NFTE LA Metro

Kim Small, Executive Director Metro, [email protected] Estefanny Aybar, Development Director Los Angeles Metro, [email protected] • Mission: NFTE (Network for Teaching Entrepreneurship) activates the entrepreneurial mindset and builds startup skills in youth from under-resourced communities to ensure their success and to create a more vibrant society.

• Target Audience: youth ages 11-18 from under-resourced communities

• Partners: districts with free and reduced lunch (FRL) eligibility rate of 50%+, majority of partner schools average 70%-80% FRL rates; community-based organizations www.nfte.com 2 Impact & Outcomes

NFTE students apply the entrepreneurial mindset—succeeding in the workplace, starting businesses, and furthering their education.

74% 89% 1IN 4 50% of college-aged NFTE alumni of alumni believe the skills NFTE alumni have started of NFTE alumni report are enrolled in college they learn from NFTE help at least one business earning more than the them in life and business national median salary 65% of low-income students Only 2% of youth aged 16-24 were nationwide are enrolled in college. Nationwide 41% of bored students self-employed in 2015. The 2016 national median salary say their class work is not relevant to was $43,264. their life.

3 Activating the Entrepreneurial Mindset

NFTE empowers youth to approach the world with an innovator’s eye and a founder’s grit, not only during the NFTE course but for the rest of their lives. An entrepreneurial mindset prepares young people for success throughout life.

Initiative Flexibility Communication Creativity & Self-Reliance & Adaptability & Collaboration & Innovation

The power to take ownership The ability and willingness to The ability to clearly express ideas The ability to think of ideas and without input or guidance change actions and plans to to an intended audience, including create solutions to problems and to work through over-come present and persuading others to work towards without clearly defined structures. obstacles independently. future challenges. a common goal.

Future Critical Thinking Opportunity Comfort Orientation & Problem Solving Recognition with Risk

An optimistic disposition with a focus The process of applying higher-level, The practice of seeing and The capacity to move forward with on obtaining the skills and knowledge process-oriented thinking skills, and experiencing problems as a decision despite inevitable required to transition into a career. of transitioning that reasoning to opportunities to create solutions. uncertainty and challenges. decision making.

In partnership with the Educational Testing Service (ETS), NFTE has developed the Entrepreneurial Mindset Index – a valid assessment to measure mindset growth. We thank EY for its signature support of this effort. 4 NFTE Entrepreneurship Pathway

NFTE’s Pathway programs activate the entrepreneurial mindset through authentic experiential learning. All programs are rooted in a project-based learning model that integrates digital tools and lean startup methodology. Students come up with their own original business idea, create a sustainable business model and plan, and pitch to a panel of expert judges.

5 Entrepreneurial Teacher Corps

• Train-the-Trainer Model: educators are at the center of all NFTE programs

• NFTE University Teacher Training: 4-day intensive initial training

• Professional Development: Quarterly teacher-led Professional Learning Communities (mentoring, best practices); monthly NFTE-led webinars (new entrepreneurship content, industry topics)

• Leadership Opportunities: Lead Teachers and Master Educators

• Entrepreneurial Teacher Summit: national summer conference (next one tentatively scheduled for summer 2022)

6 NFTE Program Components

7 Learning Management System

NFTE Pathway courses delivered via Canvas Learning Management System: • All instructional materials can be accessed through multiple modalities: • Digital assignments and assessments for individual student computers • Paper assignments and assessments available for print or projection on-screen • Individual student accounts for real-time student data analysis • Access to Teacher Resource Hub • Remote support by NFTE staff

8 2020 COVID-19 Learning Models

In-Person Students return to the classroom with COVID-19 precautions in place. Return

Remote Students engage in synchronous and asynchronous learning Learning experiences using a range of online and print resources. Return

Hybrid Students engage in a blend of in-person and remote learning with Return reduced class sizes and reduced hours at the school.

Any model may change as the school year progresses. Los Angeles Youth Entrepreneurship Challenge: virtual

• Date: May 20, 2021

• Location: virtual/online

• Prizes: 1st place: $1,200, 2nd place: $700, 3rd place (3 winners): $300

• Judges: Local entrepreneurs, business, and community leaders evaluate students’ plans and provide feedback

• Keynote/Panel: TBA; opportunity for individual or panel to share their entrepreneurial/career journey

• Student Expo: All guests will have the opportunity to interact with competition finalists online who will have their businesses on display and may have products for sale

10 Volunteers – School Year 2020-21 Virtual Volunteering!

Volunteering with NFTE students is a rewarding experience. Volunteers increase learning and impact. Students who work with volunteers score 9% higher on the NFTE program knowledge assessment!

GuestGuest Speaker Speker Coach & Advisor Field Trip Host BizPlan Judge

Share your professional Help students strengthen Host a group of students for Panels of business development story, lead a various aspects of their a virtual tour of your professionals evaluate career awareness session business canvas and pitch company to showcase your business pitches (the final or teach a specific lesson as deck, hone financials and communities’ entrepreneurial demonstration of learning), a subject matter expert to marketing plans, practice ecosystem and connect the provide feedback on content highlight business concepts presentation skills, and classroom to workforce and delivery and network and inspire innovative ideas work through other pathways with students individual challenges Typically includes guest speaking Sessions may be individual or Coach: single engagement and/or coaching sessions panel discussions. Advisor: continued engagement Classroom, regionals, nationals

11 Los Angeles Program Reach Snapshot

Students 6,321 Schools & Partners 48

Classes & Camps 228

Teachers 83

12 NFTE Los Angeles Schools/Partners

Schools Schools cont’d • Los Angeles Unified School District • Fullerton School District • Banning High School • Nicolas Junior High School • Carson High School • • Paramount School District • Downtown Magnets High School • Paramount High School • Dr. Maya Abgelou Community High School • Buena Vista High School • Elizabeth Learning Center • Florence Nightingale Middle School • Chaffey Joint Uinon HIgh School District • Foshay Learning Center • Chaffey HIgh School • Franklin High School • • Centinela Valley Union High School District • Hamilton High School • Leuzinger High School • Lincoln HIgh School • • Environmental Charter High School • Maya Angelou Community High School • Ivy Academia High School • Mendez High School • Los Angeles County of Arts and Enterprise • • View Park College Preparatory High School • North High School • Santee High School Community-based Organizations • South East High School • Los Angeles Urban League • Wilson High School • Vermont Slauson Economic Development Center • A Place Called Home • Hawthorne School District • Templo Calvario • Hawthorne Math & Science Academy • Riverside City College • Hawthorne Middle School • Rio Hondo College • New Economics For Women Business Center • Azusa Pacific College • Boys and Girls Club of West Valley • Conservation Corps • 100 Black Men 13 • YWCA Strong Workforce Program

The primary objectives of K12 SWP are the following: •To support essential collaboration across education systems between the K–12 sector and community colleges, or intersegmental partnerships, with involvement from industry businesses and organizations in strengthening CTE programs and pathways aligned with regional workforce needs Guest Speaker Workshop BizPlan Judge •To support LEAs in developing and implementing high-quality,Facilitator K–14 CTE course sequences, programs, and pathways that: • Facilitate K–12 student exploration and selection of learning opportunities leading to career paths • Build foundational career path skills and knowledge essential to subsequent success in college and early career exploration • Enable a seamless and successful transition from secondary to postsecondary education within the same or related career paths • Lead to completion of industry-valued certificates, degrees, or transfers to four-year university or college • Prepare students upon completion of education to enter employment in occupations for which there is documented demand, and which pay a livable wage • Contribute toward meeting the projected need for one million completers of CTE programs aligned with the state’s labor markets

14 Strong Workforce Program

How do the state’s K12 SWP funds reach the K–12 LEAs? has committed to budgeting $150 million in ongoing, annual funds as an education, economic, and workforce investment to build an education pipeline that prepares highly skilled individuals to fill employment gaps in regionalGuest industriesSpeaker across the state. The California DepartmentWorkshop of Education and the CaliforniaBizPlan Community Judge Colleges Chancellor’s Office, in partnership, manage the K12 SWPFacilitator initiative and administer funds to eight California community college regional consortia, each of which forms a K12 Selection Committee that, guided by the regional priorities in the SWP regional plans, awards K12 SWP funds to eligible and qualifying LEAs in its region through a competitive grant process. How does K12 SWP fit in with funding from CTEIG and Perkins V? The state intends for LEAs to braid funds received from the K12 SWP with other financial sources—monies from the district’s Local Control Funding Formula, the state-funded Career Technical Education Incentive Grant (CTEIG), and/or the federally funded Strengthening CTE for the 21st Century Act (or Perkins V), to name a few—in complementary ways to implement successful CTE programs and pathways. In fact, California K–12 LEAs that currently support CTE courses, programs, or pathways and that are recipients of CTEIG funds and/or Perkins funds are encouraged to apply for a K12 SWP grant to leverage existing multiple funding streams for CTE implementation. LEAs without funds from CTEIG or Perkins V also are welcome to apply.

15 Strong Workforce Program

How does K12 SWP complement the CTEIG? Both K12 SWP and CTEIG are state-based education, economic, and workforce development initiatives to support LEAs in creating, maintaining, or expanding CTE pathways. However, one key difference in their objectives is that K12 SWP requires LEAs to partner with at least one community college or community college district to create, strengthen, or expand K–14 CTE course sequences, programs, and pathways so that high school graduates can continue at the postsecondary level in the same course of study. Both K12Guest SWP Speaker and CTEIG have a dollar-matching requirement for its grantWorkshop recipients. Specifically, K12 SWPBizPlan grant Judgerecipients that are a school district, a county office of education, or a charter school must Facilitatorprovide matching funds to their grants in the amount of two dollars for every one dollar from K12 SWP; regional occupational centers and programs (ROCPs) have a 1:1 dollar matching requirement. SWP funds from the partnering community college or community college district count as match funds. The match funds for K12 SWP, however, cannot be from CTEIG, the California Career Pathways Trust, or other specific funding sources identified in the current K12 SWP Request for Applications. (More details about qualified financial match and in-kind match are described in the K12 SWP Request for Applications.) Both K12 SWP and CTEIG funds are awarded through a competitive process. However, whereas CTEIG awards are decided by the California Department of Education, the K12 SWP grants are decided regionally. Within each of the eight regional community college consortia, a K12 Selection Committee reviews and awards applications through a regional competitive process. All LEAs requesting K12 SWP funds to create, implement, or expand CTE courses, programs, or pathways must demonstrate how their plans are aligned with the regional priority areas outlined in their regional consortium’s SWP plans and reflect the region’s workforce needs.

16 Strong Workforce Program

How will the success of K12 SWP grants, and the K12 SWP program, be measured? At the direction of the K12 SWP legislation, a set of metrics are used in evaluating the K12 SWP. These outcomes show student success in secondary and postsecondary education and in the workforce. The secondary education metrics measure: •student completion of two or more CTE courses in high school in the same program of study; •completion of two or more CTE courses that include early college credit, work-based learning, or third-party certification; •high schoolGuest graduationSpeaker rate; and Workshop BizPlan Judge •enrollment in a California community college within one year of high schoolFacilitator graduation Grant recipients are required to allow CALPADS to share student data with Cal PASS Plus and to provide additional data necessary to populate these metrics.

17 18 Community College Partner Teacher Workshops NFTE Alumni Network

Alumni get connected with exclusive opportunities following their NFTE student experience which provide venues for alumni to leverage their entrepreneurial mindset. We offer a network of support to connect alumni to their peers, business and startup communities, and opportunities such as NFTE’s Alumni Investor Forum, internships, and exclusive scholarships.

College – Scholarships & academic opportunities

Career – Internships & professional opportunities

Startup – Incubators, Mentors, & guidance on launching your business

20 Key Supporters

21 Key Supporters (cont’d)

Arthur and Toni Rembe Rock

22 Los Angeles Advisory Board

Leo Gestetner, Board Chair Elliott Schwartz, Board Vice Chair CEO CEO Heath Capital Empty Leg Market

Chris Achar Patrick Henry Laurel Mintz CEO Assistant Professor of Clinical Entrepreneurship CEO Synergy Ventures USC Marshall School of Business Elevate My Brand, Inc.

Paul Chen Maurice James Ricci Rukavina Partner CEO CEO EY Mojo Pictures Kung Fu Factory

Jasmin Coyne Connie Moore Matt Shekoyan SVP, Operations & Transformation Retired NFTE Teacher VP, Strategy City National Bank LAUSD Sunkist Growers

23 Board of Directors

Michael J. Kacsmar, Chair Tucker York, Vice Chair Partner Global Head, Private Wealth Management, EY Head of US Private Wealth Business Goldman, Sachs & Co.

Patricia Alper Kyle Garman Timothy Murphy President SVP & Managing Director, General Counsel The Alper Portfolio Group Global Strategic Partners Mastercard SAP SE Lauren Beitelspacher Andrew Oliver Associate Professor, Marketing Noah Hanft CEO Babson College Mediator, Arbitrator, ADR Advisor Giantmicrobes, Inc. AcumenADR David Chubak Anthony Salcito Head of Global Retail Banking and Consumer Gus Harris Vice President, Worldwide Education Lending Executive Director (Retired) Microsoft Corporation Citigroup Moody’s Analytics David Spreng Tony Frazier J.D. LaRock Chairman, CEO & CIO EVP, Global Field Operations President & CEO Runway Growth Capital Maxar Technologies NFTE

24 Thank You

www.nfte.com25