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
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•
•
•
•
•
•
•
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