Workforce Education Council February 4 & 5, 2016 Location: Bates Technical College South Campus Prepared by the State Board for Community & Technical Colleges Designated Parking Driving Directions Traveling North on I-5: Driving Directions Traveling South on I-5: Take exit 128. Turn left onto S. Hosmer Turn left on to S. 84th Street Turn Right onto Tacoma Mall Blvd. Turn Left onto S. 78th Street Turn Right into the college: 2201 S. 78th Street Take exit 129 onto Tacoma Mall Boulevard. Turn left and go to 78th Street. Turn right into the college: 2201 S. 78th St. *Please do not park in reserved spots. Map is not drawn to scale. South 74 Street 74th Street Entrance General Parking No Parking Staff Parking Building B Lot 10 Staff Building C No Parking Student Parking Lot 11 Visitor Parking Building E Lot 2 Student Parking Courtyard Lot 3 Staff & Student Parking Building A Visitor Parking Staff Parking No Parking Fire Service Training Area Lot 1 South 78th Street South Campus 2201 South 78th Street, Tacoma, WA 253.680.7400 | www.bates.ctc.edu Bates Technical College is an equal opportunity and non-discriminatory employer and educational institution. CM2013 Main Entrance Tacoma Mall Boulevard Student Parking Reserved & Staff Parking Lot 4 Staff Parking 3 Staff 2 ADA Spaces Building D Student Parking Lot 5 Truck Driving practice field No Parking Lot 6 N th Workforce Education Council Winter Agenda Council meeting: February 4-5, 2016 Location: Bates Technical College – South Campus Auditorium 2201 South 78th St. Tacoma, WA 98409 Bates Technical College campus map and directions: http://www.bates.ctc.edu/about-bates/campus-locations/south-campus-location Questions: Contract Dawn Sciglibaglio, dsciglibaglio@bates.ctc.edu | (253)680-7505 Contact: Ryan Davis, Chair, Dean, Business and Applied Technology, Everett CC Site Questions: Brandon Rogers, So Campus Dean, Bates Technical College 425-388-9212 253.680.7575, Cell: 253-273-1087 rydavis@everettcc.edu Wednesday, February 3rd 3:00pm to 5:00pm 5:30 pm to 7:00pm brogers@bates.ctc.edu Agenda Topic Info WEC EXEC A102A, Building A Conference room A102A, Building A Conference Room This event is not a general membership event Joint meeting with Council of Basic Skills Exec. Primo Grill 2701 6th Ave Tacoma, WA Workforce Innovation and Opportunity ACT Planning Collaboration General Membership Meeting Thursday, February 4th, Bates Technical College, South Campus 7:30-8:30 8:30-8:35 8:35-9:05 Agenda Topic Day 1 Presenter Networking Hearty Breakfast All Call to Order Host College details Logistics for tour to Bates main campus College Welcome Ryan Davis, WEC Chair Brandon Rogers Ron Langrell, President Bates Technical College 9:05-9:25 9:25-10:00 WEC Business meeting Introduction of Members All of the Assembly Approval of WEC Spring Minutes Treasurer’s Report (since Spring ‘15) Hot Topics Reminder Confirm new WEC EXEC member Brandon Rogers Janice Walker Ryan Davis WEC EXEC (All) Hellos and Farewells Workforce Education Bylaw change Ryan Davis Machining CCN approval Professional Technical Common Course Numbering process, discussion and approval WEC all 10:00-11:00 Economic Forecasting Labor statistics 2016 Labor market trends and projections Richard J. Holden, Regional Commissioner, Pacific Region Bureau of Labor Statistics 11:00-11:15 11:15-12:00 Break Enrollment counting workgroup update and recommendations 12:00-12:30 State Board report 12:30-1:30 1:30-4:00 Lunch Every Voice Counts Committee Work Locations: Committee 1-Conference Room A Use poll everywhere for Hot Topics Brandon Rogers Amy Hatfield Dan Fey Nancy Dick Marie Bruin All Ryan Davis, WEC EXEC, and Committee Chairs Committee 2-Conference Room B Committee 3- E-116 Committee 4- E-117 Committee 5- E-118 4:00-4:15 4:15-4:30 Turn USB’s in to Paulette Committee 6 First-Timer and Visitor Session remain in main room BREAK Labor Liaison Report 4:30-4:45 AWB Report 4:45-5:00 Hot Topics (Poll Everywhere)/Announcements/After Hours WEC/ Other Business 5:00 Adjourn Regular Meeting 1. Instructional Delivery & Curriculum Revisions 2. Pathways to Workforce Programs 3. Professional Development 4. System Collaboration 5. Economic Development Ryan Davis Marie Bruin All Joan Weiss, King County Labor and Kairie Pierce, WA State Labor Amy K. Anderson Director, Government Affairs, AWB Institute Ryan Davis Ryan Davis 5:30 to 6:30 pm WEC-spitality social hour Come together before dinner to share stories, meet new faces, and network for a stronger community Location: Hotel Murano, Tacoma, WA 1320 Broadway Plaza Tacoma, WA Friday, February 5, Bates 7:30-8:30 8:30-9:00 9:00-10:00am 10:00-10:15 10:15 -10:35 10:35-11:00 Dinner Dinner on your own, list of options at registration table Agenda Topic Presenter Networking Hearty Breakfast All Liaison Reports –IC, ATC, CBS, Continuing Ed, COE Centers of Excellence Industry panel discussion Liaisons BREAK Committee Chair Report Outs (turn in flash drives to Paulette) 11:45-12:15 Committee report outs WIOA comments and recommendations WIOA update, Basic Education for Adults, update Compliance Issues and questions Better bridges Role with Integrated Service delivery Adoption of WEC comments for state plan 12:15 Adjourn Regular Meeting 11:00-11:45 Next Meetings: Allied Health Construction Marine Energy All Committee Chairs or Designees 1. Instructional Delivery and Curriculum Revisions 2. Pathways to Workforce Programs 3. Professional Development 4. System Collaboration 5. Economic Demand Ryan Davis Jon Kerr, Director, BEdA Wenatchee Valley College, main campus, Wenatchee WA May 12-13, 2016 Ryan Davis Ryan Davis Fall Meeting 2015 WEC Minutes October 8-9, 2015 Whatcom Community College Thursday, October 8: Ryan Davis called the meeting to order at 8:32 am. General Welcome: Ryan introduced himself as new chair for 2015-2016. Janice Walker, welcomed WEC to Whatcom Community College’s campus, encouraged all to tour new facilities including the Pavilion, Health Education building and CIS computer lab. Janice reviewed meeting logistics, thanked WEC executive members and Trish Newbold for helping coordinate this meeting. Host College Welcome: Kathi Hiyane-Brown, President of Whatcom Community College provided a welcome. President Hiyane-Brown applauded colleges for workforce efforts connecting students to careers, engaging with community, being responsive, and closed, “When we think of innovation and leadership, we think of the work you do.” WEC Business Meeting: Chair Ryan Davis requested introduction of members. Members introduced themselves. Ryan asked for first-time and last-time members to identify themselves. • Secretary Brandon Rogers called for a motion to approve minutes. Motion by Paulette Lopez, seconded by Mia Boster. No Discussion. Minutes approved. • Brandon reminded attendees that if you have not paid your dues yet, please pay them. • The treasurer’s report was offered by Janice Walker, who thanked Amy Hatfield for assistance with the transition. Ending balance as of June 30, 2015 was $23,731.94. Ending balance as of September 30, 2015 was $24,811.30. Membership dues were received and Janice appreciated the timely payments. No questions by the membership. Motion offered by Angel Reyna to approve, • Ryan Davis shared that former WECer Paula Boyum, now at Northeastern University, would be hosting an information session for graduate programs. • Ryan also noted that we would be observing moment of silence at 11am to recognize losses at Umpqua Community College. • Marie Bruin introduced new SBCTC staff members Erin Frasier and Mason Norman. She thanked other SBCTC staff present for their participation. Association of Washington Business (AWB): Amy Anderson of AWB shared the work of the AWB Institute, recent college visits, the AWB quarterly magazine, Washington Business, and the website www.AWB.org. Amy discussed industry showcase events highlighting Wenatchee Valley and Clark College, and announced the Annual Manufacturing Summit, featuring Everett’s new drone program. 1 Perkins: Anna Nikolaeva discussed changes to Perkins reporting. All colleges are receiving more money. SBCTC received amendment from workforce board yesterday. Increases range from $3,000 to $20,000. She discussed the 6 performance indicators with state and individual targets. Questions: Sharon Buck: Is 4P1 placement rate based on balance pool or is other data informing it? Anna: No other data is impacting that. Everything stays the same. Even now you have to report same information and same consequences as previous. Only thing that changes is we report numerator and denominator as percentage, instead of just numerator as in the past. Amy Hatfield: Women are disproportionally represented in veteran population. There are two initiatives, one promoting women in industry, as well as veterans, these are colliding. Hiring preferences are disproportionately impacted. There are fewer women in military. Anna: We don’t have ability to report data and regionalize it, in regards to non-traditional students. There are current conversation between OSPI and Workforce Board. Maybe non-traditional students need to be redefined, maybe not just by gender, so going forward there will be a change. With federal programs there is little flexibility. Sharon Buck: Is this new money or bonus/addition? Anna: It’s new money, which will require all colleges to submit budget revisions. Veronica Wade: When is ESD pulling data? Anna: Each 3 quarters after individualized completion. Dean Camp: Jamie Wells, Director, Washington State Center of Excellence for Careers in Education, introduced Dean Camp participants and reviewed the history and goals of the program. WIOA and Career Pathways: Jody Mortrude of CLASP discussed workforce education opportunities in the workforce innovation and opportunity act. Jody shared the following website with WIOA resources: www.clasp.org/issues/postsecondary/wioa-game-plan She noted that the name change from WIA to WIOA is itself a statement, moving to a career services, long-term connection model with clients. It is a move from ‘train and 2 pray’ model to career pathway model. Passed with wide bipartisan majority in Congress, signed into law July 22, 2014. o First reauthorization of national workforce programs in 16 years. o Provisions took effect July 1, 2015, much does not take place until July 1, 2016. Updates the law for changes in the economy. Emphasizes newer, proved strategies in workforce development. o Eliminating sequence of service from WIA. Now, you can start in training and go to career, or vice versa. No more required sequence. Jody challenged body to identify partners who can bring resources and is responsible for outcomes/deliverables. Know what resources and capacity they bring, as well as whether or not there is a shared vision and language. Questions: Amy Hatfield: How can one federal agency compel the work of another? Jody: There is a feeling that Title I feels in control versus Title II. Adult ed directors have stated they are the statewide agencies and will need to set up the ability for plans for adult ed plans. If adult ed has been involved with creation of local plan, it should be a non issue. Make sure you are at the table. Metrics drive us all. WIOA metrics have a very nice addition with interim metrics. There is no more ETPL waiver. One new measurable outcome is one year of college credit. Performance expectations adjusted for economic and demographic factors. Targets will continue to adjust. Reporting on expenditures, consumer report card mentality. Another new initiative in DC: Upskill America - www.upskillamerica.org Jody shared Lumina foundation slides- marketing pieces that are fed to legislators to redefine who is in college: www.Luminafoundation.org/todays-student-citations Sharon Buck: Can you send this live presentation? Jody: Yes, and feel free to use any piece of it. Please email me with any questions. Ryan requested that WEC members who serve on boards notify him via email: where, which committee, etc., to serve as resource for membership. Moment of Silence: Ryan requested a moment of silence at 11 am for the victims at Umpqua Community College. Following the break, a reminder was shared to sign up for tours. 3 Acknowledgement of Tragedy Affecting North Seattle Students: o 80 students and staff were on the aurora bridge in two busses. o Five students lost their lives on September 28. o Students and staff were first responders and are continuing to deal with trauma of accident. North Seattle had to work with 11 different consulates to notify families abroad. Students needing extensive rehabilitation, with broken bones and brain trauma. North Seattle established a fund, and information about donations was shared with the membership. WACAPA: Jo Ann Baria and Christina DuWors presented work on the pathways initiative. o Presented Pierce County as case study: Use this to relate to work at your own college/county. Reference Wacareerpaths.com o Started pathways with CTE directors. Piloted web tool, to map K-12 pathways. Five community/technical colleges in Pierce County. Skills center needed to transition students from high school to in demand jobs. o Serving Veterans- building pathways. Asked veterans in terms of pathways and they needed a map, including check boxes with steps. Medic to nursing pathway projects, for example. Bates was a wonderful project partner. Transition to VIE 25. Christina delivered presentation of web tool. • Developing website in the past year, umbrella site. Trying to make resources more accessible to “user”, depending on where they are in career plan. Options for choosing where “user” is in their own plan, to select depending on progress. Focuses user to choose option with the end in mind. • Washingtoncareerpathways.com is the website where you can develop maps. Redirect users to wacareerpathways.com. Questions/Comments: Amy Hatfield recommended working with Christina. Noted experience at breakout session at transitions council, and emphasized word of mouth and not reinventing the wheel. Use the web tool as the platform. Christina: Web site also has resource including videos of questions. Alice Madsen shared praise of Christina’s work. Marie Bruin: VIE 25 also includes other counties, and the intention is to develop pathways for all installations state-wide. Christina reminded participants of training tomorrow at 12:30. Break for Lunch at 12:08 4 Committee Work 1:30 – 4:00 pm: Ryan reconvened the meeting at 1:30 and directed participants to committees. Ryan asked committees to prioritize WIOA-related items. Labor Liaison Report: Joan Weiss, M. L. King County Labor Council, and Kairie Pierce, Washington State Labor Council, AFL-CIO, reiterated their roles for WEC: • Recruiting labor representatives for individual advisory committees. • Providing training. • Organizing panels on advisory committee best practices. Hot Topics: • Announcement from Anna- sending out a survey to gauge interest on Perkins training. Please answer survey. • Mabel Edmonds: National Council for Workforce Education Conference next week in Portland. • High demand funding given to nursing RN courses but not LPN Practical Nursing prerequisites. Done by zip code, to determine high demand. Rebecca Rhodes noted that it will be reviewed again in 3 years when the new report will come out by the state. New formula uses 3 years of enrollment data. If you start a new program, it is not part of new data. • Research report 15-1: Labor market results of workforce education students. Students are not using stackable pathways. Studied 90,000 Washington state students over 5 years that includes key findings. Amy said that certain industries have longer trajectory for continuing pathway steps. Terry Cox requested that we put it on next meeting’s agenda item. Ryan adjourned Day 1 at 4:35 pm and invited everyone to WECspitality. Friday, October 9: Ryan called Day 2 to order at 8:30 am. Liaison Reports: Instruction Commission – Rebecca Rhodes recognized Sharon Buck for work on common machining curriculum, with several colleges participating. Some on IC feel strongly that ampersand used for common course has taken on new meaning at universities and they now interpret ampersand as ensuring transferability. They don’t want to hinder progress with universities, so Prof Tech cannot use ampersand. However, IC did vote for WEC to come up with process for common course curriculum development and some way to designate. New funding formula. It was clear that the presidents do not want more than one third of FTEs weighted. If more than a third is weighted, it serves as a disincentive. The presidents are firm on this cutoff. 5 Amy asked if the 1/3 referred to CIPs. Rebecca responded that 1/3 refers to system enrollment wide. ABE is weighted, transfer is weighted. Total should not be more than 1/3 of system FTEs. Sharon noted a concern of lag time in IC hearing concerns about agility. Rebecca noted that accreditation has changed rules so things take longer, and commission has lagged. It takes 6 months on average for approval, and many at IC are upset. Additional Liaison Reports: Other liaison reports tabled until Winter, as most have not met. Liaisons are identified as follows: ATC – Angel Reyna CBS – Paulette Lopez CESC – Mabel Edmonds Centers of Excellence – Brandon Rogers CEC – Terry Cox Jo Ann Baria will serve as E-Learning liaison. Ryan recognized Edie Blakly, President of CESC, in attendance. Committee Reports: Committee 1: Instructional Delivery and Curriculum Revisions. Tammy Rable filled in for Andrea Samuels to present. • Reviewed open educational resources and discussed survey go out and working with the state. The survey never went out and we have an open education resources conference coming up. • Best practices among workforce programs using data. We are looking at O-Net, identifying best practices. Committee members have expressed concern about data, some have used data readily others are struggling. All are going back to institutions to connect with IR offices, to identify what data is available in our institutions. • WIOA: Working with our liaisons in our councils for COEs to get information for our next meeting. • New committee members: We have an active committee and would love to have additional members. We do the Perkins innovation grant reviews. • PAR process. Program Approval Request process. Taking a look at the form and request process to take at look to see if there are any recommendations. Committee 2: Pathways to Workforce Programs- Jo Ann Baria 6 • • • • • • • Robust discussion about BAS work and attempts to codify themselves as a council and how they connect to WEC, how their programs are approved and how workforce have a voice in that process. Action items: Rebecca came in to encourage connections with IC. Perhaps have Joyce Hammer come to a WEC meeting to talk about BAS process. To make sure data rich and skills gap identified. The charge was around pathways to articulate courses and students are meeting requirements necessary to transfer to other BAS degrees. Will be addressed further in Winter Tech Prep: expand that definition to include all duel credit. Panel was held with tech prep. There is a lot going on with college in the high school and we would like to inform the council. Danny Marshall will gather the data for Winter meeting. WIOA and ABE: We need to present to IC to walk about WIOA and workforce. Encourage Jon Kerr come to WEC for Winter Meeting. Pathways work: Need to continue conversation about efforts nationally and will continue to report back. Judy’s presentation was timely. Thanks to the committee for its work. Committee 3: Professional Development- Erik Tingelstad • Looking at feasibility of working at college and high school model. Funding model. • Tech prep and consequences pros/cons of blanket transcription. • Boot camps for new professional technical faculty was discussed. Asked if there is demand for Saturdays only, if enough hiring is happening. Discussed training of trainers for next year. • Deans academy: 18 in group for this year. Do we need to look at every other year or annual model? May reach out to IC to see if they can sponsor for annual cohort. • WEC orientation: Looking at topics and speakers for following year. Please fill out survey if you attended. Working with WEC Exec and SBCTC staff. • Debate around when to do professional development topic. Potential for Friday afternoon time. • Providing mentors to deans academy- we have survey together to go out to group to identify your interest and if we have enough, extent to new members within WEC. Survey has expectations of mentor role. Committee 4: System Collaboration- Mary Kaye Bredeson • Some collaboration- action items: The COEs need a review panel. Asks WEC to volunteer to help be on the review panel. Five COEs are being assessed and we would like to have WEC members. Please contact Kendra Hodgson. Aerospace, Marine, Agriculture, IT, and Education are being reviewed. Staff will distribute information about process. • Regarding common course- action item is that we will send out process approval and data and provide to WEC by winter, what that process is for implementing 7 • common core program approval process. Will set up sub committee. We will meet before winter. Shared out how colleges have been connected with local WDC about WIOA and who has attended regional meetings. Kendra will send out survey responses. Committee 5: Economic Demand- John Lederer • Continuing Ed Council will be looking at customized training and how Cont Ed can work together effectively and what are our best practices. Trish Neubold, Janice Walker, and Terry Cox will be identified to be liaisons with CEC for next meeting, as it will be held at Whatcom. One emphasis is up to 20% WIOA funds can be used for customized training and we would like that to be in agenda as source of resources. • Discussed how is customized training defined and counted, so it is all counted within system. We need to do a better job capturing student dats. • Discussed draft statement of need regarding employment data. Request from ESD what type of data we need to do our jobs better. Need is around pathway development around of occupations that our graduates are moving into. Some use UI wage records, which could be one strategy. • Identify UI recipients on our campuses. Who our students are and which are receiving UI, we need a standardized system that also protects confidentiality. • Feasibility of labor market tools. Meeting between EMSI and Nancy Dick next week at state board. • Incumbent worker training and how to promote these trainings. Identified strategies and will make this available to WEC. • WIOA discussion. Albert Lewis and John Lederer volunteered to work on WEC values statement. WIOA Presentation: Ryan introduced Xander Chateaubriand, Office of the Governor, Paul Garcia, WorkForce Snohomish, and Mark Mattke, Spokane Area Workforce Development, for a panel discussion of WIOA. • • • Xander introduced himself as Governor’s policy advisor for workforce development and WIOA. Responsible for pulling together implementation process at state level and state agencies in Workforce development system. Mark described challenges from multiple perspectives, as CEO of Spokane WDC and chief workforce officer for Community Colleges of Spokane. Working directly in partnership out of silos, on Workforce Training Board, as well. Is a 30 year veteran of workforce system. Sees WIOA as exciting, and an opportunity to realize vision of working together to benefit job seekers and business. Biggest challenge is fragmentation. Robust but siloed, we need shared value proposition to enhance system. Paul Garcia- Deputy director for Workforce Snohomish. Engages employers in two areas. Also coordinates rapid response, for those losing jobs but also how to hire employers. Encouraged people to think outside the box. Employers need jobs filled and want them filled quickly. They need qualified workers to do job with 8 limited training and to do work. New Monster tool coming out in the next couple weeks that will be more user friendly, especially if there is a marketing piece in place for more employers to use tool. Employees need to be well engaged in what is going on in industry. HR does not hire people, managers hire people. Staff needs training on what is going on in technology. Ryan asked panelists to share success stories, means of increasing employer participation, expanding opportunities such as apprenticeships and how the system can help employers embrace changes in the workforce. The panelists offered a number of best practice examples and advised the membership to be responsive, flexible and participatory. Question and Answer Session: John Lederer: Seattle’s office of economic development asked us: Do you want us to share our CRM system with your program, so you can put your members in there? I thought it was a good idea but scale was wrong and I was wondering if we should do it on a larger system. Should we be thinking about this? Mark: Yes. That is a common platform. We need to do a better job of sharing platforms and there should be the same thing on education’s end. Xander: This is only going to work together at a state level if we stop forcing all those at ground level to operate blindly. New monster tool is a job/skill matching system. We need to ensure education programs are involved with this. Mark: Goal is to also use this platform to manage students and job seekers on new platform. Then you can get data back on outcomes for employment. Previously held back due to FERPA, other reasons. Terry Cox: On platform, what would be helpful is any kind of information on skills gaps between employees and employers to develop appropriate programs. Xander: Noted. Katherine Mahoney: WorkSource is seen as hardest to serve, at risk, entry level job seekers. Vision you are talking about is about all workers. WIOA is still focusing on hardest to serve. What can we do to elevate WorkSource’s image? Mark: Marketing piece to generate awareness of what public workforce system does. Career fairs are not just for entry level but are hiring for all levels. Marketing, promotion, and messages need to shift. Paul- It needs to be the first point of contact and first experience with customer, which needs to be a positive one, so they will tell their friends. Marketing and getting the word out. WorkSource is seen as unemployment office. 9 Barbara Hins-Turner: What advice would you give us to support you in you work? Mark- Know what COEs offer, so we know what all of the resources are. We have a huge amount of training pieces, so we need to know the many things that COEs do to be able to better speak to this. Train and educate new staff through professional development. Xander: From a state level, engaging with sector leads and Department of Commerce. Engaging with Mark and WDC, as they select their own sector strategies. Bring your resources to local planning to increase effectiveness. Paul: When invitation goes out to come to their meetings to share input. Open communication needs to happen. Amy Hatfield: We were trained on Monster, which we are excited about. With 5% penetration I would invite you to consider on Washington Monster instead of WorkSource. With us, it is hard for employers, as so many use Indeed. If you want a transformational makeover, use Washington Monster to increase penetration. Xander: I appreciate the feedback. Break from 10:09 to 10:25 am Center of Excellence Report: Dan Ferguson convened a panel highlighting best practices between the COEs and colleges. Participating panelists were Brandon Rogers, Janice Walker, Alice Madsen and Ryan Davis. Panelists provided examples of leveraging COE support, including grant development, curriculum development, assistance with statements of need, and advisory board recruitment. State Board Report Ryan introduced Marie and acknowledged her contributions to WEC and WEC Exec. Marie asked Kendra Hodgson, Kathy Goebel and Mat Carlisle to join her at the podium. Kendra shared information regarding state auditor’s report and subsequent recommendations. Kathy shared updates regarding Early Achievers Grant and its transition to state funding. Mat discussed additional funding for BFET. Marie discussed ability to benefit email, guidelines for one stops, opportunity grant funding, an error regarding faculty increments, Perkins reauthorization, TANF and apprenticeships. She also noted the state’s focus on doubling graduates by being 10 innovative, including incentives and opportunities, more transitions from ABE to workforce. Would like to hear best practices in terms of these ideas to help increase numbers. Amy Hatfield commented that there are too many requests for innovation, leading to initiative fatigue. Emphasis should instead be on replication of best practices. John Lederer noted that he has no problem identifying emerging needs. But there isn’t funding to teach newly developed programs. He noted we used to have workforce development funds to access emerging needs. Marie asked if workforce development funds could be used for that. Kendra responded that it could be used to develop curriculum. $1.5 million is available. Sharon Buck noted that money previously had could be counted on. Colleges are experiencing RFP fatigue. Amy Hatfield remarked that program development is an unfunded mandate. Tanya Powers noted that we do a poor job marketing, particularly when compared to forprofit schools. Jo Ann Baria offered that better marketing could demonstrate how the system colleges fit within the pathway paradigm. Terry Cox shared a concern with recruiting faculty. We need general service message, especially in the recruitment of a diverse faculty. Ryan closed with a reminder to serve as a mentor for the Dean’s Academy, and to contact Jaime by email. Mike Kelly previously sent mentoring application to listserv. A final round of applause was given to Whatcom staff for hosting the fall meeting. Ryan Davis adjourned the meeting at 11:38 am. Notes taken by Brandon Rogers and Michelle Heitmann, Student Navigator at Whatcom Community College. 11 WEC Treasurer Report, Fall 2015 October 1 - December 31, 2015 31-Dec-15 Janice Walker, Treasurer $ 24,811.30 Bellingham Tech College Bellevue College Clark College Clover Park Tech College Green River College Highline College Lower Columbia college North Seattle College Olympic College Renton Tech College Seattle Colleges Shoreline Comm College Skagit Valley College South Puget Sound CC South Seattle College Spokane Comm College State Board CTC Walla Walla Comm College WA State Labor Council, AFL-CIO $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ Amount 225.00 1,125.00 80.00 675.00 900.00 675.00 450.00 450.00 450.00 225.00 450.00 225.00 835.00 225.00 305.00 450.00 1,140.00 225.00 80.00 11/30/2015 WEC Meeting Attendance/ Tacoma Comm College $ 450.00 12/31/2015 WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ Big Bend Comm College Centralia College Pierce College $ $ $ 160.00 160.00 225.00 $ 10,185.00 *Beginning Balance Income Date 10/31/2015 Reconciliation Details Explanation WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ WEC Meeting Attendance/ Month Total Total October Deposits Total Income $ 9,190.00 Total November Deposit $ 450.00 Total December Deposits $ 545.00 Expenses Date 10/31/2015 Check Paid To WCC Sodexo WCC Copy Center Explanation Lunch for WEC Mtg - 10/7/15 Breakfast for WEC Mtg - 10/8/15 Deli Buffet for WEC Mtg - 10/8/15 PM Break for WEC Mtg - 10/8/15 Breakfast for WEC Mtg - 10/9/15 8 Posters for Fall WEC Mtg Amount $ 117.31 $ 1,145.02 $ 1,280.59 $ 119.02 $ 1,117.85 $ 12.00 Total October Expenditur Total Expenses Running Balance 2014 - 2015 Bank Statement Reconciliation July Statement Balance: $ 22,543.94 August Statement Balance: $ 18,126.30 September Statement Balanc $ 24,811.30 October Statement Balance: $ 30,209.51 November Statement Balance $ 30,659.51 December Statement Balance $ 31,204.51 * Effective as of 10/01/15 $ 3,791.79 $ 31,204.51 January Statement Balance: February Statement Balance: March Statement Balance: April Statement Balance: May Statement Balance: June Statement Balance: $3,791.79 BYLAWS OF THE WASHINGTON STATE COMMUNITY AND TECHNICAL COLLEGE WORKFORCE EDUCATION COUNCIL February 7, 2013 ARTICLE 1 – NAME AND AFFILIATIONS Section 1. NAME The name of this organization shall be the Washington State community and Technical College Workforce Education Council, hereafter referred to as “Council” or “WEC”. Section 2. AFFILIATIONS The Council is a subsidiary of the Instruction Commission and the Washington Association of Community and Technical Colleges. ARTICLE II – OBJECTIVES Section 1. ORGANIZATIONAL OBJECTIVES The objectives of the WEC are as follows: A. To provide on-going education and training to WEC members in workforce education issues. B. To assume and maintain leadership in the promotion and support of workforce education at the local, state, and federal levels C. To cooperate/partner with business, labor, community organizations, and educational institution in the selection, development and training of qualified faculty and to promote high quality programs and services to maintain Washington leadership in workforce education D. To develop, adopt, and promote professional standards for the certification of instructional personnel E. To provide input to WACTC, the Instruction Commission and other stakeholders on workforce issues F. In concert with other state agencies, assist the state legislature and subcommittees thereof in the development of legislation to encourage students to realistically pursue collegiate goals through workforce education leading to employment in their field of choice G. To recommend the expenditure of state leadership and other available funds in support of the WEC goals and objectives for the support of workforce education H. To recommend adoption of common course numbering for Professional Technical Courses among member colleges when appropriate ARTICLE III – MEMBERSHIP Section1. MEMBER DEFINITION The Council shall consist of the chief workforce education officer “or comparable title” as designated from each college within the community and technical college districts in Washington. Section 2. ASSOCIATE MEMBER DEFINTION Associate, non-voting members of the WEC, shall include representatives from the State Board of Community and Technical colleges, the Instruction Commission, COE Directors, and such other appropriate statewide college staff, organization entities as recommended by the Executive Committee. Section 3. VOTING PRIVILEGES 1 The designate member identified in Section 1 is entitled to one vote on matters brought before the council. If a designate member is unable to attend a meeting, an alternate from the representative college may attend with full voting privileges. No absentee voting will be permitted. Section 4. RESPONSIBILITIES Members, or their designated representative, are committed to attend and participate in the WEC meetings and activities and to support the organizational objectives as stated herein and/or determined by action of the WEC. ARTICLE IV – MEETINGS Section 1. NUMBER OF MEETINGS The Council shall meet a minimum of three times during the academic year. Additional meetings, including a summer meeting, may be established by the Executive Committee. The meeting locations shall rotate among the campuses with the actual times, locations, and frequency established by the Executive Committee, with the concurrence of the host campus representative. Section 2. COMMITTEE MEETINGS Executive Committee meetings, other committee meetings, or work groups established by the WEC may meet at the time and location established by the committee or group chairperson and may include electronic meetings. Section 3. MEETING GOVERNANCE Robert’s Revised Rules of Order shall be the guiding document for the governance of all meetings. ARTICLE V – FISCAL PROCEDURE Section 1. FISCAL YEAR The fiscal year of the Council shall coincide with the fiscal year of the Washington Association of Community and Technical Colleges. Section 2. REGISTRATION FEES The annual membership registration fees for each college and associate member will be set by the Executive Committee subject to the concurrence of the members at a regular meeting of the council. Section 3. FISCAL REPORTING The Treasure of the council will present an accounting of monies received and disbursed at each of the WEC regular meetings. ARTICLE VI – GOVERNANCE Section 1. ACTIVITIES AND PROGRAM OF THE COUNCIL The WEC Executive Committee shall develop, plan and execute all activities of the Council subject to the concurrence of the members at a regular meeting of the Council. Section 2. COMPOSITION The Executive Committee shall be composed of six members of the council, elected by the members at the spring meeting of the WEC. (The immediate Past President will be an ex-officio seventh member if her/his term on the committee has expired.) 2 Section 3. TERMS OF OFFICE In order to ensure stability and continuity of the Executive Committee, membership shall be staggered. Subsequent terms of office for elected members of the Executive Committee shall be for three (3) year terms with the exception of the immediate past president. An executive committee member may be elected president-elect at the end of a third year of executive committee membership and may be elected president in the subsequent year. In such circumstances, voting rights on the executive committee shall be no more than five years. Members shall not serve for consecutive terms. Section 4. EXECUTIVE COMMITTEE QUORUM A simple majority of the Executive Committee meeting in person or electronically shall be necessary and sufficient to constitute a quorum. Section 5. VACANCIES Any vacancy on the Executive committee may be filled by appointment by a majority of the remaining members of the Committee. Any such appointment shall become effective immediately and shall be approved by a majority vote of the membership at the next regular meeting. Persons filling vacancies shall do so only for the remaining term of office and such time shall not be considered as consecutive term. ARTICLE VII – OFFICERS Section 1. OFFICERS The officers of the WEC shall be President, President-elect, Secretary, and Treasurer. The President-elect, Secretary, and Treasurer shall be selected by the Executive Committee at the spring meeting, following the election of new members of the committee, from among the members of the committee. Officers will serve in their respective offices for a period of one (1) year concurrent with the fiscal year. Section 2. PRESIDENT The President of the WEC shall preside at all meetings of the council and at all meetings of the Executive Committee and perform such other duties as may be necessary. Section 3. PRESIDENT – ELECT The President-elect of the WEC shall perform the duties of the President in the event of absence of disability of the president and such other duties as assigned. The President-elect shall become President in the ensuing year. Section 4. SECRETARY The Secretary shall give notice of all meetings to the membership, record minutes of said meetings, and maintain an accurate listing of all members and associate members of the WEC. Section 5. TREASURER The Treasurer will maintain and account for moneys of the Council. Section 6. VACANCIES Vacancies in the offices of President-elect, Secretary and Treasurer shall be filled by appointment by the majority of the remaining members of the Executive Committee for the remaining term. Vacancy in the office of the President shall be filled by the President- elect. 3 ARTICLE VIII – COMMITTEES Section 1. SPECIAL OR AD HOC COMMITTEES There may be such special or ad hoc committees as the President and/or the Executive Committee may from time to time establish for the discharge of particular duties. Section 2. STANDING COMMMITTEES There shall be a standing committee on nominations. The Committee on Nominations shall consist of the retiring President, acting as chair, and three members of the membership at large. Appointments to this committee shall be made by the President with the concurrence of the membership. The duties of the Committee on Nominations shall be to bring forth a slate of candidates for election of Executive Committee members at the spring meeting. Section 3. ADDITONAL/DISCONTINUANCE OF COMMITTEES Except for the Committee on Nominations, the President, and/or the WEC Executive Committee may at any time add to or discontinue any of its standing, special, or ad hoc committees for such time as may be determined. ARITCLE IX – AMENDMENTS These Bylaws may be altered or amended by a two-thirds vote of a quorum of the members present at any scheduled meeting of the WEC. A quorum of members shall be a simple majority. Proposed amendments must have been submitted, in written form, to the entire membership at least 30 days in advance of the scheduled meeting. Approved unanimously by the WEC membership on February 7, 2013. Official copy for the on-going record will be maintained by the current WEC Secretary. 4 Proposal to the Instruction Commission from the Workforce Education Council Professional-Technical Common Course Numbering Protocol and Processes for WEC February 2015 Introduction The purpose of Professional-Technical Common Course Numbering (PTCCN) is ease of transferability of courses between and among the 34 community and technical colleges, and to provide an indicator of commonality of course outcomes in an easily identifiable format for employers in a timely manner. This also enhances student transfer and encourages degree completion in ways that have not previously been available to professional-technical students. Unlike the academic Common Course Numbering (CCN) intent of identifying and aligning the course outcomes of the most common courses offered by colleges in the community and technical college system, PTCCN serves both employers and student transfer, so there may be equal rationale to create PTCCN for a partnership between as few as two colleges, or among those serving the entire state. Collaborative need may rise from a group of colleges responding in partnership for a grant, to meet licensure or certification requirements, satisfy employer requests, or other unifying need. However initiated, adoption by additional colleges is encouraged, and including later adopters is reflected in the processes below. The formation of this separate process and accompanying protocols was at the direction of the Instruction Commission in response to a demonstrated need for a more agile and responsive process that would be separate from the CCN process for academic courses. The PTCCN process is for common courses identified as professional-technical by their associated Classification of Instructional Program (CIP) code. Formats previously established for academic common course numbering have been retained with minor adaptation to build upon existing system knowledge of those frameworks. Professional-Technical CCN will not use the “&” to identify commonality as in the academic CCN. Using the established process for the academic CCN as a basis, the proposed PTCCN process and timelines are described below. The approval process has been designed to incorporate stakeholder voice, while building in year-round responsiveness. This component will allow for the prompt adoption of programs that are driven by grant or other quick-turn delivery deadlines. This process also assumes response to frequent re-approval activity as required by curricula that is adapting to technological change and industry demand. 1 Adapted from Articulation and Transfer Council Process for Academic Common Course Numbering dated 02 24 2009; WEC Revised 12 15 2015 The list of PTCCN courses can be found at: http://www.sbctc.edu/college/e_commoncoursenumbering.aspx Definition of a common professional-technical course Professional-technical courses delivered by a number of community and technical colleges are considered common if the official college catalog descriptions are materially the same, the credit value is the same, and that outcomes are similar enough to be accepted as equivalent at a receiving college for transfer purposes. They will then carry the same prefix and course title. Courses not similar enough to be accepted as “common” in transfer from one CTC to another are designated as unique and identified as separate. General rules for common course numbers and titles Common course number designation includes a common department abbreviation followed by a combination of a capital C in the 5th character of the prefix, combined with a 24 space course title with the letters CPT as the final characters in the title will signify commonality within the system. This protocol will allow instant identification of common professional-technical courses as well as providing sorting by the prefix, which is an oft-used data sort process. EX: MCHGC 101 Machining BasicsCPT Less advanced courses have numbers lower than more advanced courses within the same department/division abbreviation. Determining a common course number Rules governing use of the three digit common course numbers: 000-099 Below college level 101-199 First year courses 200-299 Second year courses 100-119 Introductory and exploratory courses 200-209 Standard second year offerings 120-189 Series and discrete courses 210-289 Courses ending in: 1-3 Courses in series, with prerequisites—MACHINING I, II & III 0, 4-9 Discrete offerings (stand-alone courses), or a series with no prescribed order—AUTO I, II & III 190-199 & 290-299 Work-Based Learning, including Internships, Cooperative Learning, and Field Experience, etc. Also, Individual Research, Special Seminar, Special Topics, and Independent Studies. Determining a common course title 2 Adapted from Articulation and Transfer Council Process for Academic Common Course Numbering dated 02 24 2009; WEC Revised 12 15 2015 Due to limits on the Student Management System, common course title field is 24 characters long, including punctuation and spaces. Common course titles use upper and lower case letters. After the common course title (24 characters), colleges may put a colon (:) then append a customized title, using an additional 24 characters for a total of 48 characters in the title field. New criteria consistent with CTC link will be adopted as system requirements change. Avoiding course collisions To avoid common course number and title duplication or collisions, colleges should check the SBCTC website for common course numbers prior to assigning number and titles to courses that are changed. To prevent course number or title confusion with unique courses, it is recommended that unique college courses (those not common) similar to common courses be renumbered and titled. For example, a college should avoid having both a WELDC 101 (PTCCN) and WELD 101 (unique). Groups adopting PTCCN will need to collaborate to find the best unused title for the common prefix. Colleges not involved in offering PTCCN need not take any action. Process for initial adoption or change Colleges that wish to create a single or group of common courses may do so at any point. 1. 2. 3. 4. 5. 6. 7. 8. 9. Two or more colleges convene to develop or modify common curriculum. Review existing commonly numbered courses in the database. Finding no acceptable matches, development may proceed. Sponsoring colleges publish intent to create common numbering and solicit additional college participation via the VTC listserv. Colleges jointly agree to titles, descriptions, credits, outcomes and proposed department designation and number, detailed as above. This constitutes the PTCCN. Convening colleges may also agree to common curricular elements, texts, assessments, equipment and/or other aspects of the course, but use of the VTCCN does not extend to this secondary degree of sameness. A recommendation is sought from Workforce Education Council (WEC) per the WEC approval process below. Individual approval is sought at each college through curriculum committees while holding intact the common elements of titles, credits, outcomes and proposed numbers, sequencing, etc. See Determining a common course number section detailed above. Add common course(s) to your college inventory. WEC will forward all recommended courses to the Instruction Commission (IC) for their next scheduled meeting per their deadlines to be considered for final approval. 3 Adapted from Articulation and Transfer Council Process for Academic Common Course Numbering dated 02 24 2009; WEC Revised 12 15 2015 10. Once approved by IC, courses will be passed from WEC to State Board for Community and Technical Colleges (SBCTC) for addition to the online database. Change process Any college that has a PTCCN course in their inventory and subsequently wishes to modify the course in any of the abovementioned common aspects must drop the VTCCN title or convene the other adopting colleges to initiate a uniform change process for all. This consortium will again follow all steps as above. In the event that the consortium agrees to a change and a member college does not agree, that college must drop the VTCCN title. A database will be maintained on the PTCCN State Board web page indicating colleges that have adopted PTCCN courses. Any colleges listed that have adopted the PTCCN course that is being considered for change will be invited to participate in the change discussion. If consensus cannot be reached among the colleges currently using the code, WEC will be engaged to facilitate and resolve the concern before any change can move to IC. If resolution hinges on a separation of interests responding to technological change not common to all, the historic number will be retained by the unchanged faction with new numbering being developed to recognize the innovative faction. NOTE: PTCCN for new course (only) development will follow as above. When courses and programs are being developed simultaneously, it is hoped that processes can be integrated and simultaneous to streamline the approval process. Colleges are encouraged to use the joint program approval process to expedite program launch. Consult with SBCTC to expedite this so that as soon as approved, course numbering can be inserted into the Program Approval Request (PAR) form in question. Approval or adoption of individual courses does not change the PAR process. WEC approval process WEC will have a standing committee appointed by WEC Executive Committee which can provisionally approve or deny common course requests. Decisions will be made within two weeks of submittal and communicated to all interested parties. A single college can act on behalf of any group submitting, and will provide a contact list of all colleges represented in the joint submission. The purpose of this WEC approval body is to validate that the process has been followed and required protocols have been properly applied (titles, credits, course descriptions, outcomes and proposed numbers, sequencing, etc.) This committee will also confirm that potential partners were solicited as mentioned above. The WEC chair will compile all WEC provisionally approved common courses and submit this to the Instruction Commission on a quarterly basis in accordance with IC timelines. 4 Adapted from Articulation and Transfer Council Process for Academic Common Course Numbering dated 02 24 2009; WEC Revised 12 15 2015 IC will communicate with the WEC Chair the approval of PTCCN courses. Subsequent to final approval, the WEC Chair will assure prompt communication with the submitting colleges and update to the databases on the SBCTC website. If questions arise, the WEC Chair will act as communicating agent to the IC. Adding an existing PTCCN course number to your college inventory Colleges that wish to adopt an existing common course number to their curricula may do so at Any time by following these steps: 1. Review the course descriptions on the website database. 2. Communicate your desire to adopt the course to the WEC Chair, who will refer you to the PTCCN Standing Committee. This is an informational inquiry, not an approval inquiry. The Committee may have timely knowledge concerning your adoption or be able to best connect you with partners relative to additional work underway or additional resources relative to your course development. No approval action is necessary for your adoption other than informing as per item 5 below. 3. Seek approval for the common course through local college processes. 4. Add common course(s) to your college inventory. 5. Follow all normal program approval or revision steps per SBCTC process. 6. Inform the WEC PTCCN Standing Committee of your adoption of the course so that you can be included in the database as a college using the course. This information will be used to keep the community aware of your interest and be used in future convening as necessary. A chart of all adopting colleges showing which PTCCN courses they are using will be maintained on the SBCTC website by WEC. 5 Adapted from Articulation and Transfer Council Process for Academic Common Course Numbering dated 02 24 2009; WEC Revised 12 15 2015 Richard J. Holden Regional Commissioner, Pacific Region Bureau of Labor Statistics 90 7th Street, Suite 14-100 San Francisco, CA 94103 Holden_r@bl s.gov 415-625-2245 Richard Holden is Regional Commissioner for the Pacific Region, U.S. Bureau of Labor Statistics. The Pacific Region is staffed by 160 economists, statisticians, economics assistants, and support staff. The regional office collects and analyzes data for the Consumer Price Index, Producer Price Index, International Price Index, National Compensation Survey, Employment Cost Index, as well as overseeing labor market information programs in Alaska, Arizona, California, Guam, Hawaii, Idaho, Nevada, Oregon, and Washington State. Mr. Holden is chair of the BLS Innovation Board and participates in overseeing the Office of Field Operations strategic planning efforts. Mr. Holden also serves on the board of the San Francisco chapter of the National Association for Business Economics and is a past chair of the San Francisco Bay Area Federal Executive Board. Before joining the Bureau of Labor Statistics in July 2004, Holden served for more than nine years as Research Director and Chief of the Labor Market Information Division at the California Employment Development Department (EDD). Mr. Holden is a former co-chair of the national Workforce Information Council and a former member of the California Community Colleges’ Economic and Workforce Development Program Advisory Committee and the Technical Advisory Panel to the California Economic Strategy Panel. Mr. Holden has also held other executive positions in California state government including chief of Business Operations in the California Employment EDD and chief of the California Residential Earthquake Recovery Fund (CRER Fund) program in the California Department of Insurance. Mr. Holden has consulted on seismic safety policy for the California Seismic Safety Commission and the National Academy of Sciences and worked as a legislative analyst with the California Legislature’s Joint Committee on Science and Technology and the non-partisan Legislative Analyst’s Office. Mr. Holden has written and spoken frequently on labor market conditions and issues in the California economy. Mr. Holden is also the principal author of numerous published reports on labor market conditions and seismic safety policy in California, and author and contributor of publications on U. S.-Mexico and U. S.-Canada border trade agreements. He co-authored a recent book The Autism Job Club: The Neurodiverse Workforce in the New Normal of Employment, with Michael Bernick. Mr. Holden has a Master of Public Affairs from the Lyndon B. Johnson School of Public Affairs, University of Texas at Austin and a B.A. in Economics from the University of New Mexico. Richard Holden: Selected Publications (reverse chronological) Bernick, Michael and Holden, Richard. The Autism Job Club: The Neurodiverse Workforce in 1 the New Normal of Employment. Skyhorse Publishing, March 2015. www.autismjobclub.com Luo, Tian and Holden, Richard, “Investment in higher education by race and ethnicity,” Monthly Labor Review (March 2014). http://www.bls.gov/opub/mlr/2014/article/investment-in-higher-education-by-race-andethnicity.htm Holden, Richard; Mann, Amar, and Luo, Tian, “Labor market risks of a magnitude 7.8 earthquake in southern California,” BLS Regional Report Summary 11-02, June 2011. http://www.bls.gov/opub/regional_reports/southernca/201106_southernca.htm Luo, Tian; Mann, Amar; and Holden, Richard, “The expanding role of temporary help services from 1990 to 2008,” Monthly Labor Review Vol. 133, No. 8 (August 2010). http://www.bls.gov/opub/mlr/2010/08/art1exc.htm Holden, Richard J; Bahls, Donna; and Real, Charles, “Estimating economic losses in the Bay Area from a magnitude-6.9 earthquake,” in the Proceedings of the Third Conference on Earthquake Hazards in the Eastern San Francisco Bay Area, October 22-24, 2008, 140th Anniversary of the 1868 Earthquake, California State University . Special Publication 219. California Geological Survey, California Department of Conservation, 2010. Holden, Richard J.; Bahls, Donna; and Real, Charles, “Estimating losses in the Bay Area from a magnitude-6.9 earthquake,” Monthly Labor Review Vol. 133, No. 12 (December 2007). http://www.bls.gov/opub/mlr/2007/12/mlr200712.pdf Dolfman, Michael L.; Holden, Richard J.; and Wasser, Solidelle Fortier, “The economic impact of the creative arts industries: New York and Los Angeles,” Monthly Labor Review Vol. No. (October 2007). http://www.bls.gov/opub/mlr/2007/10/art3full.pdf The State of the State’s Labor Markets. An annual executive briefing publication on the current and projected status of the State’s labor markets. California Employment Development Department, June 1999, June 2001, July 2002, and March 2004. Directed and edited publication. McClellan, Judi L. and Holden, Richard. “The New Workforce: Age and Ethnic Changes.” Paper presented to the U.S. Employment and Training Administration research conference, June 2001, and subsequently electronically published. Holden, Richard J. “Analysis of the Labor Supply in Information Technology Occupations.” Testimony to the 21st Century Workforce Commission, Cupertino, January 26, 2000. California Employment Development Department, 2000. Holden, Richard. “Labor Market Analysis of the Labor Supply in Information Technology Occupations.” Testimony to Joint Hearing of the Senate Select Committee on Economic Development and Assembly Committee on Consumer Protection, Governmental Efficiency and Economic Development, March 25, 1998. California Employment Development Department, September 1998. 2 Holden, Richard J. “Small Firm Employment: Growth Report, 1991-95.” California Employment Development Department, June 1997. Holden, Richard J. “A History of Implementation: The California Residential Earthquake Recovery Fund.” California Department of Insurance, 1992. Business Losses From the 1989 Loma Prieta Earthquake: A Preliminary Analysis of US Small Business Administration Data. California Department of Insurance, 1992. Holden, Richard J. and Real, Charles. “An Analysis of the Seismic Hazard Information Needs of the Insurance Industry, Local Government, and Property Owners in California.” Principal author to Special Publication 108 published by the California Division of Mines and Geology, 1991. “The Macintosh Way: Kawasaki’s Samurai Evangelism.” Bay Area Computer Currents, April 1990. “A few preparations can cut potential earthquake losses.” The Business Journal, September 25, 1989. Holden, Richard; Lee, Richard; and Reichle, Michael. “Technical and Economic Feasibility of an Earthquake Warning System in California.” Principal author of report to the California Legislature, February 28, 1989. Published as California Division of Mines and Geology Special Publication 101, August 1989. The State of the Rio Grande/Rio Bravo. Authored preface and chapter on demographic characteristics of Texas/Mexico border region in book published by University of Arizona Press, 1987. Book subsequently won a national book award for excellence for its contribution to U.S.Mexico border research. “Maquiladoras’ Employment and Retail Sales Effects on Four Texas Border Communities, 197883: An Econometric Analysis.” Southwest Journal of Business and Economics, vol. II, no. 1, Fall 1984. Maquiladoras Along the Texas/Mexico Border: An Econometric Evaluation of Employment and Retail Sales Effects on Four Texas Border SMSAs. Published report, Texas Department of Community Affairs, February 24, 1984. 3 Report to the Washington State Apprenticeship & Training Council January 21, 2016 Apprenticeship Enrollments There are currently 20 colleges with 155 active apprenticeship programs. The headcount for apprentices in the fall quarter of 2015 is 5,605 (fall of 2014 was 5,340); a 5% increase from 2014. The college system is in the process of implementing a new statewide data system identified at ctcLink. For the current academic year, as a part of the system implementation, a small number of our colleges are tracking data live in the new system and are not included in the current counts. We anticipate that ctcLink data will be available and added to other enrollment data in the next few weeks. An initial data comparison for fall quarter of 2014 to fall quarter of 2015 shows a growth of 2% in FTE. Growth of apprenticeship enrollments during the fall quarter represents a period of eight quarters of consistent growth. Academic Year 2011-12 2012-13 2013-14 2014-15 Summer FTE 741 720 600 902 2015-16 921.5 Fall FTE 1852 1789 1840 2369 (Not Final) 2413 Winter FTE 2331 2004 2237 2972 Not Yet available Spring FTE 1673 1444 1662 2146 Not Yet available Annual FTE 2199 1985 2113 2786 Not Yet available Annual Headcount 7502 6803 7145 9290 (Fall Not Final) 5605 Apprenticeship RSI The State Board for Community and Technical Colleges (SBCTC) held a Related Supplemental Instruction (RSI) review on December 29, 2015, (following the rules set in WAC 296-05-317). The RSI review included five apprenticeship RSI plans. The Committee requested clarification or revision for three of the RSI plans, and received responses within the time allotted. The recommendation to the WSATC is for: • Approval of the RSI from P&G Landscaping, Inc. for Landscape Construction Worker. • Approval of the RSI from Washington Technology Industry Association Workforce Institute Apprenticeship Committee for Database Administrator. • Approval of the RSI from Aerospace Joint Apprenticeship Committee, adding new occupation: Industrial Maintenance Plastic Process Technician. • Approval of the RSI from SWANQ Apprentice Program, adding new occupation: Hair Designer. • Removal from consideration at the request of the sponsor of the RSI from SWANQ Apprentice Program, adding new occupation: Body Art/Tattoo/Body Piercing. A Review of Apprenticeship Demographics In response to the Councils request at a previous meeting, the following data is provided regarding the participation of specific populations in apprenticeship. College participation data has also been compared to demographics from the state census. In addition the Department of Labor and Industries provided statewide apprenticeship comparative data for the period of June 1, 2014 to May 31, 2015. Statewide Community and Population for all races Registered Technical Colleges reported and female Apprentices Apprenticeship Students reported (L&I) 2014-15 African American 5% 4% Asian/Pacific Islander (including Hawaiian) 2% 4% Hispanic 10% 9% Native American (American Indian or Alaskan Native) 2% 2% Other, Multiracial 3% 2% Female 6% 9% State Support Students Fall 2014 8% WA State Pop Census 2010 5% 13% 16% 10% 11% 3% 2% 56% 3% 1% 50% Danny K. Marshall, Program Administrator, Workforce Education Washington State Board for Community & Technical Colleges 1300 Quince St SE · PO Box 42495 · Olympia WA 98504-2495 p 360-704-433 dmarshall@sbctc.edu WEC February 2016 Workforce HEET update HEET Planned application release date: March 3, 2016 Application will be due by: April 14, 2016 The process will be managed through OGMS. Applications will be received for the following: • • New project applications Continuation applications A technical assistance webinar will be available shortly after the grant release. When developing proposals colleges should strongly consider the intent of the funding and the total amount of available resources to best demonstrate the practicality of the proposal. Questions or clarification please contact: Kendra Hodgson Policy Associate khodgson@sbctc.edu 360-704-4324 Katherine Mahoney Program Administrator kmahoney@sbctc.edu 360-704-4329 WEC February 2016 Workforce Development Funds Update Workforce Development Funds Planned application release date: March 10, 2016 Application due date: April 21, 2016 The process will be managed through OGMS and will be focused on workforce policy strategy. A technical assistance webinar will be available shortly after the grant release. Consortium applications will be accepted but will need to clearly demonstrate what the activities of the individual members or pooling of resources will do to meet a common goal. Questions or clarification please contact: Kendra Hodgson Policy Associate khodgson@sbctc.edu 360-704-4324 Katherine Mahoney Program Administrator kmahoney@sbctc.edu 360-704-4329 WEC February 2016 Worker Retraining update Worker Retraining Planned application release date: March 17, 2016 Applications will be due by: April 28, 2016 February 24 at 9:30 am we will be hosting a live, one-hour webinar to help colleges prepare for the WRT application. The webinar will be hosted in a web-based Collaborate room (no need to download a launcher). Click this link, or copy and paste into your browser, fifteen minutes before the webinar starts: https://us.bbcollab.com/collab/ui/session/guest/9599BE5BE6F1640ED7533F50D334667F This webinar is for any/all staff involved with the administration of WRT and the development of your college’s annual WRT plan. We will cover: · · · · · Creating the Program Mix Creating the Budget and Budget Narrative Engaging other required and suggested stakeholders in the plan creation System and WRT Policies that impact your plan Making sure you have access in OBIS Please be looking for the Spring funding survey email in the near future. It is imperative to the system to return unspent funds to ensure that they can be re-distributed to schools where there is a demonstrated need for financial aid to serve additional students before the end of the program year. Learning visits to the following colleges have taken place this year: Cascadia Community College Wenatchee Valley College Yakima Valley College Peninsula College Thank-you for making time available to talk about the Worker Retraining program at your campuses! Questions or clarification please contact: Kendra Hodgson Policy Associate khodgson@sbctc.edu 360-704-4324 Katherine Mahoney Program Administrator kmahoney@sbctc.edu 360-704-4329 Basic Food Education & Training (BFET) Basic Food Employment & Training (BFET) is Washington State’s Employment and Training component of the Supplemental Nutrition Assistance Program (SNAP). SNAP is a federal nutrition assistance program administered by the Department of Agriculture’s Food and Nutrition Service (FNS) and regulated by the 2014 Farm Bill (Agricultural Act of 2014). BFET provides training and education to assist Basic Food recipients in attaining a living-wage career. BFET services are available from all WA State community and technical colleges as well as many non-college community-based organization (CBO) contractors. The State Board has a contract with the Department of Social and Health Services (DSHS) for BFET 50/50 match funds for FFY16. Program Monitoring BFET managers completed the first of two annual self-assessment surveys for FFY16 to fulfil program monitoring requirements. Each college will be receiving a written response once the SBCTC completes a review of their submissions. The colleges that will receive program monitoring site visits during winter and spring quarter include: Bellevue College, Centralia College, Edmonds Community College, Lake Washington Institute of Technology, North Seattle College, Peninsula College, Renton Technical College, Seattle Central College, Seattle Vocational Institute, Shoreline Community College, South Puget Sound Community College, and South Seattle College. RISE Pilot Update The Resources to Initiate Successful Employment (RISE) pilot project launched with services to students this December. Two of our colleges, North Seattle College and Highline College, are currently participating in this pilot, with the intention of adding additional colleges in year two. RISE is a three year, $22 million SNAP E&T pilot (December 1, 2015 through September 30, 2018), funded by FNS. Although Washington’s BFET program is effective, there is a gap in the success of participants who face multiple barriers. RISE proposes to fill the gap by offering comprehensive case management, work-based learning and Strategies for Success employability skills preparation. BFET Training Forum The annual BFET Provider Training Forum, hosted by DSHS, is scheduled for May 3-4, in Kennewick. Additional training components for RISE colleges will be added to the end of this event on the afternoon of Wednesday, May 4 and Thursday, May 5 in the same location to accommodate colleges that are both BFET and RISE providers. Workforce Innovation and Opportunity Act (WIOA) BFET has been included as a partner in Washington State’s Workforce Innovation and Opportunity Act (WIOA) plan. In the plan’s current draft, BFET is “to articulate the program’s role in aligning with, leveraging and supporting workforce development efforts in Washington State, but not as a partner within the one-stop delivery system due to the 50/50 match and reimbursement structure of the program.” (Operational Elements) SBCTC report to the Workforce Education Council – Winter Meeting – Feb. 2016 100 % Funds BFET managers completed funding requests for 100% funds in December and DSHS anticipates the announcement of awards from FNS within the month. These funds are in addition to the 50/50 match funds allocated with current contracts. Reutilized Funds For the first time, colleges will be able to reutilize reimbursed funds this grant year. Reutilized funds are funds received as reimbursement from the SBCTC that are then expended on student support services and once again billed for to receive a match fund reimbursement. A tracking sheet and training was provided to colleges in January. Detailed Funding Information by College College FY 14 FY14 100%* FY 15 FY15 100%* Bates $201,271 $38,538.10 $239,417 $11,063 Bellevue $833,157 $385,889.25 $502,427 $491,439 Bellingham Tech $332,775 $81,614.19 $427,413 $96,787 Big Bend $271,541 $32,468.09 $254,272 $60,483 Cascadia $46,000 $6,427.40 $62,000 $6,515 Centralia $256,649 $113,214.74 $287,671 $87,335 Clark $218,437 $110,666.59 $275,353 $98,364 Clover Park Technical $364,006 $26,169.33 $370,644 $34,590 Columbia Basin $138,968 $19,701.88 $186,840 $20,173 Edmonds $396,613 $126,078.29 $485,889 $77,617 Everett $241,171 $19,410.15 $256,662 $46,203 Grays Harbor $181,007 $29,024.17 $191,520 $29,922 Green River $431,217 $86,721.39 $462,050 $34,642 Highline $190,500 $31,250.32 $214,995 $9,832 Lake Washington $211,549 $39,660.89 $258,774 $33,393 Lower Columbia $155,609 $10,784.92 $211,150 $18,376 Olympic $196,548 $55,796.61 $161,421 $75,761 Peninsula $182,930 $67,429.38 $182,647 $46,709 Pierce District $107,400 $12,705.52 $126,700 $37,411 Renton Technical $144,002 $125,737.56 $160,762 $102,958 Seattle Central $460,163 $31,625.62 $459,413 $36,047 Seattle North $456,662 $244,735.99 $470,423 $225,660 Seattle South $1,331,280 $368,042.22 $1,673,974 $60,728 Seattle Vocational $169,409 $25,113.06 $240,341 $28,670 Shoreline $296,436 $104,191.00 $302,029 $74,762 Skagit Valley $356,149 $63,377.29 $355,911 $12,458 South Puget Sound $55,987 $83,901.24 $55,659 $104,097 Spokane District $332,931 $125,288.52 $468,860 $116,027 Tacoma $204,208 $43,881.99 $238,339 $23,864 Walla Walla $140,619 $18,996.91 $238,617 $26,220 Wenatchee $68,781 $17,327.27 $107,455 $3,516 Whatcom $126,208 $15,652.58 $145,139 $12,857 Yakima Valley $114,683 $16,199.53 $101,250 $13,367 TOTAL $9,214,866 $2,577,622 $10,176,017 $2,157,846 * Supplemental funding for tuition and administration to be reimbursed at 100 percent. SBCTC Policy Associate: Erin Frasier efrasier@sbctc.edu ~ (360)704-4339 FY 16 $204,660 $1,445,184 $422,343 $319,595 $54,258 $287,612 $265,862 $468,037 $201,915 $621,339 $325,635 $186,463 $492,712 $212,735 $255,161 $201,031 $282,952 $185,000 $200,523 $184,167 $394,239 $525,580 $1,556,750 $261,674 $334,108 $356,904 $89,990 $310,407 $249,084 $205,560 $104,890 $158,810 $175,516 $11,540,696 SBCTC Program Administrator: Mat Carlisle mcarlisle@sbctc.edu ~ (360)704-4341 SBCTC report to the Workforce Education Council – Winter Meeting – Feb. 2016 WorkFirst WorkFirst is Washington State's Temporary Assistance for Needy Families (TANF) program that helps low-income families find and retain jobs in order to become self-sufficient. WorkFirst is federally funded and contracted through the Department of Social and Health Services (DSHS). WorkFirst service provider partners include the Department of Social and Health Services, the Employment Security Department, the Department of Early Learning, the Department of Commerce, and the State Board for Community and Technical Colleges. The State Board has a contract with DSHS for WorkFirst Funds for FY16. The providers under the SBCTC’s contract include 33 colleges, one private career school and three community-based organizations. Funding provides access to career pathways to move parents out of poverty via: Full Time Vocational Education –including I-BEST Basic Education – including HSE Prep, High School 21+, Basic Skills, ESL, High School Completion Job Skills Training – including developmental education and part-time vocational education for those in other WorkFirst activities Access to wrap around support services provided to TANF students including academic advising, retention services, barrier removal, WorkFirst Financial Aid, WorkFirst Work study, employment access services, participation reporting and monitoring. WorkFirst Quarterly Meetings State-wide quarterly WorkFirst meetings will begin winter quarter with a gathering at Olympic College on Feb. 11th from 9:30 a.m. to noon. Those unable to attend in person are able to connect by ITV. Olympic College has graciously extended an invitation for a brown bag Best Practices lunch discussion to immediately follow. Each quarterly meeting will be hosted at a different college or community-based organization. Workforce Innovation and Opportunity Act (WIOA) WorkFirst is included in the Washington State WIOA combined plan as a mandatory partner of the one-stop system. WorkFirst already provides services in partnership with core one-stop partners in the development of individual participant plans. In the current draft of the WIOA operational plan, “DSHS will continue to partner to analyze methodologies to streamline intake, share information, and jointly serve TANF…eligible participants.” In addition to the WIOA planning process, an ad-hoc committee has been created to review eligibility processes between programs that TANF clients may access in order to identify areas where duplication can be eliminated and processes may be streamlined to benefit the participant. Legislation to Watch HB 1875, concerning extending the vocational education limit from 12 to 24 months for WorkFirst students, is likely to be reintroduced from the last session. HB 1820, concerning the use of EBT cards on college campuses, is likely to be reintroduced from the last session. SBCTC report to the Workforce Education Council – Winter Meeting – Feb. 2016 System Funding and Numbers Served Category Funding Total Served FY14 $13,601,000 8,660 FY15 $14,751,000 6,744 FY16 $14,601,000 3,428* *Number served as of December 2015 Detailed Funding Information by Provider Provider Bates Bellevue Bellingham Big Bend Centralia Clark Clover Park Columbia Basin Edmonds Everett Grays Harbor Green River Highline Lake Washington Lower Columbia Olympic Peninsula Pierce District Renton Seattle Central Seattle North Seattle South Seattle Vocational Shoreline Skagit Valley South Puget Sound Spokane District Tacoma Walla Walla Wenatchee Valley Whatcom Yakima Valley Northwest Indian Sound Vocational Driver Training Literacy Source Refugee WA Tacoma CH Total FY 14 $351,489 $276,653 $231,937 $280,880 $347,637 $565,605 $648,543 $282,098 $337,494 $567,288 $353,187 $655,633 $742,881 $130,694 $691,814 $636,212 $295,771 $207,416 $472,924 $224,562 $209,040 $280,185 $165,178 $246,817 $324,472 $369,667 $1,264,672 $383,868 $316,765 $140,967 $192,606 $888,746 $7,259 $25,126 $80,717 $40,857 $70,325 $124,119 $13,432,104 FY 15 $277,812 $350,631 $194,007 $224,704 $418,858 $614,890 $642,052 $210,838 $377,594 $566,443 $378,734 $610,853 $830,849 $131,479 $782,429 $621,341 $389,051 $148,387 $489,899 $213,320 $247,006 $238,902 $217,490 $236,361 $310,337 $544,254 $1,323,223 $600,840 $311,761 $250,297 $180,000 $702,166 $0 $0 $86,547 $32,686 $73,688 $144,945 $13,974,674 FY16 $550,778 $280,505 $165,280 $179,763 $523,619 $599,703 $592,964 $224,913 $477,982 $501,899 $398,657 $710,876 $805,980 $112,035 $830,405 $710,805 $291,241 $289,195 $388,548 $215,854 $181,187 $297,484 $204,712 $250,355 $387,019 $367,403 $1,532,619 $625,508 $260,409 $223,558 $157,240 $752,970 $0 $0 $40,016 $26,149 $68,550 $204,558 $14,430,739 Information current as of January 2016 and FY16 allocations represent revisions after January redistributions. SBCTC report to the Workforce Education Council – Winter Meeting – Feb. 2016 Funding & Outcomes The SBCTC appreciates the demonstrated cooperation by WorkFirst program managers in our efforts to redistribute funds throughout the grant year to ensure we are meeting system-wide needs and expending the entirety of the grant award. The funding survey completed in November allowed us to redistribute funds for use during winter quarter. A second funding survey will be released in late February. SBCTC Policy Associate: Erin Frasier efrasier@sbctc.edu (360)704-4339 SBCTC Program Administrator: Mat Carlisle mcarlisle@sbctc.edu (360)704-4341 WASHINGTON WINS NGA GRANT FOR POLICY ACADEMY FOCUSED ON WORK-BASED LEARNING Washington was one of six states selected to participate in a National Governors’ Association policy academy focused on work-based learning for young adults. The policy academy offers a unique opportunity for state workforce and education leaders to develop strategies to scale high-quality, work-based learning opportunities for young adults. The idea is to connect 16- to 29-year-olds with middle-skills career opportunities in STEM-intensive industries (those in the science, technology, engineering and math areas) such as advanced manufacturing, health care, information technology and energy. The 18-month leadership program focuses on helping state teams incorporate work-based learning into their overall talent pipeline as a way to establish clear career pathways for young people and develop a skilled workforce. The Workforce Board is the lead agency for this grant. Nancy Dick, Director for Workforce Education will be representing the community and technical college system on Washington’s Policy Academy Team. Other team representatives include: Association of Washington Business Department of Commerce Department of Social and Health Services Employment Security Office Governor’s Office Office of the Superintendent of Public Instruction Washington Building & Construction Trades Council Washington Student Achievement Council Workforce Board Washington’s successful application can be found here: http://www.wtb.wa.gov/Documents/NGAPolicyAcademyGrantSubmissionFINAL.pdf More information will be shared after the first national meeting of the state teams on March 16-18 in Salt Lake, UT. Workforce Education Council Goals and Strategies for 2015-2016 All completed projects must be saved on thumb drive 1 Instructional Delivery and Curriculum Revisions 2 Pathways to Workforce Programs 3 4 5 Professional Development System Collaboration Economic Demand WEC Exec: Angel Reyna WEC Exec: Jenni Martin, Paulette Lopez WEC Exec: Janice Walker WEC Exec: Mabel Edmonds WEC Exec: Brandon Rogers Chair: Chair: JoAnn Baria Chair: Chair: Chair: Note taker: Note taker: Note taker: Note taker: Note taker: COE: Meg Ryan -Int’l Linda Crerar-HSEM COE: Maureen Majury - IT Barbara Hins-Turner-Energy COE: Jaimie Wells- Ed Dan Ferguson - Allied Health COE: Mary Kaye Bredeson -Aero Ann Avary - Marine COE: Shana Peschek- Const Bill Griffith -Ag Access and review data from Boyoung on actual use of OER by CTC Workforce Programs. 2.3.b. Support efforts to ensure that AAS-completers are prepared to enter BAS programs as juniors (NEW) Assess feasibility of using College in the High School as a CTE dual credit model. E.g. Maintaining vocational certifications (if appropriate); sustainable funding model. 1.3. Identify pool of members to participate in COE review committees to ensure actively engaged system colleges and industry partners. 1.2 Collaborate with Continuing Education Committee to determine how CE and Customized training are meeting the workforce needs of the state. Provide input to CEC final report to IC. 2.2.a. Continue to expand innovative credit for prior learning opportunities on campuses (including veterans) in alignment with SSB 5969. Provide input to registrars prior to Dec. 15 deadline. Draft statement of need regarding employment data to submit to Employment Security Dept. 3.1 Identify best practices among workforce programs that have used data to drive curriculum improvements. Recommend data collection strategies in CTC link to replicate these best practices. WIOA-In collaboration with the COE’s, define and identify best practices to September 25, 2015 Collaborate with the BAS committee to identify potential barriers to WA BAS and insure a seamless pathway. e.g. 1) Have AAS completers met academic core requirements sufficient for BAS enrollment? 2) Establish a WEC BAS liaison 2.5. Examine Tech Prep Data for intended system effectiveness including, but not limited to: 1) Identify potential unintended Identify and assess the utilization of Vocational Ed running start noting potential unintended impacts. e.g. enrollment impact to High School CTE programs. Programs of study (POS) related to Perkins. Collaborate with the IC dual credit work group Provide annual Boot Camp training for new pro-tech faculty. (Cont’d Funding). Present overview of results annually. 2.3.f. Develop draft process for approval and implementation of common curricula for prof/tech programs by Winter 2016 (Assigned to WECEXEC Sub- Cost out and explore feasibility of recommended options for labor market tools purchase or other solutions for system wide use, e.g. include in local WIOA agreements. integrate industry credentials into curriculum. e.g. Common Course sharing, License or Industry Cert. recognized Seek additional members and review /approve Innovation proposals – Confirm need with Anna Review previous PAR change recommendations and in collaboration with SBCTC recommend final changes. consequences for blanket awarding of tech-prep credits. e.g. Impact to financial aid eligibility 2) Resulting Tech prep to CTC enrollment detail 3) The number of credits used by students towards degrees at CTC or four year degree programs. 4) Evaluate available program resources and options for program sustainability. WIOA and IC 4.1a-Engage with Basic Education for adults (BEdA) to identify the transition strategies in ABE plan and align with Workforce initiatives to increase the number of students moving from ABE to Workforce Education (replaces prev. IC item 1.1). e.g. Strategies to increase I-BEST Review the WA WIOA draft state combined plan and provide feedback on the integration of WACAPA as a tool to support and promote career pathways. Provide Leadership Training for Workforce Deans. (Con’t. funding) Present overview of results annually. Recommend topics for WEC Orientation in preparation for fall 2016. Identify possible speakers/presenters. Collaborate with LTWD to provide mentors for the group as well as for other new deans or directors. (Talent List) Utilize Alliance for Quality Careers Pathway s (AQCP) metrics as guidelines for local implementation of WIOA. WIOA- Identify potential impacts to Workforce and identify strategies to inform e.g. Integrated service delivery model, seamless service delivery, program in combined plan…. September 25, 2015 Comm). SBCTC provides committee 4 briefing on COE work plan development process. Assess current COE work plan and provide exec summary on input for consideration where possible. Identify examples of shared industry and college marketing that help increase exposure and utilization of WACAPA and other pathway models. E.g. HS students, Veterans, and to help implement goal of WSAC doubling credential recipients. Provide ongoing assessment of potential workforce (common) curricular, course and program alignment. Explore options and models to expand credit for prior learning and apprenticeships. Implement recommendations from PLA workgroup. WIOA-Integrated service deliverySolicit recommendations on how to engage local one-stops in creating a seamless delivery model. Identify strategies to engage industry in competency based program development to meet incumbent worker education and skills upgrade needs. WIOA –Design strategies and identify metrics for employer engagement. e.g. Identify advisory board best practices and methods to increase OJT and work place learning opportunities. MLKCLC Labor Liaison Quarterly Report October 1, 2015 – December 31, 2015 Joan Weiss (206) 441-8408; jweiss@wc-kclc.org Goal 1: Increase active participation of labor representation on college program and general advisory committees and boards. ♦ Recruited two new labor advisory committee members – (SCC Nursing, GRC General). Goal 2: Improve the level/quality of participation by labor representatives on advisory committees. ♦ Roles and Responsibilities training for two new advisory committee members (see above) and one current advisory committee member (RTC Commercial Building Engineering). Goal 3: Educate college administrators and leaders about labor issues, facilitating partnerships including labor initiated training, and resolving issues between labor and the college system. ♦ Meeting with new SCC Interim President to review 2015-16 Labor Liaison work plan. ♦ Meeting with new LWIT Vice President of Instruction to review 2015-16 Labor Liaison work plan. ♦ Meetings with Deans, Executive Deans, Vice Presidents of Instruction at SSC, Shoreline CC, OC, PC, SCC, GRC, NSC, SVI, and BC to review 2015-16 work plan, compare advisory committee labor representative lists, and get 1-2 priority advisory committees to recruit labor representatives. ♦ Attend Seattle Colleges Workforce Education Advisory Board meeting, as guest. ♦ Attend Clean Energy Center of Excellence Sustainable Energy Focus Group. ♦ Attend OC Workforce Development Advisory Committee meeting, as guest. ♦ Attend SVI Community Forum. ♦ Attend Seattle Colleges District Chancellor Search Forum. ♦ Participate on WISE (Washington Integrated Sector Employment) Executive Leadership Team conference call. ♦ Attend RTC Construction Center of Excellence Advisory Board meeting. ♦ Attend GRC General Advisory Board meeting with new labor representative, as guest. ♦ Attend SSC PATAM² (Partnership for Advanced Technology Apprenticeships in Manufacturing and Marine Engineering) meeting. ♦ Attend RTC Industry Connection Dinner and participate in program presentation on Advisory Board Best Practices. ♦ Attend BC Advisory Committee Reception. ♦ Attend WEC New Dean Orientation at Whatcom CC; Labor Liaison presentation re: role of Labor Liaison and 2015-2016 work plan. ♦ Attend WEC quarterly meeting at Whatcom CC; Labor Liaison update on activities. ♦ Presentation to SSC Manufacturing Academy class; presentation included labor 101, career planning, skills needed for employment, and information regarding apprenticeship programs. Goal 4: Maintain effective 2-way communications with the SBCTC staff on labor policy and perspectives on workforce education. ♦ E-mails, telephone calls, and meetings with WSLC Labor Liaison. ♦ E-mails, telephone calls and quarterly meeting with SBCTC staff. ♦ SBCTC quarterly report. opeiu8/afl-cio WSLC Labor Liaison Quarterly Report October November December 2015 Kairie Pierce – (360) 570--5167 kpierce@wslc.org Goal 1: Increase active participation of labor representation on college program and general advisory committees and boards. • • • • Created a volunteer recruitment form and placed it on the Washington State Labor Council website Emails, phone calls and visits to union leaders seeking volunteers for college advisory committees and trustee positions Developed database to track college advisory requests and labor member volunteers Facilitated the placement of 8 new advisory committee members representing organized labor Recruitment presentations to union members New advisory committee members placed Union members placed Year-to-date = 8 total Year-to-date = 8 total Year-to-date = 8 total Goal 2: Improve the level/quality of participation by labor representatives on advisory committees. • • Delivered 8 Roles & Responsibilities Trainings (R&R) to union members on advisory committees Coordinated and moderated a workshop/panel discussion at WSLC Convention. Goal 3: Educate college administrators and leaders about labor issues, facilitating partnerships including labor initiated training and resolving issues between labor and the college system. • • • • • • • Mtg. with Joan Weiss at Worker Center, AFL-CIO and planed for a joint presentation at the WEC Quarterly Mtg and New Deans Orientation Coordinated panel presentation with Joan Weiss regarding effective advisory committee’s for Worker Retraining Coordinators conference. Coordinated panel presentation with Joan Weiss regarding labor member recruiting for upcoming college advisory committee vacancies and Governor’s boards and commissions. Working with Centers of Excellence to provide industry knowledge and perspective on panel presentations, advisory committees, etc. Working with Energy Center of Excellence to develop, coordinate and present Careers in Energy Week activities. Coordinated labor participation for grant applications (AAI and NEG) Working with colleges to schedule college tours and meetings regarding advisory committee needs with the emphasis on filling all of the colleges General and/or Worker Retraining Advisory Committee.. College Campus Visits Year-to-date = 3 total Goal 4: Maintain effective 2-way communications with the State Board Staff on labor policy and perspectives on workforce education. • • • • • Email and phone contact with College Administrators/Vocational Directors and SBCTC staff Regular meetings with SBCTC staff and King County Labor Liaison Regular meetings with the WSLC Ex. Officers Monthly activity reports to SBCTC and WSLC Quarterly activity reports to SBCTC, WSLC and WEC kp:opeiu8/afl-cio Washington Centers of Excellence Newsletter Welcome to the Washington Centers of Excellence newsletter. Our mission is to serve as the statewide liaisons to business, industry, labor and the state’s educational systems for the purpose of creating a highly skilled and readily available workforce critical to the success of the industries driving the state’s economy and supporting Washington families. Learn more about our work at coewa.com Allied Health In this issue The Center conducted the Allied Health Deans and Directors meeting on November 19, 2015 at the SSC Georgetown Campus. There were 35 deans, directors and department heads and program coordinators from 19 community and technical colleges as well as representatives from Western WA AHEC, Workforce Development Council of Seattle-King County, and the University of Washington’s Center for Health Workforce Studies. Topics included an introduction to the Sentinel Network, an update of the Accountable Communities of Health, and the Washington Patient Safety Coalition. A special focus also included showcasing initiatives and strategies that promote retention and completion in health workforce programs. The next Deans meeting is scheduled for March 30 at Bellevue College and will include topics on understanding military culture and trauma informed curriculum for the health professions. Early Learning Professional Careers Portal, page 1. Homeland SecurityEmergency Management Pilot Employer Engagement Survey, page 2. Professional Development Marketing Webinars, page 2. Upcoming Events Agriculture WWCC Instructor Mike Hagerman illustrating the importance of precision agriculture education Jan. 2016 In January, with the support of Northwest Grain Growers (NWGG), we hosted our annual Precision Ag Seminar. We invited a broad range of speakers from many facets of the agriculture industry: soil science, irrigation, animal science, precision mapping, and precision agricultural education. We were very excited to increase registration for the event by nearly 30%! Additionally, our partnership with NWGG enabled us to host a pesticide licensing training and cover the cost of participants’ exam fees. We look forward to adding members to our advisory board to better represent the diversity of our industry, sponsoring Washington ag students on their road to the Postsecondary Agricultural Students (PAS) competition, participating in PAS-qualifying competitions, and hosting the district Agricultural Mechanics FFA competition to name a few. Visit us online: agcenterofexcellence.com March 30 – Allied Health Deans and Directors Meeting, Bellevue College April 13 – Global Trade/ Supply Chain Mgmt and HSEM will host a day long forum on April 13, “Securing the Supply Chain” at Highline College, Bldg. 2 May 18–19 – Clean Energy and Construction Best Practices Summit, “Building an Energized Future” Careers in Education The Center of Excellence for Careers in Education partnered with the Department of Early Learning and State Board for Community and Technical Colleges to develop an Early Learning Professional Careers Portal. This interactive web portal was designed to help students and current practitioners learn about: • Careers in Early Childhood Education • Required education levels for various positions • Certificate, Associate’s, and Bachelor’s degree program options at Washington State colleges and universities • Connecting with an Early Childhood Education program contact at a college or university • Financial aid for Early Childhood Education programs, and how to apply • Exploring career pathways, and taking the next step in your Early Childhood Education career We invite you to visit the brand new portal at ececareers.del. wa.gov. Please share the tool with interested staff, faculty, and students! Visit us online: http://www.careersined.org/ Washington Centers of Excellence January 2016 Newsletter 1 Clean Energy and Construction The Center of Excellence for Clean Energy and the Construction Center of Excellence present this year’s Best Practices Summit, “Building an Energized Future” May 18–19 at Bates South Campus in Tacoma. The Summit, now in its 11th year, features the Pacific NorthWest Economic Region (PNWER)’s Matt Morrison (right) as keynote. Mr. Morrison has been a leader in promoting innovation in the Canada-US border region and has been instrumental in several successful pilots of Beyond the Borders and Perimeter Security Action Plan. Morrison has also been instrumental in building resilience over the past decade by hosting a critical infrastructure interdependency series focused on the regional economy. The morning panel session looks at “Executive Action on Climate and Energy.” Many aspects of energy policy fall within the authority of the executive branch of government. Learn about initiatives that are under way in Washington and on the federal level, including the EPA Clean Power plan, the state Clean Air Rule, and state Executive orders. The Summit is intended for energy/construction educators, industry, organized labor, and economic and workforce development representatives. Registration is open at http://cleanenergyexcellence.org/ Homeland Security-Emergency Management The Center collaborated with several college program managers and administrators to develop an employer survey “designed to capture key information about demands and trends, skills and competency gaps, and important curriculum updates in our industry,” said Wendy Freitag, Communications and Outreach Coordinator. Following the initial survey, the Center held one-onone industry meetings with hiring managers to solicit their feedback. A total of 20 organizations participated in the pilot from public, private and nonprofit organizations. Freitag reported, “Employers clearly recognized internships as a direct pathway to future employment and endorsed internships as a way to ascertain if a student would be a good fit for their organization.” View the full pilot report on the Center’s website www.coe-hsem.com or by contacting Wendy Freitag at wfreitag@pierce.ctc.edu. In 2015 the Center launched its Work Experience Marketplace which helps students, employers and educators identify the latest jobs, internships, and volunteer opportunities under the professional pathway of HSEM. David Corr, a graduate of the HSEM AA degree program, recently completed an internship with the Washington Association of Sheriffs and Police Chiefs (WASPC) and was hired as their Division Assistant for Tactical Operations Support in the Critical Indicant Planning and Mapping System. In a recent conversation with Linda Crerar, Director of the HSEM Center, David credits his hard work, good grades, and the internship as the reasons why he was able to secure the position with WASPC. He complimented the on-going support and guidance he received from HSEM program staff in securing and completing his internship. Information and Computing Technology Marine Manufacturing & Technology and Construction The Center of Excellence for Information and Computing Technology will release a report in spring quarter 2016 that explores the history of Watch: Honda’s Asimo robot can robotics/automation, the walk down stairs impact of technology and computing on the global workforce using data from the World Economic Forum’s The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Watch: Atlas the robot cleans Revolution, curriculum and program developments your college could start exploring this year, as well as technology’s impact across all industry sectors. Additionally, look for updates on the experiences of Bellevue College and Spokane Falls College IT faculty with the NAO robot. Visit us online: coeforict.org The Centers of Excellence for Construction and Marine Manufacturing & Technology have collaborated with local marketing firm Trio Group to create a series of six professional development webinars for faculty, administrators, and deans throughout the community and technical college system. The webinars will begin in February and will be available for download via both Center of Excellence websites: www.constructioncenterofexcellence.com and www.marinecenterofexcellence.com. Washington Centers of Excellence The webinars will focus on the following topics: • The ten commandments of digital marketing (on a shoestring budget) • Content strategy 101: how to attract your target audience • Creating awesome slide decks: best practices and tools • Lights, camera, classroom: using live streaming technology to augment classroom instruction • Eye-popping graphic content • Video content that rocks The first webinar will be broadcast mid-February. January 2016 Newsletter 2 BASIC EDUCATION FOR ADULTS Pathways to college and careers for Washington’s emerging workforce Skills change lives, drive economy The need for adult education is big and the stakes are high. Photo courtesy of Clover Park Technical College Basic skills for a better life • An estimated 650,000 to 700,000 Washington adults lack basic education or English language skills.1 That’s roughly the combined total populations of Spokane, Bellingham,Vancouver, Richland, Everett and Wenatchee.2 • Meanwhile, the bar to get a living-wage job is gettting higher. By 2021, an estimated 72 percent of available jobs will require at least a postsecondary credential.3 • And, in the future, there simply won’t be enough high school graduates to meet the higher education needs of Washington’s workforce. Washington will need to fill the gap with older adults – a faster growing population that is burgeoning in areas of the state with less educational attainment.4 Basic Education for Adults (BEdA) programs teach foundational skills — reading, writing, math, technology and English language — so adults can move through college and into high-demand jobs. Programs are designed to advance students quickly and purposefully toward degrees and certificates. Strategies move the goal line from passing the GED®, to graduating from college and starting careers. Adult education bridges these gaps, creating pathways to college and careers for Washington’s emerging workforce. The programs offer a life-changing opportunity for adults to succeed as students, employees, parents and citizens. Washington’s 34 community and technical colleges and partnering community-based organizations provide the vast majority of adult education in the state. Programs: Tapping potential BEdA programs differ from precollege (remedial) classes. The major difference is the skill level of the student. • Serve adults at least 16 years old who have academic skills that are below the level of a high school graduate, or who need English language skills. • Teach skills in reading, writing, math, technology and English language. • Include GED® and high school diploma programs, paving the way to college. • Teach employability skills, such as critical thinking, communication, problem solving and decision making. BEdA programs take students who have below high school graduate-level skills and prepare them for college. In contrast, precollege classes help people who are just below college level in math and English Language Arts catch up so they can take credit-bearing classes. Washington State Board for Community and Technical Colleges 360-704-4323 | www.sbctc.edu | November 2015 Strategies break barriers Adult education is a mission of Washington’s community and technical college system and is mandated under state law. 5 Guided by the Washington State Adult Education Plan, programs are designed to: • Connect adult education to college and careers, as required under the Workforce Innovation Opportunity Act. • Set a clear destination for students from the very beginning. • Provide instruction in job-relevant contexts. • Advance students based on competency and skills learned rather than on seat time, accelerating their progress. Innovations I-BEST Washington’s nationally renowned Integrated Basic Education and Skills Training program (I-BEST) uses a team-teaching approach to combine adult education classes with regular, credit-bearing academic or job training classes so students get through school and into jobs faster. I-BEST students are nine times more likely to earn a workforce credential than are students in traditional programs who must complete basic skills first, before training for a job.6 High School 21+ Adults who lack a high school diploma have a new way to get a second chance thanks to “High School 21+,” a competency-based high school diploma launched in 2013. Adults 21 years old and older can go to participating colleges to earn a high school diploma. An advisor will look at transcripts and knowledge gained from life experience, and work with the student to craft an educational plan to fill gaps. High School 21+ is adding more rigorous, high-school level education and training to basic skills classes so students can upgrade their skills while working toward a high school credential. Project I-DEA Washington state has a large and rapidly growing foreign-born population. 7 With I-DEA, English language learners who face the largest language gaps are learning English while gaining skills for college and careers. Like I-BEST, this project uses an integrated, teamteaching approach so students learn English in tandem with college and job skills. Classes are “flipped”: Students complete online modules to learn, practice and develop knowledge of concepts before coming to class. They then use classroom time to apply and practice what they’ve learned. Students receive computers and 24-7 access to complete college coursework. Competency-based education Many adult education courses are competency-based; students move through adult education into pre-college (remedial) or college-level courses based on knowledge gained rather than time spent in a classroom. Students move as quickly through courses as their competencies take them. Student Achievement Initiative Washington’s performance-based funding system, known as the “Student Achievement Initiative,” awards colleges points and funding when students reach key academic milestones that lead to certificates and degrees. Recognizing that adult education students have a more challenging educational journey, the initiative awards extra points for adult education students who reach the milestones. This approach reinforces the importance of adult education among all colleges. Sources: 1. SBCTC calculation from 2008-12 five-year and 2010-12 threeyear American Community Survey estimates. 2. 2010 U.S. Census, 2013 city estimates. 3. Background analysis conducted by SBCTC, Workforce Training and Education Coordinating Board, and the Washington Student Achievement Council for “A Skilled and Educated Workforce 2013 Update” published October 2013. 4. SBCTC research findings: “Washington State Population and Employment Data 2010-2030, Implications for Community and Technical Colleges,” presented to House Higher Education Committee Jan. 14, 2014. 5. RCW 28B.50.090. 6. SBCTC calculation from “Educational Outcomes of I-BEST, WA State Community and Technical College System’s Integrated Basic Education and Skills Training Program,” May 2009 by Community College Research Center, Columbia University. 7. Investing in Effective Employment & Training Strategies, Seattle Jobs Initiative, January 2014. Washington State Board for Community and Technical Colleges 360-704-4323 | www.sbctc.edu | November 2015 WASHINGTON’S COLLEGE IN PRISONS PROGRAM “I thought of myself as nothing but a street monger and did not believe that I was worth more than anything other than to die a statistic. I know that (education) has changed my life and it gave me a purpose.” 1 Gina McConnell, former Purdy inmate and past Seattle Central College student. McConnell travels throughout the prison system encouraging inmates to pursue education. A smart investment On average, inmates who participate in correction education programs have 43 percent lower odds of returning to prison than inmates who do not, according to a 2014 study by the RAND Corporation.4 Improving lives and public safety The Department of Corrections contracts with community colleges to provide basic education and job training at each of the state’s 12 adult prisons so upon release, individuals are more likely to get jobs and less likely to return. Most offenders entering the prison system lack the education to find work and succeed in society. The average Washington offender scores at an eighth-grade level or lower in basic literacy skills, such as reading and math. Sixty percent are unemployed, and 75 percent lack job skills and vocational training. 2 Community colleges build a bridge for offenders to successfully re-enter communities. In 2014-15, 9,194 incarcerated offenders participated in community college programs. These students earned: • • • 240 GED™ certificates. 2,043 vocational certificates. 36 associate degrees. (No state funds were used.)3 The return to taxpayers and society is substantial. A 2014 update by the Washington State Institute for Public Policy found that there is a benefit to cost ratio of $13.22 to $19.70. This means that for every dollar invested in these programs up to $19.70 is saved from fewer new crimes and costly incarcerations.5 Instead of paying for prison beds, money is freed for public education, infrastructure, job creation and other priorities that impact the lives of everyday Washingtonians. Prison education programs also give students hope, focus, goals and a new way of thinking even before they leave the prison walls.6 Every year, anywhere from 7,000 to 8,000 inmates are released from Washington prisons.7 Corrections education helps ensure they don’t come back. In doing so, it gives prisoners a fresh chance to be successful community members and gives residents a safeguard from crime. Legislative request: AA degrees The Washington State Board for Community and Technical Colleges and the Washington State Department of Corrections are seeking a statutory change to broaden educational pathways available to prisoners. The two agencies are requesting authorization for the Department of Corrections to use existing public funds for associate degrees along with the standard basic education and job training programs. The department would set criteria for selecting prisoners for the degree programs. Washington State Board for Community and Technical Colleges 360-704-4358 | www.sbctc.edu | Dec. 28, 2015 College and prison partnerships Programs offered Airway Heights Corrections Center Community Colleges of Spokane Every prison offers adult basic education programs, which provide a foundational education in reading, writing, math and English language. This includes GED™ preparation programs. Several also offer High School 21+, a competency-based high school diploma program. With High School 21+, students can earn high school credits by proving they have mastered required subjects through past education or life experience. They then take classes to fill in the gaps and earn a high school diploma. Cedar Creek Corrections Center Centralia College Clallam Bay Corrections Center Peninsula College Coyote Ridge Corrections Center Walla Walla Community College Larch Corrections Center Clark College Mission Creek Corrections Center for Women Tacoma Community College Monroe Correctional Complex Edmonds Community College Olympic Corrections Center Peninsula College Stafford Creek Corrections Center Grays Harbor College Washington Corrections Center Centralia College Job-search and anger management courses are also available at every prison. Workforce programs vary by institution and include: • Automotive Mechanics Technology • Automotive Rebuilding and Refinishing • Automotive Services • Building Maintenance • Business Management and Entrepreneurship • Business Technology • Carpentry • Computer Numerical Controlled Manufacturing (CNC) • Computer Programming Washington Corrections Center for Women Tacoma Community College • Diesel Mechanics • Drywall, Roofing and Siding Washington State Penitentiary Walla Walla Community College • Graphic Design • Green Building • Horticulture • HVAC Technology • I-BEST Automotive* • I-BEST Carpentry* • I-BEST HVAC Technology* • I-BEST Material Composites* • Institutional Sanitation • Pastry and Artisan Baking • Technical Design and Computer Aided Design (CAD) • Upholstery • Welding Sources: 1. Gina McConnell testimony before House Higher Education Committee, Feb. 21, 2013. 2. Washington State Board for Community and Technical Colleges. (Oct. 30, 2014). Washington Community Colleges Correctional Education Annual Report 2013-2014. Olympia: SBCTC. 3. Washington Community Colleges Correctional Education Annual Report FY 2015. Olympia: SBCTC. 4. RAND Corporation and Bureau of Justice Assistance, U.S. Department of Justice (2014). How Effective Is Correctional Education and Where Do We Go from Here? 5. Washington State Institute for Public Policy (WSIPP). (Data last updated December 2014). Inventory of Evidence-Based and Research-Based programs for Adult Corrections. WSIPP. 6. Washington Department of Corrections testimony before Senate Human Services and Corrections Committee, Feb. 6, 2014. 7. Washington State Department of Corrections (DOC). (Aug. 4, 2015). Number of Prison Releases by County of Release. Olympia: DOC. * Washington’s nationally recognized I-BEST (Integrated Basic Education and Skills Training) program pairs basic education with hands-on job experience so students learn in real-world settings. Washington State Board for Community and Technical Colleges 360-704-4358 | www.sbctc.edu | Dec. 28, 2015 HIGH SCHOOL 21+ Life experience turned into credits for a high school diploma “Never in my wildest of dreams did I ever think that it would be possible to graduate with cap, gown, and a high school diploma. I can’t wait to see what the future has in store for me!” Shannon Fowler, HS 21+ graduate, Skagit Valley College The benefits High School 21+: Austin James, Lower Columbia College Shannon Fowler, Skagit Valley College A springboard to opportunity Adults who lack a high school diploma now have a another way to get a second chance. It’s called “High School 21+,” a program that turns life experience into credits toward a high school diploma. Program overview • Students must be at least 21 years old. • Advisors assess students’ education and work readiness. Students can demonstrate their knowledge — and receive high school credits — in several ways. These include: work, life, and military experience; a traditional placement test; a prior learning portfolio; and high school and college transcripts. • Advisors then create a customized plan of action. Students take classes selected especially to fill education gaps, and move ahead as soon as they’ve mastered the subject matter. • Students pay $25 per quarter and the college issues the Washington state diploma. • Recognizes life competency in addition to classroom time and tests. • Opens the door to federal financial aid, vocational training programs or degree programs. • Is accepted more readily and consistently by the military because it is an actual high school diploma rather than an equivalency. Students have other ways of earning high school diplomas from community and technical colleges. They can earn an associate degree and ask for a high school diploma after the fact, or work with colleges to complete courses missing from their high school transcripts. Students can also take the GED®. A path to college and careers Adults who lack a high school diploma often attend basic skills classes at two-year colleges. Until now, those classes did not count toward a high school diploma. High School 21+ adds more rigorous, high-school level education to basic skills classes so students can update their reading, writing, math and English language skills while working toward a high school diploma. The courses then lead to credit-bearing classes that prepare students for college or careers. Adults with high school diplomas are better prepared to enter college-level programs, earn certificates and degrees, and secure well paying jobs. With High School 21+, adults have a new opportunity to earn a diploma and turn their fortunes around. See the reverse side for a list of participating colleges. Washington State Board for Community and Technical Colleges 360-704-4323 | www.sbctc.edu | Jan. 8, 2016 High School 21+ colleges Bates Technical College....................................253-680-7395 Peninsula College..............................................360-417-6383 Big Bend Community College........................509-793-2301 Pierce College Fort Steilacoom.....................253-964-6657 Cascadia College...............................................425-352-8158 Pierce College Puyallup...................................252-840-8463 Centralia College..............................360-736-9391 ext. 383 Renton Technical College..............425-235-2352 ext. 5752 Clark College.....................................................360-992-2741 Seattle Central College...................................206-934-4180 Clover Park Technical College........................253-589-4509 Shoreline Community College.......................206-546-4602 Columbia Basin College...................................509-542-4701 Skagit Valley College.........................................360-416-7726 Edmonds Community College.......................425-640-1593 South Puget Sound Community College.....360-596-5238 Everett Community College...........................425-388-9291 South Seattle College.......................................206-934-5363 Grays Harbor College......................................360-538-4167 Spokane Community College.........................509-533-4600 Green River College.......................253-833-9111 ext. 2315 Spokane Falls Community College...............509-533-4600 Highline College................................................206-592-3297 Tacoma Community College..........................253-566-5144 Lake Washington Institute of Technology....425-739-8363 Walla Walla Community College...................509-524-4808 Lower Columbia College................................360-442-2580 Wenatchee Valley College...............................509-682-6790 North Seattle College......................................206-934-7303 Whatcom Community College......................360-383-3060 Olympic College................................................360-475-7550 Yakima Valley Community College................509-574-6850 Washington State Board for Community and Technical Colleges 360-704-4323 | www.sbctc.edu | Jan. 8, 2016 INTEGRATED BASIC EDUCATION AND SKILLS TRAINING (I-BEST) “The results were staggering, with students enrolled in I-BEST outperforming students who enrolled in the traditional, consecutive course structure of completing basic skills before enrolling in their career training program.” – “Washington I-BEST Program” by the national initiative “Getting Past Go,” Jan. 28, 2010 Building skills, prosperity Economic strength Washington’s Integrated Basic Education and Skills Training Program (I-BEST) quickly teaches students literacy, work, and college-readiness skills so they can move through school and into living wage jobs faster. By 2021, an estimated 72 percent of available jobs will require at least a postsecondary credential2, yet an estimated 650,000 to 700,000 Washingtonians lack the basic math, reading, or English-language skills to succeed in work or college.3 Pioneered by Washington’s community and technical Photo courtesy Walla Walla colleges, I-BEST uses a teamCommunity College teaching approach. Students work with two teachers in the classroom: one provides job-training and the other teaches basic skills in reading, math or English language. Students get the help they need while studying in the career field of their choice; they learn by doing. The I-BEST model is also used in academic transfer classes so students can brush up their skills as they learn collegelevel content toward a degree. I-BEST challenges the traditional notion that students must move through a set sequence of basic education or pre-college (remedial) courses before they can start working on certificates or degrees. The combined teaching method allows students to work on college-level studies right away, clearing multiple levels with one leap. I-BEST was named a Bright Idea by Harvard’s John F. Kennedy School of Government in 2011 and has been designated by the U.S. Department of Education as one of the most significant, national innovations.1 I-BEST equips students with skills and training to move ahead in college, land family-wage jobs and grow our economy. Dramatic results A total of 3,937 students are enrolled in a wide range of I-BEST programs,4 including healthcare, early childhood education, automotive, transportation, aeronautics, manufacturing and office technology. I-BEST students: • Are three times more likely to earn college credits and nine times more likely to earn a workforce credential than are students in traditional adult basic education programs who must complete basic skills first, before training for a job.5 • Earn an average of $2,675 more per year and receive twice the work hours per week (35 hours versus 15 hours) than similar adults who do not receive basic skills training in any form.6 According to a December 2012 report by the Community College Research Center, I-BEST programs produce benefits that are worth the cost of providing the programs.7 I-BEST is being replicated across the country. Washington State Board for Community and Technical Colleges 360-704-4323 | www.sbctc.edu | December 2015 1.Martha J. Kanter, U.S. Undersecretary of Education, opinion editorial, “American Higher Education: ‘First in the World’” featured in May-June 2011 Change magazine. 2. Background analysis conducted by SBCTC, Workforce Training and Education Coordinating Board, and the Washington Student Achievement Council for “A Skilled and Educated Workforce 2013 Update” published October 2013. 3. SBCTC calculation from 2008-12 five-year and 2010-12 three-year American Community Survey estimates. 4. SBCTC 2014-2015 Academic Year Report. 5. SBCTC research calculations from “Educational Outcomes of I-BEST, WA State Community and Technical College System’s Integrated Basic Education and Skills Training Program,” May 2009 by Community College Research Center, Columbia University. 6. 2015 Workforce Training Results, Workforce Training and Education Coordinating Board. 7. Community College Research Center report, “Learning from Washington State’s I-BEST Program,” December 2012. Washington State Board for Community and Technical Colleges 360-704-4323 | www.sbctc.edu | December 2015 INTEGRATED DIGITAL ENGLISH ACCELERATION (I-DEA) How it works Funded with a grant from the Bill and Melinda Gates Foundation, I-DEA features: • Community-based hubs: Groups of 25 adults learn at local “hubs,” partnerships between community and technical colleges and communitybased organizations. Students participate in 33, week-long instructional modules that blend English language instruction with college and career skills. Topics range from navigating your community and information literacy, to professional communication, job exploration and interview skills. • Integrated learning: Unlike traditional approaches — in which learners are expected to learn English before pursuing job-training — I-DEA teaches English in tandem with college and career skills. Students quickly learn skills relevant to their lives and careers. • Washington state is one of those places. Our state has a large and rapidly growing foreign-born population. In 2013, immigrants made up 17.2 percent of Washington’s civilian employed workforce, up from 7.1 percent in 1990.2 “Flipped” classes: Students complete online modules to learn, practice and develop knowledge of concepts before coming to class. They then use classroom time to apply and practice what they’ve learned. In-class instructors and peer support guide and enhance skill acquisition. • These new arrivals create jobs by forming businesses, spending income in local economies and raising employers’ productivity. Computer access: Students receive computers and 24-7 internet access to complete coursework that prepares them for college and family-wage jobs. • Transition to I-BEST: I-DEA is based on Washington’s I-BEST program, which integrates instruction using team-teaching to combine college-readiness classes with job training. I-DEA connects to I-BEST and other programs that lead to certificates, degrees and family-wage jobs. (I-BEST stands for Integrated Basic Education and Skills Training.) A better idea for Adult English Language Learners As the world shrinks and global competition grows, the places that attract a world population have a distinct advantage. People born in other countries add a wealth of talent and diverse thinking to the workforce, along with the ability to work with other cultures and countries.1 Thanks to project I-DEA (Integrated Digital English Acceleration), adult English language learners who face the largest language gaps are learning English while gaining skills for college and careers. Washington State Board for Community and Technical Colleges 360-704-4306 | www.sbctc.edu | January 2016 Results that count • Budgeting and Consumer Economics Now in the third year of the pilot, I-DEA continues to show great promise. Outcomes from the second year of instruction show student learning gains that are 9 percent to 10 percent higher than the gains of English language learners in traditional programs. • Cross Cultural Communications • Contemporary World Problems • Creating Powerful Presentations • Writing Basics Additionally, the number of I-DEA students generating student achievement points — academic momentum points tracked by the community and technical college system — was 16 percent higher than the number of students in traditional English as a Second Language classes.3 • Washington State History • U.S. History and Citizenship • Interpersonal Communications • Job Search and Interviewing • Work Readiness • Environmental Issues • Effective Presentations Technology Skills Pre-Assessment (given at the beginning of each quarter) • Internet Basics • Information Literacy • Introduction to I-DEA (beginning of each quarter) • Business Websites • Computer Skills • Team Collaboration • Study Skills • • The American Education System End of Quarter Presentations (given at the end of each quarter) • Libraries and Library Resources • • Navigating Your Community Technology Skills Post-Assessment (given at the end of each quarter) • Health and Wellness • Stress Management • Money Management • Time Management • Personal Inventory • Career Exploration • Math Basics Topics taught • Laying the groundwork for the American journey Community and technical colleges provide the bulk of English-language instruction in Washington. Project I-DEA is transforming instruction statewide. In doing so, it is helping English Language learners pursue their dreams and bring their talents to our communities and economy. This broadens the view along our shared American journey. Sources: 1. Adapted from “The Importance of Immigration” by Steven Cohen, HuffPost Politics blog, Jan. 28, 2013. 2. Migration Policy Institute’s Data Hub. See http://www.migrationpolicy.org/data/state-profiles/state/workforce/WA. 3. Program year 2014-15 annual data, SBCTC, per I-DEA Program Administrator Jodi Ruback. Washington State Board for Community and Technical Colleges 360-704-4306 | www.sbctc.edu | January 2016 INTEGRATED DIGITAL ENGLISH ACCELERATION (I-DEA) PARTNERSHIPS Colleges and community-based organizations that partner on the I-DEA program • Bates Technical College Tacoma Community House • Olympic College Kitsap Adult Center for Education • Bellevue College King Country Library • Peninsula College First Step Family Support Center • Bellingham Technical College Whatcom Literacy Council • Pierce College Fort Steilacoom Linc NW • Big Bend Community College Inspire Development Center (Washington Migrant Council) • Pierce College Puyallup Linc NW • Renton Technical College YWCA Works • Seattle Central College Seattle Education Access • Shoreline Community College Seattle Education Access • Skagit Valley College Skagit Community Action • Community Colleges of Spokane Workforce Development Council • South Puget Sound Community College Sound Learning • South Seattle College Sound Learning • Tacoma Community College Tacoma Community House • Cascadia College Hopelink • Centralia College Our Literacy Council • Clark College Student Learning Center • Clover Park Technical College Tacoma Community House • Columbia Basin College First Fruits • Edmonds Community College Latino Education Training Institute • Everett Community College Take the Next Step • Grays Harbor College Grays Harbor College Foundation • Green River College Seattle Education Access • Walla Walla Community College St. Patrick Catholic Church • Lake Washington Institute of Technology Hopelink • • Lower Columbia College Longview Public Library Wenatchee Valley College SkillSource Worksource Wenatchee Affiliate • • North Seattle College Seattle Goodwill Whatcom Whatcom Literacy Council • Yakima People for People Washington State Board for Community and Technical Colleges 360-704-4306 | www.sbctc.edu | January 2016 Pathways to College & Careers for Washington’s Emerging Workforce Accelerated Pathways, Increased Opportunities WIOA Transition Washington Basic Education for Adults 101 Workforce Education Council, February 5, 2016 Jon M. Kerr, Director Basic Education for Adults State Board for Community and Technical Colleges Adult Education (Title II) Defined The term ‘adult education’ means academic instruction and education services below the postsecondary level that increase an individual’s ability to— (A) read, write, and speak English and perform mathematics or other activities necessary for the attainment of a secondary school diploma or its recognized equivalent; (B) transition to postsecondary education and training; (C) obtain employment.* *WIOA, SEC. 203 Definitions (1)(A)(B)(C) 2 Adult Basic Education Eligible Individual • Attained 16 years of age • Is not enrolled or required to be enrolled in secondary school • Is an English language learner • Is basic skills deficient • Does not have a secondary school diploma or its equivalent 3 Basic Education for Adults at a Glance 2014-2015 • Funded Providers • 34 CTCs 9 CBOs Funds distributed based on a prorata share among providers for the following (3-yr average of data): Students • • Allocation Methodology 45,562 52% ESL, 48% ABE 56% Female, 44% Male Funding 50% Performance based i. 10% Transitions ii. 20% Total Student Achievement Points iii.20% SAI points per Federal $9,178,602 Non-federal $46,338,748* student *Reported for MOE • Faculty 50% FTE Enrollment 18% Full Time 82% Part Time 4 STUDENTS SERVED English Language Learners Adult Basic Education High School Equivalency 5 BEdA Target Population 2014-2015 175% below poverty 602,285 Limited ability to speak English 433,429 18+ with no high school diploma 571,416 0 100,000 200,000 300,000 400,000 500,000 600,000 700,000 6 Program Funding 2014-15 Federal Non-federal 17% 83% 7 Enrollment 2014-2015 45,562 total 23,673 18,706 3,183 Adult Basic Education Adult Secondary Education English as a Second Language 8 Participant Ethnicity or Race 2014-2015 2% 2% American Indian or Alaskan Native 18% Asian 31% Black or African American 12% Hispanic or Latino Native Hawaiian/Pacific Islander White 1% Two or More Races 34% 9 Participant Age 2014-2015 54% 26% 20% 16-24 25-44 45 and older 10 Employment Status 28% 33% Employed Unemployed Not in the Labor Force 39% 11 Participants Who Tested and Earned Student Achievement Points 2014-2015 25% 75% Made significant gains Did not make significant gains 12 Cohort Completers 2013-2014 Met employment goals 9,769 Transitioned to college Completed High School Equivalency 6,197 2,966 13 Pathways to College and Careers for Washington’s Emerging Workforce http://www.sbctc.ctc.edu/college/_eabe_state-plan.aspx Washington State’s Adult Education 5-year Plan 2014-2019 with Revised WIOA Requirements for Transition State Plan 2015-2016 14 VISION All adult Washingtonians will have access to innovative, high quality education programs that provide the knowledge, skills and credentials necessary for securing family sustaining employment that strengthens the state and local economies. 15 15 Mission The adult education system will provide research-proven instruction and college and career readiness pathways that allow adults to master academic and technical skills to attain their career and educational goals and successfully navigate education and employment opportunities. 16 Goals • Implement and scale comprehensive, innovative college and career pathways to accelerate student completion and foster economic growth. • Guide and support transformational instructional practices that accelerate student completion to certificates, the Tipping Point, and AA/BA degrees leading to family sustaining employment. • Contextualize adult education courses to support transition to high school completion & equivalency certification, postsecondary education, and employment. • Strengthen and maintain a culture of rigorous instruction and evidence of increased performance. • Create and maintain strategic alliances to leverage local resources and increase navigational support to students. • Foster student self-efficacy. 17 17 Success Defined The Tipping Point 1 year of college level credits + a credential • After 6 years, students with 1 year of college credits + a credential had the most significant future earnings bump: • $7,000 more/year for ESOL students • $8,500 more/year for ABE students • $2,700 more/year for workforce students entering with a GED • $1,700 more/year for students entering with a HSD 18 Major Guiding Changes in WIOA for BEdA • Requires the development and implementation of effective and accessible college and career pathways. • Requires that Basic Education aligns to the K12 standards and no longer gets students to 10th grade competency levels but provides them with the skills to be college ready. • Requires employability skills be taught in every class at every level. 19 • It supports—I-BEST-- or integrated, co-enrolled workforce and training programs that accelerate the transition to postsecondary certificates and degrees for both ABE and ESL • Includes math, reading, listening, and speaking strategies be taught at all levels for both ABE and ESL • Expands the provision for technology • Supports one-stop centers with in-kind support/services or funding 20 HS 21+ • Allows students 21 and older to attain a competency-based high school diploma • Awards credit for prior learning, military training, and work experience • Students can move quickly as outcomes are met saving both time and money 21 HS21+ DATA Data Point* Students Enrolled Diplomas Awarded 2013-2014 521 168 2014-2015 1,935 698 Total 2,456 866 Significant Gains Earned (CASAS) Total SAI Points Earned Average SAI Points Earned Per Student Federal Level Gains 391 1,207 1598 1,467 4,128 5,595 2.8 2.2 2.5 208 606 814 * SBCTC Report Manager Enrollment Monitoring, 01/07/2016 22 GED PASS RATES AS OF JULY 10, 2015 • Washington State Pass Rate: 81% • National Pass Rate: 64% 23 I-DEA DATA Data Point* Students Enrolled 2013-2014 2014-2015 429 749 Significant Gains 211 (59.7%) 466 Earned (CASAS) (62.2%) Total SAI Points Earned 862 1,366 Average SAI Points Earned Per Student Federal Level Gains Total 1,178 677 (57.5%) 2,228 2 1.8 1.9 256 (49%) 382 (51%) 638 (54%) 34 Programs Up and Running! * SBCTC Report Manager Enrollment Monitoring, 01/07/2016 24 I-BEST Data Point* Students Enrolled FTE Degrees & Certificates Significant Gains Earned (CASAS Test) Total Performance (SAI) Points Earned Performance Points Earned Per Student Federal Level Gains * SBCTC Report Manager Enrollment Monitoring, 01/07/2016 2012-2013 3,629 1,749 1,836 1,525 2013-2014 3,873 2,034 2,114 1,682 2014-2015 3,940 2,177 1,744 1,619 Total 11,442 5,960 5,694 4,826 16,202 17,083 17,400 50,685 4.5 4.4 4.4 4.4 934 980 958 2,872 25 THE GUIDED PATHWAY FUNDED On-Ramps to I-BEST I-BEST Quarter 1 ($25/quarter) (Opportunity Grant & State Need Grant) -HS 21+ -I-BEST at Work -I-DEA -College Readiness -Career Specific -Tuition -Books -Fees/Supplies I-BEST to 2 Year Degree (Ability to Benefit & State Need Grant) -High School Diploma Baccalaureate Degree (Ability to Benefit & State Need Grant) 26 BASIC EDUCATION FOR ADULTS RESOURCES AND CAPABILITIES • 1.5% of Federal Funds • College and Career Pathways • Co-located Space • Shared Staff • Testing & Education Placement Expertise • Educational Advising and Navigation • Incumbent Worker Training-I-BEST at Work • Training & Skills Development 27 A Pathway Out Of Poverty WASHINGTON HAS A PROVEN TRACK RECORD IN INNOVATIVE EDUCATION RESULTING IN STUDENT SUCCESS BY DESIGN 28 QUESTIONS? 29 Contacts "Better Jobs. Better Futures. A Stronger Washington." Jon M. Kerr, Director Basic Education for Adults V (360) 704-4326 E jkerr@sbctc.edu _________________________________________ Washington State Board for Community & Technical Colleges 1300 Quince St SE | PO Box 42495 | Olympia, Washington 98504 30