Spokane Falls Community College
3410 W. Fort George Wright Drive ● Spokane, WA 99224
Bldg. 1 ● Falls Conference Room
Study Session:
Business Meeting:
June 19
1:00 p.m.
Wednesday, June 19, 2013
1:00 p.m. – 5:30 p.m.
Thursday, June 20, 2013
8:00 a.m. – 2:00 p.m.
Study Session Agenda
Call to Order and Welcome
Action
Sharon Fairchild, Chair
1:05 p.m.
FY 2014 Operating Budget Allocations and Enrollment Rules
2013-14 Tuition and Fee Schedule
Discuss
[Tab 7]
Discuss
Tab 1
Discuss
Tab 2
Discuss
[Tab 8]
Discuss
Tab 3
Discuss
[Tab 6]
Discuss
Tab 4
Denise Graham and Nick Lutes
1:50 p.m.
Student Feedback on Tuition
Michelle Andreas
2:20 p.m.
Student Voice Presentation – Air Washington
Jan Yoshiwara
3:00 p.m.
2013-15 Capital Budget Allocations
Denise Graham and Wayne Doty
3:20 p.m.
Break
3:30 p.m.
Parenting Education Programs and Data Waiver Changes
Kathy Goebel
4:00 p.m.
Changes to WAC 13-148-010 through 131-48-140: Certificate
of Competency
Jon Kerr
4:30 p.m.
Baccalaureate Degree Proposals
Edward Esparza
Highline Community College, Bachelor of Applied Science in
Youth Development
Highline Community College, Bachelor of Applied Science in
Respiratory Care
5:30 p.m.
Adjournment
6:00 p.m.
Dinner Meeting with State Board Members, Executive
Director, Community Colleges of Spokane Trustees and their
staffs.
Spokane Falls Community College, Building 9, The Lodge
June 20
Regular Business Meeting Agenda
7:30 a.m.
Breakfast
8:00 a.m.
Call to Order and Adoption of Agenda
Action
Sharon Fairchild, Chair
8:05 a.m.
Host College Presentation: Spokane Falls Community
College
Janet Gullickson, President (Building 28 - Science, Planetarium)
Discuss
SBCTC Meeting Agenda
June 19-20, 2013
Page 2
8:50 a.m.
Approval of Consent Agenda
Action
Tab 5
a. SBCTC Meeting Minutes, May 9, 2013
b. 2014 Corrections Education Contract
Resolution 13-06-24
c. Green River Community College, Local Expenditure Authority,
39 acres at SE 304th Street and 148th Ave SE
Resolution 13-06-25
d. Tacoma Community College, Local Expenditure Authority,
Campus Center Improvements
Resolution 13-06-26
e. Everett Community College, Local Expenditure Authority,
Advance Manufacturing Training Education center
Resolution 13-06-27
f. Big Bend Community College, Local Expenditure Authority,
Energy Savings Project
Resolution 13-06-28
g. Centralia College, Property Acquisition, 306 Centralia College
Blvd.
Resolution 13-06-29
8:55 a.m.
Appointment of 2013-14 State Board Chair and Vice Chair
Action
Nominating Committee: Jim Bricker, Wayne Martin, and Larry Brown
9:05 a.m.
Changes to WAC 13-148-010 through 131-48-140: Certificate
of Competency
Action
Tab 6
Action
Tab 7
Action
Tab 8
Action
Tab 9
Action
Tab 10
Action
Tab 11
Action
Tab 12
Resolution 13-06-30
Jon Kerr
9:20 a.m.
FY 2014 Operating Budget Allocations and Enrollment Rules
2013-14 Tuition and Fee Schedule
Resolution 13-06-31
Denise Graham and Nick Lutes
9:35 am.
2013-15 Capital Budget Allocations
Resolution 13-06-32
Denise Graham and Wayne Doty
9:50 a.m.
Delegation of Authority
Resolution 13-06-33
Denise Graham
10:20 a.m.
Break
10:30 a.m.
Approval of Columbia Basin College Bachelor of Applied
Science in Project Management
Resolution 13-06-34
Edward Esparza
11:00 a.m.
Approval of Columbia Basin College Bachelor of Applied
Science in Cyber Security
Resolution13-06-35
Edward Esparza
11:30 a.m.
Lunch
12:00 p.m.
2013-14 ABE Awards and Allocations
Resolution 13-06-36
Jon Kerr
SBCTC Meeting Agenda
June 19-20, 2013
Page 3
12:30 p.m.
2013-14 Workforce Awards and Allocations
Action
Tab 13
Resolution13-06-37
Marie Bruin
1:00 p.m.
Chair’s Report
Discuss
Sharon Fairchild, Chair
 Trustees’ Association Report
Dan Altmayer, TACTC President
 Presidents’ Association Report
Janet Gullickson
 Executive Director Report and Parking Lot Update
Marty Brown
 WACTC Liaison
Sharon Fairchild
2:00 p.m.
Adjournment
Next Meeting: September 9-11, 2013 ~ Suncadia, Cle Elum
6/10/13
EXECUTIVE SESSION: Under RCW 42.30.110, an Executive Session may be held. Action from the Executive Session may be taken, if
necessary, as a result of items discussed in the Executive Session.
PLEASE NOTE: Times above are estimates only. The Board reserves the right to alter the order of the agenda. Reasonable
accommodations will be made for persons with disabilities if requests are made at least seven days in advance. Efforts will be made to
accommodate late requests. Please contact the Executive Director’s Office at (360) 704-4309.
Indoor Air Quality Policy: To promote a fragrance-free environment, the State Board requests that meeting participants refrain from wearing
perfume, cologne and other fragrances.
Sharon Fairchild, Chair ● Beth Willis, Vice Chair
Jim Bricker ● Erin Mundinger ● Shaunta Hyde
Elizabeth Chen ● Anne Fennessy ● Wayne Martin ● Larry Brown
Marty Brown, Executive Director ● Beth Gordon, Executive Assistant
(360) 704-4400 ● FAX (360) 704-4415 ● www.sbctc.edu ●1300 Quince Street SE ● PO Box 42495 ● Olympia, WA 98504-2495
STUDY SESSION AGENDA ITEM
June 19, 2013
TAB 1
Topic
Student Voice Presentation - Tuition
Description
The State Board for Community and Technical Colleges has responsibility for adopting tuition
and fees for the community colleges. Board action to adopt tuition schedules will be required
after the enactment of the 2013-15 operating budget. State law requires the Board to hear from
students as part of considering changes in tuition rates. There will be a panel of student
government representatives participating in the Board meeting to provide an opportunity for
students and Board members to exchange views on the impact of tuition rates on students’
ability to enroll and complete college programs.
Key Questions

What is the potential impact of tuition rates under consideration by the Board on student
access, retention and completion from the students’ perspective?
Analysis
Three students from student government at Spokane Falls Community College, Spokane
Community College and Pierce College will address the Board.
Names and biographies of students will be in the supplemental packet.
Outcomes
Board members will have an opportunity to discuss the impact of tuition rates with student
representatives before taking action on 2013-14 tuition rates. Adoption may be later at a special
meeting.
Prepared by: Jan Yoshiwara, jyoshiwara@sbctc.edu, 360 704-4353
STUDY SESSION AGENDA ITEM
June 19, 2013
TAB 2
Topic
Student Voice Presentation – Air Washington Department of Labor (DOL) Trade Adjustment
Assistance Community College and Career Training (TAACCCT) Grants
Description
The Air Washington project is a consortium of 11 of the state's community and technical
colleges which received a $20 million Department of Labor grant in September 2011 to
strengthen our aerospace industry through workforce training. Spokane Community College is
the grant lead. Other participating colleges are: Everett Community College, Olympic
Community College, Clover Park Technical College, Renton Technical College, Skagit Valley
College, Wenatchee Valley College, North Seattle Community College, South Seattle
Community College and Peninsula College. By September 2014, Air Washington campuses will
train more than 2,600 workers in advanced manufacturing/composites, electronics/avionics,
aircraft assembly, and aircraft maintenance. In addition to training individuals, Air Washington
will be helping businesses attain AS9100 certification, the quality standard for manufacturing in
the aerospace industry.
At Spokane Community College, students are enrolled in degree and certificate programs in
CNC/Machining, Aviation Maintenance, Composites and Electronics/Avionics.
Key Questions



In what way has the Air Washington project assisted students in advancing toward their
educational goals?
Did students experience significant barriers in pursuing their education that the Air
Washington project helped overcome?
Can students provide an example of how the Air Washington navigator has assisted with job
placement or on the job training or mentorship opportunities?
Analysis
Since September 2012, more than 250 students have enrolled in Spokane Community College
aerospace training programs, including CNC/machining, aviation maintenance, advanced
manufacturing/composites, electronics/avionics and a non-credit pre-employment program.
Air Washington brings two unique positions to the college programs, an industry navigator and a
student transition coordinator. The industry navigator provides comprehensive business,
student and partner services as a member of the Career Path Services Workforce Investment
Act (WIA). The navigator works as a liaison between local industry partners and Air Washington
students to assist industry partners in finding qualified, suitable employees and help students
TAB 2, Page 2
find employment appropriate to their training in a timely fashion. The student transition
coordinator works as an embedded program recruitment and retention specialist. The transition
coordinator attends recruiting events as well as helping enrolled students with campus
resources needed to keep them pursuing their educational goals. The navigator and transition
coordinator help students search for traditional and non-traditional funding sources.
Some Air Washington program highlights from Spokane Community College:
 100 students have completed degrees or certificate training
 278 students are enrolled in aerospace programs at SCC
 Spokane has exceeded targets for total participants, non-traditional and disabled
students
 Student retention in these programs is 90%
 Employment among completers is 67%
Student panel:
Monica Miller – a 4.0 GPA student who will graduate in June with a degree in Aviation
Maintenance. She is enrolled in the Employment Security Department’s Commissioner
Approved Training (CAT), which allows her to attend school full-time while collecting
unemployment benefits. She is also participating in an on-the-job-training opportunity at Aircraft
Solutions.
Ken Yergen – worked as an avionics technician during his 20 years in the U.S. Navy. He is
completing a degree in Aviation Maintenance. Ken qualified for Workforce Investment Act
funding, which is being used to pay tuition, fees, books, tools and FAA testing fees. He is
currently completing an on-the-job-training opportunity at Absolute Aviation.
Ben Bouck – graduated from high school and was working a part-time job when he heard about
Air Washington’s one-quarter pre-employment program. He initially enrolled with the intention
of getting a better job after completing the training, however is now enrolled as a full-time
student in the Aviation Maintenance program.
Adam Stratton – returned to the Spokane area in 2012 searching for work. He completed Air
Washington’s one-quarter pre-employment program and is now enrolled in the college’s new
Composite Fabrication Assistant Individualized Certificate Program. During summer quarter he
will complete a cooperative work experience at Fiber-Tech Industries, Inc.
Outcomes
Board members will have an opportunity to explore the education opportunities presented to
students through the AIR Washington program.
Prepared by: Carol Weigand, Air Washington Program Manager, cweigand@scc.spokane.edu,
509-533-7344; Kendra Hodgson, khodgson@sbctc.edu, 360-704-4324
STUDY SESSION AGENDA ITEM
June 19, 2013
Discussion
TAB 3
Action
Topic
Update on Parenting Education Programs
Description
In June, 2012, the State Board for Community and Technical Colleges passed a resolution
removing the mandatory tuition reduction waiver for students participating in parenting
education classes in a cooperative preschool setting – WAC 131-28-026 (4) (b). The resolution
authorized each college to decide the mix between state funds and student tuition to help
ensure the financial stability of these programs. This agenda item is an update on the status of
the parenting education programs, as requested by the Board.
Key Questions



Has the shift from a mandatory tuition waiver to a local college decision to offer tuition
waivers for students enrolled in parenting education courses affected student participation?
How many colleges retained the original eighty-five percent tuition reduction waiver for
parenting education students participating in a cooperative preschool program in 2012-13?
Do colleges plan to modify the tuition waiver in the coming year?
Analysis
College Actions
In preparation for this report, a survey went out to the twenty colleges offering parenting
education classes requesting current information on their programs. Seventeen colleges
responded to the survey.
In June, 2012, when the Board passed the parenting education tuition waiver resolution, most of
the college Boards of Trustees had already approved tuition waivers and student fees for the
2012-13 academic year; therefore, the previous tuition waiver remained in place at each of the
colleges this past year. One college added a $15.00 student matriculation fee for parenting
education students.
In 2013-14, two colleges plan to increase tuition (lower the tuition waiver amount). In these
cases low income students will be eligible for a significant decrease in tuition equal or close to
the previous eighty-five percent tuition reduction waiver.
 Edmonds Community College – the tuition waiver will be reduced to 82 percent. In
2014-15 it will be reduced to 80 percent.
 Whatcom Community College – tuition will increase to $52.00 per credit.
TAB 3, Page 2
Student Enrollment Trends
Student enrollment in parenting education courses offered to students participating in
cooperative preschool programs continues to decline. Over a three year period, from 2009-10
to 2011-12, FTES have declined by 10 percent. During this same period the mandatory 85
percent tuition reduction waiver was in place. The decline in enrollments may be due to the
poor economy. Some families may have had to curtail their participation in cooperative
preschools, or if able to continue in the preschool program, unable or unwilling to pay for
parenting education programs.
Enrollments in parenting classes that were not eligible for the waiver also continue to decline,
but at a sharper rate. These students generally pay full tuition for parenting classes. Bates
Technical College experienced some coding errors that skewed student enrollments. If Bates’
enrollments are excluded from the analysis, over the same three year period from 2009-10 to
2011-12, enrollment decreased by almost 18 percent. Again, this may be the result of a tough
economy. Families may not have the discretionary income to pay full tuition for parenting
classes. See Attachment A – Student Enrollments
College Programs
The colleges continue to develop innovative parenting education programs and leverage
partnerships to best meet the unique needs of their communities. Below are just a few of the
parenting classes colleges are offering:
Centralia College
Skagit Valley
College
Shoreline
Community College
Clark College
Bellingham
Technical College
Bates Technical
Colleges
Walla Walla
Community College
Peninsula College
The college partners with Department of Social and Health ServicesChild Protective Services to provide parenting education for parents with
a court order for supervised visits with their children. The agency
provides the classroom space and Early Childhood Specialists. The
college provides the class instructor and trained observers of parent-child
interactions.
Spanish and English-speaking children are enrolled in a combined
cooperative preschool.
The college will be partnering with the YMCA in 2013-14 to provide
parenting education modules to low-income parents. The YMCA will
provide the space and childcare services.
The college partners with local school districts and the Department of
Developmental Disabilities to provide an Early Support for infants and
toddlers class for families caring for special needs children.
An instructor provides a parenting seminar to interested students once a
month during the lunch hour in the college cafeteria. Handouts are
provided to participants and are also posted on the parenting education
bulletin board for anyone to take.
Provides a Japanese immersion cooperative preschool program.
The college partners with the local school district to provide parenting
education classes to teen parents.
The college provides parenting classes in conjunction with the Tribal
Head Start and Early Head Start programs. The tribes, local school
districts, United Way and other organizations are involved in this project.
See Attachment B for detailed description of innovative parenting education courses and
programs.
TAB 3, Page 3
Background Information
Attachment A: Student enrollments
Attachment B: Innovative parenting education program descriptions
Recommendation/Outcomes
Staff will brief the Board on the current status of the parenting education programs.
Prepared by: Kathy Goebel, kgoebel@sbctc.edu, 360-704-4359
TAB 3, Attachment A
Parenting Education Annualized FTES
College
Bates
Bellevue
Bellingham
Big Bend
Centralia
Clark
Columbia Basin
Edmonds
Everett
Grays Harbor
Green River
Highline
Lake Washington
Lower Columbia
Olympic
Peninsula
Pierce Fort
Steilacoom
Pierce Puyallup
Renton
Seattle Central
Seattle North
Seattle South
Shoreline
Skagit Valley
South Puget Sound
Spokane Falls
Tacoma
Walla Walla
Whatcom
Without Bates
Non-Waiver Parenting
Ed. - All Funding
Sources
2009- 2010- 201110
11
12
Waivers Only - All
Funding Sources
200910
201011
201112
283.2
*
15.8
*
*
*
*
*
2.8
4.4
*
1.9
*
0.2
*
*
816.4
*
16.3
0.1
*
*
0.1
*
2.0
8.8
*
1.7
*
*
*
0.1
724.7
*
16.3
*
0.1
*
*
*
2.4
6.6
*
1.8
*
*
*
*
*
208.5
*
20.3
82.4
19.6
7.7
93.8
4.4
*
28.9
2.2
113.2
42.7
23.7
23.2
*
196.2
*
2.1
77.1
18.1
11.3
94.7
5.4
*
28.1
*
116.2
37.6
5.8
26.7
121.9
186.7
*
*
67.0
16.3
*
97.9
5.0
*
27.1
*
51.1
3.9
18.6
22.7
0.2
*
*
3.4
5.7
5.8
*
7.5
*
*
*
*
*
15.4
*
3.2
*
*
*
*
*
*
*
*
*
12.9
*
2.8
*
*
*
*
*
*
*
*
*
12.2
*
2.9
*
*
2.9
*
118.1
243.5
73.9
75.6
26.0
21.9
58.0
*
31.8
24.1
*
*
111.1
236.5
72.1
74.0
25.7
22.0
51.2
*
30.5
24.7
*
*
59.4
217.2
76.9
71.2
25.0
21.8
48.6
*
28.6
23.9
334.6
51.4
861.2
44.7
767.1
42.4
1,349.8
1,292.7
1,216.4
TAB 3 - Attachment B
InnovativePartnershipswith
CommunityOrganizationsandAgencies
College Organization Clients Served Funding or in‐kind contributions Courses/Programs offered Frequency per year Type of Course/Program Bellingham
Ferndale
Schools
Readiness to
Learn Program
School district
provides space &
pays for instruction
Short parenting topic
presentations
A series of
4 sessions
per year
Face-to-face
Bellingham
Bellingham
Schools
Early Childhood
Coordinator
Working on grants
for BTC to provide
program for parents
TBD
TBD
Face-to-face with online
support
Bellingham
Area School
Districts
PTA
Parents
Once
Face-to-face
Bellingham
Local child care
centers,
preschools,
early learning
groups
DSHS Child
Protective
Service,
Juvenile Court
Admin. or
parent
leadership
School district
provides classroom
space - sometimes
provides child care
services.
Program provides
classroom space sometimes provides
child care services.
Parents
Once or
series
Face-to-face
Training in Positive
Parenting Skills
(TIPS)
All four
quarters,
morning
and evening
classes
Face-to-face, Parenting
instructor, classroom space
and college credit provided
by the college.
Centralia
Court ordered,
CPS referred,
and selfreferred
DSHS and DBHR
Grant funding for
food supplies,
coordinators, Early
Childhood
Specialists
1
TAB 3 - Attachment B
InnovativePartnershipswith
CommunityOrganizationsandAgencies
College Organization Clients Served Funding or in‐kind contributions Courses/Programs offered Frequency per year Type of Course/Program Centralia
DSHS, CPS
Court ordered,
CPS referred
parents with
supervised
visits only
DSHS provides
classroom space,
coordinators, Early
Childhood
Specialists
Observation and
Instruction
All four
quarters
Face-to-face, Parenting
instructor and observation of
parent-child interactions,
college credit provided by the
college
Centralia
Onalaska
School District
and 21st
Century after
school program
and DBHR
Families with
students 9-14
Strengthening
Families program
Winter
Quarter
Face-to-face, Parenting
instructor, and college credit
provided by the college
Centralia
Morton School
District and 21st
Century after
school program
and DBHR
Families with
students 9-14
School district
provides classroom
space, youth
specialists, child
care, DBHR funding
for coordinator and
tuition
School district
provides classroom
space, youth
specialists, child
care, DBHR funding
for coordinator and
tuition
Strengthening
Families program
Winter
Quarter
Face-to-face, Parenting
instructor, and college credit
provided by the college
2
TAB 3 - Attachment B
Innovative Partnerships with
Community Organizations and Agencies
College
Organization
Clients
Served
Funding or inkind
contributions
Centralia
Washington
Elementary 21st
Century after
school program
and DBHR
Spanish
speaking
families with
students 9-14
Spanish
Strengthening
Families program
Fall Quarter
Face-to-face, Parenting
instructor, and college credit
provided by the college
Centralia
Mossyrock SD
and 21st century
afterschool
program and
Families with all
students
Love & Logic
Winter
Quarter
Face-to-face, Parenting
instructor, and college credit
provided by the college
Centralia
CPS, Juvenile
court, DBHR
Families with
adolescents
School district
provides classroom
space, youth
specialists, child
care, DBHR funding
for coordinator and
tuition
School district
provides classroom
space, youth
specialists, child
care, DBHR funding
for coordinator and
tuition
DBHR funding for
food, supplies, youth
specialists, and
coordinator
Parents and
Adolescents
Winter
Quarter
Face-to-face, Parenting
instructor, and college credit
provided by the college
Centralia
14 school
districts in Lewis
and south
Thurston County
Pregnant and
parenting teens
in the TEEN
program
TEEN Program
budget reserve for
books and supplies
Nurturing Parenting
for pregnant and
parenting teens
3 quarters
throughout
school year
Face-to-face, Parenting
instructor, and college credit
provided by the college
Centralia
Green Hill
School,
Chehalis high
school
Inmates at
Green Hill
School
Classroom space,
grant funded through
Chehalis School
District
Winning at
Fatherhood
Winter and
summer
quarters
Face-to-face, Parenting
instructor, and college credit
provided by the college
3
Courses/Programs Frequency
offered
per year
Type of Course/Program
TAB 3 - Attachment B
Innovative Partnerships with
Community Organizations and Agencies
College
Organization
Clients
Served
Funding or inkind
contributions
Centralia
14 School
Districts in Lewis
and South
Thurston County
White Pass
School District
and DBHR
Teen fathers in
the TEEN
program
TEEN Program
budget reserve for
books and supplies
Winning at
Fatherhood class for
teen fathers
Winter and
spring
quarters
Parents of
students from
the school and
referred by the
courts
Classroom space,
Early Childhood
Specialists, and
coordination
Parent Enrichment
Program
Fall Quarter
Centralia
Head Start
Classroom space,
Parenting instructor,
tuition
Head Start Parenting
Education
3 quarters
throughout
school year
College credit provided
through the college
Centralia
ECEAP
Parents with
children
enrolled in
Head Start
Parents of
preschool
children
enrolled in
ECEAP
program
ECEAP funding for
tuition
ECEAP
3 quarters
throughout
school year
Face-to-face, Parenting
instructor, and college credit
provided by the college
Centralia
Family Drug
Court, Celebrate
Recover and
Community
Court ordered,
CPS referred,
and Drug Court
referred or selfreferred
MWHIDTA funded,
tuition, classroom
space, food,
supplies,
coordination
Parenting in
Recovery
All four
quarters
Face-to-face, Parenting
instructor, and credit provided
by the college
Centralia
4
Courses/Programs Frequency
offered
per year
Type of Course/Program
Face-to-face lecture and lab,
classroom space, parenting
instructor and college credit
provided by the college
Face-to-face, Parenting
instructor, and college credit
provided by the college
TAB 3 - Attachment B
Innovative Partnerships with
Community Organizations and Agencies
College
Organization
Clients
Served
Funding or inkind
contributions
Centralia
Family
Education and
Support
Services
Kinship
Caregivers
(relatives
raising children
Tuition, childcare,
kinship navigator and
facilitator
Grandparents as
Parents
All four
quarters
Face-to-face, Parenting
instructor, and credit provided
by the college
Centralia
In-Tot (Lewis
County Birth - 3
program
Parents with
children, birth 3 with
developmental
disabilities
Tuition, parenting
educator, specialists
Learning with Infants
and Toddlers in the
Natural Classroom
3 quarters
throughout
school year
Face-to-face, classroom
space, and college credit
provided by the college
Centralia
Lewis County
Autism Coalition
Parents with
children on the
autism
spectrum
Positive Parenting
with Children on the
Autism Spectrum
Summer
Quarter
Face-to-face, classroom
space, Parenting instructor,
and college credit provided
by the college
Clark
Early Support
for Infants and
Toddlers
Families who
have children
with diagnosed
disabilities
Tuition and
classroom assistants
and specialists to
work with children
and families and
provide child care
Department of
Developmental
Disabilities Local
School Districts
Infant/Toddler
Weekly
Face-to-face
Olympic
Kitsap County
Superior Court
Divorcing
Parents
Olympic College
provides instructor
and venue
Parenting through
Divorce and Beyond
Once a
month
Face-to-face
5
Courses/Programs Frequency
offered
per year
Type of Course/Program
TAB 3 - Attachment B
Innovative Partnerships with
Community Organizations and Agencies
College
Organization
Clients
Served
Funding or inkind
contributions
Peninsula
Tribal Head
Start and Early
Head Start
Head Start and
Early Head
Start Tribal and
community
families
Peninsula College,
Lower Elwha Tribe,
Office of Head Start,
Local school district,
Tribal Clinic &
dietician, United Way
and other community
orgs. & people
Parenting class in
conjunction with
children enrolled in
the Head Start
programs similar to
co-op preschool
program parent
education
Every
quarter
except
summers
Face to face, college pays
instructor, administers college
credits, pays for some
advertising
Peninsula
First Step
Family Support
Center
Parents of
elementary age
children
Parenting skills class
Winter and
spring
quarters
Face to face, college pays
instructor, administers college
credits, helps with some
advertising
Shoreline
Shoreline
YMCA*
scheduled to
begin 2013-14
Low-income
parents
Peninsula College,
Readiness to Learn
Grant, local school
district, AmeriCorps,
Evergreen Family
Village
YMCA provides
space & childcare.
Food provided by
FACES North grant
Parenting education
modules
Quarterly
Face-to-face
6
Courses/Programs Frequency
offered
per year
Type of Course/Program
TAB 3 - Attachment B
Innovative Partnerships with
Community Organizations and Agencies
College
Organization
Clients
Served
Funding or inkind
contributions
Courses/Programs Frequency
offered
per year
Type of Course/Program
Walla Walla
Walla Walla
Public Schools
Students
enrolled in
alternative high
school program
School district
provides classroom
space at high school
Parenting Education Teen Parents
Once
Face-to-face. Students
receive high school
completion credits in addition
to college credit
Walla Walla
Walla Walla
Public Schools
Parents
participating in
Head
Start/ECEAP
Program
School district
provides classroom
space at elementary
school and child care
services
Parenting Education Love and Logic
Twice
Families living
in high poverty
neighborhoods
C2C provides
facilities and
marketing support;
including door-todoor enrollment and
interpretation
services
Parenting Education
in a preschool setting
Once;
depending
on funding
Face-to-face. Parenting
Education course offered to
low-income families with
children enrolled in Head
Start or state funded
preschool programs
Face-to-face. Cooperative
preschool and parenting
education course offered to
families living in targeted
locations specifically highpoverty neighborhoods
Walla Walla
Commitment to
Community
7
TAB 3 - Attachment B
College classes and programs offered without support from
other agencies or organizations
College
Class/Program Description
Bates
Japanese Immersion Co-op classes – 3-5 yr. olds
Bellingham
Instructors provide parenting resources to interested
students in the BTC cafeteria at lunch time—displays a
topic each month—works one-on-one with program
students, faculty, or staff that are parents, grandparents,
caregivers. Has handouts on that topic that are left on the
parenting bulletin board for students to take throughout the
month & usage is tracked.
Developed Facebook page for program that offers
parenting messages and book reviews, etc. a few times a
week. College program has encouraged people outside
parenting classes to “like us” so the college can spread
parenting messages in a broader way.
Parenting Beyond Five for parents of elementary-aged
children
Bellingham
Bellevue
Frequency
Time of Day
Sessions per week
Length of Program
Average # of
students per
class
Days, 3 sessions per
week
monthly
2 yrs
Varies — drop in
Every month all year
Evenings
11
Bellevue
Kids Camp
Summer
4 classes/week
6 sessions
20
Bellevue
Online class; Parenting the Young Child 0-5 years
Each quarter except
summers
On quarter in length
10
8
TAB 3 - Attachment B
College classes and programs offered without support from
other agencies or organizations
College
Class/Program Description
Frequency
Time of Day
Sessions per week
Length of Program
Average # of
students per
class
Centralia
Learning and Playing (Leap)in Morton
3 quarters
1 session per week,
10 weeks
8
Centralia
Love & Logic for parents of school age children in
Centralia
2 quarters
1, two hour sessions
per week for 10 weeks
14
Centralia
Online parenting for children in the college's child care
center
All four quarters
Up to 4 hours a week
depending on the
amount of time child is
in child care
15
Centralia
Parenting for children in the college's child care center
Every quarter except
summer
15
Centralia
Bilingual Learning and Playing (Leap). This is a parenting
class for parents and their infants and toddlers
Every quarter except
summer
Up to 4 hours a week
depending on the
amount of time child is
in child care
1, two hour session, 2
times monthly
Clark
Parenting education for families enrolled in childcare
Quarterly
Students attend up to
3 parenting sessions
and participate in a
minimum of 10 lab
hours
12
9
10
TAB 3 - Attachment B
College classes and programs offered without support from
other agencies or organizations
College
Class/Program Description
Frequency
Time of Day
Sessions per week
Length of Program
Average # of
students per
class
Edmonds
Dads and Toddlers, evening interactive parenting class
Weekly each quarter
Evenings, 2 hours, 10
weeks per quarter
12
Edmonds
Cooperative preschool program for in-home childcare
providers and the families they serve
Each quarter except
summers
Mornings, plus
monthly evening class
20
Edmonds
Edmonds Community College holds the grant for Head
Start in Snohomish County. Parents with children enrolled
in Head Start meet with parenting education instructors 2-3
times each quarter
Each quarter except
summers
Evenings and
occasional daytime
sessions
20 X 14 classes
Edmonds
Two ABE Family Literacy classes meet off campus and
partner with a parenting class/instructor on alternate weeks
for 3 hours. Instruction in Spanish and English. English
Language instruction is often tied to parenting topics
Each quarter except
summers
Mornings, weekly on
alternate weeks
12 X2 classes
Edmonds
Parents with children enrolled in campus childcare meet
with parenting instructor
Each quarter except
summers
25
Olympic
Parent Education 101 - Guidance and Development
Parent Education 102 - Discipline Strategies for Parents
Parenting education classes for parents with children
enrolled in the college child care center's preschool
program.
None
Online class for parents whose children are enrolled at oncampus Parent-Child Center
3 times a year
2 times a year
Every quarter except
summer
3 evening sessions
per quarter plus
arranged daytime
sessions
Online
Online
Peninsula
Pierce
Shoreline
10
Every quarter except
summer
Online, 10 weeks
15-20
15-20
25-30
15
TAB 3 - Attachment B
College classes and programs offered without support from
other agencies or organizations
College
Class/Program Description
Frequency
Time of Day
Sessions per week
Length of Program
Average # of
students per
class
Skagit
Valley
English as a Second Language class meeting at the Mount
Vernon Co-op Preschool
Quarterly
Mornings, 2 session
per week, for a quarter
12
Spokane
Homeschooling Qualifying 24 Hour Certificate Course
Four times a year
3 times 9 AM to 4 PM
4 sessions for 1 week
1 time 6 to 9 PM
4 sessions for 2 weeks
10-12
Spokane
Parent Journaling-To be offered
Once a year
2 Saturday mornings
1 session per week,
2 weeks
11
STUDY SESSION AGENDA ITEM
June 19, 2013
TAB 4
Topic
Baccalaureate Degree Proposals
Description
In February 2013 the State Board for Community and Technical Colleges approved a revised
process, selection criteria, and application materials for community and technical colleges
seeking to offer applied baccalaureate degrees.
An initial step of the approval process requires the college’s administration to schedule a Study
Session discussion with the State Board. The Study Session item is intended to be a
conceptual discussion regarding the relationship of the proposed applied baccalaureate degree
to the mission, vision, and goals of the college and the college system.
Key Questions

Do the following college proposals for a Bachelor of Applied Science meet the vision,
mission, and goals of their respective college?

Do the proposed Bachelor of Applied Science degree programs serve the current and future
needs of the colleges’ regions and the state?

Do the proposed Bachelor of Applied Science degree programs support the System
Direction goals and Mission Study action plans for sustaining economic prosperity into the
future?
Analysis
A conceptual discussion will occur between the Board and two colleges proposing to offer
applied baccalaureate degree programs. A brief overview of each college’s Statement of Need
is included in this document. For a complete review of each college’s Statement of Need,
please see attachments.
The Statement of Need addresses five areas:
1. Relationship to institutional role, mission, and program priorities
2. Employer/community demand for graduates with baccalaureate level of education
proposed in the program
3. Applied baccalaureate program builds from existing professional and technical degree
program offered by the institution
4. Student demand for program within service area
5. Efforts to maximize state resources to serve place-bound students
Tab 4, Page 2
Highline Community College, Bachelor of Applied Science in Youth Development
Highline Community College proposes to develop a Bachelor of Applied Science in Youth
Development. The purpose of this degree is addressing the shortage of qualified personnel
working within the field of human services, specifically those who work with youth and the
development of their leadership. In order to ensure that professionals bring expertise in these
areas, programs must employ staff who are prepared to design high-quality community-based
youth development programs, oversee their implementation, supervise assisting staff, and
evaluate program effectiveness.
Highline’s Human Services program is positioned to join these initiatives with a Bachelor of
Applied Science in Youth Programs, which will create additional education and career pathways
for students in our region. This BAS degree reflects the increased professionalization of the
field and enhanced program standards in a growing industry. Currently, there is no program
that offers this focus and degree in Washington State.
The BAS option will help ensure that those delivering services truly reflect the diversity of the
clients they serve. The ongoing under-representation of staff of color in the helping professions
is most evident among supervisory, management, and leadership positions within agencies.
(See Attachment B: Highline Community College’s Statement of Need – Bachelor of Applied
Science in Youth Development)
Highline Community College, Bachelor of Applied Science in Respiratory Care
Highline Community College proposes to develop a Bachelor of Applied Science in Respiratory
Care. The purpose of this degree is to address the enormous growth in scope and complexity
in this field over the past 20 years. As the profession has matured, Associate degree programs
have not been able to adequately address the need for graduates with high level leadership
training, research skills, advanced clinical diagnostic abilities, and competence in care plan
development, protocol administration, disease management and patient education.
Throughout the institution and in the broader community, the current degree proposal has been
received as a natural extension of Highline Community College’s core themes. The college is
confident that the addition of a BAS option in Respiratory Care complements the institutional
mission.
With an emerging, profession-wide need for a baccalaureate option in the respiratory care field,
respiratory care has seen a gradual, yet consistent movement toward the bachelor’s degree as
a desirable credential. Already, many leadership and advancement opportunities call for it.
While the professional community has yet to reach full consensus on the matter, Highline’s BAS
proposal reflects the college’s interest in keeping ahead of that trend.
(See Attachment C: Highline Community College’s Statement of Need – Bachelor of Applied
Science in Respiratory Care)
Highline’s proposals align with the Ten Year Goals of SBCTC’s 2006 System Direction by
helping to:


Expand the pipeline to associate and bachelor degrees, particularly in math, science,
engineering and health sciences.
Strengthen state and local economies by meeting the demands for a well-educated and
skilled workforce.
Tab 4, Page 3


Achieve increased educational attainment for all residents across the state.
Use technology, collaboration, and innovation to meet the demands of the economy and
improve student success.
Background Information
Attachment A: Applied Baccalaureate degree programs being considered for implementation
Attachment B: Highline Community College’s Statement of Need – Bachelor of Applied Science
in Youth Development
Attachment C: Highline Community College’s Statement of Need – Bachelor of Applied Science
in Respiratory Care
SBCTC System Direction at http://www.sbctc.ctc.edu/docs/sbctc_system_direction_final.pdf
SBCTC Mission Study at http://www.sbctc.ctc.edu/docs/sbctc_mission_study-interactiveweb.pdf
Applied baccalaureate degree approval process – Revised February 2013 at
http://www.sbctc.edu/college/studentsvcs/bas_approval_process-revised_feb2013.pdf
Outcomes
Staff will provide a brief overview of applied baccalaureate degree proposals. Board members
and college administrators will have an opportunity to discuss the applied baccalaureate
proposals in the context of meeting college and system goals.
Prepared by: Edward Esparza, eesparza@sbctc.edu, 360-704-4319
TAB 4
Attachment A
Washington’sCommunityandTechnicalColleges
AppliedBaccalaureateDegreePrograms
College
Bellevue
Olympic
Peninsula
South Seattle
Bellevue
Columbia Basin
Lake Washington
Seattle Central
Bellevue
Bellevue
Bellevue
Centralia
South Seattle
Green River
North Seattle
Columbia Basin
Columbia Basin
Highline
Lake Washington
South Seattle
Seattle Central
Highline
Degree
Status
Radiation and Imaging Sciences
Nursing
Applied Management
Hospitality Management
Interior Design
Applied Management
Applied Design
Behavioral Sciences
Health Care Technology and Management
Nursing
Information Systems and Information Technology
Applied Management
Professional Technical Teacher Education
Information Technology: Network Administration and
Security
International Business
Applied Project Management
Cyber Security
Network Security and Computer Forensics
Public Health Administration
Sustainable Building Science Technology
Nursing, RN-B
Respiratory Care
4
Target
Approved in 2007
Approved in 2007
Approved in 2007
Approved in 2007
Approved in 2009
Approved in 2009
Approved in 2009
Approved in 2009
Approved in 2011
Approved in 2012
Approved in 2012
Approved in 2012
Approved in 2012
Approved in 2013
Approved in 2013
Board action 6/13
Board action 6/13
Board review 5/13
Board review 5/13
Board review 5/13
Board review 5/13
Board review 6/13
Fall 2014
Winter 2013
Winter 2014
Fall 2014
Fall 2013
Fall 2014
Fall 2014
TAB 4
Attachment A
College
Highline
Degree
Youth Development
Lake Washington
Transportation and Logistics Management
Bellevue
Data Analytics & Business Data Systems
Clover Park
Bates
Bates
Bellevue
Bellevue
Centralia
Centralia
Clark
Clark
Clark
Clover Park
Clover Park
Columbia Basin
Green River
Green River
Green River
Highline
Lake Washington
Lake Washington
Lake Washington
Olympic
Olympic
Renton
Manufacturing Operations
Public Safety Administration
Biomedical Technology
Homeland Security Emergency Management
Molecular Bio Sciences
Diesel Technology
Web Development
Dental Hygiene
Behavioral Science
Management
Aerospace Engineering Technician
Advanced Materials/Non-Destructive Testing
Nursing RN-B
Business Management and Entrepreneurship
Court Reporting and Captioning
Forest Management
International Business: Supply Chain Management
Biomedical Engineering Technology (2+2 with EWU)
Energy Systems Engineering Technology
Manufacturing Engineering Technology
Computer Information Systems
Leadership and Supervision
Applications Development
5
Status
Board review 6/13
30 Day Review
Completed
30 Day Review
Completed
30 Day Review
Completed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Target
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2016
Fall 2016
Fall 2015
Fall 2013
Fall 2014
Fall 2014
TAB 4
Attachment A
Renton
Renton
College
Seattle Central
Seattle District
North Seattle
Skagit Valley
Spokane
Wenatchee Valley
Culinary Arts
Construction Management
Degree
Allied Health Science
Digital Media
Computer Programing
Environmental Conservations
Nursing RN-B
Nursing RN-B
Intent expressed
Intent expressed
Status
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
6
Fall 2014
Fall 2015
Target
Fall 2013
TBD
Winter 2014
Fall 2013
Fall 2013
Fall 2014
TAB 4 Attachment B Highline Youth Development Applied Baccalaureate Degree Program Statement of Need Forms A and B HCC,BASinYouthDevelopment
Page1
Table of Contents: BAS in Youth Development
Form A: Cover Sheet for New Degree Program Proposal .............................................................3
Form B: Applied Bachelor Degree in Youth Development @ Highline Community College
Introduction.....................................................................................................................................4
Criteria One and Standard One: Institutional Role and Mission.....................................................4
Criteria Two and Standard Two: Statewide Strategic Plan Support ..............................................6
Criteria Three and Standard Three: Employer and Community Demand ......................................8
Criteria Four and Standard Four: Building on Existing Professional and Technical
Degree Program Demand ...................................................................................................9
Criteria Five and Standard Five: Student Demand for the Youth Development Degree...............10
Criteria Six and Standard Six: Serving Place Bound Students… ….............................................11
Summary and Conclusions............................................................................................................13
References......................................................................................................................................14
Appendix A National Map of Youth Studies Programs………………………………………15
Appendix B Student Survey Results………………………………..……………………………16
Appendix C Employer Survey Results……………………………..………………………….25
HCC,BASinYouthDevelopment
Page2
Form A COVER SHEET
STATEMENT OF NEED
Program Information
Program Name: Youth Development
Institution Name: Highline Community College
Degree: BAS Youth Development
(Youth Services Administration)___
Level: Bachelor
Type: Science
CIP Code: __44.0702
Proposed Start Date: Fall 2013
Projected Enrollment (FTE) in Year One: ____10________ At Full Enrollment by Year: ____15______
(# FTE)
(# FTE)
Funding Source: State FTE _x___
Self Support ____ Other
Mode of Delivery
Single Campus Delivery Highline Community College ______________________________________
Off-site N/A _______________________________________________________________________
(enter locations)
Distance Learning ___________________________________________________________________
(enter formats)
Contact Information (Academic Department Representative)
Name: Dan Drischel
Title: Department Coordinator, Human Services and Chemical Dependency
Address:
Highline Community College, MS 11-1
PO Box 9800
2400 S. 240th St.
Des Moines, WA 98198
Telephone: 206-592-3665
Fax: 206- 870-3767
Email: ddrischel@highline.edu
Chief Academic Officer
HCC,BASinYouthDevelopment
________________________
Date
Page3
Introduction
Results from a Gallup Poll conducted recently indicate that a majority of youth in the U.S. are
not hopeful, engaged and thriving” (Positive Youth Development, 2010). Often politicians and
lawmakers approach results like this by focusing on undesirable youth behaviors and on statistics
for teen pregnancy and school dropout rates. In contrast to this perspective, the positive youth
development (PYD) approach centers on building the qualities that young people need for
success. The National Conference of State Legislatures (NCSL) describes positive youth
development as a “comprehensive framework outlining the supports young people need in order
to be successful. PYD emphasizes the importance of focusing on youths’ strengths instead of
their risk factors to ensure that all youth grow up to become contributing adults” (Positive Youth
Development, 2010).
Because of this shift in perspective, youth development programs are now expected to provide an
experience that goes beyond the traditional out-of-school care. The staff in youth programs must
demonstrate outcomes, plan and supervise youth-led programs, and shape inclusive programs for
students with disabilities, youth-at-risk, and diverse and under-served populations. They need to
successfully develop partnerships with youth, work with families, and collaborate with
community agencies and businesses (Restuccia and Bundy, 2003).
In order to ensure that professionals bring expertise in these areas, programs must employ staff
who are prepared to design high-quality community-based youth development programs, oversee
their implementation, supervise assisting staff, and evaluate program effectiveness. Researchers,
practitioners, policy-makers, and funders have all begun to recognize the need for multilevel,
comprehensive educational offerings for workers in the field, including periodic trainings and
workshops, pre-service educational programs, and certificate and degree programs (Borden et al.,
2004). While professional development activities can help, higher education opportunities play a
crucial role in the certification and advancement of youth development employees (Bowie and
Bronte-Tinkew, 2006).
Highline’s Human Services program is positioned to join these initiatives with a Bachelor of
Applied Science in Youth Programs, which will create additional education and career pathways
for students in our region. This BAS degree reflects the increased professionalization of the field
and enhanced program standards in a growing industry. Currently, there is no program that
offers this focus and degree in Washington State. The proposed degree program will enhance
relationships with Highline’s industry partners by preparing interns and future employees who
will contribute much more to their organizations and require less supervision.
HCC,BASinYouthDevelopment
Page4
Criteria One and Standard One: Institutional Role and Mission
In developing its proposal for a BAS in Youth Development, Highline Community College has
carefully examined the initiative through the lens of each of the four institutional core themes
that collectively comprise its mission:
Core Theme 1: Promote student engagement, learning, and achievement
Of these four themes, Core Theme 1 is arguably the most closely and directly aligned
with the BAS-degree initiative. Among its objectives, Core Theme 1 specifically cites
the goal of empowering students to “pursue their own educational pathways through
innovative curricula, quality instruction, and student services.” Like many of its peer
institutions, Highline has long adhered to a “pathway” model of educational planning that
organizes curricula into series of stackable, integrated credentials within various
professional interest areas. In its ideal form, this approach anticipates that all students
will have the opportunity to move from short term certificates to associate degrees and,
ultimately, to baccalaureate and higher level studies within their chosen career paths,
continually increasing their earning power as they upgrade their credentials. One of the
most stubborn obstacles to realizing this ideal, however, has been the lack of predictable,
efficient transfer pathways for students holding applied associates degrees. The Bachelor
of Applied Science (BAS) offers the promise of effectively removing that obstacle,
allowing the college to better meet its commitment to career-long student achievement.
Core Theme 2: Integrate and institutionalize diversity and globalism throughout the
college
The BAS in Youth Development builds upon Highline’s Human Services and Chemical
Dependency Professional program, which has consistently been one of the institution’s
most diverse, attracting and graduating a student population that closely mirrors the
surrounding community. Further, like virtually all of the college’s professional-technical
programs, the Human Services curriculum integrates cultural competence — along with a
substantial emphasis on community service — into the student experience. All of the
issues related to positive youth development — including the reduction of risks that
youth face, discovering the resilience of youth, the attainment of crucial developmental
assets, and the achievement of positive outcomes — must be discussed and addressed
within the context of one’s culture. Further, in the geographic region of our state with the
greatest number of youth, a baccalaureate-level option with a focus on positive youth
development will extend the program’s impact, creating wider opportunities for
culturally-responsive leadership among graduates. The BAS option will help ensure that
those delivering services truly reflect the diversity of the clients they serve. The ongoing
under-representation of staff of color in the helping professionals is most evident among
supervisory, management, and leadership positions within agencies. Quality youth
development programs, led by motivated and knowledgeable staff, play a crucial role in
fostering the next generation of creative problem solvers to address future local, national
and global challenges.
Core Theme 3: Build valuable relationships and establish a meaningful presence
within [the college’s] communities
HCC,BASinYouthDevelopment
Page5
As with any technical program in the community college sector, the development of
Highline’s BAS in Youth Development has required significant engagement with the
community. Of course, the nearby employer community, including agencies such as Tree
House, Consejo Counseling Services, and Kent Youth and Family Services has been the
primary focus of that outreach. But, in the college’s broader needs-assessment efforts, it
has also sought input from its graduates and current students, the vast majority of whom
live in the surrounding area. Additional conversations have taken place with the region’s
workforce-development agency, the Seattle King County Workforce Development
Council (WDC). The WDC promotes encouraging youth leadership as a central goal and
the WDC Youth Committee provides strategic direction for youth programs, shaping a
youth development system that can both serve youth’s education and vocational needs
and ready the next generation of workers in Seattle-King County. Additionally, the
proposal has received support from the 89-member Youth Development Executives of
King County (YDEKC), representing CEOs and other key leaders of non-profit
organizations that directly serve youth ages five through young adulthood. Likewise,
taken as a whole, the BAS initiative has generated substantial energy within the college’s
communities and had strengthened a number of relationships there.
Core Theme 4: Model sustainability in human resources, operations, and teaching
and learning
Throughout the BAS proposal’s development, long-term sustainability has been central to
the college’s planning efforts. To begin with, the BAS in Youth Development initiative
builds upon one of the institution’s strongest existing associate-degree programs, with an
exceptionally qualified faculty and extensive internship and community relationships
already in place. As a result, relatively minimal new investment is required for start-up
or long-term maintenance of a BAS option there. In keeping with the college’s
collaborative culture, other departments have participated actively in developing generaleducation and support courses for the BAS. Further, given the interdisciplinary nature of
the human services/youth services profession, the proposed BAS may be a viable option
for graduates of related professions such as criminal justice and education. For example,
when Highline’s Administration of Justice students were surveyed, nearly 50% indicated
some level of interest. Highline has also partnered with industry groups, with other
colleges, and with governmental agencies to secure long range support for the degree
option.
Throughout the institution and in the broader community, the current degree proposal has been
universally received as a natural extension of Highline Community College’s core themes. The
college is confident that the addition of a BAS option in Youth Development complements the
institutional mission. In addition, it is very clearly recognized, by agencies and students, that a
bachelor’s degree in one’s area of expertise is becoming more and more essential for most
positions and for promotion.
HCC,BASinYouthDevelopment
Page6
Criteria Two and Standard Two: Statewide Strategic Plan Support
Highline Community College’s BAS in Youth Development proposal directly supports the
state’s major policy directions for higher education. The initiative expands baccalaureate access
in a high-demand area — aligning seamlessly with Washington’s goals for its post-secondary
system.
More specifically, the proposal supports the Higher Education Coordinating Board’s System
Design Plan in at least two of its key objectives:
Expanded baccalaureate capacity:
To meet this objective, the System Design Plan calls for “expanding applied
baccalaureate degrees at universities, university centers, and community colleges” (p.
32). Highline houses a university center through its co-location with Central Washington
University-Des Moines. The local CWU branch, however, does not provide a transfer
opportunity for AAS Human Services graduates. Currently students completing the
Human Services or Chemical Dependency AAS degree have two options to complete a
bachelor’s degree: they may continue at The Evergreen State College and earn a
Bachelor’s in Liberal Arts, or they may attend Seattle Central Community College and
earn a Bachelors’ of Applied Behavioral Science. Neither option addresses the area of
youth development; both require students in our communities to travel a significant
distance. Other institutions granting general bachelor’s degrees in Social Welfare and
Social Work — for example, UW Tacoma and Pacific Lutheran University— require a
transfer degree.
Applied baccalaureate degrees:
It is self-evident that the proposal directly supports the System Design Plan strategy to
“increase baccalaureate degree production . . . through awarding a relatively new type of
degree — the applied baccalaureate” (p. 32). From Highline’s perspective, the BAS
provides an innovative, adaptive opportunity to meet local workforce needs specifically
by expanding the educational options for “individuals who hold an associate of applied
science degree . . . in order to maximize application of their technical course credits
toward the baccalaureate degree” (p. 32). Highline’s proposal provides an efficient
pathway for AAS-holders in the region to leverage both their technical skills and their
course credits in pursuit of a higher credential in their field.
In the same manner, Highline’s BAS in Youth Development advances the goals of the
Washington State Board for Community and Technical Colleges (SBCTC). Perhaps the most
direct ties, here, are to the SBCTC’s 2008 Mission Study. Among that document’s key
observations was that “Community and technical colleges must expand their contribution to help
meet [the need for] more people with baccalaureate . . . degrees” (p. 4). Clearly, Highline’s
BAS in Youth Development will do just that. To quote further from the Mission Study, the
proposal will “help place-bound working adults earn more of these degrees to stimulate
innovation and economic growth” (p. 5).
HCC,BASinYouthDevelopment
Page7
Beyond that very direct connection to the Mission Study’s assessment of challenges, Highline’s
BAS in Youth Development supports a number of the Mission Study’s Twenty-Year Action Plan
goals (pp. 6-7), including the following:
Goal 1. Serve more people, including groups who have been underserved in the past:
The Highline BAS opens new opportunities for educational attainment for the
underserved South King County area, one of the state’s most diverse regions.
Goal 4. Contribute more to the production of baccalaureate degrees. Here again, the
connections are self-evident. By “expanding access to community and technical college
programs that lead to applied baccalaureate degrees,” Highline’s proposal directly
improves opportunity for people who “cannot leave their jobs and families behind to
pursue” a four-year credential (Mission Study, p. 7).
Finally, Highline’s proposal aligns with the more general Ten Year Goals of SBCTC’s 2006
System Direction (p. 7) document by helping to:




Expand the pipeline to associate and bachelor’s degrees, particularly in math, science,
engineering and health sciences,
Strengthen state and local economies by meeting the demands for a well-educated and
skilled workforce
Achieve increased educational attainment for all residents across the state, and
Use technology, collaboration, and innovation to meet the demands of the economy and
improve student success.
At a more aspirational level, through its BAS initiatives Highline Community College is
investing its energies in support of the Mission Study’s commitment to “keep the American
promise of hope, opportunity and upward mobility through educational advancement” (p. 5).
Criteria Three and Standard Three: Employer and Community Demand
The National Collaboration for Youth has estimated that approximately six hundred thousand
full and part-time staff work for private, nonprofit, or nationally affiliated youth organizations
(Borden et al., 2004). Calculating the growing need for the helping professionals who support
youth, though, presents some challenges. Accurate measurement of jobs requiring youth
development professionals is not exact, in part because positive youth development is more of a
model, an approach, or a framework, than a job type.
However, using data from Economic Modeling Specialists International (EMSI), a subscription
service that provides high-quality employment data, economic analysis and comprehensive
impact analyses for colleges and universities, we can measure the increase in jobs that serve
youth, specifically substance abuse and behavior disorder counselors; mental health counselors;
child, family, and school social workers; and mental health and substance abuse social workers.
Using these categories as indicators, EMSI data shows a steady growth in the demand for youth
development professionals at the regional, state, and national level.
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While the job categories listed in Figure 1 above certainly benefit from specific education in
youth development practices, it should be noted these EMSI categories do not provide a
particular focus on the professionals who are directly engaged in and responsible for youth
programming. For example, after-school program managers, youth case managers, community
center activity directors, and youth shelter staff may fall under “Child, Family, and School Social
Workers,” but this broader category doesn’t allow a precise measurement of these jobs. Even
with the challenges in targeting specific fields though, EMSI indicates a projected job increase of
16.1 % over the next ten years in those occupations.
In light of this increased demand, educational institutions are not producing the number of
professionals needed for these jobs. During the 2010-11 academic year, 157 students completed
Associate of Applied Science degrees in Human Services and an additional 243 students
completed certificates in Human Services in Washington State (see Table 2 on p. 12 for the
breakdown of these completion numbers by institution). Even if all students who completed
these degrees and certificates were focused in youth development – and they were not because
these degrees and certificates focused more generally on aging, domestic violence, disability, and
chemical dependency, in addition to youth development – this would provide only 400 potential
employees to an industry that is predicted to grow by over 1,000 jobs in the King-Pierce county
area alone, and by more than 2,000 jobs across the state. Given the rapid progression of this new
field, the students graduating with associate degrees and certificates in Washington State will not
meet the growing need for youth development professionals.
In addition, employers are looking to hire candidates with degrees beyond the associate degree
and two-year certificate. The industry is clearly moving towards requiring an advanced degree
for career progression and, potentially, also as a requirement for entry into the field. In our area,
employers are more frequently posting positions that require a bachelor’s degree. Although the
HCC,BASinYouthDevelopment
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minimum degree requirement for Washington State Chemical Dependency Professionals is an
associate degree, a bachelor’s is often preferred by employers, and it increases the likelihood that
the individual will be promoted into a supervisory position.
To address this need, bachelor’s and master’s programs in youth development are springing up
around the country. Examples include programs at the University of Illinois/Chicago, Tufts,
Clemson, Michigan and Pennsylvania State Universities. In the Pacific Northwest, however,
there are no programs of this type, resulting in a shortage of prospective employees with this
specific skill set.
To gauge employee demand in our region, Highline conducted a survey of key youth
development agencies in our area such as Neighborhood House, Kent Youth and Family
Services, Treehouse, Rainier Scholars, Auburn Youth Resources, Consejo Counseling and
Referral Services, Tukwila Community Center, and Friends of Youth. The results demonstrated
strong agreement about the increasing educational requirements for youth development
professionals. All agencies surveyed -- among them regional youth services, afterschool
programs, multiservice agencies and youth substance abuse treatment centers-- agreed this is a
growth field with increasing need for people with bachelor’s degrees. Of the employers who
completed the survey, 75% said that they look for a bachelor’s degree more often or exclusively
for youth development professional jobs. In addition to seeking a higher degree, employers
referenced problems in filling positions: of those surveyed, 78% reported they sometimes or
often experience difficulty finding qualified professionals. Most agree (75%) there is a need for
this program in South King County.
Highline’s Human Services program has established a relationship with a relatively new
organization, The Youth Development Executives of King County (YDEKC), an 89-member
group of Executive Directors, CEOs and other key leaders of non-profit organizations directly
serving youth ages five through young adulthood within King County. The YDEKC represents
thousands of employees that work with youth in the greater county area; this organization
supports our proposal for the BAS in Youth Development.
A BAS degree in Youth Development would be welcome and highly regarded in our community.
In South King County, the need for youth development professionals currently exceeds the
available providers, and this gap has a definite impact on our community. The South King
Council of Human Services (SKCHS) reports that this area has the largest portion of the county’s
population and families, and within this group, there are a disproportionately high number of
families who are close to or beneath the poverty level. In that studies have shown that youth at
this economic level have an increased vulnerability to “youth-related risks” and other problems
like homelessness, there is a clear need for more youth development professionals in our area.
Criteria Four and Standard Four: Building on Existing Professional and Technical Degree
Program Demand
At Highline Community College, the existing program offers an AAS in Human Services, which
is a generalist degree. There are three short certificates that serve as pathways to the AAS,
including a Youth Specialist Certificate, a Family Support Specialist Certificate, and an Initial
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Human Services Certificate. In addition to the general AAS in Human Services, the program also
offers an AAS in Chemical Dependency Professional, a degree that provides the educational
requirements for becoming certified as a drug and alcohol counselor in Washington State. This
certification is different, depending on if the professional will serve adults or youth. The
treatment programs certify the employees, and many of the substance abuse treatment programs
in Washington State specialize in the treatment of youth.
The AAS at Highline has provided a solid foundation for entry-level employment and further
advancement in human services or social work. Areas of instruction include case management,
interviewing and counseling skills, the group process, cultural competence, and family violence
and choices. As they learn these skills, students can focus on a variety of human service fields:
youth development, aging, substance abuse, and disability.
The Human Services program at Highline, which began in 1995, has grown steadily over the past
18 years. The program entered a stage of rapid growth around 2005-2006, and as the table below
demonstrates, enrollment has increased steadily over the last 5 years.
Year
Enrollment
2007-2008
787
2008-2009
1116
2009-2010
1164
2010-2011
1297
2011--2012
1114
2012-2013
1146
Table 1: Yearly enrollment in Highline Community College Human Services Program
Growth potential for Highline’s program still exists with the addition of program options and
opportunities for students and with the resources needed to support these improvements. We’ve
recently added a Community Health and Wellness AAS, in collaboration with the health
professions. There are also opportunities for new certificates like the Prevention/Intervention
Specialist Certificate. The program’s growth and stability is evidence of the employers’ need
for our graduates; a BAS degree in the quickly expanding field of youth development will
provide even more opportunities for our students.
Highline’s program has always been closely connected with the local agencies in the community.
Dozens of local agency staff, from agencies like Communities in Schools, King County
Community Organizing Committee (youth substance abuse and violence prevention), and the
Federal Way Multiservice Center, have participated on the program’s advisory committee and
HCC,BASinYouthDevelopment
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have assisted in program improvement. The program’s students are very active in a wide variety
of local agencies as they complete internships in larger and well-established national youth
programs such as the YMCA and the Boys and Girls Clubs, county programs such as Kent and
Auburn Youth and Family Services, and smaller-scale programs serving our ethnically diverse
communities such as Consejo Counseling and the Somali Community Services Coalition.
The program is designed to meet the varied schedules of the students, so the schedule includes
online, face-to-face, and hybrid courses. Many classes are scheduled to meet only one day a
week, on Saturdays, or evenings, all with the intent of providing access for the most students.
Any of these formats or a combination can be employed, depending on the needs of the BAS
students.
Criteria Five and Standard Five: Student Demand for the Human Services Degree in our
service area
It is apparent to students, educators, and practitioners that the field is becoming increasingly
complex and decentralized, requiring a deeper and broader understanding of human
development, culture, physical and mental health, and technology. Professionals need excellent
communication and problem-solving abilities, increasingly complex quantitative skills, and
deeper knowledge of local, state, national, and global issues.
There are a significant number of students graduating with an AAS in human services who will
want to obtain the additional expertise and an advanced degree in youth development. The table
below shows the number of students who completed associate degrees and certificates in the
relevant fields in the Pacific Northwest in the 2010-2011 academic year.
Washington CTC
#AAS
#Certs
Tacoma Community College
47
138
Highline Community College
Seattle Community College –
Central
Edmonds Community College
32
47
42
23
14
18
Skagit Valley College
19
6
Olympic College
0*
11
* Olympic College structures their degrees differently. They offer a range of Human
Services and Chemical Dependency Certificates followed by AA and ATA degrees only
– no AAS.
Table 2: Human Services AAS and Certificate Completions at Area Schools, 2010-2011
Despite the multiple area programs offering associate degrees and certificates, current transfer
opportunities for students with an AAS are very limited because there are no other BAS
programs in the area, other than a human services degree at Seattle Central, which has a slightly
different focus than the intended BAS in Youth Development at Highline.
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In addition to the students referenced in Table 2, students pursuing associate’s degrees in
criminal justice and education will be interested in this BAS option because the broader
definition of youth development requires that all community institutions -- including courts,
schools, and families -- collaborate. In addition, the increasing importance of after-school
programs and the juvenile justice system results in multiple disciplines working more closely
together. For example, Highline’s current AAS in Human Services has Juvenile Justice
(Administration of Justice) and Methods for Afterschool Care (Education Department) courses
listed as approved electives.
To assess student interest in a BAS in youth development, a survey was distributed to students at
Highline Community College and to students at Tacoma Community College and Seattle Central
Community College, local schools that also offer an AAS in Human Services. Highline’s
Human Services program, which has grown very rapidly over recent years, has a significant
number of current students who have indicated an interest in this option. Students graduating
with the AAS in Human Services and students completing the AAS in Chemical Dependency
who are choosing to work in prevention or treatment programs serving youth are interested in the
BAS. In the survey of HCC Human Services students, 89% (N=73) reported that they would be
“somewhat” or “very likely” to participate in the proposed BAS degree. Out of the students
representing Human Services programs at Tacoma CC and Seattle Central CC, 56% (N = 88)
indicated the same level of interest. These numbers are significantly high, given that the group
that was surveyed included students on diverse pathways, not necessarily focused on youth
services. Students are aware that the field is moving rapidly in the direction of requiring a
bachelor’s degree for an increasing number of positions and for advancement within the field.
Criteria Six and Standard Six: Serving Place Bound Students
Similar Programs in the Catchment Area
Until recently, people who ended up working with youth in various capacities didn’t have many
choices in terms of programs they could enter for higher level preparation. They were limited to
recreation studies or criminal justice programs. As the discipline of youth development continues
to evolve, many bachelors and master degree programs have sprung up around the country.
Research (Fusco, 2012) indicates that within a four-year time span (2008-2012) there has been a
900% increase in the number of higher education institutions offering youth studies or other such
youth-work related degrees. Out of all 50 states, twenty-six of the 50 states have at least one
college or university that offers a program in youth-related services. As mentioned earlier, there
are no such opportunities for a focus on positive youth services in Washington State (see
Appendix A for national map of youth studies programs).
The current students in our program express a strong desire to continue their education locally.
Their obstacles to considering educational opportunities elsewhere appear to include economic
and transportation concerns, family responsibilities, limited transfer opportunities, the desire to
remain in a familiar community, and the unavailability of a program with the specific focus of
the one proposed.
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As mentioned earlier, Seattle Central Community College offers a BAS in Applied Behavioral
Sciences designed for continued education in the general field of human services. The University
of Phoenix does offer a BS in Human Services, but the program does not have a youth
development emphasis and there is no online option available.
Collaboration Opportunities
The advanced degree will provide new opportunities to provide agencies with highly-skilled
interns who will be specifically prepared to network and establish partnerships with local
businesses and other youth development agencies. Highline already has relationships with
community organizations that have primary concerns with professional competencies, program
standards, and educational and career pathways for youth-serving professionals. The field
placement connection, in and of itself, is valuable for these collaborative relationships. Many of
our current AAS students are playing critical roles in local agencies, in addition to supervising
youth. These roles include activity and curriculum development, event planning, and
contributing to the production of newsletters. An advanced degree at Highline serves to greatly
expand these possibilities.
Highline has a history of working with the organization School’s Out Washington. In the past,
their focus has been on younger children, and our education department collaborated with them
on a number of projects. As School’s Out Washington expanded their focus to include older
youth, the department coordinator of Highline’s Human Services program began to attend
meetings and events. He recently attended a stakeholder’s meeting to kick off the development
of new youth program standards; he was the only community college representative present.
Highline’s Human Services program has also established a relationship through field placements
and advisory committee work with a relatively new organization, The Youth Development
Executives of King County, an 89-member group of Executive Directors, CEOs and other key
leaders of non-profit organizations directly serving youth ages five through young adulthood
within King County. The enhanced focus on youth development of School’s Out Washington
and Youth Development Executives of King County (YDEKC) presents clear opportunities for
collaboration. In order to engage with these entities at the level of complexity required, we need
to include the preparation of students with advanced skills in our program development. YDEKC
enthusiastically supports the need for this BAS in Youth Development and intends to work in
partnership with the degree development.
At the February 2013 meeting of The Washington Consortium of Addiction Studies Educators
(WACASE), an organization of human services and addiction studies instructors representing
Washington community colleges, the BAS proposals were announced and discussed. The group
viewed this development of a BAS in Youth Development at Highline as expected and positive,
and even at this early stage, engaged in a discussion on the potential impact on students,
professionals, and the field as a whole. The proposed degree will be of particular interest to the
Human Services and Chemical Dependency Professional graduates of Tacoma Community
College, who will be able to articulate to a Highline BAS program in youth services. Other than
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the Bachelor of Liberal Arts offered by the local branch of Evergreen State College, there are no
other known human services-related options for their AAS degree graduates.
Students who earn an AAS at Seattle Central Community College are another group who will
articulate smoothly into the Highline BAS option. Seattle Central Community College does offer
a BAS in Human Services; however, the emphasis areas of this degree at SCCC reflect the
breadth of the field – early childhood, public health, and interpretation / translation services –
instead of a primary focus on youth services that Highline’s BAS will offer. Highline’s focus on
youth development, based on a lifespan development approach to human services, allows for
deliberate attention to the unique needs of this group, in contrast to, for example, early childhood
or aging.
In addition to the plans for articulation into the BAS degree program, preliminary discussions are
underway with Juanita Ricks, the director of admissions from the University of Washington’s
School of Social Work, to assure a smooth transition for students wishing to continue in graduate
studies earning a Master’s in Social Work after completing their BAS in Youth
Development. Students who complete Seattle Central’s BAS in Behavioral Science may pursue
this option; the BAS in Youth Development will be an equally viable pathway to the MSW at the
University of Washington. Because Washington State University Extension offers programs
supporting Youth and Families, conversations are planned to build partnerships with the BAS in
Youth Development. Unique Features of the Proposed Program
Highline’s Human Services program is a leader in the discipline. The department’s AAS Degree
in Chemical Dependency Professional is approved by the Washington State Department of
Health as meeting the educational requirements for the Chemical Dependency Professional
certification of adult and youth substance abuse counselors. The program coordinator is a
member of the Washington State Consortium of Addiction Studies Educators (WACASE), which
meets quarterly to address education and certification issues that impact our programs and
students. Three out of five current adjunct faculty have been a part of the program for eight
years or longer and bring impressive credentials and experience to the program, including
backgrounds in youth development and substance abuse counseling, high school guidance
counseling, mental health counseling and higher education instruction at multiple institutions.
The program has a large network with community agencies that has been built up over the years;
this network stretches from Seattle to Tacoma and provides quality field placements for students
in dozens of agencies. As evidence of the program’s credibility in the community, Skill Up and
the King County Department of Community and Human Services funded the development of a
weekend program for working adults in Highline’s Human Services and Chemical Dependency
program.
The BAS degree will focus on how youth are directly impacted by poverty, violent relationships,
homelessness, unemployment, missed educational opportunities, and rapidly evolving global
circumstances. This focus will allow a more complex examination of how youth are
experiencing these problems and how they are best served. The degree will be necessary not only
to equip students with essential youth development professional knowledge, skills, and values
but to provide instructional time and resources for attaining more general in areas including
HCC,BASinYouthDevelopment
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supervision and management, international issues, technology, program evaluation, mentoring
relationships, and work with special and under-served populations.
The degree would be multidisciplinary, primarily in the social sciences, ensuring that students
would be prepared to work effectively with other professionals, including psychologists, social
workers, juvenile justice personnel, and educators. The program’s social science foundation will
also help ensure that students have a deep and broad understanding of the complexity of the
problems that youth face, resulting in a need for sophisticated problem-solving skills and
evidence-based practices.
The program will also be unique in its delivery. Based on student preferences and best practices,
the program will be delivered via a combination of face-to-face, online, and hybrid formats. A
survey of likely participants in the BAS degree program indicated that 66% preferred day classes
over evening as a scheduling option and 79% preferred week day over weekend classes. 61% of
the students surveyed preferred the hybrid format, followed by 34% preferring entirely face-toface, and 7% preferring all courses delivered online. In summary, this appears to demonstrate a
preference for daytime, weekday scheduling, in a hybrid format. The program will provide
thoughtful discipline-specific approach that ensures quality online instruction and efficient and
meaningful use of class time, which will allow for deep problem-solving, application,
cooperative learning, intensive practice, and community building.
Summary and Conclusions
Youth development is an emerging discipline with its own philosophy, set of principles, and
values. This new view of youth services includes serving all youth – those at risk and those who
are currently doing well. It requires a strength-based, asset building model over a deficit-based
problem-solving approach. Youth development professionals must now be culturally competent,
possess a global perspective on youth issues, and understand and be willing participate in the
functioning of their communities. They need to handle volatile situations, be knowledgeable of
research on resilience, design youth-directed programs, and develop supervisory skills.
As Fusco (2012) notes, “Colleges and universities are playing a growing role in the education of
youth workers. They are critical partners in supporting practitioners to develop a deep
interdisciplinary base of knowledge from which to frame their work.” Educational programs that
prepare social workers, counselors, and human services generalists must address, in a
comprehensive manner, the development needs of adolescents and evidence-based practices that
result in positive outcomes for youth. Though programs concentrating on this new field have
sprung up around the country, there are no programs in Washington State for students and
working professionals who wish to attain bachelor-level credentials in youth development.
The Bachelors of Applied Science in Youth Development at Highline will provide students with
the knowledge and connections that they will need to join a more advanced workforce. The
proposed BAS in Youth Development will help support our local array of youth-oriented
agencies with committed and qualified graduates who will be ready to assist each agency in
meeting its goals. The focus on all youth, those at risk and successful youth leaders, matches the
needs and priorities of our local community.
HCC,BASinYouthDevelopment
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References
After School Programs in the 21st Century. (2008, February). Harvard Family Research Project.
No. 10 Executive Summary. Retrieved from
http://www.hfrp.org/var/hfrp/storage/fckeditor/File/file/OSTissuebrief10_summary.pdf
Borden, L.M., Craig, D., & Villarruel, F.A. (2004). Professionalizing youth development: The
role of higher education. New Directions for Youth Development, No. 104. Retrieved
from
http://wikis.lib.ncsu.edu/images/a/ae/Higher_ed_and_Professionalizing_the_field.pdf.
Bowie, L., & Bronte-Tinkew, J. (2006, December). The Importance of Professional
Development For Youth workers. Child Trends: Research-to-Results. Retrieved from
http://www.childtrends.org/files/child_trends-2007_06_15_rb_prodevel.pdf
Fusco, D. (2012). Working in youth service organizations: The sphere of professional education.
Howland symposium. Minneapolis, MN: University of Minnesota Extension. Retrieved
from http://www1.extension.umn.edu/youth/docs/Working-in-youth-servingorganizations-dfusco-2012Howland.pdf
Positive Youth Development (Issues and Research). (2010, December) . National Conference of
State Legislatures. Retrieved from http://www.ncsl.org/issues-research/humanservices/positive-youth-development-pyd.aspx
Restuccia, D., & Bundy, A.. (2003, August). Positive Youth Development: A Literature Review.
Road Island KIDS COUNT. Retrieved from
http://mypasa.org/failid/Positive_Youth_Dev.pdf
South King Council of Human Services. Retrieved from http://skchs.org/
System Direction. (2006, September). Washington State Board for Community and Technical
Colleges.
The System Design Plan. (2009, December). Washington Higher Education Coordinating Board.
HCC,BASinYouthDevelopment
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Appendix A
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Appendix B – Employer Surveys HCC,BASinYouthDevelopment
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HSERV BAS Proposal Final I. All student responses Q1. If Highline Community College offered an Applied Bachelor's degree in Human Services with an emphasis in youth development how likely would you be to participate? Valid Cumulative Frequency Percent Percent Percent Valid Not at All 19 9.7
9.9
9.9
Not Very Likely 37 19.0
19.3
29.2
Somewhat Likely 70 35.9
36.5
65.6
Very Likely 66 33.8
34.4
100.0
Total 192 98.5
100.0 Missing 99 3 1.5 Total 195 100.0 Q2. What scheduling options are most preferable? ‐ Full‐Time Valid Cumulative Frequency Percent Percent Percent Valid N 99 50.8
50.8
50.8
y 1 0.5
0.5
51.3
Y 95 48.7
48.7
100
Total 195 100
100 Q2. What scheduling options are most preferable? ‐ Part‐Time Valid Cumulative Frequency Percent Percent Percent Valid N 128 65.6
65.6
65.6
Y 67 34.4
34.4
100
Total 195 100
100 Q2. What scheduling options are most preferable? ‐ Day Valid Cumulative Frequency Percent Percent Percent Valid N 121 62.1
62.1
62.1
Y 74 37.9
37.9
100
Total 195 100
100 HCC,BASinYouthDevelopment
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Q2. What scheduling options are most preferable? ‐ Evening Valid Cumulative Frequency Percent Percent Percent Valid N 128
65.5
65.5
65.6
Y 67
34.4
34.4
100
Total 195
100
100 Q2. What scheduling options are most preferable? ‐ Weekend Valid Cumulative Frequency Percent Percent Percent Valid 1 1
0.5
0.5
0.5
N Y 153
78.5
78.5
79
Total 41
21
21
100
195
100
100 Q3. What type of classes are most preferable? Valid Frequency Percent Percent Valid InClass/Online Combo 117
60
61.3
Online Only 7
3.6
3.7
In Class Only 66
33.8
34.6
4 1
0.5
0.5
Total 191
97.9
100
Missing 4
2.1 Total 195
100 Cumulative Percent 61.3
64.9
99.5
100
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Tuition Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 14
7.2
7.4
7.4
Somewhat important 25
12.8
13.2
20.5
Quite Important 37
19.0
19.5
40.0
Very Important 114
58.5
60.0
100.0
Total 190
97.4 100.0 Missing 99 5
2.6 Total 195 100.0 HCC,BASinYouthDevelopment
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Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Job Availability Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 7
3.6
3.8
3.8 Somewhat important 20
10.3
10.8
14.6 Quite Important 39
20.0
21.1
35.7 Very Important 119
61.0
64.3
100.0 Total 185
94.9
100.0 Missing 99 10
5.1 Total 195
100.0 Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Preparation for Graduate School Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 13
6.7
7.1
7.1 Somewhat important 31
15.9
17.0
24.2 Quite Important 43
22.1
23.6
47.8 Very Important 95
48.7
52.2
100.0 Total 182
93.3
100.0 Missing 99 13
6.7 Total 195
100.0 Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Schedule of Classes Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 4
2.1
2.1
2.1 Somewhat important 26
13.3
13.9
16.0 Quite Important 56
28.7
29.9
46.0 Very Important 101
51.8
54.0
100.0 Total 187
95.9
100.0 Missing 99 8
4.1 Total 195
100.0 HCC,BASinYouthDevelopment
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Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Length of Program Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 9
4.6
4.9 4.9
Somewhat important 32
16.4
17.3 22.2
Quite Important 56
28.7
30.3 52.4
Very Important 88
45.1
47.6 100.0
Total 185
94.9
100.0 Missing 99 10
5.1 Total 195
100.0 Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Future job salary Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 10
5.1
5.4 5.4
Somewhat important 31
15.9
16.8 22.3
Quite Important 49
25.1
26.6 48.9
Very Important 94
48.2
51.1 100.0
Total 184
94.4
100.0 Missing 99 11
5.6 Total 195
100.0 Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Program's reputation with employers Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 9
4.6
4.9 4.9
Somewhat important 20
10.3
11.0 15.9
Quite Important 45
23.1
24.7 40.7
Very Important 108
55.4
59.3 100.0
Total 182
93.3
100.0 Missing 99 13
6.7 Total 195
100.0 HCC,BASinYouthDevelopment
Page34
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Opportunity for career advancement Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 7
3.6
3.8 3.8
Somewhat important 11
5.6
6.0 9.8
Quite Important 51
26.2
27.7 37.5
Very Important 115
59.0
62.5 100.0
Total 184
94.4
100.0 Missing 99 11
5.6 Total 195
100.0 Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Distance from my home Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 14
7.2
7.6 7.6
Somewhat important 43
22.1
23.2 30.8
Quite Important 48
24.6
25.9 56.8
Very Important 80
41.0
43.2 100.0
Total 185
94.9
100.0 Missing 99 10
51.1 Total 195
100.0 Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Distance from my work Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 19
9.7
10.4 10.4
Somewhat important 55
28.2
30.2 40.7
Quite Important 46
23.6
25.3 65.9
Very Important 62
31.8
34.1 100.0
Total 182
93.3
100.0 Missing 99 13
6.7 Total 195
100.0 HCC,BASinYouthDevelopment
Page35
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Other (write‐in) Valid Cumulative Frequency Percent Percent Percent Valid 2
1.0
11.8 11.8
1 3
1.5
17.6 29.4
3 1
0.5
5.9 35.3
4 3
1.5
17.6 52.9
ability to get financial aid 4 1
0.5
5.9 58.8
applicability 4 1
0.5
5.9 64.7
class availability 3 1
0.5
5.9 70.6
credit transfer 4 1
0.5
5.9 76.5
financial aid availability 4 1
0.5
5.9 82.4
more offered classes per qrt.4 1
0.5
5.9 88.2
see survey 1
0.5
5.9 94.1
want to be a positive role of society 1
0.5
5.9 100.0
Total 17
8.7
100.0 Missing 99 178
91.3 Total 195
100.0 Statistics N Q1 Likely Q2 FullTime Q2 PartTime Q2 Day Valid 192 195
195
Missing 3 0
0
Q2 Q2 Evening Weekend 195 195
195
0 0
0
Statistics N Q3Class Type Q4Tuition Q4Avail job Q4Grad Prep Q4 Schedule Valid 191 190
185
182 187
Missing 4 5
10
13 8
Statistics N Q4Prog Q4Future Q4 Q4 Q4Distance Length Salary Reputation Advancement home Valid 185 184
182
184 185
Missing 10 11
13
11 0
Statistics N Q4DistWork Q4Other Valid 182 17
Missing 13 178
HCC,BASinYouthDevelopment
Page36
IIA. Responses from Group = HCC Statisticsa N Valid Missing Q1 Likely Q2 FullTime 73 0 Q2 PartTime Q2 Day 73
73
0
0
Q2 Evening 73 0 Q2 Weekend 73
73
0
0
Statisticsa N Valid Missing Q3Class Type Q4Tuition Q4Avail job Q4Grad Prep Q4 Schedule 72
70
67 71
1
3
6 2
Q4Future Salary Q4 Q4 Q4Distance Reputation Advancement home 69
69
70 4
4
3 72 1 Statisticsa N Valid Missing Q4Prog Length 71 2 69
4
Statisticsa N Valid Missing Q4DistWork Q4Other 69 4 5
68
a. Group = HCC Q1. If Highline Community College offered an Applied Bachelor's degree in Human Services with an emphasis in youth development how likely would you be to participate?a Valid Cumulative Frequency Percent Percent Percent Valid Not at All 3
4.1
4.1 4.1
Not Very Likely 5
6.8
6.8 11.0
Somewhat Likely 28
38.4
38.4 49.3
Very Likely 37
50.7
50.7 100.0
Total 73
100.0
100.0 a. Group = HCC HCC,BASinYouthDevelopment
Page37
Q2. What scheduling options are most preferable? ‐ Full‐Timea Valid Frequency Percent Percent Valid N 28 38.4
38.4
y 1 1.4
1.4
Y 44 60.3
60.3
Total 73 100.0
100.0 a. Group = HCC Q2. What scheduling options are most preferable? ‐ Part‐Timea Valid Frequency Percent Percent Valid N 46 63.0
63.0
Y 27 37.0
37.0
Total 73 100.0
100.0 a. Group = HCC Q2. What scheduling options are most preferable? ‐ Daya Valid Frequency Percent Percent Valid N 48 65.8
65.8
Y 25 34.2
34.2
Total 73 100.0
100.0 a. Group = HCC Q2. What scheduling options are most preferable? ‐ Eveninga Valid Frequency Percent Percent Valid N 45 61.6
61.6
Y 28 38.4
38.4
Total 73 100
100 a. Group = HCC Q2. What scheduling options are most preferable? ‐ Weekenda Valid Frequency Percent Percent Valid N 51 69.9
69.9
Y 22 30.1
30.1
Total 73 100.0
100.0 a. Group = HCC HCC,BASinYouthDevelopment
Cumulative Percent 38.4
39.7
100.0
Cumulative Percent 63.0
100.0
Cumulative Percent 65.8
100.0
Cumulative Percent 61.6
100.0
Cumulative Percent 69.9
100.0
Page38
Q3. What type of classes are most preferable?a Valid Frequency Percent Percent Valid InClass/Online Combo 49 67.1
68.1
Online Only 4 5.5
5.6
In Class Only 19 26.0
26.4
Total 72 98.6 100.0 Missing 99 1 1.4 Total 73 100.0 a. Group = HCC Cumulative Percent 68.1
73.6
100.0
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Tuitiona Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 5 6.8
6.9
6.9
Somewhat important 11 15.1
15.3
22.2
Quite Important 19 26.0
26.4
48.6
Very Important 37 50.7
51.4
100.0
Total 72 98.6 100.0 Missing 99 1 1.4 Total 73 100.0 a. Group = HCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Job Availabilitya Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 3 4.1
4.3
4.3
Somewhat important 3 4.1
4.3
8.6
Quite Important 18 24.7
25.7
34.3
Very Important 46 63.0
65.7
100.0
Total 70 95.9 100.0 Missing 99 3 4.1 Total 73 100.0 a. Group = HCC HCC,BASinYouthDevelopment
Page39
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Preparation for Graduate Schoola Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 5
6.8
7.5
7.5 Somewhat important 13
17.8
19.4
26.9 Quite Important 14
19.2
20.9
47.8 Very Important 35
47.9
52.2
100.0 Total 67
91.8
100.0 Missing 99 6
8.2 Total 73
100.0 a. Group = HCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Schedule of Classesa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
1.4
1.4
1.4 Somewhat important 8
11.0
11.3
12.7 Quite Important 24
32.9
33.8
46.5 Very Important 38
52.1
53.5
100.0 Total 71
97.3
100.0 Missing 99 2
2.7 Total 73
100.0 a. Group = HCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Length of Programa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 5
6.8
7.0
7.0 Somewhat important 11
15.1
15.5
22.5 Quite Important 21
28.8
29.6
52.1 Very Important 34
46.6
47.9
100.0 Total 71
97.3
100.0 Missing 99 2
2.7 Total 73
100.0 a. Group = HCC HCC,BASinYouthDevelopment
Page40
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Future job salarya Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 4
5.5
5.8
5.8 Somewhat important 13
17.8
18.8
24.6 Quite Important 17
23.3
24.6
49.3 Very Important 35
47.9
50.7
100.0 Total 69
94.5
100.0 Missing 99 4
5.5 Total 73
100.0 a. Group = HCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Program's reputation with employersa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 4
5.5
5.8
5.8 Somewhat important 6
8.2
8.7
14.5 Quite Important 21
28.8
30.4
44.9 Very Important 38
52.1
55.1
100.0 Total 69
94.5
100.0 Missing 99 4
5.5 Total 195
100.0 a. Group = HCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Opportunity for career advancementa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 3
4.1
4.3
4.3 Somewhat important 5
6.8
7.1
11.4 Quite Important 19
26.0
27.1
38.6 Very Important 43
58.9
61.4
100.0 Total 70
95.9
100.0 Missing 99 3
4.1 Total 73
100.0 a. Group = HCC HCC,BASinYouthDevelopment
Page41
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Distance from my homea Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 8
11.0
11.6 11.6
Somewhat important 24
32.9
34.8 46.4
Quite Important 16
21.9
23.2 69.4
Very Important 21
28.8
30.4 100.0
Total 69
94.5
100.0 Missing 99 4
5.5 Total 73
100.0 a. Group = HCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Distance from my worka Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 9
12.3
13.0 13.0
Somewhat important 27
37.0
39.1 52.2
Quite Important 16
21.9
23.2 75.4
Very Important 17
23.3
24.6 100.0
Total 69
94.5
100.0 Missing 99 4
5.5 Total 73
100.0 a. Group = HCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Other (write‐in)a Valid Cumulative Frequency Percent Percent Percent Valid ability to get financial aid 4 1
1.4
20.0 20.0
class availability 3 1
1.4
20.0 40.0
more offered classes per qrt.4 1
1.4
20.0 60.0
see survey 1
1.4
20.0 80.0
want to be a positive role of society 1
1.4
20.0 100.0
Total 5
6.8
100.0 Missing 99 68
93.2 Total 73
100.0 a. Group = HCC HCC,BASinYouthDevelopment
Page42
Group = HCC CRIMINAL JUSTICE Statisticsa N Valid Missing Q1 Likely Q2 FullTime 21 0 Q2 PartTime Q2 Day 21
21
0
0
Q2 Evening 21 0 Q2 Weekend 21
21
0
0
Statisticsa N Valid Missing Q3Class Type Q4Tuition Q4Avail job Q4Grad Prep Q4 Schedule 21
21
21 21
0
0
0 0
Q4Future Salary Q4 Q4 Q4Distance Reputation Advancement home 21
20
21 0
1
0 21 0 Statisticsa N Valid Missing Q4Prog Length 21 0 21
0
Statisticsa N Valid Missing Q4DistWork Q4Other 21 0 2
19
a. Group = HCC CRIMINAL JUSTICE Q1. If Highline Community College offered an Applied Bachelor's degree in Human Services with an emphasis in youth development how likely would you be to participate?a Valid Cumulative Frequency Percent Percent Percent Valid Not at All 2
9.5
9.5
9.5 Not Very Likely 9
42.9
42.9
52.4 Somewhat Likely 7
33.3
33.3
85.7 Very Likely 3
14.3
14.3
100.0 Total 21
100.0
100.0 a. Group = HCC CRIMINAL JUSTICE Q2. What scheduling options are most preferable? ‐ Full‐Timea Frequency Percent Valid N 14
66.7
Y 7
33.3
Total 21
100.0
a. Group = HCC CRIMINAL JUSTICE HCC,BASinYouthDevelopment
Valid Cumulative Percent Percent 66.7
33.3
100.0 66.7 100.0 Page43
Q2. What scheduling options are most preferable? ‐ Part‐Timea Valid Cumulative Frequency Percent Percent Percent Valid N 14
66.7
66.7
66.7
Y 7
33.3
33.3
100.0
Total 21 100.0 100.0 a. Group = HCC CRIMINAL JUSTICE Q2. What scheduling options are most preferable? ‐ Daya Valid Cumulative Frequency Percent Percent Percent Valid N 12
57.1
57.1
57.1
Y 9
42.9
42.9
100.0
Total 21 100.0 100.0 a. Group = HCC CRIMINAL JUSTICE Q2. What scheduling options are most preferable? ‐ Eveninga Valid Cumulative Frequency Percent Percent Percent Valid N 17
81 81.19
81
Y 4
19
38.4
100.0
Total 21
100
100 a. Group = HCC CRIMINAL JUSTICE Q2. What scheduling options are most preferable? ‐ Weekenda Valid Cumulative Frequency Percent Percent Percent Valid N 20
95.2
95.2
95.2
Y 1
4.8
4.8
100.0
Total 21 100.0 100.0 a. Group = HCC CRIMINAL JUSTICE Q3. What type of classes are most preferable?a Valid Cumulative Frequency Percent Percent Percent Valid InClass/Online Combo 10
47.6
47.6
47.6
In Class Only 11
52.4
52.4
100.0
Total 21 100.0 a. Group = HCC CRIMINAL JUSTICE HCC,BASinYouthDevelopment
Page44
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Tuitiona Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 4
19.0
19.0
19.0 Somewhat important 4
19.0
19.0
38.1 Quite Important 4
19.0
19.0
57.1 Very Important 9
42.9
42.9
100.0 Total 21
100.0
100.0 a. Group = HCC CRIMINAL JUSTICE Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Job Availabilitya Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
4.8
4.8
4.8 Somewhat important 5
23.8
23.8
28.6 Quite Important 5
23.8
23.8
52.4 Very Important 10
47.6
47.6
100.0 Total 21
100.0
100.0 a. Group = HCC CRIMINAL JUSTICE Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Preparation for Graduate Schoola Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 2
9.5
9.5
9.5 Somewhat important 5
23.8
23.8
33.3 Quite Important 8
38.1
38.1
71.4 Very Important 6
28.6
28.6
100.0 Total 21
100.0
100.0 a. Group = HCC CRIMINAL JUSTICE Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Schedule of Classesa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
4.8
4.8
4.8 Somewhat important 6
28.6
28.6
33.3 Quite Important 5
23.8
23.8
57.1 Very Important 9
42.9
42.9
100.0 Total 21
100.0
100.0 a. Group = HCC CRIMINAL JUSTICE HCC,BASinYouthDevelopment
Page45
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Length of Programa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
4.8
4.8
4.8 Somewhat important 9
42.9
42.9
47.6 Quite Important 2
9.5
9.5
57.1 Very Important 9
42.9
42.9
100.0 Total 21
100.0 a. Group = HCC CRIMINAL JUSTICE Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Future job salarya Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
4.8
4.8
4.8 Somewhat important 1
4.8
4.8
9.5 Quite Important 10
47.6
47.6
57.1 Very Important 9
42.9
42.9
100.0 Total 21
100.0
100.0 a. Group = HCC CRIMINAL JUSTICE Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Program's reputation with employersa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 2
9.5
10.0
10.0 Somewhat important 4
19.0
20.0
30.0 Quite Important 8
38.1
40.0
70.0 Very Important 6
28.6
30.0
100.0 Total 20
95.2
100.0 Missing 99 1
4.8 Total 21
100.0 a. Group = HCC CRIMINAL JUSTICE Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Opportunity for career advancementa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
4.8
4.8
4.8 Quite Important 8
38.1
38.1
42.9 Very Important 12
57.1
57.1
100.0 Total 21
100.0
100.0 a. Group = HCC CRIMINAL JUSTICE HCC,BASinYouthDevelopment
Page46
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Distance from my homea Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 2
9.5
9.5 9.5
Somewhat important 4
19.0
19.0 28.6
Quite Important 7
33.3
33.3 61.9
Very Important 8
38.1
38.1 100.0
Total 21
100.0
100.0 a. Group = HCC CRIMINAL JUSTICE Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Distance from my worka Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 2
9.5
9.5 9.5
Somewhat important 8
38.1
38.1 47.6
Quite Important 7
33.3
33.3 81.0
Very Important 4
19.0
19.0 100.0
Total 21
100.0
100.0 a. Group = HCC CRIMINAL JUSTICE Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Other (write‐in)a Valid Cumulative Frequency Percent Percent Percent Valid 1
4.8
50.0 50.0
1 1
4.8
50.0 100.0
Total 2
9.5
100.0 Missing 99 19
90.5 Total 21
100.0 a. Group = HCC CRIMINAL JUSTICE IIb. Responses from Group = HCC HR Statisticsa N Valid Missing Q1 Likely Q2 FullTime 10 0 Q2 PartTime Q2 Day 10
10
0
0
Q2 Evening 10 0 Q2 Weekend 10
10
0
0
Statisticsa N Valid Missing Q3Class Type HCC,BASinYouthDevelopment
Q4Tuition 10 0 Q4Avail job Q4Grad Prep Q4 Schedule 10
10
10 10
0
0
0 0
Page47
Statisticsa N Q4Prog Length Valid Missing Q4Future Salary 10 0 Q4 Q4 Reputation Advancement Q4Distance home
10
10
10 10
0
0
0 0
Statisticsa Q4DistWork Q4Other N Valid 9 Missing 1 a. Group = HCC HR 0
10
Q1. If Highline Community College offered an Applied Bachelor's degree in Human Services with an emphasis in youth development how likely would you be to participate?a Valid Cumulative Frequency Percent Percent Percent Valid Not Very Likely 1
10.0
10.0
10
Very Likely 9
90.0
90.0
100.0
Total 10
100.0
100.0 a. Group = HCC HR Q2. What scheduling options are most preferable? ‐ Full‐Timea Frequency Percent Valid N 3
30
Y 7
70
Total 10
100.0
a. Group = HCC HR Q2. What scheduling options are most preferable? ‐ Part‐Timea Frequency Percent Valid N 8
80.0
Y 2
20.0
Total 21
100.0
a. Group = HCC HR HCC,BASinYouthDevelopment
Valid Cumulative Percent Percent 30
70
100.0 30
100.0
Valid Cumulative Percent Percent 80.0
20.0
100.0 80.0
100.0
Page48
Q2. What scheduling options are most preferable? ‐ Daya Valid Cumulative Frequency Percent Percent Percent Valid N 8
80
80
80
Y 2
20
20
100.0
Total 10 100.0 100.0 a. Group = HCC HR Q2. What scheduling options are most preferable? ‐ Eveninga Valid Cumulative Frequency Percent Percent Percent Valid N 7
70
70
70
Y 3
30
30
100.0
Total 10
100
100 a. Group = HCC HR Q2. What scheduling options are most preferable? ‐ Weekenda Valid Cumulative Frequency Percent Percent Percent Valid N 6
60
60
60
Y 4
40.0
40.0
100.0
Total 10 100.0 100.0 a. Group = HCC HR Q3. What type of classes are most preferable?a Valid Cumulative Frequency Percent Percent Percent Valid InClass/Online Combo 9
90
90
90
In Class Only 1
10.0
10.0
100.0
Total 10 100.0 a. Group = HCC HR Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Tuitiona Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
10.0
10.0
10.0
Somewhat important 1
10.0
10.0
20.0
Very Important 8
80.0
80.0
100.0
Total 10 100.0 100.0 a. Group = HCC HR HCC,BASinYouthDevelopment
Page49
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Job Availabilitya Valid Cumulative Frequency Percent Percent Percent Valid Very Important 10
100.0
100.0
100.0
a. Group = HCC HR Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Preparation for Graduate Schoola Valid Cumulative Frequency Percent Percent Percent Valid Somewhat important 2
20.0
20.0
20.0
Quite Important 3
30.0
30.0
50.0
Very Important 5
50.0
50.0
100.0
Total 10
100.0
100.0 a. Group = HCC HR Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Schedule of Classesa Valid Cumulative Frequency Percent Percent Percent Valid Quite Important 1
10.0
10.0
10.0
Very Important 9
90.0
90.0
33.3
Total 10
100.0
100.0 a. Group = HCC HR Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Length of Programa Valid Cumulative Frequency Percent Percent Percent Valid Quite Important 1
10.0
10.0
10.0
Very Important 9
90.0
90.0
100.0
Total 21
100.0 a. Group = HCC HR Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Future job salarya Valid Cumulative Frequency Percent Percent Percent Valid Quite Important 2
20.0
20.0
20.0
Very Important 8
80.0
80.0
9.5
Total 10
100.0
100.0 a. Group = HCC HR HCC,BASinYouthDevelopment
Page50
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Program's reputation with employersa Valid Cumulative Frequency Percent Percent Percent Valid Quite Important 1 10.0 10.0 10.0 Very Important 9 90.0 90.0 100.0 Total 10 100.0 a. Group = HCC HR Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Opportunity for career advancementa Valid Cumulative Frequency Percent Percent Percent Valid Quite Important 2 20.0 20.0 20.0 Very Important 8 80.0 80.0 100.0 Total 10 100.0 100.0 a. Group = HCC HR Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Distance from my homea Valid Cumulative Frequency Percent Percent Percent Valid Somewhat important 2 20.0 20.0 20.0 Quite Important 1 10.0 10.0 30.0 Very Important 7 70.0 70.0 100.0 Total 10 100.0 100.0 a. Group = HCC HR Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Distance from my worka Valid Cumulative Frequency Percent Percent Percent Valid Somewhat important 2 20.0 22.2 22.2 Quite Important 1 10.0 11.1 33.3 Very Important 6 60.0 66.7 100.0 Total 9 90.0 Missing 99 1 10.0 Total 10 100.0 100.0 a. Group = HCC HR Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Other (write‐in)a Valid Cumulative Frequency Percent Percent Percent Missing 99 10 100.0 a. Group = HCC HR HCC,BASinYouthDevelopment
Page51
IIc. Responses from Group = Seattle Central CC Statisticsa N Valid Missing Q1 Likely Q2 FullTime Q2 PartTime Q2 Day Q2 Evening Q2 Weekend 34 34 34 34 34 34
0 0 0 0 0 0
Statisticsa N Valid Missing Q3Class Type Q4Tuition Q4Avail job Q4Grad Prep Q4 Schedule 31 32 32 31 32 3 2 2 3 2 Statisticsa N Valid Missing Q4Prog Length Q4Future Salary Q4 Q4 Reputation Advancement Q4Distance home 31 31 32 31 32 3 3 2 3 2 Statisticsa N Valid Missing Q4DistWork Q4Other 32 1
2 33
a. Group = SCCC Q1. If Highline Community College offered an Applied Bachelor's degree in Human Services with an emphasis in youth development how likely would you be to participate?a Valid Cumulative Frequency Percent Percent Percent Valid Not at All 9
26.5
26.5
26.5 Not Very Likely 6
17.6
17.6
44.1 Somewhat Likely 11
32.4
32.4
76.5 Very Likely 8
23.5
23.5
100.0 Total 34
100.0
100.0 a. Group = SCCC HCC,BASinYouthDevelopment
Page52
Q2. What scheduling options are most preferable? ‐ Full‐Timea Valid Cumulative Frequency Percent Percent Percent Valid N 24 70.6 70.6
70.6
Y 10 29.4 29.4
100.0
Total 34 100.0 100.0 a. Group = SCCC Q2. What scheduling options are most preferable? ‐ Part‐Timea Valid Cumulative Frequency Percent Percent Percent Valid N 20 58.8 58.8
58.8
Y 14 41.2 41.2
100.0
Total 34 100.0 100.0 a. Group = SCCC Q2. What scheduling options are most preferable? ‐ Daya Valid Cumulative Frequency Percent Percent Percent Valid N 21 61.8 61.8
61.8
Y 13 38.2 38.2
100.0
Total 34 100.0 100.0 a. Group = SCCC Q2. What scheduling options are most preferable? ‐ Eveninga Valid Cumulative Frequency Percent Percent Percent Valid N 13 38.2 38.2
38.2
Y 21 61.8 61.8
100.0
Total 34 100 100 a. Group = SCCC Q2. What scheduling options are most preferable? ‐ Weekenda Valid Cumulative Frequency Percent Percent Percent Valid N 24 70.6 70.6
70.6
Y 10 29.4 29.4
100.0
Total 34 100.0 100.0 a. Group = SCCC HCC,BASinYouthDevelopment
Page53
Q3. What type of classes are most preferable?a Valid Frequency Percent Percent Valid InClass/Online Combo 19
55.9
61.3
In Class Only 12
35.3
38.7
Total 31
91.2
100.0
Missing 99 3
8.8 Total 34 100.0 a. Group = SCCC Cumulative Percent 61.3
100.0
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Tuitiona Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
2.9
3.1
3.1
Somewhat important 2
5.9
6.3
9.4
Quite Important 5
14.7
15.6
25.0
Very Important 24
70.6
75.0
100.0
Total 32
94.1
100.0 Missing 99 2
5.9 Total 34 100.0 a. Group = SCCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Job Availabilitya Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
2.9
3.1
3.1
Somewhat important 7
20.6
21.9
25.0
Quite Important 5
14.7
15.6
40.6
Very Important 19
55.9
59.4
100.0
Total 32
94.1
100.0 Missing 99 2
5.9 Total 34 100.0 a. Group = SCCC HCC,BASinYouthDevelopment
Page54
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Preparation for Graduate Schoola Valid Cumulative Frequency Percent Percent Percent Valid Somewhat important 5
14.7
16.1
16.1 Quite Important 7
20.6
22.6
38.7 Very Important 19
55.9
61.3
100.0 Total 31
91.2
100.0 Missing 99 3
8.8 Total 34
100.0 a. Group = SCCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Schedule of Classesa Valid Cumulative Frequency Percent Percent Percent Valid Somewhat important 4
11.8
12.5
12.5 Quite Important 11
32.4
34.4
46.9 Very Important 17
50.0
53.1
100.0 Total 32
94.1
100.0 Missing 99 2
5.9 Total 34
100.0 a. Group = SCCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Length of Programa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
2.9
3.2
3.2 Somewhat important 6
17.6
19.4
22.6 Quite Important 12
35.3
38.7
61.3 Very Important 12
35.3
38.4
100.0 Total 31
91.2
100.0 Missing 99 3
8.8 Total 34
100.0 a. Group = SCCC HCC,BASinYouthDevelopment
Page55
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Future job salarya Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
2.9
3.2
3.2 Somewhat important 8
23.5
25.8
29.0 Quite Important 11
32.4
35.5
64.5 Very Important 11
32.4
35.5
100.0 Total 31
91.2
100.0 Missing 99 3
8.8 Total 34
100.0 a. Group = SCCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Program's reputation with employersa Valid Cumulative Frequency Percent Percent Percent Valid Somewhat important 5
14.7
15.6
15.6 Quite Important 7
20.6
21.9
37.5 Very Important 20
58.8
62.5
100.0 Total 32
94.1
100.0 Missing 99 2
5.9 Total 34
100.0 a. Group = SCCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Opportunity for career advancementa Valid Cumulative Frequency Percent Percent Percent Valid Somewhat important 4
11.8
12.9
12.9 Quite Important 8
23.5
25.8
38.7 Very Important 19
55.9
61.3
100.0 Total 31
91.2
100.0 Missing 99 3
8.8 Total 34
100.0 a. Group = SCCC HCC,BASinYouthDevelopment
Page56
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Distance from my homea Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 2
5.9
6.3 6.3
Somewhat important 6
17.6
18.8 25.0
Quite Important 7
20.6
21.9 46.9
Very Important 17
50.0
53.1 100.0
Total 32
94.1
100.0 Missing 99 2
5.9 Total 34
100.0 a. Group = SCCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Distance from my worka Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 6
17.6
18.8 18.8
Somewhat important 8
23.5
25.0 43.8
Quite Important 5
14.7
16.6 59.4
Very Important 13
38.2
40.6 100.0
Total 32
94.1
100.0 Missing 99 2
5.9 Total 34
100.0 a. Group = SCCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Other (write‐in)a Valid Cumulative Frequency Percent Percent Percent Valid Credit Transfer 4 1
2.9
100.0 100.0
Missing 99 33
97.1 Total 34
100.0 a. Group = SCCC IId. Responses from Group = Tacoma CC N Valid Missing Statisticsa Q2 Q2 Q2 Q2 Q1 Likely Q2 FullTime PartTime Day Evening Weekend 54 57 57
57
57
57 3 0 0
0
0
0 HCC,BASinYouthDevelopment
Page57
Statisticsa N Valid Missing Q3Class Type Q4Tuition 57 0 Q4Avail job Q4Grad Prep Q4 Schedule 55
52
53 53
2
5
4 4
Q4Prog Length Q4 Q4 Q4Distance Reputation Advancement home 53
51.6
52 4
1
5 Statisticsa N Valid Missing Q4Future Salary 52 5 53
4
Statisticsa N Valid Missing Q4DistWork Q4Other 51 6 9
48
a. Group = TCC Q1. If Highline Community College offered an Applied Bachelor's degree in Human Services with an emphasis in youth development how likely would you be to participate?a Valid Cumulative Frequency Percent Percent Percent Valid Not At All 5
8.8
9.3 9.3
Not Very Likely 16
28.1
29.6 38.9
Somewhat Likely 24
42.1
44.4 83.3
Very Likely 9
15.8
16.7 100.0
Total 54
94.7
100.0 Missing 99 3
5.3 Total 57
100.0 a. Group = TCC Q2. What scheduling options are most preferable? ‐ Full‐Timea Frequency Valid N 30
Y 27
Total 57
a. Group = TCC HCC,BASinYouthDevelopment
Valid Cumulative Percent Percent Percent 52.6
47.4
100.0
52.6 47.4 100.0 52.6
100.0
Page58
Q2. What scheduling options are most preferable? ‐ Part‐Timea Valid N Y Total a. Group = TCC Valid Cumulative Frequency Percent Percent Percent 40
17
57
70.2
29.8
100.0
70.2 29.8 100.0 70.2
100.0
Q2. What scheduling options are most preferable? ‐ Daya Valid N Y Total a. Group = TCC Valid Cumulative Frequency Percent Percent Percent 32
25
57
56.1
43.9
100.0
56.1 43.9 100.0 56.1
100.0
Q2. What scheduling options are most preferable? ‐ Eveninga Valid N Y Total a. Group = TCC Valid Cumulative Frequency Percent Percent Percent 46
11
57
80.7
19.3
100
80.7 19.3 100 80.7
100.0
Q2. What scheduling options are most preferable? ‐ Weekenda Valid 1 N Y Total a. Group = TCC Valid Cumulative Frequency Percent Percent Percent 1
52
4
57
1.8
91.2
7.0
100.0
1.8 91.2 7.0 100.0 1.8
93
100.0
Q3. What type of classes are most preferable?a Valid InClass/Online Combo Online only In Class Only 4 Total a. Group = TCC HCC,BASinYouthDevelopment
Valid Cumulative Frequency Percent Percent Percent 30
3
23
1
57
52.6
5.3
40.4
1.8
100.0
52.6 5.3 40.4 1.8 100 52.6
57.9
98.2
100.0
Page59
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Tuitiona Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 3
5.3
5.5
5.5 Somewhat important 7
12.3
12.7
18.2 Quite Important 9
15.8
16.4
34.5 Very Important 36
63.2
65.5
100.0 Total 55
96.5
100.0 Missing 99 2
3.5 Total 57
100.0 a. Group = TCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Job Availabilitya Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 2
3.5
3.8
3.8 Somewhat important 5
8.8
9.6
13.5 Quite Important 11
19.3
21.2
34.6 Very Important 34
59.6
65.4
100.0 Total 52
91.2
100.0 Missing 99 5
8.8 Total 57
100.0 a. Group = TCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Preparation for Graduate Schoola Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 6
10.5
11.3
11.3 Somewhat important 6
10.5
11.3
22.6 Quite Important 11
19.3
20.8
43.4 Very Important 30
52.6
56.6
100.0 Total 53
93.0
100.0 Missing 99 4
7.0 Total 57
100.0 a. Group = TCC HCC,BASinYouthDevelopment
Page60
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Schedule of Classesa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
4.8
4.8
4.8 Somewhat important 6
28.6
28.6
33.3 Quite Important 5
23.8
23.8
57.1 Very Important 9
42.9
42.9
100.0 Total Missing 99 Total 21
100.0
100.0 a. Group = TCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Length of Programa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
4.8
4.8
4.8 Somewhat important 9
42.9
42.9
47.6 Quite Important 2
9.5
9.5
57.1 Very Important 9
42.9
42.9
100.0 Total Missing 99 Total 21
100.0 a. Group = TCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Future job salarya Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 1
4.8
4.8
4.8 Somewhat important 1
4.8
4.8
9.5 Quite Important 10
47.6
47.6
57.1 Very Important 9
42.9
42.9
100.0 Total Missing 99 Total 21
100.0
100.0 a. Group = TCC HCC,BASinYouthDevelopment
Page61
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Program's reputation with employersa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 3
5.3
5.9
5.9 Somewhat important 5
8.8
9.8
15.7 Quite Important 8
14.0
15.7
31.4 Very Important 35
61.4
68.8
100.0 Total 51
89.5
100.0 Missing 99 6
10.5 Total 57
100.0 a. Group = TCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Opportunity for career advancementa Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 3
5.3
5.8
5.8 Somewhat important 2
3.5
3.8
9.6 Quite Important 14
24.6
26.9
36.5 Very Important 33
57.9
63.5
100.0 Total 52
91.2
100.0 Missing 99 5
8.8 Total 57
100.0 a. Group = TCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Distance from my homea Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 2
3.5
3.8
3.8 Somewhat important 7
12.3
13.2
17.0 Quite Important 17
29.8
32.1
49.1 Very Important 27
47.4
50.9
100.0 Total 53
93.0
100.0 Missing 99 4
7.0 Total 57
100.0 a. Group = TCC HCC,BASinYouthDevelopment
Page62
Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Distance from my worka Valid Cumulative Frequency Percent Percent Percent Valid Not at all important 2
3.5
3.9
3.9 Somewhat important 10
17.5
19.6
23.5 Quite Important 17
29.8
33.3
56.9 Very Important 22
38.6
43.1
100.0 Total 51
89.5
100.0 Missing 99 6
10.5 Total 57
100.0 a. Group = TCC Q4. For the list of issues, please mark the importance of each in your decision to enroll in this Bachelor's program ‐ Other (write‐in)a Valid Cumulative Frequency Percent Percent Percent Valid 1
1.8
11.1
11.1 1 2
3.5
22.2
33.3 3 1
1.8
11.1
44.4 4 3
5.3
33.3
77.8 Applicability 4 1
1.8
11.1
88.9 Financial Aid availability 4 1
1.8
11.1
100.0 Total 9
15.8
100.0 Missing 99 48
84.2 Total 57
100.0 a. Group = TCC HCC,BASinYouthDevelopment
Page63
TAB 4 Attachment C Respiratory Care Applied Baccalaureate Degree Program Statement of Need Forms A and B Table of Contents: BAS in Respiratory Care
Form A: Cover Sheet for New Degree Program Proposal ..............................................3
Form B: Applied Bachelor Degree in Respiratory Care@ Highline Community College
Introduction..................................................................................................................... 4
Criteria One and Standard One: Institutional Role and Mission.....................................4
Criteria Two and Standard Two: Statewide Strategic Plan Support................................6
Criteria Three and Standard Three: Employer and Community Demand.......................8
Criteria Four and Standard Four: Building on Existing Professional and Technical……10
Criteria Five and Standard Five: Student Demand for the Respiratory Care Degree.....12
Criteria Six and Standard Six: Serving Place Bound Students… …..............................13
Summary and Conclusions.............................................................................................15
References......................................................................................................................16
Appendix A Employer Survey Results………………………………………………….17
Appendix B Student Survey Results…………………………………………………….31
Form A COVER SHEET
STATEMENT OF NEED
Program Information
Program Name: Respiratory Care
Institution Name: Highline Community College
Degree: BAS Respiratory Care
Level: Bachelor
Type: Science
CIP Code: 51.0908
Proposed Start Date: Fall 2014
Projected Enrollment (FTE) in Year One: _____10_______ At Full Enrollment by Year: _____15_______
(# FTE)
(# FTE)
Funding Source: State FTE _x___
Self Support ____ Other
Mode of Delivery
Single Campus Delivery Highline Community College main campus, Des Moines
Off-site N/A ___________________________________________________________________________
(enter locations)
Distance Learning _______________________________________________________________________
(enter formats)
Contact Information (Academic Department Representative)
Name: Bob Bonner
Title: Program Coordinator, Respiratory Care
Address:
Highline Community College, MS 9-02
PO Box 9800
2400 S. 240th St.
Des Moines, WA 98198
Telephone: 206-592-3469
Fax: 206- 870-4803
Email: bbonner@highline.edu
Chief Academic Officer
_________________________
Date
Introduction
The two-year respiratory care degree has been the foundation of the respiratory care profession since its inception in
the late 1940's. In its 2012 position stand on respiratory care education in Washington State, the Respiratory Care
Society of Washington describes the need for advanced degrees in respiratory care: “The field of respiratory care has
grown in scope and technical complexity over the last 20 years stressing the education that can be offered by a two
year vocational education.” As the profession has matured, the two year programs have not been able to adequately
address the need for graduates with high level leadership training, research skills, advanced clinical diagnostic
abilities, and competence in care plan development, protocol administration, disease management and patient
education.
“These skills and attributes are only expected to increase in the future,” the RCSW warns, “overfilling already
crowded curricula at the two year level.” To address the shift in standards, many programs in the state have moved
general education requirements to prerequisites, which has made many two-year programs into three-year programs.
In addition to the added time and money toward degree completion, this change has become problematic in that, as the
RCSW position stand explains, it leaves “students with a high level of academic credit which will not transfer to a
four year institution.”
A Bachelor of Applied Science in Respiratory Care at Highline Community College will address these challenges,
delivering a degree to students that meets industry standards, matches the need for this program in our state, and
provides an advanced certification that matches students’ time commitment.
Criteria One and Standard One: Institutional Role and Mission
In developing its proposal for a Bachelor of Applied Science in Respiratory Care, Highline Community College has
carefully examined the initiative through the lens of each of the four institutional core themes that collectively
comprise its mission:
Core Theme 1: Promote student engagement, learning, and achievement
Of these four themes, Core Theme 1 is arguably the most closely and directly aligned with the BASdegree initiative. Among its objectives, Core Theme 1 specifically cites the goal of empowering students
to “pursue their own educational pathways through innovative curricula, quality instruction, and student
services.” Like many of its peer institutions, Highline has long adhered to a “pathway” model of
educational planning that organizes curricula into series of stackable, integrated credentials within various
professional interest-areas. In its ideal form, this approach anticipates that all students will have the
opportunity to move from short term certificates to associate degrees and, ultimately, to baccalaureate and
higher level studies within their chosen career paths, continually increasing their earning power as they
upgrade their credentials. One of the most stubborn obstacles to realizing this ideal, however, has been
the lack of predictable, efficient transfer pathways for students holding applied associates degrees. The
Bachelor of Applied Science (BAS) offers the promise of effectively removing that obstacle, allowing the
college to better meet its commitment to career-long student achievement.
Core Theme 2: Integrate and institutionalize diversity and globalism throughout the college
In serving its extraordinarily diverse student population, Highline is constantly seeking new areas of
career opportunity for its graduates. As the first college to open a Welcome Back Center in the Pacific
Northwest, Highline recognizes that high-wage, high-demand fields like respiratory care (RC) offer
important avenues for meeting the healthcare industry’s continuing need for more linguistically and
culturally competent professional service-providers. Over time, Highline’s RC program has consistently
been one of the institution’s most diverse programs, attracting and graduating a student population that
closely mirrors the surrounding community. Further, like virtually all of the college’s professionaltechnical programs, the RC curriculum integrates cultural competence — along with a substantial
emphasis on community service — into the student experience. The AAS in RC includes a course titled
Cultural Diversity & Globalism in Health Care, which meets the college’s diversity/globalism
requirement. Throughout the program, classroom teaching is integrated with simulated practice
experiences and guided reflection that prepares students to become culturally and linguistically
responsive practitioners, ready to work in diverse settings. A baccalaureate-level option in respiratory
care will extend the program’s impact, creating wider opportunities for culturally-responsive leadership
among graduates.
Core Theme 3: Build valuable relationships and establish a meaningful presence within [the
college’s] communities
As with any technical program in the community college sector, the development of Highline’s BAS in
Respiratory Care proposal has required significant engagement with the community. Of course, the
nearby employer community has been the primary focus of that outreach. For over 30 years, Highline’s
Respiratory Care program has developed and maintained industry partnerships with several of the larger
regional referral hospitals, including Harborview Medical Center, the University of Washington Medical
Center, and Seattle Children’s Hospital. Our advisory committee members come to us from these regional
medical facilities and work closely with our faculty to ensure our curriculum is relevant and provides our
students with the best learning opportunities possible. But, in the college’s broader needs-assessment efforts,
we also sought input from its graduates and current students, the vast majority of whom live in the
surrounding area. Taken as a whole, the BAS initiative has generated substantial energy within the college’s
communities and had strengthened a number of relationships there.
Core Theme 4: Model sustainability in human resources, operations, and teaching and learning
Throughout the BAS proposal’s development, long-term sustainability has been central to the college’s
planning efforts. To begin with, the BAS in Respiratory Care initiative builds upon one of the institution’s
strongest existing associate-degree programs, the current Associate of Applied Science in Respiratory Care,
with an exceptionally qualified faculty, cutting-edge facilities, and extensive clinical relationships already in
place. As a result, relatively minimal new investment is required for start-up or long-term maintenance of a
BAS option there. In keeping with the college’s collaborative culture, other departments have participated
actively in developing general education and support courses for the BAS. Highline has also partnered with
industry groups, with other colleges, and with governmental agencies to secure long range support for the
degree option.
Throughout the institution and in the broader community, the current degree proposal has been universally received as
a natural extension of Highline Community College’s core themes. The college is confident that the addition of a
BAS option in Respiratory Care complements the institutional mission.
Further, the specific selection of the respiratory care field directly reflects local program priorities. As detailed in the
response to Criterion 4 (below), Highline’s AAS in Respiratory Care is highly regarded in the field. The program has
long held special endorsement from the Commission of Accreditation of Respiratory Care. Its lead instructor was
named the first recipient of the Robert A. Bonner Award for Outstanding Professional Service - an award named in
his honor - from the Respiratory Care Society of Washington in 2012. His co-faculty partner developed the region’s
first Polysomnography Technician degree program in July 2010 - the first in the nation to earn approval from the
Commission on Accreditation of Allied Health Education Programs. Its students have presented at national
conferences and have published papers in national professional journals. Given the program’s strengths, it’s no
surprise that Highline’s RC program is held in high regard by local hospitals and physicians. In short, Highline’s RC
program offers an especially solid foundation for expansion into baccalaureate-level instruction.
Finally, there’s an emerging, profession-wide need for a baccalaureate option in the respiratory care field. Like many
other healthcare professions, respiratory care has seen a gradual, yet consistent movement toward the bachelor’s
degree as a desirable credential. Already, many leadership and advancement opportunities call for it. While the
professional community has yet to reach full consensus on the matter, Highline’s BAS proposal reflects the college’s
interest in keeping ahead of that trend.
Criteria Two and Standard Two: Statewide Strategic Plan Support
Describe how the program will support SBCTC Mission goals outlined in the Mission Study and HECB policies and
goals for higher education as articulated in the Strategic Master Plan for Higher Education.
Highline Community College’s BAS in Respiratory Care proposal directly supports the state’s major policy directions
for higher education. The initiative expands baccalaureate access in a high-demand, healthcare area — aligning
seamlessly with Washington’s goals for its post-secondary system.
More specifically, the proposal supports the Higher Education Coordinating Board’s System Design Plan in at least
two of its key objectives:
Expanded baccalaureate capacity:
To meet this objective, the System Design Plan calls for “expanding applied baccalaureate degrees at
universities, university centers, and community colleges” (p. 32). Highline houses a university center through
its co-location with Central Washington University-Des Moines. The local CWU branch, however, does not
provide programming in allied health fields. The addition of a local BAS option in Respiratory Care would
complement CWU-Des Moines’ degree inventory and would open additional baccalaureate pathways for the
residents of the South King County area, particularly for the area’s large population of incumbent healthcare
workers.
Applied baccalaureate degrees:
It is self-evident that the proposal directly supports the System Design Plan strategy to “increase baccalaureate
degree production . . . through awarding a relatively new type of degree — the applied baccalaureate” (p. 32).
From Highline’s perspective, the BAS provides an innovative, adaptive opportunity to meet local workforce
needs specifically by expanding the educational options for “individuals who hold an associate of applied
science degree . . . in order to maximize application of their technical course credits toward the baccalaureate
degree” (p. 32). Highline’s proposal provides an efficient pathway for AAS-holders in the region – graduates
of Highline CC, Seattle Central CC, Spokane CC, Tacoma CC, and Pima Medical Institute -- to leverage both
their technical skills and their course credits in pursuit of a higher credential in their field.
In the same manner, Highline’s BAS in Respiratory Care advances the goals of the Washington State Board for
Community and Technical Colleges (SBCTC). Perhaps the most direct ties, here, are to the SBCTC’s 2008 Mission
Study. Among that document’s key observations was that “Community and technical colleges must expand their
contribution to help meet [the need for] more people with baccalaureate . . . degrees” (p. 4). Clearly, Highline’s BAS
in Respiratory Care will do just that. To quote further from the Mission Study, the proposal will “help place-bound
working adults earn more of these degrees to stimulate innovation and economic growth” (p. 5).
Beyond that very direct connection to the Mission Study’s assessment of challenges, Highline’s BAS in Respiratory
Care supports a number of the Mission Study’s Twenty-Year Action Plan goals (pp. 6-7), including the following:
Goal 1. Serve more people, including groups who have been underserved in the past: The Highline BAS
opens new opportunities for educational attainment for the underserved South King County area, one of the
state’s most diverse regions.
Goal 2. Close the statewide skills gap for technically trained workers. The degree expands workforce
training capacity in the high demand field of allied health, further meeting the needs of Washington
employers.
Goal 4. Contribute more to the production of baccalaureate degrees. Here again, the connections are selfevident. By “expanding access to community and technical college programs that lead to applied
baccalaureate degrees,” Highline’s proposal directly improves opportunity for people who “cannot leave their
jobs and families behind to pursue” a four-year credential (Mission Study, p. 7).
Finally, Highline’s proposal aligns with the more general Ten Year Goals of SBCTC’s 2006 System Direction (p. 7)
document by helping to:




Expand the pipeline to associate and bachelor’s degrees, particularly in math, science, engineering and health
sciences,
Strengthen state and local economies by meeting the demands for a well-educated and skilled workforce
Achieve increased educational attainment for all residents across the state, and
Use technology, collaboration, and innovation to meet the demands of the economy and improve student
success.
At a more aspirational level, through its BAS initiatives Highline Community College is investing its energies in
support of the Mission Study’s commitment to “keep the American promise of hope, opportunity and upward mobility
through educational advancement” (p. 5).
Criteria Three and Standard Three: Employer and Community Demand
The health care system is in the process of dramatic change, driven by the need to improve health care while
decreasing costs and improving quality. A competent respiratory therapist workforce will need to focus on improving
quality and reducing costs through utilization of evidence-based practice protocols and successful patient movement
across the continuum of care.
The respiratory therapist workforce will soon be asked to assume new responsibilities, and graduates will need to
enter the profession with an expanded scope of practice. Between 2007-2010, the American Association for
Respiratory Care established a task force to identify the competencies needed by graduates of respiratory therapist
programs in 2015 and beyond. A series of three conferences were organized in order to bring together stakeholders
representing employers, insurers, professional organizations, foundations, state and federal government agencies,
patients and consumers, the education community, accrediting and credentialing agencies, and state licensure boards.
These conferences examined how the profession must change to meet the demands of patient care in the future. At
the conclusion of these conferences, the following recommendation regarding accreditation standards for respiratory
therapist educational programs was accepted and approved by majority vote:
1.01 The sponsoring institution must be a post-secondary academic institution accredited by a regional or
national accrediting agency that is recognized by the United States Department of Education and must be
authorized under applicable law or other acceptable authority to award graduates of the program a
baccalaureate or graduate degree at the completion of the program. Programs accredited prior to 2013 that
do not currently offer a baccalaureate or graduate degree must transition to conferring a baccalaureate or
graduate degree, which should be awarded by the sponsoring institution, upon all RT students who
matriculate into the program after 2020. (our italics)
The Respiratory Care Society of Washington Board of Directors recently published a position stand on respiratory
care education in Washington State that further explains the accrediting body’s new pressure on what RT programs
offer to students. This document states,
The current education structure for RCPs in Washington State does not adequately prepare practitioners for
advanced level positions such as management, education, or research. Many of these positions require
baccalaureate or graduate studies for entry. In addition, there is little room within the associate level
curriculum to teach in-depth skills such as the practice of evidence based medicine, skills to critically appraise
peer reviewed literature, and disease management in Asthma and COPD.
Respiratory care professionals clearly need a growing range of skills in this field, an array of competencies that the
current A.A.S degree is not equipped to provide. The position stand speaks to this gap: “National and local trends
indicate the strong need for a local option for RCP’s in Washington State to attain a bachelor’s degree in respiratory
care. In order to advance the respiratory care field, the RCSW strongly and without reservation supports the
establishment of a baccalaureate level degree option for respiratory care practitioners within Washington State.”
The industry is clearly moving towards requiring an advanced degree for career progression, and potentially also as a
requirement for entry into the field. Along with these changes, the regional demand for respiratory therapists is
increasing. Economic Modeling Specialists Intl. (EMSI), a subscription service that provides high-quality
employment data, economic analysis and comprehensive impact analyses for colleges and universities, predicts a
steady growth in the demand for respiratory therapists at the regional, state, and national level.
Region
●
King-Pierce
●
US as a whole
●
Washington state
2012 Jobs
2022 Jobs
% Change
920
1,128
22.6%
131,370
156,964
19.5%
1,938
2,337
20.6%
Figure 1. Projected job increase over ten years in respiratory care jobs, Regional Growth Trend vs. State and
U.S
As figure 1 indicates, a 22.6% increase in job growth for respiratory therapists in King/Pierce counties is projected
from 2012-2022.
Much of this demand will be for professionals with baccalaureate degrees. Employers confirm the oncoming demand
for respiratory therapists with advanced degrees. In a recent survey of respiratory care managers in medical centers
and long-term care facilities from across the state, 90% of respondents agreed that the need for respiratory care
practitioners with a bachelor’s degree is growing; more graduates are needed. Furthermore, 68.4% of these managers
report that they have experienced problems finding respiratory practitioners with a bachelor’s degree to fill their
employment needs.
As stated, there are no baccalaureate or graduate degree programs in respiratory therapy in Washington State. With
the lack of advanced degree respiratory care programs in the state, there is a strong potential for an inadequately
prepared respiratory care workforce in the coming years.
Criteria Four and Standard Four: Building on Existing Professional and Technical Degree Program Demand
The Respiratory Care Program at Highline Community College has run continuously since it admitted its first class in
1967. The program has specialized national accreditation through the Commission for Accreditation of Respiratory
Care (CoARC). Students are admitted once each year and graduate seven quarters later. Applicants for the program
must complete 25 credits of college transferable courses (Table 1.1) prior to being considered for acceptance. Once
accepted into the program, students complete 84 credits of professional-technical core courses (Table 1.2), 10 credits
of supporting instruction, and 5 credits of related instruction (Table 1.3). This is a total of 124 credits to complete the
A.A.S. in Respiratory Therapy. Additional prerequisite credits may also be necessary for some students.
Course
Course Title
Cr.
ENGL& 101
English Composition I
5
BIOL& 241
Human Anatomy and Physiology I
5
BIOL& 242
Human Anatomy and Physiology II
5
PSYC& 100
General Psychology
5
PSYC& 200
Lifespan Psychology
5
Total Prerequisite Credits
25
Table 1.1. RC Prerequisites
Course
Course Title
AAS Cr.
R C 101
Introduction to Respiratory Care
5
R C 102
Therapeutic Modalities
5
R C 103
Respiratory Care Science
4
R C 104
Cardio Respiratory Pharmacology
5
R C 105
Introduction to Critical Care
3
R C 106
Cultural Diversity & Globalism in Health
Care
3
R C 111
Practicum I
3
R C 112
Practicum II
5
R C 113
Practicum III
5
R C 114
Practicum IV
4
R C 130
AIDS Education for the Practitioner
1
R C 201
Pathophysiology I
3
R C 202
Pathophysiology II
3
R C 203
Pathophysiology III
3
R C 207
Respiratory Care Seminar
3
R C 211
Patient Assessment
1
R C 212
Grand Rounds
1
R C 213
Advances in Pulmonary Medicine
1
R C 214
Community-Based Respiratory Care
2
R C 224
Adult Critical Care
3
R C 228
Pediatric Respiratory Care
3
R C 231
Practicum V
6
R C 232
Practicum VI
6
R C 233
Practicum VII
6
Total Core Course Credits
84
Table 1.2. Professional-Technical Core Courses
Course
Course Title
AAS Cr.
CHEM& 121
Introduction to Chemistry
5
BIOL& 260
Microbiology
5
Course
Course
Course Title
AAS Cr.
Total Supporting Course Credits
10
Course Title
AAS Cr.
Any 100 Level or higher MATH or
BUSN 135 or ACCTG 121
Total Related Instruction Credits
5
5
Table 1.3. Supporting/Related Instruction
While our curriculum has an established track record for producing successful associate degree graduates and
respiratory therapists, the necessary credit load has expanded over the years resulting in the current model, which
requires 124 credits and seven quarters to complete. Fortunately, this effectively positions the program for the
creation of a successful baccalaureate program. The BAS degree program will build on the foundation of the already
existing curriculum, targeting the key competencies identified by the AARC taskforce: diagnostics, disease
management, evidence-based medicine and respiratory care protocols, patient assessment, leadership, emergency and
critical care, and therapeutics. For most students, an additional 56 credits will be required to complete the BAS.
The 2012 CoARC Annual Report of Current Status Outcomes for Nationally Accredited Respiratory Care Programs
indicates that between January 1, 2009 and December 31, 2011, 56 students graduated from the Highline respiratory
care program. Students who successfully complete our program earn an A.A.S. degree in Respiratory Care and go on
to become licensed as Respiratory Therapists, both at the entry-level license, CRT (Certified Respiratory Therapist),
and the advanced-level license, RRT (Registered Respiratory Therapist). Table 2 illustrates that out of the 292
graduates in these five community colleges between 2009 and 2011, Highline has the highest job placement rate, CRT
success rate, and RRT success rate in the state.
Institution
Highline Community College
Spokane Community College
Tacoma Community College
Seattle Central Community College
Pima Medical Institute - Renton
Job
Placement
93%
92%
85%
83%
78%
CRT Success
100%
98%
90%
94%
90%
RRT
Success
86%
67%
53%
64%
53%
Graduates
(2009-2011)
56
48
40
52
96
Table 2 (Commission on Accreditation for Respiratory Care, 2012 Annual Report of Current Status Outcomes)
These numbers also compare very favorably to other programs around the country and indicate that our respiratory
care program is providing well-prepared students who are successful in achieving professional licensing and in
finding employment as respiratory therapists.
Criteria Five and Standard Five: Student Demand for the Respiratory Care Degree in our service area
The need to adequately prepare respiratory care students and currently practicing respiratory therapists will be
dependent on the availability of bachelor’s degree educational programs in Washington State. As previously
mentioned, though industry standards are moving towards requiring that students have advanced degrees to meet the
amplified skills and leadership expectations, there are currently no baccalaureate or graduate degree programs for
students in Washington State.
Currently employed respiratory therapists with associate degrees recognize that the shift in industry demand will
affect the type of degree they need for career advancement. Our survey showed that currently practicing respiratory
therapists recognize the need for advanced degrees in their field. Of the surveyed respiratory therapists who are
working in regional medical centers and long-term care facilities, 76.2% of indicated that “opportunity for career
advancement” was “quite important” or “very important” to them as they considered enrollment in in a BAS-RC
program. Of those surveyed, 78.5% indicated that they would be “very likely” or “somewhat likely” to enroll in a
BAS-RC program at Highline. Yet the current lack of advanced degree opportunities leaves few options to the 2200
respiratory care therapists working in Washington State.
Students currently enrolled in associated degree programs also recognize the importance of degree advancement
opportunities. 90.7% of current associate degree students surveyed at Highline and Tacoma Community Colleges
(N=202) indicated that “opportunity for career advancement” was “quite important” or “very important” to them in
considering enrolling in a BAS-RC program. When respiratory care students enrolled in associate degree programs
were surveyed to determine how likely they would be to enroll in a BAS-RC program if it were offered at Highline,
92% said they would be “very likely” or “somewhat likely” to enroll.
As indicated earlier, associate degree programs are currently offered at Highline CC, Tacoma CC, Seattle Central CC,
Spokane CC, and Pima Medical Institute (Renton). The 2012 CoARC Annual Report of Current Student Outcomes
indicates that there were a total of 292 graduates from all Washington State respiratory care programs between
January 1, 2009 and December 31, 2011. In our state, an average of 86% of these graduates are working as
respiratory therapists. Students graduating from associate degree programs will be able to directly articulate into a
BAS-RC program once they gain the requisite licensure.
Criteria Six and Standard Six: Serving Place Bound Students
Similar Programs within the Catchment Area
In considering the structure of our BAS-RC degree, we have considered the needs of our current students and working
respiratory therapists, as well as the degree opportunities that are already present or currently being developed within
the state to meet those needs. Currently there are no bachelor’s degree programs specifically in advanced respiratory
care in Washington. Consequently, like other AAS-holders, current two-year Respiratory Care graduates have very
limited pathways to a baccalaureate credential. As one avenue, they can pursue a generic, “upside-down” BA in the
liberal arts from an institution like The Evergreen State College — a useful option, but not one that emphasizes
advanced practice in the discipline. Other nearby options, like University of Washington-Tacoma’s Healthcare
Leadership BA, focus on leadership development across a range of healthcare disciplines. Though this program may
better align with the professional-advancement interests of working therapists, it does not stress advanced practice in
the discipline. Further, the degree essentially requires completion of the university’s undergraduate general-education
core, adding a significant credit burden for applied two-year degree-holders.
Of the two-year Respiratory Care programs in Washington, only Seattle Central Community College’s has indicated
any intention of developing a BAS degree program. However, preliminary conversations indicate that Seattle Central
is pursuing a broader degree-advancement option for AAS-holders from several healthcare disciplines. Seattle
Central’s proposed BAS in Allied Health Science would meet the needs of the practicing respiratory therapist who,
having already completed an accredited respiratory care program with an earned first professional degree, is returning
to school to obtain a baccalaureate credential. However, given that the degree will not focus solely on respiratory care
— and will not carry a Respiratory Care degree title — it may not match the specific discipline-related interests of all
practitioners in the region.
Collaboration Opportunities
Throughout the development of our BAS-RC initiative, we have remained in discussion with Seattle Central to
determine the format and scope of their proposed BAS degree and how we might collaborate with them as we both
pursue new baccalaureate options in healthcare fields. Certainly, we see both programs as compatible options for the
area’s backlog of AAS-prepared respiratory therapists to continue their education. We are open to opportunities to
cross-refer students, based on the particular needs and interests that our applicants express. If closer collaborations
seem possible as the programs take shape, we would surely consider them.
Meanwhile, the academic vice presidents at Highline and Spokane have broached the idea of collaboration as
well. Those tentative conversations, though admittedly brief, have been positive. Obviously, the challenges of
distance create greater barriers in any cross-state partnership. However, we are open to further discussion of models
that, for example, might eventually allow for at-distance sharing of theory courses, with local supervision of clinical
applications. We are mindful, though, that before we would consider that level of partnership complexity, our first
priority must remain to complete our own BAS’s development, successfully establish the program, and gain sufficient
experience to allow for sustainable expansion. Preliminary conversations investigating pathways from the BAS in RC
on to Master’s programs in Public Health at the University of Washington are encouraging, with options ranging from
emphasis in Global Health, Health Infomatics, Health Systems and Policy, Community Health and more. The
Master’s in Health Services Administration is also possible for BAS RC completers who wish to pursue executive
management.
Unique Aspects of the Proposed Program
Highline’s Respiratory Care program has valuable partnerships with several of the larger regional referral hospitals,
including Harborview Medical Center, the University of Washington Medical Center, and Seattle Children’s Hospital.
Our advisory committee members from these regional medical facilities work with our faculty to ensure the
curriculum is up-to-date and delivers excellent learning opportunities for our students.
The BAS- RC curriculum will be provided in a flexible format. Given that this will involve primarily a working
population, we anticipate delivering a substantial amount of the curriculum online. In fact, our survey of respiratory
therapists currently working in hospitals and long-term care facilities indicated that 42% of these potential students
prefer online-only classes and 51% prefer some combination of in class or online delivery.
Fortunately, we already have the infrastructure and faculty to support this delivery method. One of our respiratory
care faculty members, Nicki Bly, has been widely recognized for her work in developing the only accredited
polysomnography program in the U.S., the majority of which is delivered online. The skills necessary to develop and
offer a successful program that uses mainly online instruction with labs on campus provides a proven hybrid format
for the BAS-RC program. This experience will be invaluable in developing the BAS-RC program avoiding many of
the problems associated in developing a new format.
HCC Respiratory Care program has state of the art simulation labs providing students the opportunity to bridge
classroom learning and real-life clinical experience. With more than seven years’ experience incorporating simulation
into the respiratory care curriculum they are the simulation leaders in our community. The experience of the program
and faculty will be invaluable in developing bachelor level courses using simulation such as simulation-based research
courses or management courses focused on developing institutional healthcare training. Highline Community College
Respiratory Care program and Seattle University Registered Nursing program became the first interdisciplinary
simulation projects in our community. Starting in 2011, respiratory care students from HCC and registered nursing
students from Seattle University participate in a quarterly simulation project. This example of interdisciplinary
simulation between a two-year college and a four-year college demonstrates the level of excellence the Respiratory
Care program at HCC is recognized for.
Summary and Conclusions
Bederka (2010) explains the dramatic changes that have taken place in respiratory care: “Times have changed since
the field's creation more than 60 years ago, and the rapid evolution from inhalation therapist to the multifaceted RT
you see in the mirror is almost shocking.” Technology and new medical approaches have transformed the field, and
doctors are more likely to depend on respiratory therapists for outpatient support. In addition, new healthcare models
emphasize wellness and proactive rather than reactive medical practices (Bederka, 2010). All of these changes point
to the need for a well-trained workforce.
For working respiratory therapists, a baccalaureate degree is becoming increasingly important for career advancement.
Additionally, accreditation and industry standards are moving towards requiring a baccalaureate degree entry
minimum. With the scarcity of respiratory care programs in the area, a Bachelor of Applied Science degree in
Respiratory Care will serve the need of respiratory therapists in Washington State and current students who are
interested in entering this field. Highline’s respiratory care program, with its state of the art facilities, first-rate
curriculum, and skilled team of instructors, is poised to provide excellent advanced degree opportunities.
References
Barnes, T. A., et. al. (2010, May). Competencies Needed by Graduate Respiratory Therapists in 2015 and Beyond.
Respiratory Care. 55.5, 601-616. Print.
Barnes, T. A., et.al. (2011, May): Transitioning the Respiratory Therapy Workforce for 2015 and Beyond.
Respiratory Care. 56.5, 681-690. Print.
Bederka, M. (2010, June). Respiratory care: state of the profession. Respiratory Care and Sleep Medicine. Web.
March 2013
Commission on Accreditation for Respiratory Care. (2012, July 23). Career Entry Pathways and Academic
Progression in Respiratory Care Education. Commission on Accreditation for Respiratory Care. Web. 18 Feb.
2013.
Commission on Accreditation for Respiratory Care. (2012, Dec. 31). 2012 Annual Report of Current Status
Outcomes. Commission on Accreditation for Respiratory Care. Web. 8 March 2013.
Kacmarek, R. M. et. al. (2012, May). Survey of Directors of Respiratory Therapy Departments Regarding the Future
Education and Credentialing of Respiratory Care Students and Staff. Respiratory Care. 57.5, 710-720. Print.
Respiratory Care Society of Washington Board of Directors. (2012, Feb. 3). Respiratory Care Society of Washington
Position Stand on Respiratory Care Education in Washington State. Respiratory Care Society of Washington.
Web. 18 Feb. 2013.
System Direction. (2006, September). Washington State Board for Community and Technical Colleges.
The System Design Plan. (2009, December). Washington Higher Education Coordinating Board.
Employer Survey;
Bachelor's of Applied Science
Degree in Respiratory Care
1. How many people are employed in your facility?
Response
Response
Percent
Count
Less than 50
10.0%
2
50-99
10.0%
2
100-499
20.0%
4
500-999
5.0%
1
1000 or more
55.0%
11
answered question
20
skipped question
1
2. What is the total number of Respiratory Care positions in your facility? Include full and
part-time positions.
Response
Response
Percent
Count
Less than 10
10.0%
2
10-25
50.0%
10
26-50
25.0%
5
50-99
15.0%
3
100 or more
0.0%
0
answered question
20
skipped question
1
3. What is the total number of Respiratory Care positions you will add to your facility in the
next 5 years?
Response
Response
Percent
Count
None
35.0%
7
1-5
35.0%
7
6-10
30.0%
6
11-15
0.0%
0
16 or more
0.0%
0
answered question
20
skipped question
1
Response
Response
Percent
Count
4. In what industry sector is your facility?
Medical Center
78.9%
15
Hospital-affiliated outpatient facility
5.3%
1
Long-term care facility
15.8%
3
Home-Care Company
0.0%
0
Other (please specify)
2
answered question
19
skipped question
2
5. What geographic areas do you serve? Check all that apply.
Response
Response
Percent
Count
Primarily King County
14.3%
2
Primarily Pierce County
14.3%
2
Greater Puget Sound Area
14.3%
2
Washington State
28.6%
4
Pacific Northwest
35.7%
5
Other (please specify)
9
answered question
14
skipped question
7
6. When hiring Respiratory Care Practitioners, what level of degree do you prefer?
Response
Response
Percent
Count
Associate's degree
42.1%
8
Bachelor's degree
31.6%
6
No preference
26.3%
5
Other (please specify)
6
answered question
19
skipped question
2
7. Have you experienced problems finding Respiratory Care Practitioners with a Bachelor's
degree to fill your employment needs?
Response
Response
Percent
Count
Often
68.4%
13
Sometimes
0.0%
0
Rarely
10.5%
2
Never
21.1%
4
answered question
19
skipped question
2
8. Do you agree or disagree with the following statement? The need for Respiratory Care
Practitioners with a Bachelor's degree is increasing.
Response
Response
Percent
Count
I agree. The need for Respiratory
Care Practitioners with a
Bachelor's degree is growing;
90.0%
18
10.0%
2
Other (please specify)
0
answered question
20
skipped question
1
more graduates are needed.
I disagree. The need for
Respiratory Care Practitioners with
a Bachelor's degree can be met by
current program graduates.
9. Would it benefit your organization to have a Bachelor's of Applied Science Degree in
Respiratory Care offered in Washington State?
Response
Response
Percent
Count
Yes
85.0%
17
No
15.0%
3
answered question
20
skipped question
1
10. If you answered "yes" to question 10, please choose the primary benefit of a
Respiratory Care Bachelor's degree option in the Puget Sound area.
Response
Response
Percent
Count
Expanded hiring pool of Bachelor's
prepared Respiratory Care
6.3%
1
0.0%
0
37.5%
6
56.3%
9
therapists
Money saved in not having to
recruit from out-of -state
Advanced degree option for current
employees
All of the above
Other (please specify)
2
answered question
16
skipped question
5
11. Please provide any additional comments about this possible new program offering at
Highline Community College.
Response
Count
12
answered question
12
skipped question
9
12. If you are willing to be contacted for additional information about this new program,
please provide your contact information.
Name
Job Title
Phone Contact #
Email Address
Response
Response
Percent
Count
100.0%
13
100.0%
13
100.0%
13
100.0%
13
answered question
13
skipped question
8
Page 1, Q4. In what industry sector is your facility?
1
Long Term Acute Care Hospital
Nov 29, 2012 8:21 AM
2
SNF with contracted vent unit
Nov 29, 2012 7:34 AM
Page 1, Q5. What geographic areas do you serve? Check all that apply.
1
IDAHO
Dec 3, 2012 8:12 AM
2
Lewis county
3
Primarily Snohomish and Skagit Counties
Nov 29, 2012 12:36 PM
4
SE washington, NE oregon
Nov 29, 2012 8:02 AM
5
All DoD Beneficieries
Nov 29, 2012 7:55 AM
6
greater Portland area (Vancouver, WA)
Nov 29, 2012 7:34 AM
7
And also South Snohomish County
Nov 28, 2012 7:17 PM
8
okanogan county
Nov 28, 2012 5:08 PM
9
Thurston/Lewis/Mason/Grays Harbor Counties
Nov 28, 2012 4:49 PM
Nov 30, 2012 8:40 AM
Page 1, Q6. When hiring Respiratory Care Practitioners, what level of degree do you prefer?
1
It is not a requirement to be registered at this time but when hiring if it comes to
registered or not register, I will take the registered applicant.
Dec 3, 2012 11:36 AM
2
At this time, minimum is Associates but would hire a Bachelor' person over
Associates if all other things were the same.
Nov 29, 2012 12:36 PM
3
If they were available
Nov 29, 2012 8:56 AM
4
would love to see bachelors on app
Nov 29, 2012 8:02 AM
5
Prefer a well trained healthcare professional who is dedicated to lifelong
learning.
Nov 29, 2012 7:43 AM
6
RRT Mandatory.
Nov 28, 2012 7:17 PM
Page 2, Q10. If you answered "yes" to question 10, please choose the primary benefit of a Respiratory Care
Bachelor's degree option in the Puget Sound area.
1
Increase professional knowledge base. Improve patient care
Nov 29, 2012 8:59 AM
2
increased respect of RT profession by non RT piers
Nov 29, 2012 8:14 AM
Page 2, Q11. Please provide any additional comments about this possible new program offering at Highline
Community College.
1
Our clinical environment is rapidly evolving and becoming increasingly complex.
The technology is more complex and the demands for higher critical reasoning
skills and better understanding of the scientific basis for respiratory clinical
practice. Bachelors prepared RT's are needed for this evolving work place.
Dec 4, 2012 6:15 AM
2
We don't have any position requiring a Bachelors degree at this time. We are
happy they get registered. I would like our health care system to move to hiring
only registered applicants. Once that has been established then move to
requiring a Bachelors degree. I would think the higher education would provide
a better employee.
Dec 3, 2012 11:40 AM
3
The clinical demands being placed on hospital based respiratory therapists is
increasing. RT's are still struggling to find their identity in a nursing dominated
heirarchy. Providing and then requiring an advanced level of education helps
validate our profession and its worth to the healthcare team.
Dec 3, 2012 6:48 AM
4
I feel this will be the next step in our profession, helping better perpare therapist
for duties.
Nov 30, 2012 11:17 AM
5
I think the bachelor's prepared person will be needed in the future as our scope
of practice changes to more Disease Management. It will be best if we have a
program available to our work force in our own state.
Nov 29, 2012 12:39 PM
6
This is long over due. I would include an online program that would allow
Washington Therapists to continue work. Ultimately, this would provide much
improved patient care and give our profession the boost and recognition it
deserves.
Nov 29, 2012 8:59 AM
7
I believe the Bachelor's degree is the "future" of Respiratory Care. Respiratory
Therapists (RTs) are a very visible and integral part a hospital's care team. They
are professionals with unique clinical knowledge and skills. RTs contributions to
patient care continues to expand. Washington needs a Bachelor's degree
program(s) immediately to keep up with the demands of this profession. A
Bachelor's degree in Respiratory Care would improve patient care and elevate
the profession by expanding clinical knowlege/skills, preparing RTs for
leadership positions and encouraging continuing research. I am a strong
supporter of a Washington-based Bachelor's degree program in our state.
Nov 29, 2012 8:53 AM
8
This option is a good one and should be persued but the perception of RT's as a
whole will not change until MD's percieve RT's as an asset and an important
team member that can bring useful skills to the bed side. This degree will
improve the therapist and show non RT's that we are serious about our
profession.
Nov 29, 2012 8:14 AM
9
With the changing healthcare environement and the trend toward accountable
care organizations, much of our RT profession will be moving toward Disease
management in and outside the hospital setting. This will require RT's to have a
bachelors degree at a minimum to be considered a "team player" in this
changing arena.
Nov 29, 2012 7:59 AM
10
I have relocated from the East coast where there are primarily Bachelor
programs in RT - I have currently on staff only grads of associate programs, and
Nov 29, 2012 7:49 AM
Page 2, Q11. Please provide any additional comments about this possible new program offering at Highline
Community College.
frankly the level of education and skills are comparable. I was affiliated with
Northeastern University as a clinical instructor for both their bachelor and
Master's students...interestingly, the course content was exactly the same!
Master's students held an undergrad degree in some science related field, and
then went through the same program as the bachelor's students. I have been a
therapist since the days when on the job training was the norm - so I have a
great deal of experience working with EVERY level of RT and I believe that if an
individual can successfully pass the NBRC exams, they are qualified to practice.
In our area, there are a number of institutions producing associate degree grads
and the field is positively flooded with therapists - while there is a place for a
bachelor program, I question the NEED - until NBRC changes the criteria for the
exams; I believe that individuals will choose the easier path to getting into a
position and earning a living. Further, the way that most facilities establish salary
base...there is NO COMPENSATION for a higher degree. I wish you well with
your endeavors.
11
The profession has been tailing behind the other therapies(OT,PT, and Speech)
for years. We are not therapists anymore. We are practitioners and though the
RRT behind the name shows something a BS or BA says a lot more.
Nov 28, 2012 7:21 PM
12
This would be very interesting for people wanting to continue their education if
this was offered as an on-line option for people.
Nov 28, 2012 4:50 PM
Page 2, Q12. If you are willing to be contacted for additional information about this new program, please provide
your contact information.
Name
1
John Salyer
Dec 4, 2012 6:15 AM
2
Brett Thomazin
Dec 3, 2012 10:14 AM
3
Mary Dearth
Dec 3, 2012 6:48 AM
4
Daniel Martinez, RRT
Nov 30, 2012 11:17 AM
5
Gary Wickman
Nov 29, 2012 12:39 PM
6
Karen Crogan
Nov 29, 2012 8:59 AM
7
Donavan Knight
Nov 29, 2012 8:53 AM
8
Solange Johnson
Nov 29, 2012 8:48 AM
9
Michael Anderson
Nov 29, 2012 8:14 AM
10
Jonathan Jahns
Nov 29, 2012 7:59 AM
11
Hal Ungerleider
Nov 28, 2012 7:21 PM
12
Bret Fields
Nov 28, 2012 5:10 PM
13
Laura Leach
Nov 28, 2012 4:50 PM
Job Title
1
Director Respiratory Therapy, Children's Hospital
Dec 4, 2012 6:15 AM
2
Manager
Dec 3, 2012 10:14 AM
3
Manager, Pediatric RT and ECLS
Dec 3, 2012 6:48 AM
4
Acting Chief Of Respiratory Therapy
Nov 30, 2012 11:17 AM
5
Director, Respiratory Care Services
Nov 29, 2012 12:39 PM
6
Manager
Nov 29, 2012 8:59 AM
7
Director, Clinical Support Services
Nov 29, 2012 8:53 AM
8
Department Manager
Nov 29, 2012 8:48 AM
9
Supervisor RT Dept
Nov 29, 2012 8:14 AM
10
Director, Respiratory Therapy and Dialysis
Nov 29, 2012 7:59 AM
11
Manager
Nov 28, 2012 7:21 PM
12
Respiratory Therapy Manager
Nov 28, 2012 5:10 PM
Page 2, Q12. If you are willing to be contacted for additional information about this new program, please provide
your contact information.
13
Clinical Coordinator
Nov 28, 2012 4:50 PM
Phone Contact #
1
206-987-2606
Dec 4, 2012 6:15 AM
2
206.744.4706
Dec 3, 2012 10:14 AM
3
253-403-4977
Dec 3, 2012 6:48 AM
4
206-764-2494
Nov 30, 2012 11:17 AM
5
425 404-6638
Nov 29, 2012 12:39 PM
6
360/7886300/ ext 3431
Nov 29, 2012 8:59 AM
7
206-248-4784
Nov 29, 2012 8:53 AM
8
206- 720-6071
Nov 29, 2012 8:48 AM
9
509-727-1356
Nov 29, 2012 8:14 AM
10
206-583-6458
Nov 29, 2012 7:59 AM
11
206-368-1477
Nov 28, 2012 7:21 PM
12
509-322-8012
Nov 28, 2012 5:10 PM
13
360-956-1470
Nov 28, 2012 4:50 PM
Email Address
1
john.salyer@seattlechildrens.org
Dec 4, 2012 6:15 AM
2
brettt1@uw.edu
Dec 3, 2012 10:14 AM
3
mary.dearth@multicare.org
Dec 3, 2012 6:48 AM
4
Daniel.Martinez@va.gov
Nov 30, 2012 11:17 AM
5
gary.wickman@providence.org
Nov 29, 2012 12:39 PM
6
kcrogan@peacehealth.org
Nov 29, 2012 8:59 AM
7
dknight@regionalhospital.org
Nov 29, 2012 8:53 AM
8
Sjohnson@alsvents.com
Nov 29, 2012 8:48 AM
9
mike.anderson@kadlecmed.org
Nov 29, 2012 8:14 AM
10
jon.jahns@vmmc.org
Nov 29, 2012 7:59 AM
11
Halu@uw.edu
Nov 28, 2012 7:21 PM
Page 2, Q12. If you are willing to be contacted for additional information about this new
program, please provide your contact information.
12
snocrazee@yahoo.com
Nov 28, 2012 5:10 PM
13
laura.leach@capellahealth.com
Nov 28, 2012 4:50 PM
Appendix - RC BAS Student Survey Data
Statistics
paper or survey
monkey
N
Valid
College of admin
Q1Likely
Q2_FullTime
Q2_PartTime
Q2_Day
202
202
198
202
202
202
0
0
4
0
0
0
Missing
Statistics
Q2_Eve
N
Valid
Missing
Q2_Weekend
Q3ClassType
Q4_Tuition
Q4_AvailJob
202
202
194
195
193
0
0
8
7
9
Statistics
Q4_GradPrep
N
Valid
Missing
Q4_Schedule
Q4_ProgLength
Q4_FutureSalary
191
195
194
194
193
11
7
8
8
9
Statistics
Q4_Advancement
N
Valid
Missing
Q4_Reputation
Q4_DistHome
Q4_DistWork
194
194
193
8
8
9
Number of students who
took the paper survey
instrument compared to
the electronic tool.
Q1. If Highline Community
College offered an Applied
Bachelor’s degree in
Respiratory Care, how likely
would you be to enroll?
Q2. What scheduling options
are most preferable? – Fulltime
Q2. What scheduling
options are most
preferable? – Part-time
Q2. What
scheduling options
are most preferable?
-- Day
Q2. What
scheduling options
are most preferable?
-- Evening
Q2. What scheduling
options are most
preferable? -Weekend
Q3. What type of
classes are most
preferable?
Q4. For the list of issues
below, please mark the
importance of each in your
decision to enroll in this
Bachelor’s program. –
Tuition Costs
Q4. For the list of
issues below, please
mark the importance
of each in your
decision to enroll in
this Bachelor’s
program. – Job
Availability
Q4. For the list of issues
below, please mark the
importance of each in your
decision to enroll in this
Bachelor’s program. –
Preparation for graduate
school
Q4. For the list of issues
below, please mark the
importance of each in your
decision to enroll in this
Bachelor’s program. –
Schedule of classes
Q4. For the list
of issues below,
please mark the
importance of
each in your
decision to
enroll in this
Bachelor’s
program. –
Length of
program
Q4. For the list of
issues below, please
mark the
importance of each
in your decision to
enroll in this
Bachelor’s
program. – Future
job salary
Q4. For the list of
issues below, please
mark the
importance of each
in your decision to
enroll in this
Bachelor’s
program. –
Program’s
reputation with
employers
Q4. For the list of
issues below, please
mark the importance of
each in your decision to
enroll in this Bachelor’s
program. – Opportunity
for career advancement
Q4. For the list of
issues below,
please mark the
importance of
each in your
decision to enroll
in this Bachelor’s
program. –
Distance from my
home
Q4. For the list of
issues below, please
mark the
importance of each
in your decision to
enroll in this
Bachelor’s
program. –
Distance from my
work
TAB 5a
REGULAR MEETING OF THE STATE BOARD FOR
COMMUNITY AND TECHNICAL COLLEGES
MEETING MINUTES
May 9, 2013
State Board Members
Sharon Fairchild (Chair), Spokane
Beth Willis (Vice Chair), Lakewood
Jim Bricker, Coupeville
Erin Mundinger, Omak
Shaunta Hyde, Lake Forest Park
Elizabeth Chen, Federal Way
Anne Fennessy, Seattle
Wayne Martin, Richland
Larry Brown, Auburn
Statutory Authority: Laws of 1967, Chapter 28B.50 Revised Code of Washington
State of Washington
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
Olympia
ACTION INDEX
May 9, 2013
Resolution
Number
---13-05-13
13-05-14
13-05-15
13-05-16
13-05-17
13-05-18
13-05-19
13-05-20
13-05-21
13-05-22
Description
Adoption of Consent Agenda:
- Approval of State Board Regular Meeting Minutes
for March 28, 2013
- 2013-14 SBCTC Meeting Dates
- Green River Local Expenditure Authority, Energy
Project
- Highline Local Expenditure Authority, Energy
Project
- Pierce District Local Expenditure Authority, Energy
Project
- Tegrity “Lecture Capture” Contract
- Instructure (Canvas) Contract
- Blackboard ANGEL Contract
- Clark College Local Expenditure Authority, Dental
Hygiene Lab Renovation
- Centralia College Local Expenditure Authority,
Student Services Building Design
- Olympic College Local Expenditure Authority, Sons
of Norway Lodge
Page in
Minutes
2
2
2
2
2
2
2
2
2
2
2
13-05-23
Repeal of WAC 131-16 SBCTC Retirement Plan
2
13-05-24
Approval of State Board Retirement Plan Document
2
13-05-25
Approval of North Seattle Bachelor of Applied Science,
International Business
3
13-05-26
Approval of Green River Bachelor of Applied Science,
Information Technology Administration and Security
3
Appointment of Nominating Committee for 2013-14
SBCTC Chair and Vice Chair
4
----
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
Olympia
Regular Meeting Minutes
May 9, 2013
State Board Office, Olympia
The State Board held a study session on May 8, 2013, from 1:00 p.m. to 5:15 p.m. The Board heard
presentations on subjects including: Budget Status and Tuition Update, College Spark and Gates,
Student Voice, Repeal of WAC 131-16, Accreditation and Baccalaureate Degree Proposals. No
action was taken at the study session.
State Board Members Present: Sharon Fairchild, Beth Willis, Jim Bricker, Elizabeth Chen, Shaunta
Hyde, Wayne Martin, Anne Fennessy, Larry Brown
State Board Members Absent: Erin Mundinger
CALL TO ORDER AND WELCOME
Chair Sharon Fairchild called the meeting to order at 8:00 a.m. and welcomed those present. She
asked for audience introductions.
ADOPTION OF REGULAR MEETING AGENDA
MOTION: Moved by Shaunta Hyde and seconded by Jim Bricker that the State Board adopt its
May 9, 2013, regular meeting agenda as presented.
HOST COLLEGE PRESENTATION
Eileen Ely, Green River Community College President introduced the Green River Community
College Aviation Program staff and faculty. The aviation presentation included an overview of
facilities, offices, and flight simulators and highlighted the air traffic control and pilot programs. Green
River’s aviation program is nationally and globally recognized.
After a brief presentation, Board members and meeting participants were treated to a tour of the
aviation program facilities.
ADOPTION OF CONSENT AGENDA (Resolutions 13-05-13 through 13-05-22)
MOTION: Moved by Beth Willis and seconded by Jim Bricker that the State Board adopt the
consent agenda for its May 9, 2013, regular meeting as follows:
a)
b)
c)
d)
e)
f)
g)
h)
Approval of March 28, 2013, State Board regular meeting minutes
Resolution 13-05-13: SBCTC 2013-14 Meeting Dates
Resolution 13-05-14: Green River Local Expenditure Authority, Energy Project
Resolution 13-05-15: Highline Local Expenditure Authority, Energy Project
Resolution 13-05-16: Pierce District Local Expenditure Authority, Energy Project
Resolution 13-05-17: Tegrity “Lecture Capture” Contract
Resolution 13-05-18: Instructure (Canvas) Contract
Resolution 13-05-19: Blackboard ANGEL Learning Management System Contract
SBCTC Regular Meeting Minutes
May 9, 2013
Page 2
i)
j)
Resolution 13-05-20: Clark College Local Expenditure Authority, Dental Hygiene Lab
Resolution 13-05-21: Centralia College Local Expenditure Authority, Student Services
Building Design
k) Resolution 13-05-22: Olympic College Local Expenditure Authority, Sons of Norway
Lodge
MOTION CARRIED.
LEGISLATIVE UPDATE
Alison Grazzini-Smith of the State Board staff presented that the 2013 regular legislative session
adjourned Sine Die on Sunday, April 28. The Governor has called legislators back to Olympia for a
special session beginning May 13 to finalize operating and capital budgets.
The Board was provided with an overview of the regular legislative session and the post-session
process. As the legislative process winds down, staff has started working on a detailed session
summary report and an internal debrief document. In addition, an interim legislative outreach plan is
being created to maximize opportunities in educating legislators about the community and technical
college system.
PUBLIC HEARING AND REPEAL OF WAC 131-16 SBCTC RETIREMENT PLAN AND APPROVAL
OF STATE BOARD RETIREMENT PLAN(RESOLUTIONS 13-05-23 AND 13-05-24)
John Boesenberg of the State Board staff presented that the State Board governs the State Board
Retirement Plan through adoption of Washington Administrative Codes (WAC) and a Plan Document.
The WACs provide State Board policy. The Plan Document includes those same policies as well as
state law and federal regulation. To eliminate this duplication and avoid potential confusion, staff
proposes repeal of the WACs governing the Plan and adoption of an updated Plan Document. The
updated Plan Document includes one policy change: allowing Plan participants, under limited
circumstances, to access retirement benefits while still employed.
John discussed the outreach process for system stakeholders and indicated no concerns arose.
In accordance with the Open Public Meetings Act, the Board held a public hearing on the proposed
resolution.
MOTION: Moved by Beth Willis and seconded by Wayne Martin that the State Board adopt
Resolution 13-05-23 approving the repeal of WAC 131-16 SBCTC Retirement Plan.
MOTION CARRIED.
MOTION: Moved by Beth Willis and seconded by Jim Bricker that the State Board adopt
Resolution 13-05-24 approving the SBCTC Retirement Plan Document.
MOTION CARRIED.
SBCTC Regular Meeting Minutes
May 9, 2013
Page 3
DELEGATION OF AUTHORITY
Denise Graham of the State Board staff presented that the State Board carries out its statutory
powers and duties through various means, including the adoption of policies published in and made
available through the State Board Policy Manual. The Policy Manual contains delegations of authority
from the Board to the executive director. Most of these delegations have not been changed since
1997. At this meeting staff will brief the Board on existing delegations of authority and make
recommendations for changes. At the June meeting, the Board will be asked to adopt a resolution
updating the delegations of authority.
Board members asked for a report at the next meeting to include other state agency directors’
delegation limits.
APPROVAL NORTH SEATTLE BACHELOR OF APPLIED SCIENCE – INTERNATIONAL
BUSINESS (RESOLUTION 13-05-25)
Edward Esparza of the State Board staff presented in February 2013, the State Board for Community
and Technical Colleges adopted the revised approval process, selection criteria, and application
materials for community and technical colleges seeking to offer an applied baccalaureate program.
North Seattle Community College completed an initial step in the approval process when college
administrators met with State Board members on March 27, 2013, to discuss how the proposed
Bachelor of Applied Science Degree in International Business aligns with the college’s strategic goals
and helps meet regional/statewide needs.
MOTION: Moved by Beth Willis and seconded by Jim Bricker that the State Board adopt
Resolution 13-05-25 approving the North Seattle Bachelor of Applied Science in International
Business.
MOTION CARRIED.
APPROVAL GREEN RIVER BACHELOR OF APPLIED SCIENCE – INFORMATION
TECHNOLOGY ADMINISTRATION AND SECURITY (RESOLUTION 13-05-26)
Edward Esparza of the State Board staff presented in February 2013, the State Board for Community
and Technical Colleges adopted the revised approval process, selection criteria, and application
materials for community and technical colleges seeking to offer an applied baccalaureate program.
Green River Community College completed an initial step in the approval process when college
administrators met with State Board members on March 27, 2013 to discuss how the proposed
Bachelor of Applied Science Degree in Information Technology: Network Administration and Security
aligns with the college’s strategic goals and helps meets regional/statewide needs.
MOTION: Moved by Jim Bricker and seconded by Larry Brown that the State Board adopt
Resolution 13-05-26 approving the Green River Bachelor of Applied Science in Information
Technology Administration and Security.
MOTION CARRIED.
SBCTC Regular Meeting Minutes
May 9, 2013
Page 4
CHAIR’S REPORT
Chair Fairchild presented her report:
 Trustees’ Association Report. TACTC President Tim Douglas reported on the topics of:
Baccalaureate Degree work in the system, TACTC Spring Conference, and the 2013-14 new
TACTC officers.
 Presidents’ Association Report. WACTC President Tom Keegan reported on the topics of:
Budgets, WACTC Committee Meetings, Competency Based Degrees, 2013-14 WACTC
President and President Elect.
 Executive Director Report and Parking Lot Update. SBCTC Executive Director Marty
Brown reported on the topics of: Students of Color Conference, Policy Manual Update, GED
WAC Changes, Chief of Staff Visit, Governor’s Veteran Hiring Bill, and Faculty Labor
Representatives gave a presentation on salaries.
 Appointment of Nominating Committee for 2013-14 SBCTC Chair and Vice Chair
Positions. State Board Chair, Sharon Fairchild, appointed Jim Bricker to chair the Nominating
Committee. Wayne Martin and Larry Brown agreed to serve as members of the committee.
Election of State Board officers will be held at the June meeting.
 Executive Director Annual Evaluation Update. Beth Willis will work with John Boesenberg
for this year’s evaluation process. The process will include an evaluation of the system that
new director Marty Brown has previewed, State Board work plan metrics, and feedback from
system partners. The evaluation and discussion will take place at the State Board retreat in
September.
ADJOURNMENT/NEXT MEETING
There being no further business, the State Board adjourned its regular meeting of May 9, 2013, at
11:40 a.m. The State Board will hold next meeting June 19-20, 2013, at Spokane Falls Community
College.
______________________________
Sharon Fairchild, Chair
ATTEST:
______________________________
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
June 20, 2013
Consent Item
TAB 5b
Action (Resolution 13-06-24)
Topic
2013-14 Corrections Education Contract
Description
Eight community colleges have contracts with the State Board for Community and Technical
Colleges to provide Basic Skills (ABE, ESL & high school equivalency), Stress and Anger
Management, Job Search and Workforce Training certificate programs such as welding,
automotive service, and I-BEST Material Composites at the state’s twelve adult corrections
facilities. As the state agency partners for the local educational providers, the State Board and
the Department of Corrections develop an annual contract that identifies the key features of
educational services to be provided, sets outcome metrics, and develops appropriate statewide
policy and procedural guidelines.
Colleges that provide contracted educational services at the correctional facilities are:
Centralia College
Clark College
Edmonds Community College
Grays Harbor College
Peninsula College
Community Colleges of Spokane
Tacoma Community College
Walla Walla Community College
Major Considerations

The Interagency Agreement between the State Board and the Department of Corrections
remains essentially unchanged for FY14.
Analysis
The Corrections Education Contract supports the goals of the System Direction in the following
ways:
 Economic Demand: Strengthen state and local economies by meeting the demands for
a well educated and skilled workforce.
o Incarcerated students gain educational credentials (high school equivalency and
vocational certificates) and skills which enable them to secure jobs upon release,
remain in the community, and contribute to its economic and social fabric.
 Student Success: Achieve increased educational attainment for all residents across the
state, particularly underserved populations.
o Incarcerated students, an underserved population, achieve high school equivalency
and vocational credentials through traditional and I-BEST modes of instruction.
 Innovation: Use technology, collaboration and innovation to meet the demands of the
economy and improve student success.
o The partnership between SBCTC and the Department of Corrections leverages
resources and meets mission goals of both agencies by advancing the skills and
TAB 5b, Page 2
education of incarcerated individuals, an underserved SBCTC constituency, and by
providing evidence-based programming to support the department’s goal of
discouraging recidivism.
Financial implications:
 The college system will receive $15,405,569 to produce 3,646 FTES (based upon FY13
contract amount) in the mission areas of basic skills, vocational training, and offender
change during the 2013-14 contract period. Prison population movements and new
Corrections policies have impacted the distribution of effort within the 2013-14
correctional education contract. The Department of Corrections determines the
programs and FTES for each correctional facility.
o I-BEST program pilots will continue in the 2013-14 program year to include Airway
Heights Corrections Center, Cedar Creek Corrections Center, Coyote Ridge
Corrections Center, and Washington Corrections Center for Women. The I-BEST
pilot at Clallam Bay Corrections Center will not continue.
o Washington State Penitentiary will increase their population.
o The Job Search program which was piloted last year will be offered in all correctional
facilities in 2013-2014.
Recommendation
Staff recommends approval of Resolution 13-06-24, approving the 2013-14 agreement with the
Department of Corrections for the delivery of adult corrections education services.
Prepared by: Jacquie Armstrong, jarmstrong@sbctc.edu, 360-704-4358
Jon Kerr, jkerr@sbctc.edu, 360-704-4326
Tab 5b
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-24
A resolution awarding $15,405,569 of state funds to community colleges for delivery of
corrections education.
WHEREAS, the State Board is entering into a contract with the Department of
Corrections for the community and technical college system to provide education and training to
eligible offenders incarcerated in state correctional institutions,
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges delegates authority to the Executive Director to sign a contract with the Department of
Corrections that totals $15,405,569; and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director authority to award state correctional education funds to
the individual college districts consistent with Board policy and state law; and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director authority to modify the contract with the Department of
Corrections as necessary and make adjustments to the proposed awards if the anticipated
program funding changes due to state or federal action; and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director authority to make adjustments, as necessary, to
computational errors, data corrections, externally imposed restrictions or guidelines, legislative
appropriation provisos, restrictions, guidelines, and uniform account and reporting requirements;
and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director authority for final grant spending authority to designated
providers in a manner consistent with this resolution.
APPROVED AND ADOPTED on June 20, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
Campus
Site
TAB 5c
Attachment A
Scarsella Site/GRCC Shuttle Parking
TAB 5c
Attachment A
Current Excavation
TAB 5c
Attachment A
GRCC Sports Facility Concept: Phase I
TAB 5c
Attachment A
REGULAR MEETING AGENDA ITEM
June 20, 2013
Consent Item
TAB 5c
Action (Resolution 13-06-25)
Topic
Green River Community College Property Acquisition (S.E. 304th Street and 148th Avenue S.E.)
Description
Green River Community College is requesting authority to acquire eight parcels of land
comprising approximately 39 acres at the corner of S.E. 304th Street and 148th Avenue S.E. in
Auburn, Washington. This acquisition is a part of the College’s master plan and was approved
by the College’s board of trustees.
Major Considerations


Consistent with the State Board’s direction to enroll more underserved populations.
Consistent with the State Board’s direction to produce better education that meets the needs
of local communities by taking full advantage of cost effective partnerships and leveraging
outside resources.
Analysis
Green River Community College is requesting authority to purchase eight parcels of land
comprising approximately 39 acres at the corner of S.E. 304th Street and 148th Avenue S.E. in
Auburn, Washington. This property has been identified in the College’s master plan as the
location of future off-campus parking and a sports field complex. It replaces baseball, softball,
and track facilities that were eliminated several years ago, as well as adding soccer facilities,
which will strengthen the College’s revenue-generating international program’s marketing
efforts. The added parking will be for the complex, as well as for the off-campus shuttle
program at Pacific Raceways.
The estimated total principal cost to acquire the property is $870,000, for which the College has
sufficient local funds.
Background Information
Attachment A: Green River Community College Campus Acquisition Maps
Recommendation
Staff recommends approval of Resolution 13-06-25 giving Green River Community College
authority to acquire eight parcels of land comprising approximately 39 acres at the corner of
S.E. 304th Street and 148th Avenue S.E. in Auburn, Washington.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
TAB 5c
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-25
A resolution relating to Green River Community College’s authority to acquire eight parcels of
land comprising approximately 39 acres at the corner of S.E. 304th Street and 148th Avenue S.E.
in Auburn, Washington.
WHEREAS, Green River Community College is requesting authority to purchase eight
parcels of land comprising approximately 39 acres at the corner of S.E. 304th Street and 148th
Avenue S.E. in Auburn, Washington, at an estimated total principal cost of $870,000, for which
the College has sufficient local funds; and
WHEREAS, the property has been identified in the College’s master plan as the location
of future off-campus parking and a sports field complex;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges gives Green River Community College $870,000 in local expenditure authority to
purchase the property located at S.E. 304th Street and 148th Avenue S.E. in Auburn,
Washington.
APPROVED AND ADOPTED June 20, 2013.
_______________________________________
Sharon Fairchild, Chair
ATTEST:
______________________________
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
June 20, 2013
Consent Item
TAB 5d
Action (Resolution 13-06-26)
Topic
Tacoma Community College – Local Expenditure Authority (Campus Center Improvement)
Description
Tacoma Community College is seeking approval to use up to $974,000 in local funds for their
campus center improvement project. Expenditures of local funds on a project exceeding
$400,000 require State Board authorization. The College’s local board of trustees has approved
the project.
Major Considerations


The College’s local board of trustees approved the project.
The project is part of the College’s “Capital Vision Plan.”
Analysis
Tacoma Community College is requesting authority to spend up to $974,000 in local funds to
create a campus common area for students, faculty, staff, and community members, to be a sort
of “heart” of the campus. The plan includes a circular seating area and a small plaza honoring
trustees, faculty, and staff. The fully sustainable landscaping design includes rain gardens,
plantings, small mounds, and trees.
The College’s board of trustees has approved the project and the College has sufficient local
funds to pay for it.
Recommendation
Staff recommends approval of Resolution 13-06-26, authorizing Tacoma Community College
local expenditure authority up to $974,000 for their campus center improvement project.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
Tab 5d
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-26
A resolution relating to Tacoma Community College’s local expenditure authority.
WHEREAS, Tacoma Community College is requesting authority to spend up to
$974,000 in local funds to create a campus common area for students, faculty, staff, and
community members; and
WHEREAS, the plan includes a circular seating area and a small plaza honoring
Trustees, faculty, and staff and the fully sustainable landscaping design includes rain gardens,
plantings, small mounds, and trees; and
WHEREAS, the College’s board of trustees has approved the project and the College
has sufficient local funds to pay for it;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges authorizes Tacoma Community College local expenditure authority of up to $974,000,
for their campus center improvement project.
APPROVED AND ADOPTED on June 20, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
TAB 5e
Attachment A
REGULAR MEETING AGENDA ITEM
June 20, 2013
Consent Item
TAB 5e
Action (Resolution 13-06-27)
Topic
Everett Community College – Local Expenditure Authority (Advanced Manufacturing Training
Education Center)
Description
Everett Community College is seeking approval to use up to $3,500,000 in local funds for their
Advanced Manufacturing Training Education Center project. The College’s local board of
trustees has approved the project.
Major Considerations



Consistent with the State Board’s direction to meet the needs of changing local economies
by increasing the number of skilled employees in the areas of greatest unmet need.
Consistent with the State Board’s direction to support strategic industries by appropriately
focusing program growth and development.
The Center will offer short, stackable certifications and certificates aligned with industry
standards that build to a college degree and create a clear pathway to family wage jobs in
the manufacturing industry.
Analysis
Everett Community College is requesting authority to spend up to $3,500,000 in local funds to
create the Advanced Manufacturing Training Education Center in 37,000 square feet of the
College-owned warehouse building at College Plaza at 1001 N. Broadway. The Center is
proposed to serve more than 170 manufacturing industry employers and Boeing in Snohomish
County. It will train students and incumbent workers for high demand jobs in manufacturing and
aerospace, driving workforce and economic vitality for the region. The Center addresses critical
regional community and industry needs, linking education and training to high demand career
paths for our students, and infusing hands-on, competency based learning and state-of-the-art
pedagogy into STEM education.
Background Information
Attachment A: Expansion Map
Recommendation
Staff recommends approval of Resolution 13-06-27, authorizing Everett Community College
local expenditure authority up to $3,500,000 for their Advanced Manufacturing Training
Education Center.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
Tab 5e
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-27
A resolution relating to Everett Community College’s local expenditure authority.
WHEREAS, Everett Community College is seeking approval to use up to $3,500,000 in
local funds to remodel 37,000 square feet of their existing warehouse to create an Advanced
Manufacturing Training Education Center; and
WHEREAS, the Center is proposed to serve more than 170 manufacturing industry
employers and Boeing in Snohomish County and will train students and incumbent workers for
high demand jobs in manufacturing and aerospace, driving workforce and economic vitality for
the region; and
WHEREAS, the Center addresses critical regional community and industry needs,
linking education and training to high demand career paths for our students, and infusing handson, competency based learning and state-of-the-art pedagogy into STEM education;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges authorizes Everett Community College local expenditure authority of up to $3,500,000,
for their Advanced Manufacturing Training Education Center project.
APPROVED AND ADOPTED on June 20, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
June 20, 2013
Consent Item
TAB 5f
Action (Resolution 13-06-28)
Topic
Big Bend Community College – Local Expenditure Authority (Energy Savings Project)
Description
Big Bend Community College is seeking approval to use up to $948,000 in local funds for their
energy savings project. The College’s Board approved the project on December 12, 2012.
Major Considerations


Consistent with the State Board’s direction to produce better education that meets the needs
of local communities by taking full advantage of cost effective partnerships and leveraging
outside resources.
Provides more energy efficiency in operations and a savings in utility costs.
Analysis
Big Bend Community College is requesting authority to spend up to $948,000 in local funds for
their interior and exterior lighting retrofit in eight buildings, which will improve the energy
efficiency of the campus, as well as safety and security by better lighting. Energy efficient
fixtures with T8 lamps and electronic ballasts will replace eight-foot, T12 lamps and their fixtures
that are currently in place in some of the buildings. Occupancy sensors will also be installed
where necessary. New energy efficient exterior pole lights, walkway lights, and wall-mounted
lighting along the exterior of buildings will be installed.
This project has been awarded an Energy Efficient Grant by the Department of Commerce,
which is intended to provide Washington’s higher educational institutions with funds for
operational cost saving improvements that result in energy and operational cost savings. The
project should provide an energy cost savings of about $18,000 in the first year, a 16 percent
reduction of the College’s annual energy costs.
Recommendation
Staff recommends approval of Resolution 13-06-28, authorizing Big Bend College local
expenditure authority of $948,000 for their energy savings project.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
Tab 5f
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-28
A resolution relating to Big Bend Community College’s local expenditure authority.
WHEREAS, the College is requesting authority to spend up to $948,000 in local funds to
make a number of changes to increase energy efficiency on campus; and
WHEREAS, energy efficient fixtures with T8 lamps and electronic ballasts will replace
eight-foot, T12 lamps and their fixtures that are currently in place in some of the buildings;
occupancy sensors will be installed where necessary; and new energy efficient exterior pole
lights, walkway lights, and wall-mounted lighting along the exterior of buildings will be installed;
and
WHEREAS, the project has been awarded an Energy Efficient Grant by the Department
of Commerce, which is intended to provide Washington’s higher educational institutions with
funds for operational cost saving improvements that result in energy and operational cost
savings;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges authorizes Big Bend Community College local expenditure authority of up to $948,000,
for their energy project.
APPROVED AND ADOPTED on June 20, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
TAB 5g
Attachment A
Existing Centralia College and Centralia College Foundation Property
REGULAR MEETING AGENDA ITEM
June 20, 2013
Consent Item
TAB 5g
Action (Resolution 13-06-29)
Topic
Centralia College Property Acquisition (306 Centralia College Boulevard)
Description
Centralia College is requesting authority to acquire .06 acres at 306 Centralia College
Boulevard in Centralia, Washington. This acquisition is a part of the College’s master plan and
was approved by the College’s board of trustees.
Major Considerations

Project is part of the College’s master plan.
Analysis
Centralia College is requesting authority to purchase .06 acres at 306 Centralia College
Boulevard in Centralia, Washington. This property has been identified in the College’s master
plan as part of a larger parking area.
The estimated total principal cost to acquire the property is $148,000, for which the College has
sufficient local funds.
Background Information
Attachment A: Property Acquisition Map
Recommendation
Staff recommends approval of Resolution 13-06-29, giving Centralia College authority to acquire
.06 acres at 306 Centralia College Boulevard in Centralia, Washington.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
TAB 5g
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-29
A resolution relating to Centralia College’s request to acquire .06 acres at 306 Centralia College
Boulevard in Centralia, Washington.
WHEREAS, Centralia College is requesting authority to acquire .06 acres at 306
Centralia College Boulevard in Centralia, Washington, at an estimated total principal cost of
$148,000, for which the College has sufficient local funds; and
WHEREAS, the property has been identified in the College’s master plan as part of a
larger parking area;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges gives Centralia College up to $148,000 in local expenditure authority to purchase the
property located at 306 Centralia College Boulevard in Centralia, Washington.
APPROVED AND ADOPTED June 20, 2013.
_______________________________________
Sharon Fairchild, Chair
ATTEST:
______________________________
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
June 20, 2013
Discussion
TAB 6
Action (Resolution 13-06-30)
Topic
Amending all relevant Washington statutes to replace the term general education development
(GED®) with high school equivalency.
Description
RCW 28B.50.912 authorizes the State Board for Community and Technical Colleges to adopt rules
governing the eligibility of persons sixteen years of age and older to take the general education
development (GED®) test subject to the rules adopted by the State Board of Education. SHB 1686
changed the term “general educational development” to “high school equivalency”. Staff proposes to
amend chapter 131-48 WAC to change the terminology and to remove GED® specific language.
Key Questions



How might changes to chapter 131-48 WAC impact approved Adult Basic Education programs
provided by the community and technical colleges and community based organizations?
Should SBCTC in collaboration with partnering agencies have the flexibility to choose a high
school equivalency test that best meets the needs of test takers?
Should SBCTC have a specific vendor named in WACs pertaining to a high school equivalency
test and/or certificate?
Analysis
The GED® testing service joined with a for-profit test vendor and trademarked the term GED®. This
meant we had a trademarked vendor in our statutes. The Legislature passed Senate House Bill 1686
this year to remove the term from our statutes and allow consideration of approved alternative high
school equivalency tests that may in the future better meet the needs of the test takers in our state.
The consideration of these tests would include a cost analysis for both the test takers and test centers
in our state.
Background Information
The GED® testing service has provided the GED® for seventy years. The GED® testing service is
changing to a new version of the test that is computer-based for 2014. The new version of the test
costs significantly more than in previous years, and the Board authorized an increase in fees in June
2012.
Attachment A: WAC131-48-010 through WAC 131-48-140 Proposed Language
Recommendation/Outcomes
The Board will consider amendments to WAC 131-48 changing the term general educational
development to high school equivalency and removing GED® specific language to conform with the
new law. Staff recommends that the Board amend WAC 131-48 by adopting Resolution 13-06-30 per
Attachment A.
Prepared by: Lou Sager, lsager@sbctc.edu, 360-704-4321
TAB 6
Attachment A
Chapter 131-48 WAC
CERTIFICATE OF EDUCATIONAL COMPETENCE HIGH SCHOOL EQUIVALENCY CERTIFICATE
Last Update: 9/18/07WAC
1
31-48-010
Authority.
1
31-48-020
Purpose.
1
31-48-030
Certificate of educational competence . High school equivalency certificate
1
31-48-040
General educational development High school equivalency test--Definition.
1
31-48-050
Minimum proficiency level--Definition.
1
31-48-060
Official GED high school equivalency testing center--Definition.
1
31-48-070
Restrictions on use of general educational development tests.
1
31-48-080
Compliance with rules.
1
31-48-090
Annual contracts.
1
31-48-100
Eligibility to take the GED high school equivalency test.
1
31-48-110
Eligibility for award of certificate of educational competence high school equivalency certificate
1
31-48-120
Identification necessary to take the GED high school equivalency test.
1
31-48-130
Application form for certificate of educational competence.
1
31-48-140
Effect of high school equivalency certificate.
WAC 131-48-010
Authority.
The authority for this chapter
is RCW 28B.50.912 which authorizes the state board for community
and technical colleges to adopt rules governing the eligibility
of persons sixteen years of age or older to take the general
educational development (GED)high school equivalency test
subject to rules adopted by the state board of education.
[Statutory Authority:
Chapter 28B.50 RCW.
010, filed 7/2/98, effective 8/2/98.
28B.50.915.
98-15-008, § 131-48-
Statutory Authority:
RCW
93-22-006, § 131-48-010, filed 10/21/93, effective
TAB 6
Attachment A
11/21/93.]
WAC 131-48-020
Purpose.
The purpose of this chapter is to
set forth policies and procedures governing the administration
of the GED high school equivalency test and the issuance of
certificates of educational competence high school equivalency
certificates for persons who have not graduated from high school
and are not enrolled in a regular or alternative high school
program.
[Statutory Authority:
RCW 28B.50.915.
93-22-006, § 131-48-020,
filed 10/21/93, effective 11/21/93.]
WAC 131-48-030
Certificate of educational competence.High
school equivalency certificate
As used in this chapter, the
term "certificate of educational competence high school
equivalency certificate" means a certificate issued jointly by
the state board for community and technical colleges and the
superintendent of public instruction which indicates that the
holder thereof has attained standard scores at or above the
minimum proficiency level prescribed by the state board for
community and technical colleges on the general educational
development (GED) high school equivalency test, which is a
measure of high school equivalency in the areas of writing
skills, social studies, science, reading skills, and
mathematics.
[Statutory Authority:
RCW 28B.50.915.
filed 10/21/93, effective 11/21/93.]
93-22-006, § 131-48-030,
TAB 6
Attachment A
WAC 131-48-040
General educational development High school
equivalency test--Definition.
As used in this chapter, the term
"general educational development high school equivalency test"
means the most recent general educational development high
school equivalency test as determined by the authorizing agency.
[Statutory Authority:
Chapter 28B.50 RCW.
040, filed 7/2/98, effective 8/2/98.
28B.50.915.
98-15-008, § 131-48-
Statutory Authority:
RCW
93-22-006, § 131-48-040, filed 10/21/93, effective
11/21/93.]
WAC 131-48-050
Minimum proficiency level--Definition.
Minimum proficiency level in Washington state is that set by GED
Testing Service, part of the American Council on Education the
state board for community and technical colleges.
[Statutory Authority:
RCW 28B.50.536.
filed 9/18/07, effective 10/19/07.
28B.50.915.
07-19-100, § 131-48-050,
Statutory Authority:
RCW
93-22-006, § 131-48-050, filed 10/21/93, effective
11/21/93.]
WAC 131-48-060
Official GED high school equivalency
testing center--Definition.
As used in this chapter, the term
"official GED high school equivalency testing center" means
public or private agencies which have agreed to comply with the
provisions of this chapter and with policies and regulations of
the GED Testing Service test publisher, and which have been
designated by the state board for community and technical
TAB 6
Attachment A
colleges, administrator of the GED high school equivalency
testing program to administer the general educational
development test high school equivalency test.
Additional
official GED high school equivalency testing centers and local
GED examiners shall be approved by the state administrator of
the GED high school equivalency testing program at the state
board for community and technical colleges when the following
have been documented:
(1) Need for a new testing site in a specific region or
location;
(2) Need for new or replacement examiner at a testing
center;
(3) Commitment of the governing board or, if none, the
chief official of the proposed new testing center to meet all
testing center requirements described in the GED Examiner's
Manual published by GED Testing Service of the American Council
on Education by the test publisher; and
(4) Availability of testing center personnel who meet the
qualifications specified in the GED Examiner's Manual published
by the GED Testing Service by the test publisher as determined
by the authorizing agency.
[Statutory Authority:
Chapter 28B.50 RCW.
060, filed 7/2/98, effective 8/2/98.
28B.50.915.
98-15-008, § 131-48-
Statutory Authority:
RCW
93-22-006, § 131-48-060, filed 10/21/93, effective
11/21/93.]
WAC 131-48-070
development tests.
Restrictions on use of general educational
GED tests are designed and validated to
enable persons who did not graduate from high school to earn a
TAB 6
Attachment A
GED credential.
Permission to use the GED tests or test results
for other purposes must be obtained from the Commission on
Educational Credit or GED Testing Service staff.
Misuses of the
tests include, but are not limited to using a GED test:
(1) For the purposes of grade placement or promotion;
(2) As measures of student progress in instructional
programs;
(3) As means of awarding academic credit (e.g., Carnegie
units);
(4) As means for awarding alternative credentials to
currently enrolled high school students; or
(5) As means of awarding high school diplomas or
credentials.
[Statutory Authority:
RCW 28B.50.915.
93-22-006, § 131-48-070,
filed 10/21/93, effective 11/21/93.]
WAC 131-48-080
Compliance with rules.
Testing centers
shall comply with the requirements of the testing program, and
administer GED high school equivalency tests only to those who
have reached the age of nineteen unless an applicant who is
sixteen, seventeen, or eighteen years of age has been adjudged
by a school district official in accordance with rules of the
state board of education to have a substantial and warranted
reason for leaving the regular high school program.
[Statutory Authority:
RCW 28B.50.915.
93-22-006, § 131-48-080,
filed 10/21/93, effective 11/21/93.]
WAC 131-48-090
Annual contracts.
The annual contract
TAB 6
Attachment A
between official testing centers, SBCTC and the GED Testing
Service shall provide assurances that all state and national
requirements shall be met.
Failure to meet any requirement may
result in cancellation of the approval and authorization of a
public or private agency to act as an official GED testing
center.
[Statutory Authority:
RCW 28B.50.915.
93-22-006, § 131-48-090,
filed 10/21/93, effective 11/21/93.]
WAC 131-48-100
equivalency test.
Eligibility to take the GED high school
The following individuals shall be eligible
to take the general educational development high school
equivalency test in official GED high school equivalency testing
centers, provided that they are not enrolled in public, private,
or home-based instruction of high school or a high school
completion program at the time the test is administered:
(1) Any person age nineteen or over who has not graduated
from a public or private high school.
(2) Any person between the ages of sixteen and nineteen who
has not graduated from a public or private high school and who
has been adjudged by a school district in accordance with rules
of the state board of education to have a substantial and
warranted reason for leaving the regular high school education
program.
(3) Any student age sixteen or over who has completed an
education center individual student program in accordance with
the provisions of chapter 392-185 WAC.
(4) Any person between the ages of sixteen and nineteen who
TAB 6
Attachment A
has not graduated from a public or private high school, and who
has completed a program of home-based instruction in compliance
with RCW 28A.225.010(4) as certified by the written and
notarized statement of the parent(s) or legal guardian(s) who
provided the home-based instruction.
(5) Any person who is an active member of the military,
national guard, or reserves and has not received a high school
diploma.
(6) Adjudicated youth under the director of prisons, jails,
detention centers, parole and probation offices, and other
corrections facilities while enrolled in school if so ordered by
a court or officer of the court.
[Statutory Authority:
Chapter 28B.50 RCW.
100, filed 7/2/98, effective 8/2/98.
28B.50.915.
98-15-008, § 131-48-
Statutory Authority:
RCW
93-22-006, § 131-48-100, filed 10/21/93, effective
11/21/93.]
WAC 131-48-110
Eligibility for award of certificate of
educational competence high school equivalency certificate.
certificate of educational competence high school equivalency
certificate shall be awarded jointly by the state board for
community and technical colleges and the superintendent of
public instruction to persons who achieve the minimum
proficiency level on the general educational development test
and who meet the following:
(1) Are residents of Washington state; and
(2) Are nineteen years of age or older on the date of
issuance; or
The
TAB 6
Attachment A
(3) Have been adjudged by a district as possessing a
substantial and warranted reason for leaving the regular high
school education program.
(4) Have completed a program of home-based instruction in
compliance with RCW 28A.225.010(4) and chapter 28A.220 RCW.
(5) Are active members of the military, national guard, or
reserves.
(6) Are adjudicated youth under the director of prisons,
jails, detention centers, parole and probation offices, and
other corrections facilities and so ordered by a court or
officer of the court.
[Statutory Authority:
RCW 28B.50.915.
93-22-006, § 131-48-110,
filed 10/21/93, effective 11/21/93.]
WAC 131-48-120
Identification necessary to take the GED
high school equivalency test.
All persons taking the GED high
school equivalency test must provide picture identification
utilizing one of the following:
(1) State-issued driver's license or a state-issued
identification card with a photograph.
(2) United States passport.
(3) Certificate of United States citizenship.
(4) Certificate of naturalization.
(5) Unexpired foreign passport.
(6) Alien registration card with photograph.
(7) Armed forces identification card.
(8) Other forms of comparable identification which the GED
examiner judges to be credible including, but not limited to,
TAB 6
Attachment A
one or more of the following:
(a) Other forms of picture identification;
(b) Birth certificates in combination with other sources
that confirm identity; and
(c) Confirmation of identity by a law enforcement, social
service, or penal agency.
[Statutory Authority:
RCW 28B.50.915.
93-22-006, § 131-48-120,
filed 10/21/93, effective 11/21/93.]
WAC 131-48-130
Application form for certificate of
educational competence.
The state board for community and
technical colleges shall supply each official GED testing center
with forms for applicants to request certificates of educational
competence.
Such forms shall request data necessary for
processing of the application, including the applicant's scores
on the GED test certified by an appropriate official of the GED
testing center, the applicant's Social Security number and such
additional information as the state board for community and
technical colleges administrator for GED testing program deems
necessary for any authorized research project associated with
the implementation or administration of this chapter.
[Statutory Authority:
RCW 28B.50.915.
93-22-006, § 131-48-130,
filed 10/21/93, effective 11/21/93.]
WAC 131-48-140
Effect of certificate of educational
competence high school equivalency certificate.
The award by
the state board for community and technical colleges and
TAB 6
Attachment A
superintendent of public instruction of a certificate of
educational competence high school equivalency certificate shall
not preclude such persons from returning to high school to
obtain a regular high school diploma if changes in the person's
personal situation allow completion of a regular high school
education program.
However, the GED certificate or test scores
may not be used as a means of awarding academic credit (e.g.,
Carnegie units) or as part or all of the requirements for
completing the regular high school diploma.
Receipt of a certificate of educational competence high
school equivalency certificate also shall not preclude such
persons from enrolling in an adult high school completion
program at one of the state's community or technical colleges.
However, the GED certificate or test scores may not be used as a
means of awarding academic credit or as part or all of the
requirements for completing the adult high school completion
program and receiving the adult high school diploma.
[Statutory Authority:
RCW 28B.50.915.
filed 10/21/93, effective 11/21/93.]
93-22-006, § 131-48-140,
TAB 6
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-30
A resolution relating to amending all relevant Washington statutes to replace the term general
education development (GED®) with high school equivalency.
WHEREAS, RCW 28B.50.912 authorizes the state board to adopt rules governing the
eligibility of persons sixteen years of age and older to take the general education development
(GED®) test subject to the rules adopted by the state board of education; and
WHEREAS, SHB 1686 changed the term general educational development to high
school equivalency;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges amend chapter 131-48 WAC to change the term general educational development to
high school equivalency and remove GED® specific language.
APPROVED AND ADOPTED on June 20, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
June 20, 2013
Discussion
TAB 7
Action (Resolution 13-06-31)
Topic
Fiscal Year 2014 Maintenance Operating Budget Allocations and Enrollment Rules
Description
Both the House and Senate have proposed operating budgets for the 2013-15 biennium. As of this
writing, they have not yet produced a final 2013-15 biennium operating budget.
In anticipation of legislative action, staff recommends that the Board review an initial FY 2014
operating budget allocation to the college districts and the State Board office based upon the funding
level agreed to in both the House and Senate maintenance level budget proposals. Staff
recommends that the Board delegate authority to the Executive Director to distribute the allocation,
upon final budget enactment, and to make adjustments as necessary based upon the methodologies
displayed in Attachment A – FY 2014 Budget Allocation Delegate Allocation Methodologies.
The Board is also asked to adopt enrollment rules for the 2013-14 academic year and Faculty
Increment Policy for the 2013-15 biennium. These actions are requested to maintain operational
continuity for the system.
The Board has responsibility for adopting tuition and fees (operating fees, building fees, and the
maximum allowable student activity fees) for the community colleges, as well as the tuition for upper
division students enrolled in the system’s applied baccalaureate programs. The current Senate
proposal does not allow for tuition increases during the coming biennium. The House proposal
provides authority for a three percent increase in tuition for FY 2014. Additional Board action to
adopt tuition schedules will be required after the enactment of the 2013-15 operating budget.
Key Questions




Does the proposed maintenance level FY 2014 initial allocation to college districts and the State
Board office align with the System Direction and Mission Study recommendations?
Are the proposed earmarks totaling $40,331,203 in funding for certain specified uses consistent
with Board priorities?
Are the proposed FY 2014 enrollment rules consistent with the Board’s goals of maintaining
access and student success?
Do the policies proposed to govern the limits on Faculty Increments for the 2013-15 Biennium
reflect Board policies?
Analysis
2014 Allocation
Budget Changes
The maintenance level included in each of the legislative proposals, and the basis for the proposed
FY 2014 allocation, provides community and technical college funding of $1.228 billion for the 201315 Biennium.
TAB 7, Page 2
Proposed operating budget appropriations for the first year of the biennium, FY 2014, total
$601,941,000. The sources of funding are as follows:



$545,433,000 from General Fund-State
$47,734,000 from the Education Legacy Trust Account
$8,774,000 from the Community/Technical College Capital Projects Account
Changes in the community and technical colleges’ funding between FY 2013 and the proposed FY
2014 maintenance level budget are driven by two sources. The primary source is year-to-year
changes required due to action taken in the 2011-13 biennial budget (e.g., restoring one-time cuts,
biennializing permanent reductions). The second source is changes to the system budget that
reflect adjustment to charges from state enterprises (e.g., Attorney General charges), as well as
adjustments to employee pension contributions. These changes are:



Restoration of the three percent compensation and one-time budget decrease – $24.0 million
Biennializing 2011-13 budget changes – $509,000
Additional adjustments, including compensation and pension changes – $4.2 million
Over the years, the State Board has earmarked certain funds, requiring the colleges to use them for
specified purposes only. Although earmarked funds limit local flexibility, they also ensure that recent
commitments made to the Legislature are honored. In addition, earmarks express Board priorities.
State Board staff recommends the continuation of earmarks identified in FY 2013, as listed in
Attachment B – FY 2014 State Board Earmarks and Legislative Provisos. The FY 2014
earmarks are maintained to reflect their high priority status to the State Board. Some of these
earmarks are for funding recently added to the system’s budget and represent significant
commitments to legislative priorities on the part of the system. Earmarks include the following:
















Aerospace Training
Aerospace Apprenticeships
Opportunity Grants
Applied Baccalaureates
Basic Skills Enhancement
Centers of Excellence
Disability Accommodations
Employment Resource Center
Gateway Center
Labor Education & Research Center
Students of Color
University Center of North Puget Sound (UCNPS)
University Contracts
Additional Worker Retraining (beyond that included in the budget bill proviso)
Workforce Development Projects
Workplace-Based Instructional Programs
Recommended Allocations
The proposed initial allocation for FY 2014 consists of adjustments to current year funding. This
involves removing one-time changes (e.g., three percent salary reduction) and variable funding,
annualizing items funded for less than 12 months in FY 2013, and adjusting base allocations to
reflect changes in the proposed legislative maintenance level.
The restoration of one-time budget reductions will be allocated to institutions and the State Board
office at the same level they were reduced. Adjustments provided in the maintenance level for
changes to charges for worker’s compensation and procurement services from the State’s
TAB 7, Page 3
Department of Enterprise Services are distributed to colleges based on projected impacts provided
by the charging agencies. Contributions for employee pensions are distributed based on a pro-rata
share of FY 2012 state-funded salary expenditures for PERS and TRS employees (see Attachment
C – FY 2014 Initial Allocation through Maintenance Level and Attachment D – FY 2014 Use of
Funds through Maintenance Level).
Worker Retraining
The Worker Retraining Program provides enrollment support and financial aid to displaced workers.
The program is supported by funds provisoed by the Legislature ($33.3 million) and by additional
funds earmarked by the State Board ($6.5 million). Of the $39.8 million in Worker Retraining funds,
$36.8 million is provided to colleges along with Worker Retraining enrollment targets (the rest of the
funding goes for administration and to private schools).
The per student funding level for the Worker Retraining program has been $4,611 since 2004.
Since then, college costs and tuition have increased substantially. Staff recommends increasing the
per student funding for the Worker Retraining Program to $5,125. This can be accomplished within
the current overall funding level by lowering the Worker Retraining enrollment targets. Through
winter quarter 2013, Worker Retraining enrollments are down by 19 percent compared to 2012.
Under this proposal, the enrollment targets for Worker Retraining will decrease from the current
8,406 FTE to 7,606 FTE.
Future Allocations
Some portions of the system base budget have well-established allocation methods that require
additional information not available at the time of the initial allocation. Because these items are
considered within the ‘base’ for purposes of state-wide budget building, their values are not
dependent upon the final passage of the budget and won’t change unless a specific action is taken
by the Legislature. Through your delegation of authority to the Executive Director, the following
budget items will be allocated throughout the fiscal year:










Aerospace Apprenticeships – $2,392,920 will be allocated in consultation with the
Aerospace Apprenticeship Committee. College apprenticeship program development and
anticipated capacity will be considered in allocation decisions.
Aerospace Training – $1,515,400 will be allocated through an RFP process.
Alternative Finance Project Debt Service – $8,774,000 will be allocated to Bellingham
Technical College, Green River Community College, Lower Columbia College, and Skagit
Valley College for debt service payments. Final allocation will be based on required
scheduled of debt service payments.
Basic Skills Enhancement – $3,469,574 will be allocated based on the most recent four
quarter average (summer through spring of Academic Year 2012-13) Basic Skills FTES
enrollments, excluding Sheltered Workshops.
Centers of Excellence Performance Funding – $349,850 will be allocated to colleges
based on current allocated amounts.
Facilities Maintenance and Operations – $444,770 will be allocated throughout the year
based on actual substantial completion dates of new buildings.
Hospital Employee Education and Training (HEET) – $1,997,232 will be allocated based
on a competitive application process.
Opportunity Grants – $57,700 will be allocated mid-year to meet excess demand.
Worker Retraining Variable – $13,465,335. The funding will be allocated based on 60
percent of colleges’ pro-rata share of the system’s average Worker Retraining enrollments
for two years and 40 percent on a pro-rata share of unemployment data. Each FTE will be
funded at $5,125 (see discussion above).
Workforce Development Projects – $554,545 will be allocated throughout the year for
targeted workforce development initiatives.
TAB 7, Page 4

Workforce Training/Aerospace – $131,000 will be allocated to colleges and the State
Board office based on current allocated amounts.
(See section 4 of Attachment D - FY 2014 Use of Funds through Maintenance Level for total
future allocations through maintenance level.)
Enrollment Rules
The Legislature assigns enrollment targets for the community and technical college system through
the operating budget. The State Board seeks to ensure that legislative targets are met and that
scarce resources are deployed where needed most by: a) allocating enrollments and associated
funding to the districts; b) adopting rules specifying the conditions under which a district is eligible to
receive additional growth enrollments; and c) adopting rules specifying the conditions under which a
district’s allocated enrollments and associated funding will be reduced.
Earlier this spring, the Board was briefed on staff recommendations to maintain current year
enrollment rules as recommended by the WACTC Board of Presidents (see Attachment E– FY
2014 Enrollment Rules).
Increments and Turnover Savings
As in the 2011-13 biennium budget, the House and Senate 2013-15 operating budget proposals
include language allowing colleges to use salary turnover savings to pay for faculty salary
increments. The appropriations act limits the source of funds for the payment of faculty increments
to salary and benefit savings from faculty turnover. Additionally, the 2013-15 proposals allow
colleges to use funding provided to restore the 2011-13 three percent compensation decrease for
compensation adjustments, including paying for faculty increments. The State Board adopts policies
to assist the colleges in the implementation of these provisions (see Attachment F - FY 2014 and
FY 2015 Faculty Increments and Turnover Savings Policy).
Background Information






Attachment A – FY 2014 Budget Allocation Delegate Allocation Methodologies
Attachment B – FY 2014 State Board Earmarks and Legislative Provisos
Attachment C – FY 2014 Initial Allocation Through Maintenance Level
Attachment D – FY 2014 Use of Funds Through Maintenance Level
Attachment E – FY 2014 Enrollment Rules
Attachment F – FY 2014 and FY 2015 Faculty Increments and Turnover Savings Policy
Recommendation
The Board is asked to approve the allocation of funds to the college districts and the State Board
office and programs, and to delegate authority to the Executive Director to approve future allocations
as described in Resolution 13-06-31.
Prepared by: Nick Lutes, 360-704-1023, nlutes@sbctc.edu
TAB 7
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-31
A resolution relating to the 2013-15 operating budget.
WHEREAS the 2013-15 biennial operating budget appropriating funds for the
community and technical colleges has not yet been passed by the Legislature; and
WHEREAS the State Board has the authority to award and allocate appropriated state
general funds, Education Legacy Trust Account funds, and Community/Technical College
Capital Projects Account funds; and
WHEREAS the State Board has the statutory authority, as provided in RCW 28B.50.060,
to delegate any of their powers and duties to the Executive Director; and
WHEREAS, in lieu of a final enacted budget, funds designated for allocation by the State
Board for Community and Technical Colleges in this initial allocation for fiscal year 2014 reflect
current legislative proposed funding through the maintenance level, and includes General FundState of $545,433,000, Education Legacy Trust Account of $47,734,000, and
Community/Technical College Capital Projects Account of $8,774,000;
NOW THEREFORE BE IT RESOLVED that the State Board for Community and
Technical Colleges:
1. Approves the FY 2014 Enrollment Rules as displayed in Attachment E – FY 2014
Enrollment Rules; and
2. Approves the FY 2014 and FY 2015 Faculty Increments and Turnover Savings Guidelines
in Attachment F – FY 2014 and FY 2015 Faculty Increments and Turnover Savings
Policy; and
3. Earmarks the following funds and requires they be spent only for these purposes:
Aerospace Apprenticeships, Aerospace Training, Applied Baccalaureates, Basic Skills
Enhancements, Centers of Excellence, Disability Accommodations, Employment
Resource Center, Gateway Center, Hospital Employee Education and Training, Labor
Education and Research Center, Opportunity Grants, Students of Color, Technology
Transformation, University Center of North Puget Sound, University Contracts, Worker
Retraining Program, Workforce Development Projects, and Workplace-Based Instructional
Programs; and
4. Authorizes the Executive Director, upon enactment of the final 2013-15 Biennial Budget,
to:
a. Approve the FY 2014 initial allocation of operating funds, as reflected in the
legislative proposals through maintenance level, totaling $601,941,000 as
displayed in Attachment C – FY 2014 Initial Allocation through Maintenance
Level; and
b. Make adjustments to implement the final enacted 2013-15 biennial operating
budget, as it impacts FY 2014; and
c. Allocate an additional $41,032,663 throughout the year for items found in Section
4 of Attachment D – FY 2014 Use of Funds Statement through Maintenance
Level.
TAB 7
BE IT FURTHER RESOLVED, that the State Board for Community and Technical
Colleges authorizes the Executive Director to make adjustments, as necessary, for actions
taken by the Legislature or Governor, computational errors, data corrections, externally imposed
restrictions or guidelines, legislative appropriation provisos, uniform accounting and reporting
requirements, and unanticipated changes in funding.
APPROVED AND ADOPTED June 20, 2013.
_______________________________________
Sharon Fairchild, Chair
ATTEST:
______________________________
Marty Brown, Secretary
TAB 7 Attachment A FY2014BudgetAllocation‐PotentialDelegations
Operating Budget Allocation Methodologies
Known or Potential $ Impact
 Student Achievement Initiative (SAI) Assessment and Award $5.0 m to $13.4 m Both the Senate and the House provide additional funding for the Student Achievement Initiative. The appropriations are governed by a modest proviso. The House appropriation is a biennial appropriation ($10 million total) equally split between years, while the Senate appropriation is limited to use in FY 2014 only. This is the final year of using the original SAI methodology. Recommendation:  1) Award portion of FY 2014 appropriation using the expiring method as a permanent adjustment to college allocations, currently estimated at $500,000. 2) Distribute remaining appropriation as a variable adjustment to college allocations, based on new metrics. Variable allocation becomes ongoing pool for new methodology in FY 2015. (Approximately: $4.5 m if House; $12.9 m if Senate)  Aerospace and STEM Enrollments $1.964 m Similar to the Governor’s budget, the House provides funding for expansion/additional enrollments in aerospace/STEM programs. (NOTE: A proviso governs how the expansion will be tracked. There is no enrollment target associated to the appropriation.) Recommendation:  Allocate Aerospace FTEs to successful proposals submitted to the State Board. STEM expansion based on college share of STEM FTEs. Both allocations will be established once baselines and method for demonstrating expansion have been finalized.  Small Specific Legislative Investments $755,000 to $992,000 The legislative proposals contain a number of smaller, specific investments to support targeted concepts or industries. Most are related to the better alignment of industry workforce needs and the opportunity for workers to learn of, be trained for, and be employed by the same industries. Current active proposals include The Opportunity Center IT Project (H), The Center of Excellence for Aerospace and Advanced Materials Manufacturing (H), The Maritime Industries Training Center (Both), 2SHB 1658 Education Opportunity Gap (H), Labor Center and Archive Support (H), 2SSB 5624 STEM or Career Technology Education (S). Each item is governed by a budget proviso. Recommendation:  Allocate each enacted, specific appropriation as directed by the legislative proviso.  STEP M in Collective Bargaining $532,000 Funding provided to recognize a new step M in classified salary tables, as bargained in collective bargaining agreements in Fall 2012. Only employees who have been on step L for six years are eligible for the new step increase. Recommendation:  Allocate based on pro‐rata share of classified salary expenditures. PreparedbytheSBCTCOperatingBudgetOffice
‐1‐
May8,2013
TAB 7
Attachment B
Earmark
1 Aerospace Apprenticeships
$ 2,720,407
2 Aerospace Training
1,515,400
3 Applied Baccalaureates
1,599,599
4 Basic Skills Enhancement
3,469,574
5 Centers of Excellence
1,541,571
6 Disability Accomodations
1,740,808
7 Employment Resource Center
1,139,716
8 Gateway Center
68,010
9 Hospital Employee Education & Training
2,040,306
10 Labor Education & Research Center
162,868
11 Opportunity Grants
12,500,000
12 Students of Color
1,011,628
13 Technology Transformation
1,009,270
14 BS in Nursing / University Center of N Puget Sound 1,771,439
15 University Contracts
942,622
16 Worker Retraining Earmarks
6,498,100
17 Workforce Development Projects
554,545
18 Workplace‐Based Instructional Programs
45,340
Total Earmarks $ 40,331,203
FY 2014 Provisos*
FTEs?
Washington State Community and Technical Colleges
FY 2014 State Board Earmarks and Provisos
Y
Y
Y
Y
Y
Y
* Each legislative proposal includes specific provisoed appropriations that, if enacted, will be included on the final list.
Prepared by the SBCTC Operating Budget Office
June 20, 2013
TAB 7
Attachment C
Washington State Community and Technical Colleges
Draft FY 2014 Initial Allocation
Step 1: Remove FY 2013 Variable & One‐Time Allocations
(1)
(2)
(3)
(4)
(5)
(6)
(7)
One‐Time Reduction for Customized Training Program
(8)
Opportunity Grants
59,592
91,180
30,536
28,542
29,208
33,256
88,522
53,127
60,992
74,511
73,837
27,158
72,139
70,710
41,503
37,632
60,657
29,872
75,281
48,837
193,157
63,319
53,136
49,108
171,614
59,507
44,813
36,392
36,458
56,404
(11,850)
‐
(9,800)
(10,400)
83,824
‐
‐
(26,650)
‐
(6,500)
(9,800)
(9,600)
(25,775)
‐
(3,800)
‐
‐
‐
(33,425)
(10,150)
(6,200)
50,000
‐
‐
‐
(17,100)
‐
(7,875)
(2,650)
‐
(9)
(10)
(11)
(12)
(13)
(14)
(15)
(16)
Efficiency Study
General One‐
Time Reduction
Hospital Employee Education & Training
Restore 3% Salary Reduction
Workforce Training/ Aerospace
Worker Retraining Variable
Workforce Development Projects
Subtotal FY 2014 Base Allocations
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
281,035
430,007
144,008
134,604
137,745
156,837
417,474
250,547
287,639
351,396
348,219
128,078
340,208
333,470
195,727
177,474
286,060
140,875
355,026
230,316
910,932
298,616
250,592
231,594
809,334
280,637
211,339
171,625
171,937
266,007
‐
(261,726)
(746,282)
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
(165,187)
‐
‐
(9,951)
‐
(82,476)
‐
(483,229)
‐
(16,685)
‐
‐
‐
‐
‐
(189,088)
(42,608)
363,343
840,566
241,842
203,724
199,229
250,204
865,225
371,878
411,731
676,853
559,106
193,850
657,590
591,015
293,788
289,224
502,626
230,713
613,478
301,760
1,657,625
497,001
436,327
382,585
1,345,888
545,891
351,840
272,010
287,170
365,378
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
(40,481)
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
(5,000)
‐
‐
‐
‐
‐
‐
‐
(528,145)
(781,750)
(266,762)
(106,821)
(120,654)
(282,039)
(495,090)
(507,978)
(287,595)
(533,389)
(351,204)
(250,818)
(1,067,076)
(687,807)
(715,473)
(217,485)
(319,872)
(199,041)
(453,414)
(577,143)
(1,955,425)
(545,811)
(296,817)
(208,263)
(633,243)
(365,037)
(286,650)
(179,175)
(125,265)
(199,041)
‐
(200)
(98,345)
(149,400)
‐
(575)
‐
‐
‐
‐
(200)
‐
(200)
(200)
‐
‐
(189,514)
‐
(62,941)
(200)
(32,000)
‐
(200)
‐
(16,000)
‐
(200)
‐
‐
(200)
17,598,421
26,079,479
8,797,684
8,548,767
8,318,563
9,890,211
24,757,579
15,779,950
17,847,523
21,414,734
20,877,163
8,474,235
21,141,632
20,521,317
12,157,840
10,682,811
17,548,088
9,403,724
21,880,841
14,414,150
56,199,844
18,273,737
15,137,085
13,860,717
47,947,216
17,313,193
13,851,717
10,809,722
10,274,304
16,012,036
(57,751) ‐
8,729,358
(1,997,232) 14,799,460
(45,481) (13,544,283) (550,375) 535,814,283
‐
‐
(85,519) 1,347
‐
77,601
FY 2013 Allocations through #8
Aerospace Apprenticeship
Aerospace Training
Alt. Finance Project Debt Svc.
Basic Skills Enhancement
Center of Excellence Performance Funding
Bates
Bellevue
Bellingham
Big Bend
Cascadia
Centralia
Clark
Clover Park
Columbia Basin
Edmonds
Everett
Grays Harbor
Green River
Highline
Lake Washington
Lower Columbia
Olympic
Peninsula
Pierce
Renton
Seattle
Shoreline
Skagit Valley
South Puget Sound
Spokane
Tacoma
Walla Walla
Wenatchee Valley
Whatcom
Yakima Valley
17,825,739
25,877,406
11,525,863
8,475,102
8,013,874
9,821,839
24,039,593
15,782,560
17,460,697
20,987,348
21,199,474
8,428,121
23,562,753
20,701,177
12,421,632
12,693,013
17,255,598
9,244,086
21,623,006
14,723,086
56,393,195
18,123,588
16,599,974
13,574,520
46,618,548
16,870,006
13,618,536
10,549,295
10,120,437
15,886,247
(212,785)
‐
‐
‐
‐
‐
‐
‐
‐
‐
(59,107)
‐
(29,553)
‐
‐
‐
‐
‐
‐
(47,285)
(65,017)
‐
‐
‐
‐
‐
‐
‐
‐
(29,553)
(118,108)
‐
(1,938)
‐
‐
‐
‐
(100,070)
‐
‐
(690,945)
‐
(165,350)
‐
‐
‐
‐
‐
‐
(45,341)
‐
(134,321)
‐
(129,884)
‐
‐
‐
‐
‐
(129,443)
‐
‐
(1,996,880)
‐
‐
‐
‐
‐
‐
‐
‐
‐
(2,021,120)
‐
‐
(2,193,521)
‐
‐
‐
‐
‐
‐
(1,793,858)
‐
‐
‐
‐
‐
‐
‐
(60,400)
(81,019)
(24,558)
(26,584)
(24,663)
(54,326)
(158,145)
(43,464)
(85,941)
(135,485)
(116,751)
(42,554)
(146,999)
(286,876)
(75,537)
(103,526)
(37,516)
(42,781)
(118,709)
(174,745)
(413,194)
(78,655)
(55,399)
(38,943)
(348,925)
(60,711)
(52,976)
(32,550)
(24,695)
(126,170)
‐
(34,985)
‐
‐
‐
(34,985)
‐
‐
‐
‐
(34,985)
‐
(34,985)
(34,985)
‐
‐
‐
‐
(34,985)
(34,985)
‐
‐
(34,985)
‐
‐
‐
(34,985)
‐
‐
(34,985)
District Subtotal
540,016,313
(443,300) (1,515,400) (8,005,379) (3,072,797) (349,850) 1,851,000
SBCTC Admin
SBCTC Program
15,643,287
9,750,776
(19,500) ‐
(1,930,120) ‐
Allocation Total
565,410,376
(2,392,920) (1,515,400) (8,005,379) (3,469,574) (349,850) ‐
(57,700) (118,274) 8,958,000
(1,997,232) 15,015,000
(131,000) (13,465,335) (553,375) 557,327,337
Future Allocations
8,277,624
2,392,920 1,515,400 8,005,379
3,469,574
349,850
‐
57,700
118,274 32,000
1,997,232
‐
131,000
13,465,335
553,375
40,365,663
System Total
573,688,000
‐
‐
‐
‐
‐
‐
‐
15,015,000
‐
‐
‐
597,693,000
Districts
Prepared by SBCTC
‐
‐
‐
‐
‐
‐
(396,777) ‐
‐
51
(1,851,000) ‐
(118,274) 228,642
‐
‐
8,990,000
215,540
‐
‐
15,865,574
(3,000) 5,647,480
6/3/2013
Washington State Community and Technical Colleges
Draft FY 2014 Initial Allocation
Step 1: Remove FY 2013 Variable & One‐Time Allocations
Column Title
(1)
FY 2013 Allocations through #8 (2)
Aerospace Apprenticeship
TAB 7
Attachment C
Description
State allocation for FY 2013 through Allocation #8.
Variable allocations are removed and will be reallocated in FY 2014 in consultation with the Aerospace Apprenticeship Committee. College apprenticeship program development and anticipated capacity will be considered in allocation decisions.
Variable allocations are removed. Funding will be reallocated in FY 2014 through an RFP process.
(3)
Aerospace Training
(4)
Alt. Finance Project Debt Svc.
(5)
Basic Skills Enhancement
(6)
(7)
(8)
(9)
(10)
(11)
(12)
Center of Excellence Performance Funding
One‐Time Reduction for Customized Training Program
Opportunity Grants
Efficiency Study
General One‐Time Reduction
Hospital Employee Education & Training
Restore 3% Salary Reduction
(13)
(14)
Workforce Training/ Aerospace
Worker Retraining Variable Variable funding is removed from the State Board's budget and will be reallocated in FY 2014.
Variable allocations are removed and will be reallocated based on 60% of colleges' prorata share of the system's average worker retraining enrollments for two years and 40% on a prorata share of unemployment data. Each FTE is funded at $5,125. An additional $23,823 is allocated to each college.
(15)
Workforce Development Projects One‐time allocations for various workforce development projects supported in FY 2013 are removed.
(16)
Subtotal FY 2014 Base Allocations
The total of columns 1 through 15.
Prepared by SBCTC
FY 2013 allocations are removed. Debt service funding will be reallocated in Step 4 based on the actual debt service payment for FY 2014.
Variable allocations are removed and will be reallocated in FY 2014 by formula based on the most recent four quarter (Summer through Spring of Academic Year 2012‐13) average of Basic Skills FTES, excluding Sheltered Workshops.
Variable allocations are removed. Funding will be reallocated in FY 2014 on a permanent basis.
The reduction amounts are reverted back to districts' budgets on a permanent basis.
One‐time redistribution of funds is reallocated back to original amounts.
One‐time allocation for the Efficiency Study is removed.
The reduction amounts are reverted back to districts' budgets on a permanent basis.
Variable allocations are removed and will be reallocated in FY 2014.
Funding for institutions of higher education was reduced to reflect a 3% cost savings in employee salaries, excluding employees earning less than $2,500 per month and student employees. The reduction amounts are reverted back to districts' budgets on a permanent basis.
6/3/2013
Washington State Community and Technical Colleges
Draft FY 2014 Initial Allocation
Step 2: Annualize Funds Not Provided for a Full 12 Months in FY 2013 Prepared by SBCTC
Districts
(16)
Subtotal FY 2014 Base Allocations (17)
Facilities M&O Carryforward (18)
Total FY 2014 Base Allocations Bates
Bellevue
Bellingham
Big Bend
Cascadia
Centralia
Clark
Clover Park
Columbia Basin
Edmonds
Everett
Grays Harbor
Green River
Highline
Lake Washington
Lower Columbia
Olympic
Peninsula
Pierce
Renton
Seattle
Shoreline
Skagit Valley
South Puget Sound
Spokane
Tacoma
Walla Walla
Wenatchee Valley
Whatcom
Yakima Valley
17,598,421
26,079,479
8,797,684
8,548,767
8,318,563
9,890,211
24,757,579
15,779,950
17,847,523
21,414,734
20,877,163
8,474,235
21,141,632
20,521,317
12,157,840
10,682,811
17,548,088
9,403,724
21,880,841
14,414,150
56,199,844
18,273,737
15,137,085
13,860,717
47,947,216
17,313,193
13,851,717
10,809,722
10,274,304
16,012,036
‐
‐
‐
‐
‐
‐
‐
179,014
‐
‐
55,407
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
271,393
‐
‐
‐
3,186
‐
17,598,421
26,079,479
8,797,684
8,548,767
8,318,563
9,890,211
24,757,579
15,958,964
17,847,523
21,414,734
20,932,570
8,474,235
21,141,632
20,521,317
12,157,840
10,682,811
17,548,088
9,403,724
21,880,841
14,414,150
56,199,844
18,273,737
15,137,085
13,860,717
48,218,609
17,313,193
13,851,717
10,809,722
10,277,490
16,012,036
District Subtotal
535,814,283 509,000 536,323,283
SBCTC Admin
SBCTC Program
15,865,574 ‐ 15,865,574
5,647,480 ‐ 5,647,480
Allocation Total
557,327,337 509,000 557,836,337
Future Allocations
40,365,663 ‐ 40,365,663
System Total
597,693,000 509,000 598,202,000
TAB 7
Attachment C
6/3/2013
Washington State Community and Technical Colleges
Draft FY 2014 Initial Allocation
Step 2: Annualize Funds Not Provided for a Full 12 Months in FY 2013
Column Title
(16) Subtotal FY 2014 Base Allocations (17) Facilities M&O Carryforward (18)
Prepared by SBCTC
Total FY 2014 Base Allocations TAB 7
Attachment C
Description
Same as column 16 in Step 1.
Carryforward for faciltiies receiving less than 12 months of maintenance and operations funding in FY 2013. These allocations will provide a full year of M&O in FY 2014. These funds will be added to base budgets.
The total of columns 16 through 17.
6/3/2013
TAB 7
Attachment C
Washington State Community and Technical Colleges
Draft FY 2014 Initial Allocation
Step 3: Pass Through Adjustments to the Base
(18)
Prepared by SBCTC
(19)
(20)
(21)
Procurement Rate Reduction Pension Rate Changes Revolving Funds (396)
(581)
(679)
(2,129)
‐
(964)
(784)
(345)
(2,129)
(832)
(1,949)
(414)
(929)
(612)
(1,357)
(277)
(1,769)
(1,489)
(940)
(1,081)
(3,698)
(411)
(4,737)
(2,231)
(2,856)
(1,197)
(877)
(2,996)
(276)
(565)
88,559
144,257
50,269
48,138
29,231
54,765
205,227
76,715
71,181
165,093
134,562
48,020
128,652
96,865
53,473
56,269
99,890
41,155
188,904
75,294
367,203
97,278
91,595
92,092
313,419
111,069
77,454
53,511
51,472
87,569
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
(22)
Workers Compensation Changes (23)
Subtotal FY 2014 Initial Allocation (4,500)
(1,000)
(2,500)
(5,500)
(4,000)
(6,500)
(8,000)
(17,000)
2,000
20,000
(4,000)
‐
(6,500)
4,500
(2,500)
(4,000)
(13,500)
(3,000)
(36,000)
(2,000)
(2,500)
(8,000)
(10,500)
(6,500)
(15,500)
(2,500)
1,500
3,500
500
(23,000)
17,682,084
26,222,155
8,844,774
8,589,276
8,343,794
9,937,512
24,954,022
16,018,334
17,918,575
21,598,995
21,061,183
8,521,841
21,262,855
20,622,070
12,207,456
10,734,803
17,632,709
9,440,390
22,032,805
14,486,363
56,560,849
18,362,604
15,213,443
13,944,078
48,513,672
17,420,565
13,929,794
10,863,737
10,329,186
16,076,040
Districts
Total FY 2014 Base Allocations Bates
Bellevue
Bellingham
Big Bend
Cascadia
Centralia
Clark
Clover Park
Columbia Basin
Edmonds
Everett
Grays Harbor
Green River
Highline
Lake Washington
Lower Columbia
Olympic
Peninsula
Pierce
Renton
Seattle
Shoreline
Skagit Valley
South Puget Sound
Spokane
Tacoma
Walla Walla
Wenatchee Valley
Whatcom
Yakima Valley
17,598,421
26,079,479
8,797,684
8,548,767
8,318,563
9,890,211
24,757,579
15,958,964
17,847,523
21,414,734
20,932,570
8,474,235
21,141,632
20,521,317
12,157,840
10,682,811
17,548,088
9,403,724
21,880,841
14,414,150
56,199,844
18,273,737
15,137,085
13,860,717
48,218,609
17,313,193
13,851,717
10,809,722
10,277,490
16,012,036
District Subtotal
536,323,283 (39,500) 3,199,181 ‐ (157,000) 539,325,964
SBCTC Admin
SBCTC Program
15,865,574 (500) 66,819 ‐ 3,000 15,934,893
5,647,480 ‐ ‐ ‐ ‐ 5,647,480
Allocation Total
557,836,337 (40,000) 3,266,000 ‐ (154,000) 560,908,337
Future Allocations
40,365,663 ‐ ‐ 667,000 ‐ 41,032,663
System Total
598,202,000 (40,000) 3,266,000 667,000 (154,000) 601,941,000
6/3/2013
Washington State Community and Technical Colleges
Draft FY 2014 Initial Allocation
Step 3: Pass Through Adjustments to the Base
Column Title
(18) Total FY 2014 Base Allocations (19) Procurement Rate Reduction (20)
Pension Rate Changes (21)
Revolving Funds (22)
Workers Compensation Changes (23)
Subtotal FY 2014 Initial Allocation Prepared by SBCTC
TAB 7
Attachment C
Description
Same as column 18 in Step 2.
The Department of Enterprise Services will replace its Purchasing Administration Fee (PAF) and other fees that support contracts managed by its Contracts and Legal Division with a vendor‐paid management or administrative fee. Agencies will no longer be billed directly for the use of master contracts. Funding for this fee is removed from base budgets.
New 2013‐15 contribution rates for state pension systems have been adopted by the Pension Funding Council. Funds are allocated based on each district's prorata share of FY 2012 state‐supported (including tuition) salary expenditures related to PERS and TRS. These funds will be added to base budgets.
State funding is adjusted to reflect anticipated changes in services billed by the Central Service Agencies. These bills are paid by the State Board Office throughout the year on behalf of the CTC system. At the end of the fiscal year, these charges and related funding are allocated to the colleges.
State funding is adjusted based on each college's budgeted rates fro FY 2014 as provided by the Office of Financial Management and Labor and Industries.
The total of columns 18 through 23.
6/3/2013
TAB 7
Attachment D
State Board for Community and Technical Colleges
FY 2014 Use of Funds Statement
Allocation #1 Thru Maintenance Level (ML)
TOTAL STATE FUNDS 1.
2.
3.
Prepared by SBCTC
DISTRICT ALLOCATIONS
Unrestricted Base
489,741,892
Earmarks and Provisos in Base:
Aerospace Apprenticeships
Applied Baccalaureates
Centers of Excellence
Disability Accommodations
Employment Resource Center
Gateway Center
Jefferson Education Center
Labor Education & Research Center
UCNPS
Opportunity Grants
Students of Color
University Contracts
Worker Retraining Base (101)
Worker Retraining Base (AC1)
Workplace‐Based Instructional Programs
321,593
1,599,599
1,191,720
1,724,721
1,139,716
68,010
100,000
162,868
1,771,439
11,624,000
1,011,628
942,622
5,593,143
18,775,992
45,340
Adjustments to Base:
Facilities M&O Carryforward
Procurement Rate Reduction
Pension Rate Changes
Workers Compensation Changes
509,000
(39,500)
3,199,181
(157,000)
DISTRICT ALLOCATIONS THRU ML
539,325,964
SBCTC ADMIN
Unrestricted Base
14,235,806
Earmarks and Provisos Included in Base:
Aerospace Apprenticeships
Hospital Employee Education & Training
Job Skills Program
Opportunity Grants
Technology Transformation
Worker Retraining Base (101)
5,894
43,074
55,000
118,300
1,009,270
398,230
Adjustments to Base:
Procurement Rate Reduction
Pension Rate Changes
Workers Compensation Changes
(500)
66,819
3,000
SBCTC ADMIN THRU ML
15,934,893
SBCTC ‐ PROGRAM
ABE Enrollments
DOC Compensation
Job Skills Program
Opportunity Grants
Worker Retraining Base (PCS)
Worker Retraining Base (PCS)
153,770
597,310
2,670,000
700,000
506,727
1,019,673
SBCTC PROGRAM THRU ML
5,647,480
6/3/2013
TOTAL STATE FUNDS 4.
FUTURE ALLOCATIONS
Alt. Finance Project Debt Service
Aerospace Apprenticeships
Aerospace Training
Basic Skills Enhancement
Centers of Excellence
Facilities M&O ‐ FY 2013
Hospital Employee Education & Training
Opportunity Grants
Student Achievement Initiative
Worker Retraining Variable (AC1)
Worker Retraining Variable (AV1)
Workforce Training/Aerospace
Workforce Development Projects
Future Allocations Subtotal
RESERVES
Revolving Funds ‐ Self Insurance Premium
Revolving Funds ‐ Central Service Agency Charges
Supplemental Retirement Payments
Ongoing Reserves
Reserves Subtotal
FUTURE ALLOCATIONS AND RESERVES THRU ML
FY 2014 Use of Funds Thru ML
Prepared by SBCTC
TAB 7
Attachment D
8,774,000
2,392,920
1,515,400
3,469,574
349,850
444,770
1,997,232
57,700
1,648
8,965,335
4,500,000
131,000
554,545
33,153,974
1,747,953
4,593,595
125,000
1,412,141
7,878,689
41,032,663
601,941,000
6/3/2013
TAB 7 Attachment E 2014 Enrollment Rules Purpose The Enrollment Rules are established as a method to ensure legislative targets are met and that resources are deployed systematically within the CTC system. 

The rules are set by which colleges will: o Be eligible for additional general purpose enrollments (provided through the budget). o Be subject to budget rebasing when enrollment targets are not met. o Be allowed to count excess enrollments in periods of over‐enrollment. The rules provide parameters and definitions for the specific types of FTEs to be included or excluded in monitoring of state and other enrollments. Parameters and Definitions for Enrollment Types Running Start students are not included in the monitoring of allocated state enrollments. International Contract students cannot be counted toward the allocated state enrollment. State Enrollment Rules The following rules apply to state enrollments allocated by the State Board: 1. A college district will be eligible to receive general growth enrollments if the district’s prior two‐year average actual enrollment was at least 100 percent of its prior two‐year average allocated enrollment. 2. A district will be in enrollment recovery status if its prior two‐year average enrollment is less than 96 percent of its prior two‐year average allocated enrollment. 3. If, in the enrollment recovery year a district’s actual enrollments are less than 96 percent of its allocated enrollments, in the subsequent year the district’s allocated enrollments and associated funding will be reduced by the difference between the recovery year’s actual enrollment and 96 percent of the recovery year’s allocated enrollments. 4. Actual enrollments above 100 percent of a district’s current year allocated enrollment will be counted as excess enrollments. Worker Retraining Enrollment In addition to the rules above, the following rule applies to Worker Retraining enrollment allocations: College districts that fail to meet 100 percent of their Worker Retraining enrollment allocation for two consecutive years will have their Worker Retraining enrollment allocation and associated funding in the subsequent year reduced by 75 percent of the difference between the allocated and actual enrollment in the second year. Earmarked Enrollments The funding for the following types of enrollments has been earmarked by the State Board and must be spent on these programs: 
Aerospace Apprenticeships 1 TAB 7 Attachment E 



Hospital Employee Education and Training University Center of North Puget Sound University Contracts Applied Baccalaureate Programs Actual enrollments in earmarked programs will be tracked against allocated enrollments and will be reviewed by the Board quarterly. Districts are expected to enroll at allocated enrollment levels. Colleges under‐enrolled in an earmarked program may be subject to a reduction in earmarked enrollments and associated funding. Other Monitored Enrollments Districts are expected to maintain strong commitment to the following types of enrollments: 


Adult Basic Education Apprenticeships I‐BEST 2 TAB 7 Attachment F Washington State Community and Technical Colleges FY 2014 and FY 2015 Faculty Increments and Turnover Savings Policy Provisions of the 2013‐2015 Omnibus Appropriations Act The biennial operating budget provides limited funding options for the payment of faculty increments. The appropriations act allows, but does not require, the use of turnover savings for payment of faculty increments1. Further, the appropriations act allows, but does not require, colleges to use the funding from the 2011‐13 biennium compensation cost reduction, which was restored in the 2013‐15 biennium, to pay for compensation increases, which could include increments. Definition and Calculation of Turnover Savings 2 Turnover savings are defined as the ongoing (permanent) difference between the compensation level of a faculty employee who is no longer employed and the compensation level of the faculty replacement. In addition, districts may identify and subtract one‐time faculty buyout costs in calculating the amount of turnover savings available for increment funding. The determination of whether to use turnover savings for the payment of faculty increments and the identification of buyout costs is made by each college. If a college pays part‐time faculty a flat rate, there may be no part‐time faculty turnover savings because new part‐time faculty may be paid at the same rate as the part‐time faculty being replaced. 3 Turnover Savings – Type of employee If turnover savings are used to fund increments, only turnover savings attributable to full‐time faculty may be used for payment of increments to full‐time faculty. Similarly, only turnover savings attributable to part‐time faculty may be used for payment of increments to part‐time faculty. Turnover Savings – Fund Sources Turnover savings generated in state funds may be used only for payment to faculty whose salaries are paid by state funds. Similarly, turnover savings in local funds may only be used to pay increments to faculty whose salaries are paid by those local funds. Districts may carry forward turnover savings from local funds across fiscal years. 1 The payment of increments includes the payment of associated benefit costs. Whenever the term “increment” is used in these rules, the term is defined to include “and associated benefits”. 2 Because turnover savings are defined as permanent savings, they do not include temporary savings that may be realized from such situations as: ♦ Vacant positions ♦ Temporary savings from faculty on leave, reassignment, or sabbatical ♦ Savings resulting from reductions in force ♦ Stipend pay ♦ Moonlight pay 3 Turnover savings from other employee groups – such as classified, exempt, etc. – may not be used to pay faculty increments. REGULAR MEETING AGENDA ITEM
June 20, 2013
Discussion
TAB 8
Action (Resolution 13-06-32)
Topic
Preliminary 2013-15 Capital Budget Allocations
Description
The Legislature has not yet passed a final 2013-15 capital budget. Since additional delays in
funding can cause both direct and indirect costs, staff recommends the Board delegate authority
to the Executive Director to allocate the funding for major projects, alternatively financed
projects, and all reappropriations as quickly as possible once a budget is adopted. Staff
recommends the Board retain authority for the allocation of new funding for minor projects due
to the Senate proposal to over-appropriate the Building Fee.
Key Questions


Does the Board want to delegate the allocation of most of the 2013-15 capital appropriations
to the Executive Director?
Does the Board want to retain its authority for allocation of the new funding for minor
projects until it is known if the Building Fee account has been over-appropriated and a plan
has been developed to address this?
Analysis
The House and Senate proposals fund every project in the system’s priority order, down to, but
not including, the construction of the Olympic College Instruction Center. These proposals also
include the necessary reappropriation authority to complete existing projects and authority for
alternatively financed projects. However, the proposals differ as to the levels and sources of
funding.
The House’s proposal funds the construction of major projects eight percent to 15 percent below
the requested levels based on an assumption of less price escalation. The House proposal
funds designs of major projects six percent to 43 percent below the requested levels based on
less contingency, less price escalation, and in some cases the elimination of acquisition costs.
The Senate’s proposal funds the construction phase of our major projects approximately 15
percent below the requested levels based on an assumption of bid savings. The Senate
proposal funds the design of major projects at the requested level.
The colleges with major projects funded below the request level will review the designs and
update the cost estimates. This information will be used to determine the best approach for
moving forward with each of the underfunded projects. Any revision to the scope or budget of
an individual project will be provided to the Office of Financial Management for approval prior to
allotting the funds.
TAB 8, Page 2
The Senate’s proposed Building Fee appropriation exceeds what we would expect to collect for
this account from student tuition payments by about $20 million. The over-appropriation of the
Building Fee account commits future revenue to the projects in 2013-15. Since the Building Fee
is collected over time, the fund balance will require close monitoring and we may need to delay
allocations for some of the minor projects.
Attachment A – Major Project Allocations is a comparison of the SBCTC capital request for
new appropriation to the legislative budget proposals. Staff recommends the Board delegate
authority to the Executive Director to make adjustments necessary to reflect the final budget and
allocate the funding to the colleges
The proposals in Attachment B – Alternatively Financed Projects authorize $31,000,000 in
new certificates of participation (COPs) to be paid back from non-appropriated funds. They also
reauthorize $6,100,000 in COPs that have not been sold yet. The reauthorization for
Peninsula’s Forks Satellite Site includes a change to the description that will allow the COP
proceeds to be used for renovation or replacement instead of just renovation of the existing
building. The reauthorization for Spokane’s Longer Term Lease includes a change to the
description that will allow the Spokane Aerospace Program to remain at Felts Field instead of
moving to Geiger Field. The Spokane Extended Learning Center, Green River Student Life,
and Whatcom Student Recreation Center proposals include the Board’s authority to spend local
funds for these projects. This attachment illustrates the authorities and allocations currently
proposed. Staff recommends the Board delegate authority to the Executive Director to make
adjustments necessary to reflect the final budget and allocate the funding to the colleges.
The proposals in Attachment C – Maintenance & Operation Allocations provide $22,800,000
for facility maintenance and operation from the Building Fee account in the capital budget. Both
House and Senate budget proposals use this funding to backfill a portion of the colleges’
maintenance level operating budget. This is the highest priority use for these funds and will be
allocated now regardless of the potential for over-appropriation of the Building Fee account.
This attachment illustrates the allocations if funded as proposed. Staff recommends that the
Board delegate authority to the Executive Director to make adjustments necessary to reflect the
final budget and allocate the funding to the colleges.
Emergency, Minor Repair, and Minor Program Improvement Allocations
The Senate’s proposed over-appropriation of the Building Fee will require a plan to monitor and
potentially postpone allocation of new funding for emergencies and minor projects. Staff
recommends the allocation of these funds be delayed until after the capital budget is enacted,
allowing for the development of a plan to manage the funding, if necessary.
Background Information
Attachment A: Major Project Allocations
Attachment B: Alternatively Financed Projects
Attachment C: Maintenance & Operation Allocations
SBCTC Resolution 12-06-22 for the 2013-15 Request:
http://www.sbctc.ctc.edu/general/admin/June_2012_Regular_Signed_Resolutions.pdf
Recommendation/Outcomes
The State Board staff recommends that the Board adopt Resolution 13-06-32 which provides:
1. Authorization for the Executive Director to allocate funds appropriated for major projects
consistent with the 2013-15 capital budget, once adopted.
TAB 8, Page 3
2. Authority for colleges to use non-appropriated and non-allotted “local funds” for
alternatively financed and major projects consistent with their capital request.
3. Authorization for the Executive Director to allocate funds appropriated for maintenance
and operations consistent with the 2013-15 capital budget, once adopted.
4. Authorization for the Executive Director to allocate reappropriations to the colleges
consistent with the 2013-15 capital budget, once adopted.
5. Authorization for the Executive Director to adjust or make technical corrections to the
allocations, if necessary.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
TAB 8
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-32
A resolution relating to the 2013-15 capital budget.
WHEREAS, the State Board for Community and Technical Colleges has submitted a
2013-15 capital budget that sets forth the capital program for community and technical colleges
for the next two years; and
WHEREAS, the capital request included funding for major projects, minor repair and
program improvements, maintenance and operations, and emergency repairs; and
WHEREAS, the capital request also included authorities for alternatively financed
projects and long term leases; and
WHEREAS, additional delays in the allocation of funding to the colleges will add cost
and risks to projects;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges delegates to the Executive Director authority to allocate funding for major projects,
alternatively financed projects, maintenance and operations, and all reappropriations as
provided for in the 2013-15 capital budget, in accordance with the final budget once it is
adopted; and
BE IT FURTHER RESOLVED that the Executive Director is authorized to make
adjustments as may be necessary in response to actions taken by the Governor, for
computational errors, data corrections, externally-imposed restrictions or guidelines, college
requested changes to minor works lists in accordance with legislation, legislative appropriation
provisos, restrictions, guidelines, and uniform accounting and reporting requirements; and
BE IT FURTHER RESOLVED that the Executive Director is authorized to approve
expenditure of local funds associated with projects in the amounts included in the 2013-15
capital budget request.
APPROVED AND ADOPTED on June 20, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
TAB 8
Attachment A
SBCTC Capital Requests for New Appropriated Funds in 2013‐15
Based on May 28, 2010, June 30, 2010, and January 7, 2011 WACTC Recommendations and SBCTC Resolutions 10‐06‐29, PSSB 5035
PSHB 1089
10‐08‐33, 11‐1‐8, and 12‐06‐22.
SBCTC Request
Senate Psl 9Apr13
House Psl 10Apr13
Senate /
House /
Request New Approp. Cumulative
Request
Priority
Type
College Number
Project
New Approp. Cumulative New Approp. Cumulative
*
Minor Preservation Statewide
30000709 Preventive Facility Maintenance and Building System Repairs
22,800,000
22,800,000
22,800,000
22,800,000
100% 22,800,000
22,800,000
100%
1
Minor Preservation Statewide
30000779 Emergency Repairs and Improvements
17,600,000
40,400,000
17,600,000
40,400,000
100% 17,600,000
40,400,000
100%
2
Minor Repairs
Statewide
30000844 Roof Repairs
7,785,000
48,185,000
7,785,000
48,185,000
100%
7,785,000
48,185,000
100%
3
Minor Repairs
Statewide
30000897 Facility Repairs
22,134,000
70,319,000
22,134,000
70,319,000
100% 22,134,000
70,319,000
100%
4
Minor Repairs
Statewide
30000941 Site Repairs
2,574,000
72,893,000
2,574,000
72,893,000
100%
2,574,000
72,893,000
100%
5
Minor Program
Statewide
30000723 Minor Program Improvements
22,000,000
94,893,000
18,417,000
91,310,000
84% 22,000,000
94,893,000
100%
6
Construction
Bellevue
20082702 Health Science Building
32,350,000
127,243,000
27,869,000
119,179,000
86% 29,475,000
124,368,000
91%
7
Construction
Grays Harbor 20081226 Science and Math Building
46,543,000
173,786,000
40,196,000
159,375,000
86% 42,956,000
167,324,000
92%
8
Construction
Seattle Central 30000120 Seattle Maritime Academy
18,521,000
192,307,000
15,201,000
174,576,000
82% 15,780,000
183,104,000
85%
9
Construction
Yakima Valley 30000121 Palmer Martin Building
22,160,000
214,467,000
18,751,000
193,327,000
85% 19,735,000
202,839,000
89%
10 Construction
Green River
20081222 Trades and Industry Building
30,629,000
245,096,000
26,216,000
219,543,000
86% 27,332,000
230,171,000
89%
11 Design
Centralia
30000123 Student Services
4,397,000
249,493,000
4,397,000
223,940,000
100%
2,517,000
232,688,000
57%
12 Construction
Bates
20082703 Mohler Communications Technology Center
27,040,000
276,533,000
23,348,000
247,288,000
86% 24,267,000
256,955,000
90%
13 Design
Columbia Basin 20082704 Social Science Center
1,250,000
277,783,000
1,250,000
248,538,000
100%
965,000
257,920,000
77%
14 Design
Peninsula
30000126 Allied Health and Early Childhood Dev Center
2,189,000
279,972,000
2,189,000
250,727,000
100%
1,810,000
259,730,000
83%
15 Design
South Seattle 30000128 Cascade Court
2,437,000
282,409,000
2,437,000
253,164,000
100%
2,087,000
261,817,000
86%
16 Construction
Clark
20082705 Health and Advanced Technologies Building
38,487,000
320,896,000
33,219,000
286,383,000
86% 34,348,000
296,165,000
89%
17 Design
Renton
30000134 Automotive Complex Renovation
1,910,000
322,806,000
1,910,000
288,293,000
100%
1,583,000
297,748,000
83%
18 Design
Edmonds
30000137 Science Engineering Technology Bldg
8,291,000
331,097,000
8,291,000
296,584,000
100%
7,820,000
305,568,000
94%
19 Design
Whatcom
30000138 Learning Commons
2,127,000
333,224,000
2,127,000
298,711,000
100%
1,822,000
307,390,000
86%
20 Construction
Olympic
30000122 College Instruction Center
53,053,000
386,277,000
0
298,711,000
0%
0
307,390,000
0%
Notes:
General Construction occurs in order of system priority.
*
Project 30000709 is a maintenance level request for 060 funds originally swapped in 2003‐05 for 001 funds in the operating budget. The fund swap first occurred in Section 799 of SSB 5401 to offset a corresponding reduction in the operating budget.
TAB 8
Attachment B
SBCTC Capital Requests for COPs to be paid from non‐appropriated funds in 2013‐15
Based on May 28, 2010, June 30, 2010, and January 7, 2011 WACTC Recommendations and SBCTC Resolutions 10‐06‐29, 10‐08‐33, 11‐1‐8, and 12‐06‐22.
Senate Psl 9Apr13
SBCTC Request
House Psl 10Apr13
Request
College Number
Reference
Project
State
Local
COP
COP
COP
Total
Total
Total
30000501 ESB 6074 Sec. 6001 (1) b Forks Satellite Site
0
0 2,000,000 2,000,000 2,000,000 2,000,000 2,000,000 2,000,000
Change Description Peninsula
Approved
Change Description Spokane
N/A
ESB 6074 Sec. 6001 (1) m Long Term Lease for Spokane Aerospace
0
0
0
0 Only in 2013 Supplemental
Reauthorize
Spokane
92000012 ESB 6074 Sec. 6001 (1) k Extended Learning Center
0 5,400,000 3,100,000 8,500,000 3,100,000 8,500,000 3,100,000 8,500,000
Reauthorize
Walla Walla
30000198 ESB 6074 Sec. 6001 (1) d Land Acquisition
0
0 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000
Authorize
South Puget Sound 30000972
Renovation of Lacey Campus
0
0 5,000,000 5,000,000 5,000,000 5,000,000 5,000,000 5,000,000
Authorize
Green River
30000973
Student Life Replacement Project
0 13,501,000 15,000,000 28,501,000 15,000,000 28,501,000 15,000,000 28,501,000
Authorize
Whatcom
30000975
Student Recreation Center
0 1,000,000 11,000,000 12,000,000 11,000,000 12,000,000 11,000,000 12,000,000
Notes:
Centralia College will need a $5M COP for construction of the Student Services Building project 30000123 in 2015‐17.
Reauthorization of the $1M COP for Walla Walla Land Acquisition project 30000198 was added November 13, 2012 because negotiations with the seller are not expected to be completed in time for the March 2012 Bond Sale.
1Feb13 Update:
1) Remove "at Geiger Field" from 2011‐13 authorization for Spokane Aerospace Training Center long term lease and reauthorize for 2013‐15.
2) Remove $6,451,000 COP financing request for Whatcom Health Professions Building.
TAB 8
Attachment C
Maintenance and operation funding in legislative budget from Building Fee account.
Proposed Project Numbers: House 91000043, Senate 30000709.
College
Bates
Bellevue
Bellingham
Big Bend
Cascadia
Centralia
Clark
Clover Park
Columbia Basin
Edmonds
Everett
Grays Harbor
Green River
Highline
Lake Washington
Lower Columbia
North Seattle
Olympic
Peninsula
Pierce Fort Steilacoom
Pierce Puyallup
Renton
Seattle Central
Shoreline
Skagit Valley
South Puget Sound
South Seattle
Spokane
Spokane Falls
Tacoma
Walla Walla
Wenatchee Valley
Whatcom
Yakima Valley
Project Total
FY14
444,000
590,300
165,500
218,600
156,900
174,000
464,500
383,300
399,000
521,400
346,300
174,100
403,500
471,000
211,700
251,000
330,650
308,900
164,200
232,900
116,400
323,900
595,150
368,200
345,500
319,000
396,800
629,500
494,500
349,500
308,500
225,000
197,300
319,000
11,400,000
FY15
444,000
590,300
165,500
218,600
156,900
174,000
464,500
383,300
399,000
521,400
346,300
174,100
403,500
471,000
211,700
251,000
330,650
308,900
164,200
232,900
116,400
323,900
595,150
368,200
345,500
319,000
396,800
629,500
494,500
349,500
308,500
225,000
197,300
319,000
11,400,000
2013‐15
888,000
1,180,600
331,000
437,200
313,800
348,000
929,000
766,600
798,000
1,042,800
692,600
348,200
807,000
942,000
423,400
502,000
661,300
617,800
328,400
465,800
232,800
647,800
1,190,300
736,400
691,000
638,000
793,600
1,259,000
989,000
699,000
617,000
450,000
394,600
638,000
22,800,000
REGULAR MEETING AGENDA ITEM
June 20, 2013
Discussion
TAB 9
Action (Resolution 13-06-33)
Topic
Delegation of Authority
Description
The State Board carries out its statutory powers and duties through various means, including
the adoption of policies published in and made available through the State Board Policy Manual.
The Manual includes policies on such topics as faculty and staff; student services; instructional
programs and course development; enrollment reporting and tuition and fees; capital
expenditures; and public information and records. The Policy Manual also contains delegations
of authority from the Board to the Executive Director. Most of these delegations have not been
changed since 1997. At the May Board meeting, staff briefed the Board on existing delegations
of authority and made recommendations for changes. At this meeting, staff will brief the Board
on delegations of authority at other institutions of higher education (see Attachment A –
Comparison of Delegations of Board Authority). The Board will be asked to adopt a
resolution modifying the delegations of authority.
Key Questions


Should the dollar thresholds for delegations of authority to the Executive Director be
increased?
Should the Policy Manual be updated to broaden the delegation of authority to include all
types of contracts and agreements for the expenditure of funds?
Background
The State Board for Community and Technical Colleges has the statutory responsibility to:
“Establish guidelines for the disbursement of funds; and receive and disburse such funds
for adult education and maintenance and operation and capital support of the college
districts in conformance with the state and district budgets, and in conformance with
chapter 43.88 RCW”. (RCW 28B.50.090(2))
Further, RCW 28B.50.060 states, “The board may, by written order filed in its office, delegate to
the director any of the powers and duties vested in or imposed upon it by this chapter. Such
delegated powers and duties may be exercised by the director in the name of the college
board.” The Washington Administrative Code (WAC 131-08-005(2)) states that “The executive
director exercises, in the name of the board, all powers and duties delegated by the board and
at the direction of the board executes, together with the chair of the board, all contracts entered
into by the board.”
The authorities delegated by the State Board to the Executive Director include the following:
TAB 9, Page 2

To approve contracts for consultant services up to $100,000

To approve contracts for goods and services related to Information Technology up to
$400,000

To enter into interagency contracts for the acquisition of services, supplies,
equipment, and personnel up to $100,000

To enter into interagency contracts for the acquisition of services, supplies,
equipment, and personnel related to Information Technology up to $400,000

To take action on capital-related issues provided that the expenditure of local funds
does not exceed $400,000

To make application for and accept federal funds for educational purposes

To approve district requests to sell, exchange, or otherwise dispose of community
and technical college personal property valued up to $100,000
(State Board Policy Manual, Chapter 1.30.20)
The Executive Director has delegated the following authority to Division Directors (now known
as Deputy Executive Directors):

To sign and execute contracts and agreements for personal services up to $50,000

To delegate to other State Board staff the authority to sign contracts up to $10,000
(State Board Policy Manual, Chapters 1.30.30 and 1.30.40)
Discussion and Recommendations for Changes
Attachment B – State Board Delegations of Authority Recommendations Summary
contains a summary of current delegated authorities and recommendations for changes.
Contracts and Interagency Agreements: The $100,000 limit on the Executive Director’s
authority to approve contracts for consultant services was last changed in 1997, when the Board
approved raising it from $50,000 per contract to $100,000 (Resolution 97-10-58). The $100,000
limit on the Executive Director’s authority to enter into non-Information Technology related
interagency agreements was put in place prior to 1997.
The current Policy Manual language limits the delegation of authority for non-Information
Technology expenditures to contracts for consultants. Other types of expenditures not covered
by current policy include contracts and agreements for goods as well as services.
The $400,000 limit on the Executive Director’s authority to approve Information Technologyrelated contracts and interagency agreements was established by Board resolution in 2008,
when governance and management of the system’s Center for Information Services was
transferred to the SBCTC (Resolution 08-07-29).
Recommendation: Expand the delegation to include contracts and agreements for
goods as well as services. Simplify the policies by combining the authorities pertaining
to purchases and contracts with those for interagency agreements. Increase the
delegated authority for non-Information Technology contracts and agreements for the
purchase of goods and services to $250,000. Increase the delegated authority for
Information Technology-related contracts and agreements for the purchase of goods and
services to $500,000.
TAB 9, Page 3
Local Capital Funds: The limit on the Executive Director’s authority to approve the
expenditure of local funds for capital projects was last changed in 1997, when the Board
approved raising it from $200,000 to $400,000 (Resolution 97-10-58).
Recommendation: Increase the delegated authority for local capital expenditures to $1
million. Add to the Policy Manual the requirement that the Executive Director provide at
each Board meeting a summary of projects approved since the prior Board meeting.
Delegations to Deputy Executive Directors: The Executive Director has delegated to the
Deputy Executive Directors the authority to enter into contracts up to $50,000 and to delegate to
other State Board staff the authority to enter into contracts up to $10,000 (State Board Policy
Manual, Chapters 1.30.30 and 1.30.40). These delegations derive from the statutory authorities
granted directly to the Executive Director (RCW 28B.50.060). Because they are procedures
related to running the State Board office, the recommendation is to remove them from the Policy
Manual. Delegations from the Executive Director to other State Board employees will be
authorized through internal office policies and procedures.
Recommendation: Remove from the Policy Manual. Delegations from the Executive
Director to other State Board staff will be authorized through internal office policies and
procedures.
Receipt of Grants: While the Policy Manual delegates authority to the Executive Director to
apply for and accept federal funds for educational purposes, no such delegation of authority
exists for private funds.
Recommendation: Provide the Executive Director the authority to apply for and accept
private funds for educational purposes.
Disposal of Personal Property: State law assigns responsibility for the sale, exchange, or
conveyance of community and technical college personal property to the State Board (except
personal property donated to a college) (28B.50.090(12) RCW). Since before 1997, the Board
has delegated to the Executive Director authority for the disposal of personal property valued up
to $100,000.
Recommendation: Delegate to the Executive Director authority over the disposal of all
community and technical college personal property. The disposal of personal property is
governed through the State Board’s Financial Affairs Manual, which directs the colleges
to follow general state regulations and laws pertaining to the disposal of personal
property.
Foreign Travel: State regulations (SAAM 10.10.50.b) require appointed boards to approve
travel to foreign countries or to delegate that authority to the Executive Director. The Policy
Manual does not delegate this authority to the Executive Director.
Recommendation: Delegate to the Executive Director the authority to approve travel to
foreign countries and Hawaii.
Other Delegations – No Changes Recommended
The Board has delegated additional authorities to the Executive Director which staff
recommends retaining with no changes. Those additional authorities are listed here and in the
delegations resolution in order to provide a comprehensive list of all Board delegations.
TAB 9, Page 4
In addition to those discussed above, the Board has also delegated the following authorities to
the Executive Director:

To approve applications for professional-technical programs

To set guidelines and receive and disburse funds for capital support, maintenance, and
operations of community and technical colleges, including:

Distributing funds for project preplanning and master planning as appropriated
and according to criteria reviewed and approved by the Board.

Approving transfer of title to real property to a public agency.

Approving easements to public agencies or utility companies.

Approving the rental or lease of facilities by a community or technical college
district that will have 24-hour control of such facilities.

Approving the rental or lease of community and technical college facilities to a
lessee that will have 24-hour control.

Approving or authorizing local boards to approve the rental or lease of facilities
by a community or technical college district that will not have 24-hour control.

Executing documents required for Certificates of Participation and ground leases
previously approved by the State Board in the capital budget.
Attachment C – SBCTC Policy Manual Delegations of Authority Showing Changes shows
the recommended changes to the current delegations of authority in the State Board Policy
Manual. Attachment D – SBCTC Policy Manual Delegations of Authority after Changes is
the final recommended delegations of authority policy.
Background Information
Attachment A: Comparison of Delegations of Board Authority
Attachment B: State Board Delegations of Authority Recommendations Summary
Attachment C: SBCTC Policy Manual Delegations of Authority Showing Changes
Attachment D: SBCTC Policy Manual Delegations of Authority after Changes
Recommendation/Outcomes
Staff recommends that the Board adopt Resolution 13-06-33, modifying the Board’s delegation
of authority to the Executive Director.
Prepared by: Denise Graham, (360) 704-4350, dgraham@sbctc.edu.
TAB 9
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-33
A resolution relating to the Board’s delegation of authority to the Executive Director.
WHEREAS, the State Board has the statutory responsibility to “establish guidelines for
the disbursement of funds; and receive and disburse such funds for adult education and
maintenance and operation and capital support of the college districts in conformance with the
state and district budgets, and in conformance with chapter 43.88 RCW” (RCW 28B.50.090(2));
and
WHEREAS, RCW 28B.50.060 authorizes the Board to delegate to the Executive
Director any of the powers and duties vested in or imposed upon it by RCW 28B.50; and
WHEREAS, such delegated powers and duties may be exercised by the Executive
Director in the name of the Board;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges delegates to the Executive Director the following authorities:
A. To negotiate and execute contracts and agreements necessary for the performance of
the Board’s or the Executive Director’s statutory duties, provided that funds are available
for payment of such contracts and agreements and the initial obligation for the
expenditure of funds does not exceed $500,000 for Information Technology
expenditures and $250,000 for all other expenditures.
B. To make application for and accept federal and private funds available for educational
purposes or to aid educational institutions or boards. Acceptance of such funds is
subject to conditions attached thereto, the laws of the State of Washington, and State
Board policies and rules.
C. To regulate districts’ sale, exchange, and conveyance of community or technical college
personal property pursuant to RCW 28B.50.090(2).
D. To approve or disapprove applications for professional-technical programs submitted in
accordance with State Board policies and procedures governing these programs.
E. To set guidelines and receive and disburse funds for capital support, maintenance, and
operation of community and technical college districts in conformance with state and
district budgets and RCW 43.88. This authority includes:
I.
Distributing funds for project preplanning and master planning as appropriated
and according to criteria reviewed and approved by the Board.
II.
Approving expenditures of local capital funds for projects up to one million dollars
($1,000,000). At each Board meeting, the Executive Director will provide a
summary of projects approved since the prior Board meeting.
III.
Approving transfer of title to real property to a public agency.
IV.
Approving easements to public agencies or utility companies.
V.
Approving the rental or lease of facilities by a community or technical college
district that will have 24-hour control of such facilities.
TAB 9
VI.
Approving the rental or lease of community and technical college facilities to a
lessee that will have 24-hour control.
VII.
Approving or authorizing local boards to approve the rental or lease of facilities
by a community or technical college district that will not have 24-hour control.
VIII.
Executing documents required for Certificates of Participation and ground leases
previously approved by the State Board in the capital budget.
F. To appoint a designee for the duration of an absence.
G. To approve employee travel to Hawaii and foreign countries, consistent with the
provisions of the State Administrative and Accounting Manual.
H. To delegate signature authority to the SBCTC Division Directors and to other
employees.
APPROVED AND ADOPTED on June 20, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
Delegation General Statement of Authority Contracts and Agreements Comparison of Delegations of Board Authority to Executive Director/President State Board Seattle District Spokane District UW TESC Current: None. Recommendation: No Change Board of Trustees delegates to the Chancellor all of the powers and duties that are vested or imposed by the Board by law, except as provided otherwise in policy or by specific Board action. Board of Regents has full control of the University. Any delegated authority shall always be subject to the ultimate authority of the Board. In order to carry out the government of the University under the Board of Regents, the President or his/her designee is authorized to issue rules consistent with rules of the Board and laws. Intention of Board to concentrate its efforts on strategic direction and major policy making functions. President is responsible for managing the institution and carrying out Board policies. President will use good faith and judgment in bringing to the Board new areas of major institutional policy. Current: 1. Non‐IT contracts and interagency agreements up to $100,000 2. IT‐related contracts and interagency agreements up to $400,000. Recommendation: 1. Non IT – Contracts and agreements up to $250,000. 2. IT – Contracts and agreements up to $500,000. Up to $250K. Board Policy Manual says Board employs Chancellor and holds him/her responsible for interpretation and implementation of Board policy and for the administration of the district in general. Directs Chancellor to develop administrative procedures to implement Board policy. Administrative Procedures Manual specifies each delegation of authority. Up to $250K. 1 TAB 9 Attachment A Up to $5 million. Up to $150K. Between $1 million and $5 million must be reported to the Board no less than quarterly. Delegation Local Capital Funds Delegations to Other Employees Comparison of Delegations of Board Authority to Executive Director/President State Board Seattle District Spokane District Current: Executive Director has delegated authority to approve expenditures of local capital funds for projects up to $400,000. Recommendation: Increase delegated authority to $1,000,000. Add the requirement that the Executive Director provide at each board meeting a summary of projects approved since the prior board meeting. Current: Deputy Directors have authority to sign and execute contracts and agreements up to $50K. Other State Board staff have the authority to sign contracts up to $10,000. Recommendation: Remove from Policy Manual. Delegations from the Executive Director to other State Board employees will be authorized via internal office policies and procedures. Board reserves the authority to authorize the sale or purchase of real property and every lease of real property which is for a term of three years or more and requires payment by the district of $50K or more in any fiscal year. Board approval needed for capital project expenditures greater than $250K. Up to $5 million. Up to $500K. Capital projects between $1 million and $5 million must be reported to Board no less than quarterly. Chancellor may sub‐
delegate authorities to any other district officer or employee without further action by the Board. Various levels of authority are specified in the Spokane District Administrative Procedures Manual. Authorities granted to President are also granted to President’s designees. 2 UW TAB 9 Attachment A TESC Delegation Receipt of Grants Comparison of Delegations of Board Authority to Executive Director/President State Board Seattle District Current: Federal Grants ‐ Covered by general To make application for delegation of authority and accept federal funds to Chancellor. available for educational purposes or that may aid educational institutions or boards. Recommendation: Add authority to apply for and accept private funds as well as federal funds. Spokane District Prior approval of CCS intent to Apply for External Funding form to District Grants and Contracts Office is required. Contracts for receipt of grant funds, awards, matching grants, or contracts to provide instructional and other services on a cost reimbursement basis, or interagency agreements require Board of Trustees consultation if greater than $250K. 3 UW Up to $1 million. Also authorized to accept initial contract awards exceeding $1 million whenever the period between scheduled Board of Regents meetings exceeds 45 days, with a report of all such awards submitted at the next Board meeting. TAB 9 Attachment A TESC Covered under general delegation of authority to President. Delegation Disposal of Personal Property Foreign Travel Travel to foreign countries and Hawaii Comparison of Delegations of Board Authority to Executive Director/President State Board Seattle District Spokane District UW Current: The Board has the statutory responsibility for the sale or exchange of CTC personal property, except for property donated to a college (28B.50.090(12)). The Board has delegated this authority to the Executive Director, up to $100,000. Recommendation: Delegate to the Executive Director authority over the disposal of all community and technical college personal property. Current: None. Recommendation: Delegate to the Executive Director authority to approve travel to foreign countries and Hawaii. Covered by general delegation of authority to Chancellor, SBCTC Financial Affairs Manual, and state law. Covered by general delegation of authority to Chancellor, SBCTC Financial Affairs Manual, and state law. Covered under general delegation to President. Covered under general delegation to President. Covered by general delegation of authority to Chancellor. Travel authorization is delegated to administrators. Covered under general delegation to President. Covered under general delegation to President. 4 TAB 9 Attachment A TESC TAB 9 Attachment B Summary of Recommended Changes to Delegations of Board Authority Current Delegations Executive Director – Contracts and Agreements Non‐IT contracts for consultants and interagency agreements up to $100,000 IT‐related contracts for goods and services and interagency agreements up to $400,000 Recommendation Non IT – Contracts and agreements for the purchase of goods and services up to $250,000. IT – Contracts and agreements for the purchase of goods and services up to $500,000. Executive Director – Local Capital Funds Executive Director has delegated authority to approve expenditures of local capital funds for projects up to $400,000. Increase delegated authority to $1,000,000. Add the requirement that the Executive Director provide at each board meeting a summary of projects approved since the prior board meeting. 1 Justification/Comments The recommendation is to simplify the policy by combining the authority for consultant contracts and interagency contracts, and clarifying that the policy covers all contracts and agreements for the purchase of goods and services. Since FY 2010, the number of non‐IT contracts and interagency agreements has averaged fewer than 13 per year. Based on recent history, raising the delegated authority to $250,000 would result in three to five non‐IT contracts a year requiring Board approval. Delegating to the Executive Director authority for IT‐related contracts up to $500,000 will provide more flexibility to enter into support contracts that may be needed for ctcLink. The scope of work that could be accomplished under the delegation of projects less than or equal to $400,000 to the Executive Director in 1997 is worth $700,000 today. Delegation of projects less than $400,000 to the Executive Director resulted in about 10% of the requests going to the Board in 1997. Currently, about 40% of the requests go to the Board. Raising the delegation to $2 million would again result in about 10% of the requests going to the Board. $1 million would provide a quicker turn around on an increased number of projects. The colleges would appreciate a quicker turn around on an increased number of projects. TAB 9 Attachment B Current Delegations From Executive Director to Deputy Executive Directors Recommendation Remove from Policy Manual. Delegations from the Executive Director to other State Board employees will be authorized via Sign and execute contracts and agreements for personal services up internal office policies and procedures. to $50,000. Delegate to other State Board staff the authority to sign contracts up to $10,000. Executive Director – Receipt Add authority to apply for and accept private funds as well as of Grants federal funds. Federal Grants ‐ To make Justification/Comments The delegation of authority to other employees of the State Board office falls within the scope of responsibilities assigned to the Executive Director. (28B.50.060 RCW ) Provides express delegated authority for accepting private funds. application for and accept federal funds available for educational purposes or that may aid educational institutions or boards. Executive Director – Disposal of Personal Property The Board has the statutory responsibility for the sale, exchange or conveyance of community and technical college personal property, except for property donated to a college. (28B.50.090(12)) The Board has delegated this authority to the Executive Director, up to $100,000. Executive Director – Foreign Travel Travel to foreign countries and Hawaii ‐ None Delegate to the Executive Director
authority over the disposal of all community and technical college personal property. The disposal of personal property is governed through the State Board’s Financial Affairs Manual, which directs the colleges to follow general state rules and laws pertaining to the disposal of personal property. Delegate to the Executive Director
authority to approve travel to foreign countries and Hawaii. State regulations provide that appointed boards must approve travel to foreign countries or delegate that authority to the Executive Director. The recommendation is to delegate the authority to the Executive Director. 2 TAB 9 Attachment B Number of Contracts and Projects Non‐It Goods and Services Contracts Year 2009 ‐ 2010 2010 ‐ 2011 2011 ‐ 2012 2012 – 2013 $0 – $24,999 29 11 20 11 $25,000 – $49,999 5 7 5 4 $50,000 – $74,999 1 3 1 1 $75,000 – $99,999 8 6 9 4 $100,000 – $250,000 6 2 1 1 $250,001+ 2 2 1 IT Goods and Services Contracts Year $0 – $24,999 2009 ‐ 2010 2010 ‐ 2011 1 2011 ‐ 2012 3 2012 – 2013 1 $25,000 – $49,999 1 $50,000 – $74,999 1 1 $75,000 – $99,999 Capital Projects Biennium 2001 ‐ 2003 2003 ‐ 2005 2005 ‐ 2007 2007 ‐ 2009 2009 ‐ 2011 Projected 2011 – 2013 $0 – $400,000 90 90 63 59 67 $400,001 – $1,000,00 10 17 16 23 15 $1,000,001+ 55 14 23 4 7 13 9 22 3 $100,000 ‐$400,00 2 1 1 $400,000 – $500,001+ $500,000 1 1 2 4 TAB 9 Attachment B The scope of work that could be accomplished under the delegation of projects less than or equal to $400,000 to the Executive Director in 1997 is worth $700,000 today.
Delegation of projects less than $400,000 to the Executive Director resulted in about 10% of the requests going to the Board in 1997. Currently, about 40% of the requests go to the Board. Raising the delegation to $2,000,000 would again result in about 10% of the requests going to the Board.
4 TAB 9 Attachment C SBCTC Policy Manual
C HAPTER 1: S TATUTES , P OLICIES AND R EGULATION G OVERNING
W ASHINGTON C OMMUNITY AND T ECHNICAL C OLLEGES
1.30.00 Executive Director State Board for Community and Technical
Colleges
1.30.10 Appointment and Duties/Responsibilities of the State Executive Director
The Executive director Director of the state system of community and technical colleges is appointed by and
serves at the pleasure of the State Board. Qualifications, duties and responsibilities of the State Executive
Director are set forth in RCW 28B.50.060.
1.30.20 Delegation of Authority to the Executive Director
By resolution, the State Board for Community and Technical Colleges delegates to the State Executive
Director authority to perform the following in the name of the Board. Delegation of these authorities,
together with future delegations of the Board’s powers and duties, shall be filed in the State Executive
Director’s office.
A. To negotiate and execute contracts and agreements necessary for the performance of the Board’s
or the Executive Director’s statutory duties, approve and/or authorize the employment of
employees and consultants as the director shall deem necessary and, together with the chair of the
Board, to execute necessary agreements upon such terms and conditions as the director may
establish, provided that:
I.
Funds are available for payment for of such personal services and contracts and
agreements and related costs..
I.
II.
The total contractual initial obligation for the services of a given consultant and/or firm for
the expenditure of funds does not exceed one hundred thousand dollars ($100,000) for an
single project of part thereof except for contracts for goods and services related to the
operation of the Information Technology Division, the amount shall not exceed four
hundred thousand dollars ($400,000)five hundred thousand dollars ($500,000) for
information-technology expenditures and two hundred fifty thousand dollars ($250,000) for
all other expenditures.
B. To make application for and accept federal and private funds available for educational purposes or
that may to aid educational institutions or boards. Acceptance of such funds is subject to conditions
attached thereto, the laws of the State of Washington and State Board policies and rules.
C. To negotiate and execute interagency contracts for the acquisition of services, supplies, equipment
and personnel, or any combination of the above, where the acquisition is necessary to the
performance of the Board's and/or the director's statutory duty. The total obligation incurred by the
Board pursuant to any such contract cannot exceed in cost the sum of one hundred thousand
dollars ($100,000) except for contracts of the Information Technology Division shall not exceed four
hundred thousand dollars ($400,000).
D.C.
To approve regulate districts’ requests to sellsale, exchange, or and convey conveyance of
community or technical college personal property pursuant to RCW 28B.50.090(12), provided that
the estimated value of such property shall not exceed $100,000.
E.D.
To approve or disapprove applications for professional-technical programs submitted in
accordance with State Board policies and procedures governing these programs (see Chapter 4 Instructional Program and Course Development).
1 TAB 9 Attachment C F.E.
To set guidelines and receive and disburse funds for capital support, maintenance and
operation of community and technical college districts in conformance with state and district
budgets and RCW 43.88 (see Chapter 6 - Capital Expenditures and Real Property Transactions).
This authority includes:
F.
I.
Distributing funds for project preplanning and master planning as appropriated and
according to criteria reviewed and approved by the Board.
II.
Approving expenditures of local capital funds for projects up to one million dollars
($400,000$1,000,000). At each Board meeting, the Executive Director will provide a
summary of projects approved since the prior Board meeting.
III.
Approving transfer of title to real property to a public agency.
IV.
Approving easements to public agencies or utility companies.
V.
Approving the rental or lease of facilities by a community or technical college district that
will have 24-hour control of such facilities.
VI.
Approving the rental or lease of community and technical college facilities to a lessee
that will have 24-hour control.
VII.
Approving or authorizing local boards to approve the rental or lease of facilities by a
community or technical college district that will not have 24-hour control.
VIII.
Executing documents required for Certificates of Participation and ground leases
previously approved by the State Board in the capital budget.
To appoint a designee for the duration of an absence.
G. To approve employee travel to Hawaii and foreign countries, consistent with the provisions of the State
Administrative and Accounting Manual 10.10.50(b).
1.30.30 Delegation of Authority to Division Directors
By the authority granted to the State Director from the State Board for Community and Technical Colleges,
the Executive Director may delegate signature authority to the SBCTC Division Directors, provided that
funds are available for payment for good and services. are given authority to sign/execute
contracts/agreements for personal services provided that:
Funds are available for payment for such personal services and related costs.
The total contractual obligation for the services of a given consultant and/or firm does not exceed fifty
thousand dollars ($50,000) for a single project or part thereof.
1.30.40 Delegation of Authority by Division Directors
By authority granted to the State Executive Director, and to the Division Directors may delegate signature
authority to other staff, provided that funds are available for payment for good and services., further
delegation of authority to other staff by Division Directors is authorized for amounts up to $10,000 providing:
Funds are available for payment for such personal services and related costs.
The total contractual obligation for the services of a given consultant and/or firm does not exceed ten
thousand dollars ($10,000) for a single project or part thereof.
2 TAB 9 Attachment D SBCTC Policy Manual
C HAPTER 1: S TATUTES , P OLICIES AND R EGULATION G OVERNING
W ASHINGTON C OMMUNITY AND T ECHNICAL C OLLEGES
1.30.00 Executive Director State Board for Community and Technical
Colleges
1.30.10 Appointment and Duties/Responsibilities of the Executive Director
The Executive Director of the state system of community and technical colleges is appointed by and serves
at the pleasure of the State Board. Qualifications, duties and responsibilities of the Executive Director are
set forth in RCW 28B.50.060.
1.30.20 Delegation of Authority to the Executive Director
By resolution, the State Board for Community and Technical Colleges delegates to the Executive Director
authority to perform the following in the name of the Board. Delegation of these authorities, together with
future delegations of the Board’s powers and duties, shall be filed in the Executive Director’s office.
A. To negotiate and execute contracts and agreements necessary for the performance of the Board’s
or the Executive Director’s statutory duties, provided that:
I.
Funds are available for payment of such contracts and agreements and related costs.
II.
The initial obligation for the expenditure of funds does not exceed five hundred thousand
dollars ($500,000) for information-technology expenditures and two hundred fifty thousand
dollars ($250,000) for all other expenditures.
B. To make application for and accept federal and private funds available for educational purposes or
to aid educational institutions or boards. Acceptance of such funds is subject to conditions attached
thereto, the laws of the State of Washington and State Board policies and rules.
C. To regulate districts’ sale, exchange, and conveyance of community or technical college personal
property pursuant to RCW 28B.50.090(12).
D. To approve or disapprove applications for professional-technical programs submitted in accordance
with State Board policies and procedures governing these programs (see Chapter 4 - Instructional
Program and Course Development).
E. To set guidelines and receive and disburse funds for capital support, maintenance and operation of
community and technical college districts in conformance with state and district budgets and RCW
43.88 (see Chapter 6 - Capital Expenditures and Real Property Transactions). This authority
includes:
I.
Distributing funds for project preplanning and master planning as appropriated and
according to criteria reviewed and approved by the Board.
II.
Approving expenditures of local capital funds for projects up to one million dollars
($1,000,000). At each Board meeting, the Executive Director will provide a summary of
projects approved since the prior Board meeting.
III.
Approving transfer of title to real property to a public agency.
IV.
Approving easements to public agencies or utility companies.
V.
Approving the rental or lease of facilities by a community or technical college district that
will have 24-hour control of such facilities.
VI.
Approving the rental or lease of community and technical college facilities to a lessee
that will have 24-hour control.
1 TAB 9 Attachment D F.
VII.
Approving or authorizing local boards to approve the rental or lease of facilities by a
community or technical college district that will not have 24-hour control.
VIII.
Executing documents required for Certificates of Participation and ground leases
previously approved by the State Board in the capital budget.
To appoint a designee for the duration of an absence.
G. To approve employee travel to Hawaii and foreign countries, consistent with the provisions of the State
Administrative and Accounting Manual 10.10.50(b).
1.30.30 Delegation of Authority to Division Directors
By the authority granted from the State Board for Community and Technical Colleges, the Executive
Director may delegate signature authority to the SBCTC Division Directors, provided that funds are
available for payment for good and services.
1.30.40 Delegation of Authority by Division Directors
By authority granted to the Executive Director, the Division Directors may delegate signature authority to
other staff, provided that funds are available for payment for good and services.
2 REGULAR MEETING AGENDA ITEM
June 20, 2013
Discussion
TAB 10
Action (Resolution 13-06-34)
Topic
Approval of Columbia Basin College’s Bachelor of Applied Science (BAS), Project Management
Description
In February 2013, the State Board for Community and Technical Colleges adopted the revised
approval process, selection criteria, and application materials for community and technical
colleges seeking to offer an applied baccalaureate program.
Columbia Basin College completed an initial step in the approval process when college
administrators met with State Board members on May 8, 2013 to discuss how the proposed
Bachelor of Applied Science Degree in Project Management aligns with the college’s strategic
goals and helps meet regional/statewide needs.
The final step in the approval process requires State Board approval or denial of the college’s
application to offer the proposed Bachelor of Applied Science degree.
Key Questions

Does Columbia Basin College’s application for a Bachelor of Applied Science Degree in
Project Management meet criteria established by the State Board for Community and
Technical Colleges?
Analysis
Columbia Basin College proposes to deliver a Bachelor of Applied Science degree in Project
Management. The degree will build on the college’s one-year Project Management Certificate
and two-year Associate of Applied Science Project Management degree programs. The
certificate and two-year degree programs serve as the knowledge and skills foundation for
students to complete junior and senior level coursework in project management. The Bachelor
of Applied Science degree in Project Management will be offered as part of Columbia Basin
College’s comprehensive Business Program.
This BAS degree in Project Management will help to meet current and future employment needs
for the college’s service district of Benton and Franklin counties. Local research indicates a
bachelor degree is needed for optimal employment in the district. The college’s rigor and quality
is assured by highly qualified faculty with over 30 years of project management experience in
the private and public sectors as well as its success with an accredited BAS degree in Applied
Management.
Tab 10, Page 2
Columbia Basin College obtained a federal grant and established public and community
partnerships to support a local program largely due to the strong documented need for
additional project management professionals in the region. In addition, the college’s success in
establishing fruitful public and community partnerships serves to provide on-going faculty
development, adjunct faculty that have extensive project management experience, and students
with job shadow and internship opportunities.
A significant strength of the Project Management program has been the college’s ability to
develop a strong community partnership through a Project Management Advisory and a Project
Management Stakeholder Committee that will provide oversight on the curriculum and
programmatic development. The Project Management Stakeholder Advisory Committee was
developed to provide project management practitioner input to the program. These committees
will continue to meet periodically and includes representatives from Hanford companies as well
as the various local Department of Energy Department of Energy organizations.
Columbia Basin College operates under an open admission policy granting admission to all
applicants who are 18 years of age or older and/or graduated from high schools accredited by a
regional accrediting association.
The Mission Statement specifically mentions the college’s commitment to diversity, fairness,
and equity. This mission extends to the BAS Project Management Program. The college’s
values also will apply to the BAS Project Management Program, and guide the program’s
selection process. One of the goals of the selection process is that BAS-P participants will
mirror or exceed the student diversity in the project management feeder programs.
Legislation
Legislation passed in 2012 recognizes the State Board as the state’s authority for approving all
Applied Bachelor’s programs offered by community and technical colleges. Applications for
applied baccalaureate degree programs are reviewed and approved employing objective
criteria, including, but not limited to:





The college demonstrates the capacity to make a long-term commitment of resources to
build and sustain a high quality program.
The college has or can readily engage faculty appropriately qualified to develop and deliver
a high quality curriculum at the baccalaureate level.
The college can demonstrate demand for the proposed program from a sufficient number of
students within its service area to make the program cost-effective and feasible to operate.
The college can demonstrate that employers demand the level of technical training
proposed within the program, making it cost-effective for students to seek the degree.
The proposed program fills a gap in options available for students because it is not offered
by a public four-year institution of higher education in the college’s geographic area.
A 2009 Higher Education Coordinating Board study on The Role of Transfer in the Attainment of
Bachelor Degrees at Washington’s Public Baccalaureate Institutions found that students tend to
enroll in colleges and universities that are nearby. This has resulted in an enrollment increase
at branch campus, university centers, or learning programs.
Approval Process
The Columbia Basin College application is consistent with the criteria and format established by
the SBCTC. After submitting a Statement of Need and meeting with the State Board to discuss
their proposal to offer the Applied Bachelor’s degree, Columbia Basin College submitted a
program approval application in May 2013.
Tab 10, Page 3
The application addressed ten criteria:
1. Support of the statewide strategic plans (SBCTC System Direction and Mission Study
goals and Higher Education Coordinating Board Strategic Master Plan)
2. Program not offered by public, four-year institution in geographic area
3. Student demand
4. Employer demand
5. Rigorous curriculum at baccalaureate level
6. Program sustainability
7. Qualified faculty and staff
8. Quality student services plan
9. Plan for assessing student achievement and program assessment
10. Plan for admissions consistent with an open door institution
Consistent with the new approval process, the application has been reviewed by a community
and technical college system committee comprised of a college president, vice president of
instruction, vice president of student services, vice president of finance, and one SBCTC staff
member.
The committee unanimously recommended approval of Columbia Basin College’s Bachelor of
Applied Science Degree in Project Management.
Background Information
Applied Baccalaureate Degree Approval Process - revised February 2013 at
http://www.sbctc.edu/college/studentsvcs/bas_approval_process-revised_feb2013.pdf.
2009 HECB System Design Plan at
http://www.wsac.wa.gov/sites/default/files/ReportSystemDesign-FINAL2010.pdf.
2011 HECB Regional Needs Analysis Report at
http://www.wsac.wa.gov/sites/default/files/RegNeedsAnalysis-Binder.pdf.
2009 The role of Transfer in the Attainment of Bachelor Degrees at Washington’s Public
Baccalaureate Institutions
http://www.wsac.wa.gov/sites/default/files/Role%20of%20Transfer%20Executive%20Summary10-09.pdf.
Recommendation
Staff recommends State Board action on Resolution 13-06-34, approving Columbia Basin
College’s application for a Bachelor of Applied Science in Project Management degree program.
Prepared by: Edward Esparza, eesparza@sbctc.edu, 360-704-4319
Tab 10
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-34
A resolution to approve Columbia Basin College’s application to offer a Bachelor of Applied
Science in Project Management upon recommendations of the Community and Technical
College Applied Bachelor’s Degree Review Committee.
WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012
Washington State Legislature, authorizes the State Board for Community and Technical
Colleges to approve all Applied Bachelor’s degree programs offered by community and
technical colleges; and
WHEREAS, consistent with the Washington State Legislature’s requirement, the State
Board developed objective criteria for the approval of community and technical college Applied
Bachelor’s degrees; and
WHEREAS, the Community and Technical College Applied Bachelor’s Degree Review
Committee found that Columbia Basin College’s application provided evidence that met or
exceeded all objective selection criteria and will expand bachelor degree capacity in the state;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges approves the recommendation of the Review Committee to authorize Columbia Basin
College to pursue their Bachelor of Applied Science in Project Management.
APPROVED AND ADOPTED on June 20, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
June 20, 2013
Discussion
TAB 11
Action (Resolution 13-06-35)
Topic
Approval of Columbia Basin College’s Bachelor of Applied Science (BAS), Cyber Security
Description
In February 2013, the State Board for Community and Technical Colleges adopted the revised
approval process, selection criteria, and application materials for community and technical
colleges seeking to offer an applied baccalaureate program.
Columbia Basin College completed an initial step in the approval process when college
administrators met with State Board members on March 28, 2013 to discuss how the proposed
Bachelor of Applied Science Degree in Cyber Security aligns with the college’s strategic goals
and helps meet regional/statewide needs.
The final step in the approval process requires State Board approval or denial of the college’s
application to offer the proposed Bachelor of Applied Science degree.
Key Questions

Does Columbia Basin College’s application for a Bachelor of Applied Science Degree in
Cyber Security meet criteria established by the State Board for Community and Technical
Colleges?
Analysis
Columbia Basin College proposes to deliver a Bachelor of Applied Science degree in Cyber
Security and is prepared to enroll junior level students beginning Fall 2013. The degree will
build on the college’s computer science certificates and two-year degrees already offered as
well as a newly established Associate of Applied Science degree in Cyber Security that began
Fall 2012.
These certificates and two-year degrees serve both as knowledge and skills foundation for the
BAS in Cyber Security and also provide a pathway for students to be prepared to complete
junior and senior level coursework in the emerging field of cyber security.
The BAS degree in Cyber Security is designed to help meet current and future employment
needs within the college’s service district of Benton and Franklin Counties. The BAS degree in
Cyber Security will provide specialized skills, a bachelor degree that is indicated as an important
degree level needed for cyber security employment, and living wage level employment for
place-bound district citizens in a high demand profession in the Tri-Cities and Washington State.
Tab 11, Page 2
Columbia Basin College’s capacity to deliver a bachelor degree in a fast emerging high-tech
discipline not only builds on existing computer science certificates and degrees that are
delivered by well qualified computer science faculty, but also on a campus experienced in
delivering a successful BAS degree in Applied Management. In addition, the college’s success
in establishing fruitful public and community partnerships serve to provide funding
enhancement, on-going faculty development, adjunct faculty that have extensive cyber security
experience, and students with job shadow and internship opportunities.
The Columbia Basin College Cyber Security BAS degree is designed specifically to serve placebound students and provide them with a degree in a discipline critically needed for companies
and organizations within Benton and Franklin counties and across Washington State. Many
students who wish to transfer for additional education often choose colleges either nearby or
that have distance learning programs suggesting students either feel or actively chose to be
place-bound.
Columbia Basin College operates under an open admission policy granting admission to all
applicants who are 18 years of age or older and/or graduated from high schools accredited by a
regional accrediting association. The Mission Statement specifically mentions the college’s
commitment to diversity, fairness, and equity. This mission extends to the Cyber Security BAS
program. The college’s values also will apply to the Cyber Security BAS program, and guide
the program’s selection process.
Columbia Basin College is a designated Hispanic Serving Institution. Franklin County, one of
the counties in the college’s service area, is the first Washington State county with the
percentage of Hispanic citizens exceeding the White Non-Hispanic population.
A key goal for the BAS program is to maintain the diversity levels of the AAS Computer Science
feeder programs. The Cyber Security Student Services Specialist and the Office of Diversity
and Outreach will work closely with the BAS-C program faculty in this effort. The goal of the
Columbia Basin College Diversity and Outreach Office is to ensure that under-represented
members of our community have fair and equitable access to post-secondary education.
Legislation
Legislation passed in 2012 recognizes the State Board as the state’s authority for approving all
Applied Bachelor’s program offered by community and technical colleges. Applications for
applied baccalaureate degree programs are reviewed and approved employing objective
criteria, including, but not limited to:





The college demonstrates the capacity to make a long-term commitment of resources to
build and sustain a high quality program.
The college has or can readily engage faculty appropriately qualified to develop and deliver
a high quality curriculum at the baccalaureate level.
The college can demonstrate demand for the proposed program from a sufficient number of
students within its service area to make the program cost-effective and feasible to operate.
The college can demonstrate that employers demand the level of technical training
proposed within the program, making it cost-effective for students to seek the degree.
The proposed program fills a gap in options available for students because it is not offered
by a public four-year institution of higher education in the college’s geographic area.
A 2009 Higher Education Coordinating Board study on The Role of Transfer in the Attainment of
Bachelor Degrees at Washington’s Public Baccalaureate Institutions found that students tend to
enroll in colleges and universities that are nearby. This has resulted in an enrollment increase
at branch campus, university centers, or distance learning programs over a five-year period.
Tab 11, Page 3
Approval Process
The Columbia Basin College application is consistent with the criteria and format established by
the SBCTC. After submitting a Statement of Need and meeting with the State Board to discuss
their proposal to offer the Applied Bachelor’s degree, Columbia Basin College submitted a
program approval application in May 2013. The application addressed ten criteria:
1. Support of the statewide strategic plans (SBCTC System Direction and Mission Study
goals and Higher Education Coordinating Board Strategic Master Plan)
2. Program not offered by public, four-year institution in geographic area
3. Student demand
4. Employer demand
5. Rigorous curriculum at baccalaureate level
6. Program sustainability
7. Qualified faculty and staff
8. Quality student services plan
9. Plan for assessing student achievement and program assessment
10. Plan for admissions consistent with an open door institution
Consistent with the new approval process, the application has been reviewed by a community
and technical college system committee comprised of a college president, vice president of
instruction, vice president of student services, vice president of finance, and one SBCTC staff
member.
The committee unanimously recommended approval of Columbia Basin College’s Bachelor of
Applied Science Degree in Cyber Security.
Background Information
Applied Baccalaureate Degree Approval Process - revised February 2013 at
http://www.sbctc.edu/college/studentsvcs/bas_approval_process-revised_feb2013.pdf.
2009 HECB System Design Plan at
http://www.wsac.wa.gov/sites/default/files/ReportSystemDesign-FINAL2010.pdf.
2011 HECB Regional Needs Analysis Report at
http://www.wsac.wa.gov/sites/default/files/RegNeedsAnalysis-Binder.pdf .
2009 The role of Transfer in the Attainment of Bachelor Degrees at Washington’s Public
Baccalaureate Institutions
http://www.wsac.wa.gov/sites/default/files/Role%20of%20Transfer%20Executive%20Summary10-09.pdf.
Recommendation
Staff recommends State Board action on Resolution 13-06-35, approving Columbia Basin
College’s application for a Bachelor of Applied Science in Cyber Security degree program.
Prepared by: Edward Esparza, eesparza@sbctc.edu; 360-704-4319
Tab 11
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 36-06-35
A resolution to approve Columbia Basin College’s application to offer a Bachelor of Applied
Science in Cyber Security upon recommendations of the Community and Technical College
Applied Bachelor’s Degree Review Committee.
WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012
Washington State Legislature, authorizes the State Board for Community and Technical
Colleges to approve all Applied Bachelor’s degree programs offered by community and
technical colleges; and
WHEREAS, consistent with the Washington State Legislature’s requirement, the State
Board developed objective criteria for the approval of community and technical college Applied
Bachelor’s degrees; and
WHEREAS, the Community and Technical College Applied Bachelor’s Degree Review
Committee found that Columbia Basin College’s application provided evidence that met or
exceeded all objective selection criteria and will expand bachelor degree capacity in the state;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges approves the recommendation of the Review Committee to authorize Columbia Basin
College to pursue their Bachelor of Applied Science in Cyber Security.
APPROVED AND ADOPTED on June 20, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
June 20, 2013
Discussion
TAB 12
Action (Resolution 13-06-36)
Topic
2013-14 Adult Basic Education Awards and Allocations
Description
Recommendations for the distribution of federal funds for Adult Basic Education to 34 colleges
and nine community-based organizations are based on three factors: the final year of awards
from a multi-year, competitive application process; on-site monitoring of evaluations carried out
on a three-year cycle; and an annual application for funding that identifies improvements to
instructional programs that will increase student progress toward federal performance targets.
All providers identified higher outcome targets and provided a plan for program improvement
and innovation that reflects their own data and validated research. Their plans address the four
principles of the system’s Strategic Direction as they meet the requirements of federal law and
State Board policy. Despite a pattern of continuing decreases in program support for this
mission area, providers evidence rigor in their practices and a commitment to innovation that will
improve student achievement.
Key Questions



How will proposed awards and allocations continue to strengthen the alignment of adult
basic education policies, programs, and initiatives with the State Board’s System Direction
and Mission Study?
How will proposed awards and allocations maintain accountability and leverage innovation
in the face of limited funding and the financial disincentive to serve adult basic education
students?
How will future awards and allocations leverage innovation and increased student
progression, transition, and completion?
Analysis
The awards and allocations proposed here represent the final year of continued funding in a
multi-year process that balances the strengths of program stability with innovation and program
improvement using annual applications and program monitoring. Next year, adult basic
education programs will continue to address the vision and goals described in the Strategic
Direction and Mission Study with three significant initiatives:
1. Work with the governor-appointed Adult Education Advisory Council to gather
input and draft a blueprint to increase services and improve outcomes through
the federally-mandated process for writing a new state plan.
TAB 12, Page 2
The process for drafting a state plan is described in federal law and policy and requires
approval by the Office of Vocational and Adult Education (OVAE) at the U.S. Department
of Education. It is intended to include input from current and potential learners, funded
and non-funded providers, partners, key constituent groups and the general population.
Input will be solicited in public meetings and gathered digitally. This process,
coordinated with the Adult Education Advisory Council, will be carried out over the next
four months.
Staff will seek guidance from the State Board, with a goal of plan approval by the State
Board and the Office of Vocational and Adult Education in October 2013.
2. Engage providers across the state in an open and competitive RFP to ensure that
the most qualified providers offer adult basic education and English language
instruction that accelerate student progress and completion.
The process of creating, distributing and evaluating an open and competitive RFP is
even more tightly defined in law and federal policy than is the process for creating a
state plan. In order to ensure that there is no bias toward existing recipients of funding,
all tasks related to the RFP are charged to the state’s Office of Adult Education staff.
The review process must be clearly outlined, but allows for well-defined engagement
with providers. Before any RFP is distributed, the document and the process for
evaluating proposals must be approved by the Office of Vocational and Adult Education.
The RFP process will be announced early in 2014, carried out in spring 2014 and will
result in funding recommendations to the Board in June 2014.
3. Continue to support innovations that accelerate student progress, transition and
postsecondary success such as High School 21+, Washington’s new adult high
school diploma program.
The increased importance of postsecondary credentials and changes to Pell Grant
eligibility made high school credentials even more necessary for adult basic education
students. At the same time, the makers of equivalency tests are charging rapidly
escalating fees for that option.
In response, Washington state’s Adult Basic Education providers have worked to create
a new, competency based approach to diplomas for adults 21 and older that:
 builds on existing basic skills and I-BEST programs;
 gives credit for life experience and skills instead of requiring seat time;
 can be accessed at the cost of ABE enrollment; and
 leverages the capacity of community and technical colleges to grant diplomas.
High School 21+ is currently being piloted at Edmonds Community College and will
expand to at least four or five more colleges in Fall 2013. All 34 colleges and funded
community based organizations recently attended a day-long training session. In its
early stages, this innovation is viewed as a national model.
TAB 12, Page 3
Background Information
Information provided to the Board in June 2007 established the relationship between the multiyear funding proposal, the ABE state plan, and the SBCTC Strategic Direction. This information
can be accessed under Tab 3 at http://www.sbctc.edu/docs/board/agendas/2007/june2021_07/sbctc_meeting_agenda_jun07_revised_complete.pdf.
Information supporting funding for FY 2008-09 is available under Tab 4 at
http://www.sbctc.edu/docs/board/agendas/2008/june08/2008_june_meeting_agenda_complete.
pdf.
For 2009-10, the information is available under Tab 7 at
http://www.sbctc.edu/docs/board/agendas/2009/10-11june2009/2009_june_meeting_agendacomplete.pdf.
For 2010-2011, the information is available under Tab 5 at
http://www.sbctc.ctc.edu/general/admin/June_2010_Complete_Agenda.pdf.
For 2011-2012, the information is available under Tab10 at
http://www.sbctc.ctc.edu/general/admin/June_2011_Resolutions.pdf.
For 2012-2013, the information is available under Tab 12 at
http://www.sbctc.ctc.edu/general/admin/June_2012_complete_agenda_packet.pdf.
Recommendation/Outcomes
Staff recommends approval of Resolution 13-06-36, awarding targeted funds to adult basic
education providers for fiscal year 2013-14 as described in Attachment A.
Prepared by: Kathy Cooper, kcooper@sbctc.edu, 360-704-4322
Jon Kerr, jkerr@sbctcc.edu, 360-704-4326
TAB 12
Attachment A
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-36
A resolution awarding $9,086,026 of federal adult and family literacy funds.
WHEREAS, the State Board has the authority to award federal adult and family literacy
funds; and
WHEREAS, the requirements set forth in the request for proposals align with the State
Board’s System Direction and the Board-approved plan for adult basic education; and
WHEREAS, individual applicants have fulfilled the requirements set forth in the request
for application; and
WHEREAS, each application has gone through a state level review process and has
been recommended to the State Board for funding;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges awards a total of $9,086,026 of federal and state funds as outlined in Attachment A;
and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director authority to make adjustments to the proposed awards if
the anticipated program funding changes due to state or federal action; and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director authority to spend carryover funds and grant final
spending authority to designated providers in a manner consistent with the State Plan for Adult
Literacy, the terms of the Requests for Proposals, and this resolution.
APPROVED AND ADOPTED on June 20, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
TAB 12
Attachment A
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
Office of Adult Basic Education - FY 14 Grant Distributions
FY13 Basic
Grant
FY14 Basic
Grant
FY13 EL
Civics
FY14 EL
Civics
FY13 Total
FY14 Total
Bellingham Technical College
Edmonds Community College
Everett Community College
Northwest Indian College
Skagit Valley College
Skagit County Community Action Agency
Whatcom Community College
Region 1 Total
$70,948
$323,871
$224,697
$52,060
$152,458
$10,347
$111,268
$945,649
$63,853
$291,484
$234,125
$46,854
$137,212
$71,591
$100,141
$945,260
$11,063
$95,666
$62,284
$0
$0
$0
$30,118
$199,131
$17,270
$86,099
$56,056
$0
$0
$0
$27,106
$186,531
$82,011
$419,537
$286,981
$52,060
$152,458
$10,347
$141,386
$1,144,780
$81,123
$377,583
$290,181
$46,854
$137,212
$71,591
$127,247
$1,131,791
Literacy Source
North Seattle Community C.
Seattle Central Community C.
Seattle Vocational Institute
Shoreline Community College
South Seattle Community C.
St. James ESL Program
Region 2 Total
$103,434
$87,604
$227,660
$55,101
$159,858
$144,363
$26,069
$804,089
$93,091
$83,000
$204,894
$49,591
$143,872
$149,232
$0
$723,680
$37,018
$39,333
$40,618
$0
$23,222
$33,732
$34,705
$208,628
$33,316
$35,400
$46,081
$0
$26,664
$46,304
$0
$187,765
$140,452
$126,937
$268,278
$55,101
$183,080
$178,095
$60,774
$1,012,717
$126,407
$118,400
$250,975
$49,591
$170,536
$195,536
$0
$911,445
Bellevue College
Cascadia Community College
Green River Community College
Highline Community College
Hopelink
Lake Washington Institute of Technology
Renton Technical College
Region 3 Total
$131,067
$61,888
$279,652
$298,459
$90,460
$178,496
$369,518
$1,409,540
$117,960
$55,700
$251,687
$268,613
$81,414
$160,646
$332,566
$1,268,586
$19,734
$44,303
$65,107
$24,969
$19,413
$19,413
$125,891
$318,830
$17,761
$39,873
$58,596
$22,472
$17,472
$17,472
$113,302
$286,948
$150,801
$106,191
$344,759
$323,428
$109,873
$197,909
$495,409
$1,728,370
$135,721
$95,573
$310,283
$291,085
$98,886
$178,118
$445,868
$1,555,534
$82,072
$88,894
$146,316
$44,156
$172,378
$95,407
$84,805
$131,684
$63,846
$155,140
$0
$26,468
$27,987
$13,237
$27,863
$0
$24,867
$30,296
$18,688
$27,948
$82,072
$115,362
$174,303
$57,393
$200,241
$95,407
$109,672
$161,980
$82,534
$183,088
Region and Provider
Bates Technical College
Clover Park Technical College
Pierce College - Ft. Steilacoom
Pierce College - Puyallup
Tacoma Community College
1
TAB 12
Attachment A
FY13 Basic
Grant
FY14 Basic
Grant
FY13 EL
Civics
FY14 EL
Civics
FY13 Total
FY14 Total
Region 4 Total
$118,877
$23,986
$676,679
$106,989
$21,587
$659,458
$30,526
$0
$126,081
$27,473
$0
$129,272
$149,403
$23,986
$802,760
$134,462
$21,587
$788,730
Region 5 Total
$130,361
$253,527
$114,355
$65,428
$90,798
$81,262
$96,696
$80,326
$153,652
$1,066,405
$117,325
$282,869
$102,920
$58,885
$160,921
$73,136
$114,836
$72,293
$138,287
$1,121,472
$21,978
$69,307
$8,071
$13,563
$12,372
$12,226
$12,672
$22,924
$25,429
$198,542
$19,780
$62,376
$16,616
$12,207
$30,710
$13,133
$21,915
$20,632
$22,886
$220,255
$152,339
$322,834
$122,426
$78,991
$103,170
$93,488
$109,368
$103,250
$179,081
$1,264,947
$137,105
$345,245
$119,536
$71,092
$191,631
$86,269
$136,751
$92,925
$161,173
$1,341,727
Big Bend Community College
Columbia Basin College
NE WA Rural Resources
Spokane Comm. College District
Walla Walla Community C.
Wenatchee Valley College
Yakima Valley Community C.
Region 6 Total
$156,085
$237,334
$44,097
$481,309
$171,368
$179,868
$358,019
$1,628,080
$140,477
$236,913
$39,687
$756,580
$154,231
$161,881
$322,217
$1,811,986
$21,948
$79,379
$0
$64,263
$34,633
$26,844
$90,093
$317,160
$19,753
$71,441
$0
$129,994
$31,170
$24,160
$81,084
$357,602
$178,033
$316,713
$44,097
$545,572
$206,001
$206,712
$448,112
$1,945,240
$160,230
$308,354
$39,687
$886,574
$185,401
$186,041
$403,301
$2,169,588
$1,385,243
$1,076,579
$290,259
$203,208
$1,675,502
$1,279,787
$7,915,685
$7,607,021
$1,658,631
$1,571,581
$9,574,316
$9,178,602
Region and Provider
Tacoma Community House
The Rescue Mission
Centralia College
Clark College
Grays Harbor College
Kitsap Adult Ctr for Education
Lower Columbia College
Olympic College
Peninsula College
Sound Learning
South Puget Sound C.C.
SBCTC
1
GRAND TOTAL
1
These funds will be held at SBCTC and will be used for programs, leadership and administration.
Funds will be awarded based upon RFP, application, special projects and contracts.
2
REGULAR MEETING AGENDA ITEM
June 20, 2013
Discussion
TAB 13
Action (Resolution 13-06-37)
Topic
2013-14 Federal Workforce Education Awards
 WorkFirst
 Basic Food Employment and Training (BFET)
 Carl D. Perkins
Description
Colleges fund workforce education programs in multiple ways, including the use of general
enrollment funding and state/federal targeted funding. The state targeted funding for fiscal year
2013-14 is presented to the Board for approval as part of the agenda item on 2013-15
Operating Budget Allocations. What follows is proposed targeted federal funding for approval.
The State Board for Community and Technical Colleges (SBCTC) awards federal workforce
training funds to the community and technical colleges to support programs operated for entry
level training, skills upgrade, or retraining for the state’s workforce.
Key Questions

How will the proposed awards to the workforce programs align with the System Direction?

What are the future actions?
Analysis
The federal workforce education programs continue to align with the System Direction by
successfully implementing its goals specific to student success. Each program provides for
residents across the state to achieve increased educational attainment. Specific programs also
address the System Direction’s strategic objectives as described below:
WorkFirst – $18,116,000
Action authorizes 2013-14 WorkFirst awards to 33 community and technical colleges, four
community-based organizations, and two private career schools to provide education and
training to students receiving WorkFirst (TANF) assistance.
Washington State began WorkFirst, the state’s Temporary Assistance for Needy Families
(TANF) program, in August 1997. The WorkFirst program was developed in response to the
1996 federal Temporary Assistance to Needy Families (TANF) welfare reform legislation. Now
in its 17th year of operation, the program is managed through a subcabinet of six state
agencies: Department of Social & Health Services (DSHS)−Chair, Office of Financial
TAB 13, Page 2
Management (OFM), Department of Social and Health Services, Employment Security
Department, State Board for Community and Technical Colleges (SBCTC), Department of
Commerce, Department of Early Learning (added in 2006), and oversight through a bi-partisan
legislative task force to oversee the redesign of WorkFirst and operation of TANF ( SB 5912)
Funding for the WorkFirst program is provided through state funds and the TANF block grant.
With oversight provided by the Office Financial Management and the Department of Social and
Health Services contracts with the State Board for Community and Technical Colleges to
provide services to prepare WorkFirst (TANF) parents for work and job placement. SBCTC
subsequently awards block grants totaling almost $18 million to 33 community and technical
colleges plus community-based organizations and private career schools to deliver education
and job skills training services.
SBCTC staff will be working with colleges, community-based organizations, and private
WorkFirst providers to align their 2014 grant deliverables with the core concepts of the
WorkFirst redesign, focus diminished resources on providing evidence based strategies to
support student success, and to address the significant number of programmatic and legislative
changes.
Pursuant to the Governor’s direction, performance based funding and competitive contracting
have resulted in expansion to 40% of the total partner funding being tied to performance
outcomes.
Basic Food Employment and Training (BF E&T) – $10,311,408
Action authorizes 2013-14 funding to be awarded to colleges with approved BF E&T
applications. These colleges assist Basic Food recipients to gain the skills necessary for higher
wages, better jobs, and further advancement. The intent of the program is to expand access to
training opportunities for Basic Food recipients to assist in developing skilled workers to help
meet the demands of future economic trends and support the attainment of a livable wage.
The Basic Food Employment and Training Program began as a pilot in October, 2005, through
the Department of Social and Health Services. As of October 1, 2013, all community and
technical colleges in the state will offer BF E&T services to eligible students.
Basic Food Employment and Training resources help support employment and training services
for Basic Food eligible, low-income, individuals. Fifty percent of any allowable expense incurred
by a college contractor will be reimbursed by the Food and Nutrition Service within the U.S.
Department of Agriculture.
Each August, Washington State submits a plan to the regional Department of Agriculture, Food
and Nutrition Services encompassing all Basic Food Employment and Training services. The
plan, developed in partnership with the Department of Social and Health Services, has
endorsed expanding the program to include six additional college providers for FFY2014. The
colleges participate in an annual grant application process. Budget amounts are developed by
anticipated local capacity and the availability of non-federal eligible resources.
Funds will provide resources to pay tuition, books, fees, and support services necessary for
participation in an education and training program.
Carl D. Perkins – $10,289,702
Action authorizes FY2014 Carl D. Perkins awards to 33 community and technical colleges to
improve vocational education programs.
TAB 13, Page 3
The federal Carl Perkins program provides for professional-technical training programs targeted
to under-served populations. This funding aligns with all three major priorities of the Board as
outlined in the System Direction, “strengthening state and local economies by meeting the
demands for a well-educated and skilled workforce,” “achieving increased educational
attainment for all residents across the state,” and “using technology,
collaboration and innovation to meet the demands of the economy and improving student
success.”
Perkins, last authorized in 2006, was scheduled for congressional reauthorization by July 1,
2013, and is under a continuing resolution. The U.S. Department of Education has unveiled
their blueprint “Investing in America’s Future: Transforming Career and Technical Education”, as
a plan for the reauthorization of the Carl D. Perkins Career and Technical Education Act.
Programs of Study or “career pathways” continue to be the emphasis going forward. Four
Programs of Study are being developed within the Career Clusters of Aerospace and Advanced
Manufacturing, Agriculture, Allied Health and Information Technology.
Department of Education Blueprint Summary:
http://www2.ed.gov/about/offices/list/ovae/pi/cte/transforming-career-technical-education-summary.pdf.
The Carl D. Perkins Act sets aside one percent of the State Leadership funds to serve
individuals in state institutions, such as state correctional institutions or institutions that serve
individuals with disabilities. These funds will be used to change the mode of instruction of two
vocational programs in correctional facilities from a traditional instruction mode to an I-BEST
mode, which moves people further, faster, sooner.
Perkins funds are expected to be impacted by at least a five percent cut to federal non-defense
spending.
Recommendation
Staff recommends approval of Resolution 13-06-37, awarding federal Workforce Education targeted
funds to community and technical colleges for fiscal year 2014 as described in Attachment A.
Prepared by: Jim Crabbe, jcrabbe@sbctc.edu, 360-704-4333
TAB 13
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-06-37
A resolution allocating and awarding $38,717,110 of federal workforce training funds to the
community and technical colleges (no state funds on Attachment A).
WHEREAS, the State Board has the authority to allocate and award federal job training
funds; and
WHEREAS, the individual community and technical colleges have fulfilled the
application requirements set forth for WorkFirst, Basic Food Employment and Training, and Carl
D. Perkins; and
WHEREAS, each WorkFirst, Basic Food Employment and Training, and Carl D. Perkins
application has gone through a state level review process and been recommended by their
respective advisory committee to the State Board for Community and Technical Colleges for
funding;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges awards a total of $38,717,110 for FY2014, as detailed in Attachment A, consisting of:
1. $18,116,000 for WorkFirst
2. $10,311,408 for Basic Food Employment & Training
3. $10,289,702 for Carl D. Perkins
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges authorizes the Executive Director to make adjustments, as necessary, for
computational errors, data corrections, externally imposed restrictions or guidelines, legislative
appropriation provisos, restrictions, guidelines, uniform accounting and reporting requirements,
and unanticipated changes due to state or federal funding; and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director the authority to spend carryover funds, and grants final
spending authority to the colleges consistent with the state plan for Carl Perkins and the terms
of this resolution.
APPROVED AND ADOPTED on June 20, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
TAB 13, Attachment A
Workforce Education -- FY 14 Grants Distributions
PERKINS ACT OF 2006
BFET
FY13 Carl
Perkins
FY 14 Carl
Perkins
FY13
WorkFirst
FY 14
WorkFirst
FY13 Basic
Food
Employment
& Training
Bates
$201,810
$235,950
$579,699
$468,170
$156,358
$202,271
$937,867
$906,391
Bellevue
$274,870
$273,503
$266,052
$304,123
$908,642
$1,062,119
$1,449,564
$1,639,745
Bellingham
$386,795
$400,762
$402,009
$314,259
$424,320
$424,320
$1,213,124
$1,139,341
Big Bend
$164,834
$154,018
$435,249
$374,121
$232,598
$271,541
$832,681
$799,680
Cascadia
$0
$0
$0
$0
$0
$50,000
$0
$50,000
Centralia
$181,012
$185,301
$557,429
$435,754
$193,369
$250,149
$931,810
$871,204
Clark
$575,808
$648,432
$724,974
$744,040
$150,000
$191,437
$1,450,782
$1,583,909
Clover Park
$449,217
$421,692
$851,039
$968,602
$301,949
$319,913
$1,602,205
$1,710,207
Columbia Basin
$314,299
$278,564
$544,897
$425,958
$129,706
$167,792
$988,902
$872,314
Edmonds
$280,451
$263,492
$421,186
$422,244
$376,138
$417,513
$1,077,775
$1,103,249
Everett
$331,454
$301,590
$961,519
$755,606
$315,550
$328,172
$1,608,523
$1,385,368
Grays Harbor
$185,359
$190,548
$566,244
$442,646
$153,794
$198,954
$905,397
$832,148
Green River
$308,742
$320,918
$620,213
$873,278
$389,385
$432,217
$1,318,340
$1,626,413
Highline
$291,222
$268,080
$725,949
$1,096,046
$200,500
$214,535
$1,217,671
$1,578,661
Lake Washington
$273,675
$276,203
$174,299
$174,079
$258,246
$244,819
$706,220
$695,101
Lower Columbia
$338,032
$309,751
$796,616
$854,225
$0
$150,000
$1,134,648
$1,313,976
Olympic
$277,141
$317,094
$680,977
$664,217
$128,776
$140,366
$1,086,894
$1,121,677
Peninsula
$212,022
$188,619
$387,420
$393,955
$100,000
$129,364
$699,442
$711,938
Pierce
$455,522
$477,344
$448,748
$376,167
$0
$200,000
$904,270
$1,053,511
College
FY14 Basic
Food
Employment
& Training
FY13
TOTAL
FY14
TOTAL
TAB 13, Attachment A
FY13 Carl
Perkins
FY 14 Carl
Perkins
FY13
WorkFirst
FY 14
WorkFirst
FY13 Basic
Food
Employment
& Training
Renton
$234,197
$218,671
$653,723
$629,916
$144,002
$144,002
$1,031,922
$992,589
Seattle District
$662,959
$657,825
$1,044,854
$1,049,578
$2,089,436
$2,601,688
$3,797,249
$4,309,091
College
FY14 Basic
Food
Employment
& Training
FY13
TOTAL
FY14
TOTAL
Shoreline
$198,561
$209,125
$231,891
$382,029
$272,525
$316,129
$702,977
$907,283
Skagit Valley
South Puget
Sound
$345,846
$345,005
$300,545
$432,184
$294,391
$335,571
$940,782
$1,112,760
$186,362
$173,112
$513,178
$401,163
$38,500
$49,805
$738,040
$624,080
Spokane District
$957,770
$960,395
$2,018,181
$1,711,133
$352,088
$385,720
$3,328,039
$3,057,248
Tacoma
$332,622
$328,287
$441,476
$551,256
$237,698
$194,208
$1,011,796
$1,073,751
Walla Walla
Wenatchee
Valley
$319,315
$316,075
$376,998
$387,954
$0
$175,000
$696,313
$879,029
$233,019
$239,854
$178,443
$187,763
$0
$100,000
$411,462
$527,617
Whatcom
$151,575
$176,007
$276,237
$261,872
$108,800
$126,208
$536,612
$564,087
Yakima Valley
$479,245
$467,516
$1,479,411
$1,156,490
$0
$175,000
$1,958,656
$1,799,006
$1,303,767
$685,969
$898,544
$877,172
$312,595
$312,595
$2,514,906
$1,875,736
$10,907,503
$10,289,702
$18,558,000
$18,116,000
$8,269,366
$10,311,408
$37,734,869
$38,717,110
SBCTC
Total
Notes: The amount available on the SBCTC line will be used for programs, special projects, and administration.
Funds will be awarded based upon RFPs, applications, etc.