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Practices with Promise Success Story

Submitted By: Gurminder Sangha, Doing What MATTERS for Jobs and the Economy

“It’s Raining Jobs” Counselor Summit

  • Type of Practice: Regional Collaboration
  • Type(s) of Users Served: Counselors/Supporting Staff to Student, Faculty/Teachers
  • Sector(s): Advanced Manufacturing, Agriculture, Water & Environmental Technologies, Global Trade & Logistics, Health, Information & Communication Technologies (ICT)/Digital Media, Retail/Hospitality/Tourism, Small Business
  • Momentum Point(s) & Leading Indicators : MP 4, MP 5, MP 6, MP 6a, MP 7, MP 8, MP 9, MP 10, MP 11, MP 12, MP 13, MP 14, MP 15, MP 16, MP 17, MP 18, LI 6 (click here for description)
  • Regions Involved: Central Valley, Mother Lode
  • Colleges Involved: Bakersfield College, Cerro Coso Community College, College of the Sequoias, Columbia College, Fresno City College, Merced College, Modesto Junior College, Porterville College, Reedley College, San Joaquin Delta College, Taft College, West Hills College-Coalinga, West Hills College-Lemoore

The Challenge

Limited knowledge of education and skill requirements for the millions of middle-skills jobs California will need to fill across all industry sectors by the year 2025.

The Solution

"It's Raining Jobs" Counselor Summit provided opportunities for high school and community college counselors to learn from industry experts about the education and skill requirements for local, high-demand jobs in the Central Valley / Mother Lode region. The goal was for counselors to be adequately informed and equipped to advise high schools students about middle-skills careers and career technical education opportunities offered by California's community colleges.


Attendee feedback:

"You are to be commended for an outstanding job! The CRC 'It’s Raining Jobs: Counselor Conference' was an amazing success! Dr. Fleming’s keynote 'Success in the New Economy' set the perfect tone to share with high school and college counselors the importance of laying out alternatives to immediate 4-year degree programs," Karri Hammerstrom, Interim Chair of the Central/Mother Lode Regional Consortium

"I think this was the most comprehensive regional event we have sponsored as a region (at least during my tenure in the system) and I think the momentum of talking about CTE is headed in the right direction. I think our regional planning pushed us toward this type of event but it really took the effort of the DSN’s to help provide the focus and the human resources to pull it off. Thanks for the hard work and pushing us forward on creating good conversations around CTE in the region and on our campuses," C. Louann Waldner, Ph.D., Provost, COS Tulare College Center

The Data

More than 400 attendees.

Supporting Information



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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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