milestones and outcomes, equity milestones and outcomes and Vision 2030 objectives)?
- How will data be disaggregated to assess equitable access and outcomes for disproportionately impacted students?
- How will this information be documented and shared with the Regional Consortium to support reporting, evaluation, and documentation of this regional investment?
- Select the Vision 2030 objective(s) that align with this project?
- How does this project align with Vision 2030 objectives
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of the Sector Project funding is to address talent pipeline development and the workforce needs of regional industries and employers by supporting sector-based projects that:
- Respond to documented regional industry and employer workforce needs;
- Support the planning and development of registered apprenticeship programs (RAPs) aligned to employer demand.
- Address labor market demand supported by data and research;
- Improve specific Strong Workforce Program (SWP), college, and/or regional outcomes or metrics;
- Utilize equity-minded practices and recommendations to reduce access and outcome gaps; and
- Include a sustainability plan, where applicable, that assesses project effectiveness and informs continuation or scale.
Project Outcomes: Projects will demonstrate measurable progress in strengthening regional talent pipelines and meeting industry and employer workforce needs. Outcomes may include improved alignment between programs and industry demand, increased student participation or completion in sector-aligned pathways, expanded work-based learning or employment opportunities, strengthened employer engagement, and improved SWP, college, or regional metrics. Disaggregated data will be used, where applicable, to assess equity impacts and inform continuous improvement.
Unallowable Costs: Travel, conference registration, food, marketing give-aways
Funding Details: Up to $175,000 per college
Start Date/End Date: July 1, 2026 – June 30, 2027
RFA Timeline
- RFA release Date: March 3, 2026
- RFA Response Due Date: May 1, 2026* Ι October 2, 2026 Ι January 29, 2027
- RFA Consultation Meeting(s), if needed: February – October 2027
- Q2 NOVA Report Due: February 2027
- Budget Consultation Meeting, if needed: March 2027
- Q4 NOVA Report Due: August 2027
*Colleges are encouraged to submit project applications by the May 1st deadline. Applications submitted after this date may not be funded.Budget Template
Signature Approval Form
RFA Questions:
- Project Title
- Describe the proposed Sector Investment project.
- What evidence (e.g., labor market data, employer input, regional priorities) demonstrates that this project responds to regional industry and employer workforce needs?
- Which Career Education student populations are targeted by this project?
- What data will be collected and analyzed to measure progress and impact for this project (include project milestones and outcomes, equity milestones and outcomes and Vision 2030 objectives)?
- How will data be disaggregated to assess equitable access and outcomes for disproportionately impacted students?
- How will this information be documented and shared with the Regional Consortium to support reporting, evaluation, and documentation of this regional investment?
- How will successful strategies or outcomes be sustained or scaled beyond the funding period, if applicable?
- Select which equity strategy this project will address? (select up to 2)
- How does this project intentionally redesign policies, practices, or systems to better support and serve marginalized or disproportionately impacted students?
- Select the Vision 2030 objective(s) that align with this project?
- How does this project align with Vision 2030 objectives?
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of the Employer Engagement – Work-Based Learning Coordinator (WBLC) investment is to support the coordination and expansion of high-quality, equitable work-based learning (WBL) opportunities for Career Technical Education (CTE) students. WBLC funds will support strategies that expand and diversify WBL opportunities; increase faculty and staff awareness of WBL; support faculty integration of WBL into curriculum; promote participation in the Regional Faculty Work-Based Learning Professional Development course (or approved local equivalent); and ensure WBL activities are documented and tracked in alignment with the regional Ensuring Equitable Work-based Learning (SG-21) Framework.
WBLCs are expected to:
- Collaborate with Career Education faculty to integrate classroom instruction with WBL opportunities, with an intentional focus on equity and access for all students;
- Develop and implement strategies to promote WBL opportunities to faculty, students, and employers, including targeted outreach to disproportionately impacted student populations;
- Use college-level WBL data to identify gaps and opportunities for WBL development, expansion, and support;
- Partner with the Employer Relations Liaison to engage employers, communicate WBL needs, and co-develop WBL opportunities;
- Support clear and consistent communication of WBL opportunities to students in collaboration with Career Education faculty and staff;
- Share college WBL needs and requests with the Employer Relations Liaison and the Regional Employer Engagement Team;
- Participate in regional WBL workgroups and support regional activities such as industry tours, internships, and shared WBL experiences;
- Promote, support, and facilitate the Regional WBL Faculty Professional Development course or an approved college-based equivalent;
- Support adoption and implementation of the regional Ensuring Equitable Work-Based Learning (SG-21) Framework, including documentation and tracking of WBL experiences; and
- Assist with the management, tracking, and reporting of the college’s WBL opportunities and student placements.
Project Outcomes: The WBLC investment will increase the number, diversity, and equitable distribution of work-based learning opportunities available to Career Education students. Milestones and outcomes will be documented and analyzed using disaggregated SG-21 data and evidence of expanding and diversifying work-based learning opportunities, increased faculty and staff awareness of work-based learning , and supporting faculty integration of work-based learning into curriculum. Data will be used to assess equity impacts, identify gaps in access, and inform continuous improvement of college and regional WBL strategies.
Unallowable Costs: Travel, conference registration, food, marketing give-aways
Funding Details: Up to $80,000
Start Date/End Date: July 1, 2026 – June 30, 2027
RFA Timeline
- RFA release Date: March 3, 2026
- RFA Response Due Date: May 1, 2026* Ι October 2, 2026
- RFA Consultation Meeting(s), if needed: February – October 2026
- Q2 NOVA Report Due: February 2027
- Budget Consultation Meeting, if needed: March 2027
- Q4 NOVA Report Due: August 2027
- WBL Data Due Date: August 29, 2027
*Colleges are encouraged to submit project applications by the May 1st deadline. Applications submitted after this date may not be funded.Budget Template
Signature Approval Form
RFA Questions:
- Project Title
- In what ways is your college developing and diversifying the types of work-based learning opportunities for students?
- In what ways is your college expanding faculty and staff awareness of work-based learning?
- In what ways is your college helping faculty to integrate work-based learning into their curriculum?
- How is your college collecting and reporting SG-21 data?
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Questions?
- Fiscal: Sue Fisher Ι sue.fisher@gcccd.edu
- GroupTrail: Stephanie Bradley Ι stephanie.bradley@gcccd.edu
- RFA: Danene Brown Ι danene.brown@gcccd.edu
Archived RFAs
2025 Regional RFAs – Round 9
Purpose: The purpose of this funding is to support colleges in the enhancement or implementation of innovative projects that accelerate outcomes for Career Education students. (For example: Career Navigation, Credit for Prior Learning, Equity Strategies, Pre-apprenticeship, Outreach, Vision 2030 or other.)
Project Outcomes: Measurable improvements in Career Education student outcomes, such as increased enrollments, enhanced career readiness completion rates, improved completion rates.
Funding Details: Up to $75,000 per college
Start Date/End Date: July 1, 2025 – June 30, 2026
RFA Timeline
- RFA release Date: February 3, 2025
- RFA Response Due Date: April 30, 2025* Ι September 30, 2025 Ι January 30, 2026
- RFA Consultation Meeting(s), if needed: February – September 2025
- Q2 NOVA Report Due: February 2026
- Budget Consultation Meeting, if needed: March 2026
- Q4 NOVA Report Due: August 2026
*Colleges are encouraged to submit project applications by the April 30th deadline. Applications submitted after this date may not be funded.
Budget Template
Signature Approval Form
RFA Questions:
Describe the proposed Accelerated Career Education Outcomes Investment project.
- What evidence indicates that this investment will accelerate outcomes for Career Education students?
- What are the targeted Career Education student populations?
- How will they be intentionally served?
- What are the specific outcomes of this project?
- What data will be collected and analyzed to determine these outcomes are met?
Equity Strategies Questions
Vision 2030 Objectives Questions
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of this Strong Workforce Program investment is to support the region’s community colleges as they implement the Counselor Institute at their institutions. The Strong Workforce Counselor Institute is a regional professional learning opportunity for counseling faculty at the San Diego and Imperial Counties Community Colleges. The goals of the Strong Workforce Counselor Institute are to:
- Foster understanding and awareness of Career Technical Education/Career Education (CTE/CE)
- Learn how to use labor market information (LMI) and career exploration in advising students
- Use inquiry, evidence-based decision-making, and continuous improvement to examine services provided to students
- Support counseling faculty in building relationships and collaborating with CTE/CE instructional faculty and institutional researchers
- Inspire counseling from a culturally inclusive perspective
Note: Colleges with a CTE research expert employed by the San Diego & Imperial Center of Excellence (COE) must finalize their Memorandum of Understanding (MOU) to ensure the continuation of research expert positions and associated support services. The MOU will include a simplified scope of work that includes, in order of priority:
- Counselor Institute research needs
- CTE research tasks (ad hoc requests/priorities)
- Other Institutional Research assignments broadly related to CTE if capacity permits
Requirements for Stipends: Each college must recruit a minimum of 7 (but no more than 25) full-time or part-time counselors to participate in the Counselor Institute as a cohort. Each participating counselor may receive up to $2,000 in stipend: $250 for attending the kickoff event and $1,750 for completing all other objectives. A college must recruit 25 counselors to request the full $50,000 for stipends; if a college recruits fewer than 25 counselors, then the stipend budget will be reduced according. Colleges may create a waitlist if more than 25 counselors are interested in participating. Colleges with a Center of Excellence (COE) research expert must complete their Memorandum of Understanding (MOU) for continuation of research expert positions and related research support.
For counselors to be eligible to receive a $2,000 stipend, they must complete the following tasks:
- Submit the letter of commitment to the Center of Excellence (COE), which outlines participant responsibilities
- Complete assignments in Canvas, including an Action Plan
- Participate in monthly meetings with their college cohort to complete the assignments
- Attend two in-person regional professional learning events
- Kickoff event: October 2025
- Wrap-up event: May 2026
- Implement your Action Plan
The assignments will be due May 1, 2026, and will cover the following topics:
- Examining Student Data
- Exploring Student Interests and Career Aspirations
- Managing Day-to-Day Workflows
- Developing Cross-Campus Relationships
- Creating an Action Plan
At the first (kickoff) in-person professional learning event in October 2025, counselors will:
- Learn from keynote speakers as they share promising practices (e.g., interventions supported by research that contribute to Counselor Institute goals)
- Meet with their college cohort of counselors and the Counselor Institute project team
- Understand what is expected of them as Counselor Institute participants
The second (wrap-up) in-person professional learning event will be held in May 2026. Exact date and location TBD. At the wrap-up event, counselors will:
- Share lessons learned from participating in the Counselor Institute with other college cohorts
- Explore promising practices and learn how to operationalize their ideas and Action Plan
Requirements for Project Management: Colleges may request up to $25,000 for project management support. The funding must be used to support a Counselor Institute project team consisting of:
- Project lead from the counseling department
- Institutional researcher (or COE-employed Regional CTE Research Expert)
- CTE/CE dean or associate dean
- Counseling dean
- Director of professional development or teaching and learning, or equivalent
The project lead from the counseling department will be responsible for:
- Working with the counseling dean to recruit 7 to 25 counselors
- Recruiting and having counselors submit their letters of commitment to the Counselor Institute Canvas shell by September 5, 2025
- Working with the counseling dean and institutional researcher to determine what student data will be analyzed in the Counselor Institute assignments
- Familiarizing themself with the assignments in Canvas and tracking counselors’ progress
- Working with the institutional researcher to plan and facilitate the monthly meetings
- Scheduling, planning, and facilitating the monthly meetings
- Preparing counselors and project team members for the monthly meetings
- Attending both in-person professional learning events
- Providing progress reports about the Counselor Institute to the counseling dean and CE/CTE dean
The institutional researcher (or COE-employed Regional CTE Research Expert) will be responsible for:
- Attending monthly meetings coordinated by project leads
- Compiling data dashboards and reports to assist counselors with completing the Counselor Institute assignments
- Attending both in-person professional learning events
- Attending the regional Data and Innovation Committee meetings
- Serving as the backup member for the Counselor Institute’s regional community of practice
- Evaluating the impact of the prior Counselor Institute 1.0 cohort
The CTE/CE dean or associate dean will be responsible for:
- Supporting the project lead and institutional researcher in the monthly meetings
- Encouraging CTE/CE faculty to collaborate with counseling faculty
- Attending both in-person professional learning events
- Working with the institutional research dean to determine how the funding will be spent to operationalize/sustain the collaboration between researchers and faculty beyond May 2026
The counseling dean will be responsible for:
- Working with the project lead to recruit 7 to 25 counselors
- Working with the project lead and institutional researcher to determine what student data will be analyzed in the Counselor Institute assignments
- Encouraging counseling faculty to collaborate with CTE/CE faculty
- Attending both in-person professional learning events
- Guiding the project lead in implementing the Counselor Institute
The institutional research dean will be responsible for:
- Assigning one researcher (at least 0.5 FTE or 23-25 hours/week) to support the Counselor Institute
- Working with the CTE/CE dean or associate dean to determine how the funding will be spent to operationalize/sustain the collaboration between researchers and faculty beyond May 2026
- Attending a quarterly strategic meeting for institutional research administrators with the Regional Consortium and Center of Excellence
- Providing guidance to institutional researchers on data and reports for the counselors
- Providing guidance to institutional researchers as they evaluate the efficacy of the Counselor Institute at their college by comparing courses taught by faculty members in prior cohorts vs. courses taught by faculty members who have not participated in the Counselor Institute
The director of professional development or teaching and learning or equivalent will be responsible for:
- Attending both in-person professional learning events
- Serving on the Counselor Institute Advisory Group’s regional community of practice
- Working with the institutional research dean and CTE/CE dean or associate dean to continue the goals of the Counselor Institute in the college’s professional development programming
Project Outcomes: This professional development investment is designed to guide counselors to better understand CTE/CT and use evidence-based decisions and implement culturally inclusive counseling practices. Counselor Action Plans are collected to document outcomes.
Funding Details: Each community college may request up to $75,000 from the Regional Consortium for the Counselor Institute: up to $50,000 is available for faculty stipends and up to $25,000 is available for project management support.
RFA Timeline
- RFA release Date: February 3, 2025
- RFA Consultation Meeting(s): February – April 2025
- RFA Response Due Date: April 30, 2025
- Letters of commitment and participant list due: September 5, 2025
- Kickoff professional learning event: October TBD 2025
- Q2 NOVA Report Due: February 2026
- Counselor Institute assignments due in Canvas: May 1, 2026
- Wrap-up professional learning event: May TBD 2026
- Counselor implement their action plans: May 2026 – June 30, 2027
- Q4 NOVA Report Due: August 2026
Budget Template
Signature Approval Form
RFA Questions:
- How will the college recruit counselors (full time and part time) for the Counselor Institute?
- What is the college’s plan for institutionalizing the learnings from the Counselor Institute?
Equity Strategies Questions
Vision 2030 Objectives Questions
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of the Employer Engagement – Job Placement Case Management (JPCM) investment is to fund a full-time person to support Career Education students in obtaining employment connected to their Career Education pathway. In this role, it is expected that the JPCM:
- Identify, post and promote job opportunities appropriate for CE students/graduates;
- Communicate job opportunities to CE students, faculty, and staff;
- Conduct outreach to specific deans and faculty based on regional Employer Engagement priorities and availability of opportunities;
- Maintain a caseload of CE students seeking program-related jobs and provide direct employment support to CE students through job searches, interviews, employment referrals and placement;
- Support regional implementation of employment-related technology initiatives;
- Document and track student meetings, student job referrals, and student job placements; and
- Collaborate with the Career Center and the Employer Relations Liaison to support employers and provide students with high-wage, high-demand jobs.
Project Outcomes: Increase the number of Career Education students obtaining employment in their area of study. Disaggregated data will be collected regarding the number of student meetings, students sent job referrals via mass emails, students directly referred to jobs, and job placements for student outcomes.
Funding Details: Up to $175,000
Start Date/End Date: July 1, 2025 – June 30, 2026
RFA Timeline
- RFA release Date: February 3, 2025
- RFA Response Due Date: April 30, 2025* Ι September 30, 2025
- RFA Consultation Meeting(s), if needed: February – September 2025
- Q2 NOVA Report Due: February 2026
- Budget Consultation Meeting, if needed: March 2026
- Q4 NOVA Report Due: August 2026
- JPCM Data Template Due Date: August 29, 2026
*Colleges are encouraged to submit project applications by the April 30th deadline. Applications submitted after this date may not be funded.
Budget Template
Signature Approval Form
RFA Questions:
Describe the activities planned for the fiscal year (2025-2026).
- How are these activities aligned with the purposes of this project?
- What are the targeted Career Education student populations?
- How will they be intentionally served?
- What is the target number for student meetings?
- What is the target number for student referrals to jobs (mass email)?
- What is the target number for direct student referrals to jobs?
- What is the target number for students employed through JPCM efforts?
Equity Strategies Questions
Vision 2030 Objectives Questions
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of the Sector Project funding is to address talent pipeline development and needs of our regional industries and employers by supporting projects that
- respond to regional industry/employer workforce needs,
- address demand supported by data and research,
- improve specific SWP, college, and/or regional outcomes or metrics,
- utilizes equitable practices/recommendations, and
- have a sustainability plan that examines the efficacy of the project, if applicable
Project Outcomes: Measurable data indicating advancement of or improvement in addressing talent pipeline development and needs for regional industry/employer.
Funding Details: Up to $125,000 per college
Start Date/End Date: July 1, 2025 – June 30, 2026
RFA Timeline
- RFA release Date: February 3, 2025
- RFA Response Due Date: April 30, 2025* Ι September 30, 2025 Ι January 30, 2026
- RFA Consultation Meeting(s), if needed: February – September 2025
- Q2 NOVA Report Due: February 2026
- Budget Consultation Meeting, if needed: March 2026
- Q4 NOVA Report Due: August 2026
*Colleges are encouraged to submit project applications by the April 30th deadline. Applications submitted after this date may not be funded.
Budget Template
Signature Approval Form
RFA Questions:
Describe the proposed Sector Investment project.
- What evidence indicates this project will respond to regional industry/employer workforce needs?
- What are the targeted Career Education student populations?
- How will they be intentionally served?
- What are the specific outcomes of this project?
- What data will be collected and analyzed to determine these outcomes are met?
Equity Strategies Questions
Vision 2030 Objectives Questions
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of the Employer Engagement – Work-Based Learning Coordinator (WBLC) funds is to support the WBLC and increase work-based learning opportunities for CTE students. Utilizing strategies that include developing and diversifying the types of WBL opportunities for students; expanding faculty/staff awareness of WBL; helping faculty to integrate work-based learning into their curriculum, promoting the regional Faculty Work-based Learning Professional Development (or approved local equivalent); and ensuring WBL offerings are documented in alignment with the regional Ensuring Equitable Work-based Learning (SG-21) Framework. WBLC are expected to:
- Collaborate with Career Education faculty to identify and support integration between classroom learning and WBL opportunities, with an intentional focus on equity for all students.
- Develop strategies to promote WBL to faculty, students, and employers, including strategies to inform DI students.
- Identify areas in need of WBL development, expansion and support, based on the college’s existing work-based learning data.
- Work with the Employer Relations Liaison to identify and create strategies to support employers and inform employers about WBL needs and develop WBL opportunities.
- Partner with Career Education faculty and staff to ensure effective communication of WBL opportunities with students.
- Share College’s WBL needs and requests with the Employer Relations Liaison and the Regional Employment Engagement Team.
- Participate in the regional workgroup meetings related to work-based learning, including the development of regional experiences and activities, such as regional industry tours and internships.
- Promote, support, and facilitate the Regional WBL Faculty Professional Development course or equivalent college-based WBL Faculty Professional Development course.
- Support the adoption and implementation of the regional Ensuring Equitable Work-based Learning (SG-21) Framework and tracking of WBL experiences for reporting.
- Assist in the management, tracking, and reporting of the college’s WBL opportunities and placements.
Project Outcomes: Increase work-based learning opportunities for Career Education students. Disaggregated SG-21 data will be collected.
Funding Details: Up to $80,000
Start Date/End Date: July 1, 2025 – June 30, 2026
RFA Timeline
- RFA release Date: February 3, 2025
- RFA Response Due Date: April 30, 2025* Ι September 30, 2025
- RFA Consultation Meeting(s), if needed: February – September 2025
- Q2 NOVA Report Due: February 2026
- Budget Consultation Meeting, if needed: March 2026
- Q4 NOVA Report Due: August 2026
- WBL Data Template Due Date: August 29, 2026
*Colleges are encouraged to submit project applications by the April 30th deadline. Applications submitted after this date may not be funded.
Budget Template
Signature Approval Form
RFA Questions:
Describe the activities planned for this project.
- How are these activities aligned with the purposes of this project?
- What diverse types of WBL strategies will be implemented and made available for Career Education students?
- How will the activities for this project impact traditionally underrepresented and disproportionally impacted Career Education students?
Equity Strategies Questions
Vision 2030 Objectives Questions
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
2024 Regional RFAs – Round 8
- Submit application, budget template, and signature approval form via the RFA GroupTrail link. If you are applying for Implementation Investment funds, please upload your Strategic Plan.
- Schedule consultation meeting with RC staff. Consultation meetings provide an opportunity to discuss and clarify college applications. Please select your consultation time on the Google form.
- Revise and update application and budget template based on consultation meeting discussion. This will become the scope of work (SOW) for the contract.
- Upon receiving the contract, obtain appropriate signatures and return to RC Fiscal (Sally Cox and Sue Fisher).
- Complete reporting in a timely manner. Progress and budget reports are due February 15th (Q2) and August 15th (Q4). Check-in meetings are available, if desired.
The San Diego & Imperial Counties Community Colleges’ Regional Consortium embeds equity, with evidence-based practices, into all of its regional RFA projects in an effort to reduce equity gaps among underrepresented and minoritized students. (See Black Student Equity Report, Perkins V Comprehensive Regional Needs Assessment, Persevering to Completion Lumina Foundation Report, and the SDICCC SWP Regional Marketing Cumulative Research Report). We recommend college only target one or two strategies per RFA.
What equity strategy(ies) will be implemented or addressed with this project? (select all that apply)
- Equity-mindedness and data literacy in teaching and learning (e.g., using equity gaps data to inform teaching and learning)
- Inclusive curriculum (e.g., using a race-conscious, equity-minded, and/or decolonized lens to review curriculum)
- Inclusive pedagogy/andragogy (e.g., creating intentional professional development opportunities on diversity, equity, inclusion practices)
- Review of local CTE/CE program paths (e.g., understanding learning barriers in current paths and adjusting practices according)
- Review of local scheduling practices (e.g., identifying gaps that harm underrepresented and minoritized students)
- Educate industry and employer partners (e.g., developing free or low cost short-term, noncredit, community education programs for employer partners)
- Empower race-conscious, equity-minded industry and employer partners (e.g., creating a community of practice within the workforce development framework for these partners to address systemic barriers to employment)
- Increase the sense of belonging by establishing a “caring campus” culture, providing faculty, staff, and administrators with professional development in culturally inclusive and trauma-informed practices
- Improve coordination and communication by developing institutionalized processes and tools to help students meet their basic needs and complete their academic/career goals
- Identifying viable student support interventions that increase completion of adult students
- Work closely with employers to develop “transformative employment opportunities” and diversify representation in high-wage, high-demand CE/CTE occupations and programs
- Develop targeted recruitment and retention strategies for program with significantly underrepresented groups
If this strategy is selected go to these follow-up questions:- Which TOP code(s) from the Equity Gaps in Priority Jobs and Programs study will this project address?
- Do the Priority Program(s) you selected have an underrepresented student population that this project will target?
Describe how this/these strategy(ies) be will be implemented or addressed.
How will this/these strategy(ies) be measured?
What outcomes will you focus on that demonstrate these strategies have been achieved?
How will data be collected for these outcomes?
Purpose: The purpose of this funding is to support colleges in the enhancement or implementation of Credit for Prior Learning, Equity Strategies, Pre-apprenticeship, Outreach, or other innovative projects that accelerate outcomes for Career Education students.
Project Outcomes: This investment supports the enhancement or implementation of Credit for Prior Learning, Equity Strategies, Pre-Apprenticeship, Outreach, or other innovative projects that accelerate outcomes for Career Education students in the region, with measurable outcomes/metrics.
Funding Details: TBD based on project request
Start Date/End Date: July 1, 2024 – June 30, 2025
RFA Timeline
- RFA release Date: March 2024
- RFA Response Due Date: ongoing
- RFA Consultation Meeting(s): Based on RFA submission
- Q2 Progress Report Due: February 15, 2025
- Budget Consultation Meeting: March 2025
- Q4 Progress Report Due: August 15, 2025
Budget Template
Signature Approval Form
RFA Questions:
Describe the proposed Accelerated Career Education Outcomes Investment project.
- What evidence suggests that this strategy will accelerate outcomes for students?
- What is the targeted career education student population?
- What are the specific outcomes of this project?
- How will these outcomes be measured?
- What data will be provided to the region to indicate these outcomes are met?
- Which SWP metrics will be addressed with this project? (Indicate in numbers or percentage)
- What TOP Codes will be addressed with this project?
- What SOC Codes will be addressed with this project?
Equity Strategies Questions
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of this funding is to support college-based marketing activities that increase the awareness, recruitment, retention and completion of targeted career education students.
Project Outcomes: This investment is designed to increase student awareness of career education and its benefits, recruitment, retention, and completions at the colleges, with measurable outcomes/metrics.
Funding Details: Up to $50,000 per college
Start Date/End Date: July 1, 2024 – June 30, 2025
RFA Timeline
- RFA release Date: March 2024
- RFA Response Due Date: April 30, 2024
- RFA Consultation Meeting(s): April / May 2024
- Q2 Progress Report Due: February 15, 2025
- Budget Consultation Meeting: March 2025
- Q4 Progress Report Due: August 15, 2025
Budget Template
Signature Approval Form
RFA Questions:
- Describe the proposed marketing project.
- What is the targeted career education student population?
- What are the specific outcomes of this project?
- How will these outcomes be measured?
- What data will be provided to the region to indicate these outcomes are met?
- Which SWP metrics will be addressed with this project? (Indicate in numbers or percentage)
- What TOP Codes will be addressed with this project?
- What SOC Codes will be addressed with this project?
Equity Strategies Questions
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of this investment is to provide support to the region’s community colleges as they implement the Strong Workforce Faculty Institute at their institutions, by providing faculty stipends and Institutional Research support. The Faculty Institute is a professional learning opportunity for Career and Technical Education/ Career Education (CTE/CE) instructional faculty employed at the San Diego and Imperial Counties Community Colleges. The goals of the Strong Workforce Faculty Institute are to:
- Foster strong collaboration among faculty, researchers, and deans
- Encourage self-reflection, inquiry, and research-based decision-making
- Inspire teaching and learning from a culturally inclusive perspective
Faculty Institute 3.0 RFA Details: This project can take up to two years. The first year of the project is called Phase 1. During Phase 1, colleges will select CTE faculty to participate in the Faculty Institute. Faculty will receive a stipend to participate in the two in-person regional professional learning events. Faculty will also complete assignments in Canvas, participate in monthly meetings, and complete an Action Plan. Phase I also includes the coordination, assistance, and support of an institutional researcher, a CTE faculty lead, and a CTE dean to support the CTE faculty in completing the program assignments and Action Plan. The second year, Phase 2, is the operationalizing and support for collaboration between institutional research and CTE faculty beyond May 2025, as the CTE faculty implement their Action Plans. Over the two-year timeline of this project, each college can allocate the project funding in the way they determine is best for the college.
Requirements for Stipends: Each college must recruit a minimum of 15 (but no more than 25) full-time or part-time instructors to participate in the Faculty Institute as a cohort. Each participating faculty member may receive up to $2,000 in stipends. A college must recruit 25 faculty to request the full $50,000 for stipends; if a college recruits fewer than 25 faculty, then the reimbursement rate will be adjusted to the number of faculty participating. Colleges are encouraged to create a waitlist if more than 25 faculty members are interested.
For faculty to receive a $2,000 stipend, they must complete the following tasks with their college cohort:
- Submit the letter of commitment to the Center of Excellence (COE), which outlines participant responsibilities
- Complete assignments in Canvas, which includes an Action Plan
- Participate in monthly meetings to complete the assignments
- Attend two in-person regional professional learning events
-Kickoff event: October 18, 2024
-Wrap-up event: May TBD, 2025 - Implement your Action Plan
At the first (kickoff) in-person professional learning event in October 18, 2024, faculty will:
- Learn from previous cohorts as they share effective Action Plans that made progress toward the Faculty Institute’s goals
- Meet their college cohort of faculty members and the Faculty Institute project team
- Attend an orientation that discusses the expectations of the Faculty Institute participants
The second (wrap-up) in-person professional learning event will be held in May 2025. At the wrap-up event, faculty will:
- Share lessons learned from participating in the Faculty Institute with other college cohorts
- Explore promising practices and learn how to operationalize their Action Plans
Requirements for Project Management and Institutional Research Support: Colleges may request up to $125,000 for project management and institutional research support. Provide justification of the budget requested on the Budget Grid form(s). Clarification and approval of the budget request will occur during the consultation meeting. NOTE: this is the final round of funding for institutional research support for Faculty Institutes. The funding must be used to support a project team consisting of:
- One faculty lead from CTE/CE
- One institutional researcher (or COE-employed Regional CTE Research Expert)
- One CTE/CE dean or associate dean
- One institutional research dean
- One director of professional development or teaching and learning, or equivalent
The faculty lead from CTE/CE will be responsible for:
- Working with the CTE/CE dean or associate dean to recruit 15 to 25 faculty members
- Having faculty submit their letters of commitment by September 6, 2024
- Tracking faculty members’ progress on assignments in Canvas
- Scheduling, planning, and facilitating the monthly meetings
- Preparing project team members and faculty participants for the monthly meetings
- Attending both in-person professional learning events
- Providing progress reports about the Faculty Institute to the CTE/CE dean and institutional research dean
- Serving on the Faculty Institute Advisory Group’s regional community of practice
The institutional researcher (or COE-employed Regional CTE Research Expert) will be responsible for:
- Working with the faculty lead to plan and facilitate the monthly meetings
- Conducting an evaluation of the efficacy of the Faculty Institute at their college by comparing courses taught by faculty members in prior cohorts vs. courses taught by faculty members who have not participated in the Faculty Institute—the COE will provide guidance on this process
- Compiling data dashboards and reports related to the Faculty Institute
- Assisting faculty with completing the assignments, including one-on-one data coaching and office hours (if necessary)
- Attending both in-person professional learning events
- Attending the regional Data and Innovation Committee meetings
- Serving on the Faculty Institute Advisory Group’s regional community of practice
The CTE/CE dean will be responsible for:
- Supporting the faculty lead and institutional researcher in the monthly meetings
- Attending both in-person professional learning events
- Working with the institutional research dean to determine how the funding will be spent to operationalize/sustain the collaboration between researchers and faculty beyond May 2025
- Approving each Faculty Institute Action Plan from their college in collaboration with the researcher(s) assigned to the Institute
The institutional research dean will be responsible for:
- Assigning one researcher (at least 0.5 FTE or 23-25 hours/week for two years) to support the Faculty Institute
Working with the CTE/CE dean or associate dean to determine how the funding will be spent to operationalize/sustain the collaboration between researchers and faculty beyond May 2025 - Attending a quarterly strategic meeting for institutional research administrators with the Regional Consortium and Center of Excellence
Providing guidance to institutional researchers on data and reports for the Faculty Institute - Providing guidance to institutional researchers as they evaluate the efficacy of the Faculty Institute at their college by comparing courses taught by faculty members in prior cohorts vs. courses taught by faculty members who have not participated in the Faculty Institute
The director of professional development or teaching and learning or equivalent will be responsible for:
- Attending both in-person professional learning events
- Serving on the Faculty Institute Advisory Group’s regional community of practice
- Working with the institutional research dean and CTE/CE dean or associate dean to continue the goals of the Faculty Institute in the college’s professional development programming
Project Outcomes: This professional development investment is designed to guide CTE/CE faculty to implement their culturally inclusive teaching practices by making research-based decisions. Faculty Action Plans are collected to document outcomes.
Funding Details: Each community college may request up to $175,000 from the Regional Consortium for the Faculty Institute: $50,000 is available for faculty stipends and $125,000 is available for project management and institutional research support.
RFA Timeline
- RFA release Date: March 2024
- RFA Consultation Meeting(s): March – April 29, 2024
- RFA Response Due Date: April 30, 2024
- Letters of commitment and participant list due: September 6, 2024
- Kickoff professional learning event: October 18, 2024
- Faculty Institute assignments due in Canvas: April 25, 2025
- Wrap-up professional learning event: May TBD 2025
- Faculty implement their action plans: May 2025 – June 30, 2026
Budget Template Ι Phase 1 Budget July 1, 2024 – June 30, 2025 and Phase 2 July 1, 2025 – June 30, 2026
Signature Approval Form
RFA Questions:
- How will you measure your cohort’s progress toward the equity strategies you selected above?
- What outcomes will you focus on that demonstrate these strategies have been achieved?
- How will data be collected for these outcomes?
- How will your college recruit faculty (full time and part time) for the Faculty Institute?
- What disciplines will you target and why? (Reminder: CTE/CE faculty must be prioritized for the institute as they have the first right of refusal.)
- Which SWP metrics will be addressed with this project? (Indicate in numbers or percentage)
- What TOP Codes will be addressed with this project?
- What SOC Codes will be addressed with this project?
Equity Strategies Questions
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of the Implementation Investment funding is to support regional colleges to implement specific components of their Career Services and/or K-14 Dual Enrollment Strategic Plans (Concurrent Enrollment Strategic Plan – College of Continuing Education). Note: Submission of the college’s Strategic Plan is required for funding consideration. Please upload your Strategic Plan using GroupTrail.
Project Outcomes: This investment is to support the development and expansion of Career Services and K-14 Dual Enrollment in the region, with measurable outcomes/metrics.
Funding Details: TBD based on project request
Start Date/End Date: July 1, 2024 – June 30, 2025
RFA Timeline
- RFA release Date: March 2024
- RFA Response Due Date: ongoing
- RFA Consultation Meeting(s): Based on RFA submission
- Q2 Progress Report Due: February 15, 2025
- Budget Consultation Meeting: March 2025
- Q4 Progress Report Due: August 15, 2025
Budget Template
Signature Approval Form
RFA Questions:
Describe the proposed Implementation Investment project.
- How does this project address need(s) identified in the college’s Career Services or K-14 Dual Enrollment Strategic Plan or Concurrent Enrollment Strategic Plan?
- CS: What specific NACE Standards does this project address?
- DE: Which regional dual enrollment goal(s) does this project address:
- Implementing the Chancellor’s Vision 2030 strategy to expand DE opportunities for students to earn up to 12 units and participate as early as 9th grade
- Providing more equitable dual enrollment programming (with K12, Adult Education/Noncredit, County Office of Education)
- Expanding dual enrollment in CTE/CE courses
- Expanding populations served to include students under-represented in higher education (e.g. Adult Ed, Justice System Involved Youth, students with disabilities, English Language Learners, foster youth)
- Enhancing regional colleges’ abilities to track and use data for informed decision making regarding local dual enrollment practices.
- CE: What specific Concurrent Enrollment Best Practices does this project address?
- What is the targeted career education student population?
- What are the specific outcomes of this project?
- How will these outcomes be measured?
- What data will be provided to the region to indicate these outcomes are met?
- Which SWP metrics will be addressed with this project? (Indicate in numbers or percentage)
- What TOP Codes will be addressed with this project?
- What SOC Codes will be addressed with this project?
Equity Strategies Questions
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of the Employer Engagement – Job Placement Case Management is to fund a full-time person to support career education students in obtaining employment connected to their career education pathway. In this role, it is expected that the JPCM will:
- Identify, post and promote job opportunities appropriate for CE students/graduates;
- Communicate job opportunities to CE students, faculty, and staff;
- Conduct outreach to specific deans and faculty based on regional Employer Engagement priorities and availability of opportunities;
- Maintain a caseload of CE students seeking program-related jobs and provide direct employment support to CE students through job searches, interviews, employment referrals and placement;
- Support regional implementation of employment-related technology initiatives;
- Document and track student meetings, student job referrals, and student job placements; and
- Collaborate with the Career Center and the Employer Relations Liaison to support employers and provide students with high-wage, high-demand jobs.
Project Outcomes: This investment increases the number of students obtaining employment in their area of study. Disaggregated data will be collected regarding the number of student meetings, students sent job referrals via mass emails, students directly referred to jobs, and job placements for student outcomes.
Funding Details: Up to $150,000 per college
Start Date/End Date: July 1, 2024 – June 30, 2025
RFA Timeline
- RFA release Date: March 2024
- RFA Response Due Date: April 30, 2024
- RFA Consultation Meeting(s): April / May 2024
- Q2 Progress Report Due: February 15, 2025
- Budget Consultation Meeting: March 2025
- Q4 Progress Report Due: August 15, 2025
Budget Template
Signature Approval Form
JPCM Data Template
RFA Questions:
Describe the activities planned for the fiscal year(2024-2025).
- How are these activities aligned with the purposes of this funding?
- What is the targeted career education student population?
- What is the target number for student meetings?
- What is the target number for student referrals to jobs (mass email)?
- What is the target number for direct student referrals to jobs?
- What is the target number for students employed through JPCM efforts?
- Which SWP metrics will be addressed with this project? (Indicate in numbers or percentage)
- What TOP Codes will be addressed with this project?
- What SOC Codes will be addressed with this project?
Equity Strategies Questions
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of the Sector Investment funding is to address talent pipeline development and needs of our regional industries and employers by supporting projects that
- respond to regional industry/employer workforce needs,
- address demand supported by data and research,
- improve specific SWP, college, and/or regional outcomes or metrics,
- utilizes equitable practices/recommendations, and
- have a sustainability plan that examines the efficacy of the project, if applicable
Project Outcomes: This investment supports colleges in meeting the talent pipeline needs of regional industries and employers, with measurable outcomes/metrics.
Funding Details: TBD based on project request
Start Date/End Date: July 1, 2024 – June 30, 2025
RFA Timeline
- RFA release Date: March 2024
- RFA Response Due Date: ongoing
- RFA Consultation Meeting(s): Based on RFA submission
- Q2 Progress Report Due: February 15, 2025
- Budget Consultation Meeting: March 2025
- Q4 Progress Report Due: August 15, 2025
Budget Template
Signature Approval Form
RFA Questions:
Describe the proposed Sector Investment project.
- How is this project responding to regional industry/employer workforce needs?
- What evidence suggests that this project will address industry/employer workforce needs?
- What is the targeted career education student population?
- What are the specific outcomes of this project?
- How will these outcomes be measured?
- What data will be provided to the region to indicate these outcomes are met?
- Which SWP metrics will be addressed with this project? (Indicate in numbers or percentage)
- What TOP Codes will be addressed with this project?
- What SOC Codes will be addressed with this project?
Equity Strategies Questions
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
Purpose: The purpose of the Employer Engagement – Work-Based Learning Coordinator (WBLC) funds is to support the WBLC and increase work-based learning opportunities for students. Utilizing strategies that include developing and diversifying the types of WBL opportunities for students; expanding faculty/staff awareness of WBL; helping faculty to integrate work-based learning into their curriculum, promoting the regional Faculty Work-based Learning Professional Development (or approved local equivalent); and ensuring WBL offerings are documented in alignment with the regional Ensuring Equitable Work-based Learning (SG-21) Framework. WBLC are expected to:
- Collaborate with Career Education faculty to identify and support integration between classroom learning and WBL opportunities, with an intentional focus on equity for all students.
- Develop strategies to promote WBL to faculty, students, and employers, including strategies to inform DI students.
- Identify areas in need of WBL development, expansion and support, based on the college’s existing work-based learning data.
- Work with the Employer Relations Liaison to identify and create strategies to support employers and inform employers about WBL needs and develop WBL opportunities.
- Partner with Career Education faculty and staff to ensure effective communication of WBL opportunities with students.
- Share College’s WBL needs and requests with the Employer Relations Liaison and the Regional Employment Engagement Team.
- Participate in the regional workgroup meetings related to work-based learning, including the development of regional experiences and activities, such as regional industry tours and internships.
- Promote, support, and facilitate the Regional WBL Faculty Professional Development course or equivalent college-based WBL Faculty Professional Development course.
- Support the adoption and implementation of the regional Ensuring Equitable Work-based Learning (SG-21) Framework and tracking of WBL experiences for reporting.
- Assist in the management, tracking, and reporting of the college’s WBL opportunities and placements.
Project Outcomes: This investment is to increase work-based learning opportunities for students. Disaggregated SG-21 data will be collected.
Funding Details: Up to $75,000
Start Date/End Date: July 1, 2024 – June 30, 2025
RFA Timeline
- RFA release Date: March 2024
- RFA Response Due Date: April 30, 2024
- RFA Consultation Meeting(s): April / May 2024
- Q2 Progress Report Due: February 15, 2025
- Budget Consultation Meeting: March 2025
- Q4 Progress Report Due: August 15, 2025
Budget Template
Signature Approval Form
WBL Data Template
RFA Questions:
- Describe the activities planned for this project. How are these activities aligned with the purposes of this funding?
- What strategies will be implemented to diversify the types of WBL opportunities available for Career Education students?
- How will the activities for this project impact traditionally underrepresented and disproportionately impacted students?
- Which SWP metrics will be addressed with this project? (Indicate in numbers or percentage)
- What TOP Codes will be addressed with this project?
- What SOC Codes will be addressed with this project?
Equity Strategies Questions
Link to RFA
Please note there is no save and continue option in GroupTrail. It is recommended that responses are composed before entering into GroupTrail.
2018 – 2023 Regional RFAs
College-Based Marketing (Rd 7) (released February 7, 2023)
Counselor Institute (Rd 7) (released February 15, 2023)
Job Placement Case Management (Rd 7) (released March 6,2023)
Work-based Learning: Increasing Offerings, Understanding and Data Collection (Rd 7) (released March 6, 2023)
Strategies for Priority Occupations, Sectors and Economies PHASE 3 (released March 6, 2023)
Credit For Prior Learning (Rd7) (released March 22, 2023)
Career Navigation (Rd7) (released March 22, 2023)
Please follow these instructions for submitting your Quarter 4 Workplan Progress and Budget Reports (covering 1/1/24 – 6/30/24):
- If your RFA has an extension, include workplan progress and budget expenditures through September 30th in your reports.
- Use the GroupTrail link provided and select the appropriate RFA, College, Quarter (4), and Funding Year (2022-2023 R7).
- Complete a separate Workplan and Budget report for each funded RFA.
- Submit your reports by the close of business on Friday, September 20, 2024.
Strategies for Priority Occupations, Sectors and Economies PHASE 2- (released June 3, 2021)
College-Based Marketing (Rd 5&6) (released October 18, 2021)
Faculty Institute 2.0 (released October 20, 2021)
Pathway Navigation (released November 4, 2021)
Work-based Learning: Increasing Offerings, Understanding and Data Collection (released November 4, 2021)
Retention, Success, & Support Acceleration- original (released January 24, 2020)
Retention, Success & Support Acceleration- amendment (released April 15, 2020)
College-Based Internal Marketing (Rd 3) (released April 15, 2020)
ICT: Software Development Curriculum Alignment (released May 26, 2020)
Priority and Emerging Sector Strategies (updated December 1, 2020)
College- Based Marketing (Rd4) (released October 19, 2020)
Improving the Student Enrollment Experience RFA (Rd 2) (released January 18, 2019)
Improving the Student Enrollment Experience PowerPoint
Student Retention, Persistence and Completion – Research Investment (released September 25, 2019)
Work-based Learning Coordination (released October 1, 2019)
Pathway Navigation (released October 1, 2018)
Job Placement Case Management (released June 15, 2018)
Work-based Learning Assessment (released May 1, 2018)