Workforce
Education Council
October 23-24, 2014
Prepared by the
State Board for Community & Technical Colleges
Workforce Education Department
1300 Quince Street, P.O. Box 2495
Olympia, WA 98504-2495
(360) 704-4400
Driving Directions
.
From Seattle
.
Take I-5 South to Exit 120 stay in right lane and exit to the right
toward Lewis-North.
.
Proceed to the FAR RIGHT LANE; this lane will be dedicated to all
WSMTC visitors without post access to expedite the process of getting you
onto JBLM.
.
From the Gate you will continue to go straight
.
Take a right at the light onto American Lake Ave.
.
Take the first right onto 2nd NCO Beach Road and the American
Lake
Conference Center is located on the left.
.
From Olympia
.
Take I-5 North to Exit 120 stay straight and take the second right
turn toward Lewis-North.
.
Proceed to the FAR RIGHT LANE; this lane will be dedicated to all
vendors without post access to expedite the process of getting you onto
JBLM.
.
From the Gate you will continue to go straight
.
Take a right at the light onto American Lake Ave.
.
Take the first right onto 2nd NCO Beach Road and the American
Lake
Conference Center is located on the left.
At gate go to
far right lane
Workforce Education Council
Agenda
October 22, WEC EXRC Meeting
Council meeting: October 23-24, 2014
Location: Joint Base Lewis-McChord (JBLM)
American Lake Conference Center
8085 NCO Beach Road
Joint Base Lewis-McChord, WA 98438-9500
Contact: Chair, Angel Reyna, Chair Site Questions: Jo Ann Baria, Pierce College
Wednesday, October 22
2:30-4:30
Agenda Topic
This event is not a general membership
event
WECEXEC Meeting
Info
JBLM, site detail via email
General Membership Meeting
Thursday, October 23
7:30-8:30
Agenda Topic
Networking Hearty Breakfast
8:30-8:35
Call to Order
Host College Information
8:35-8:50
Host College Welcome
8:50-9:15
WEC Business
No Host Dinner Options
Introduction of Members
Approval of WEC Spring Minutes
Treasurer’s Report
Hot Topics Reminder/initiation
Hellos and Farewells
Every Voice Counts
Committee Work
Review- Committee importance to
system and our own Initiatives,
reporting expectations, outcomes and
color code system, where to Go
Turn all drives in to Krista
9:15-11:10
11:10-11:25
11:25-12:10
Committee 6 First-timer and visitor
session remains in main room
BREAK (Use poll everywhere for Hot
Topics)
Center of Excellence Report
Presenter
American Lake Conference Center,
JBLM
Chair, Angel Reyna
Jo Ann Baria
Jo Ann Baria
Col. H. Charles Hodges
President Denise Yochum
Jo Ann Baria
All of the Assembly
Chair, Angel Reyna
Amy Hatfield
Chair, Angel Reyna
WEC EXEC (All)
Chair, Angel Reyna, WEC EXEC,
and Committee Chairs
All Participate
Chair, Angel Reyna
and Sharon Buck
All
COE Directors
12:10-1:10
Lunch
All
1:10-2:20
State Board Report -Part 1
2:20-2:30
Labor Liaison Report
Jim Crabbe
Marie Bruin
Joan Weiss, King County Labor
Kairie Pierce, State Labor Council
2:30-2:45
2:45-3:30
BREAK
Military Transition
Lt. Col. Edward H. Peterson, Stone
Education Center, JBLM
Ret. Col. Mark Haskins, Pierce
College, Stone Education Center
Pathways project
Jo Ann Baria, Pierce College
3:30-4:00pm
Apprenticeship 101
4:00-4:30
Hot Topics (Poll
Everywhere)/Announcements/After
Hours WEC/ Other Business
Adjourn Regular Meeting
WEC After Hours 1
Assigned Groups
Tim Wilson and Jody Robbins
Department of Labor & Industries
Chair, Angel Reyna
4:30
4:30-5:30
Chair, Angel Reyna
Various rooms
TBA
After 5
Dinner on your own
Evening Networking
No host Group location(s): Russell
Landing at JBLM-Lewis North*
Friday, October 24
Agenda Topic
Presenter
7:30-8:30
Networking Hearty BREAKFAST
American Lake Conference Center
8:30-8:45
Liaison Reports –IC, ATC, CBS,
Continuing Ed, COE
BCIT report outs
Council Liaisons
8:45-9:00
9:00-10:00
10:00-10:15
10:15-10:45
10:45-11:00
11:00-11:30
11:30-11:45
11:45-12:00
12:00- 1:00
Committee Chair Report Outs
(turn in flash drives to Krista)
BREAK
State Board Workforce Innovation
and Opportunity Act (WIOA) overview
Developing Questions
WIOA National Skills Coalition -Q & A
Session
Local Implementation Discussion
Remaining Hot Topics/Via “Poll
everywhere”
Lunch
Chair, Angel Reyna
Andrea Samuels
Committee Chairs or Designees
Marie Bruin and Jim Crabbe
Table work
Angela Hanks, Senior Federal
Policy Analyst
National Skills Coalition
All
Chair, Angel Reyna
All
Strategic planning/ initiatives
1:00-1:30
1:30-3:00
Statewide Student Leadership
Discussion
WEC After hours
Kathy Goebel
Tamar Zere
* Dinner reservations for October 23, at 6:30 p.m., have been made at the Bistro at Russell Landing at
JBLM-Lewis North. Please email jcargill@pierce.ctc.edu, if you plan to attend no later than October
10. The address is 8981 American Lake Avenue, JBLM-Lewis North.
Next Meetings:
February 5-6, 2015 at Everett Community College
Thank you for coming and have a safe trip home!
Spring WEC Minutes
May 1, 2014
Columbia Basin College
Sharon Buck called the meeting to order at 8:54
Host College Basics
Frank Powers welcomed WEC and covered logistics.
WEC Business
• No-host dinner options reviewed.
• Introduction of members
Correction made to date on second day. Motion to approve Winter 2014 WEC Minutes by Ryan Davis
seconded by Paulette Lopez. Minutes approved.
Motion to approve WEC Treasurer’s Report by Dave Cox seconded by Clyde Rasmussen. Report
approved.
Election Nominations
There are no open positions on the board, but since most current WEC Exec members will cycle off
2015-16, two positions are being created as non-voting members for this year who will become voting
members in 2015-16.
• Al Griswold nominated.
• Janice Walker nominated but declined for this coming year.
• Jenni Martin nominated and WEC Exec will review to find out if Jenni is eligible next year as a
voting member due to the rotation of voting membership in the Spokane District.
• Jamilyn Penn nominated.
State Board Report
Kendra Hodgson
• HEET grants due today, panelists will convene next week
• WRT grants due today
• Aerospace 1000 FTE and Aerospace Special Projects due May 8
Katherine Mahoney
• Bellevue hosting September WRT Conference
• ‘Start Next Quarter’ – Workforce money provided to offset costs of new colleges utilizing webbased tool. 10 new colleges coming on board.
Marie Bruin
• Legislative Update – President’s package has nice legislative summary. Marie will send to WEC
listserv.
o Final supplemental operating budget passed.
o Reduction of xxx
o Enrollment 139,927 enrollment target due to 1000 aerospace FTE and reduction
because of WSU Center in Everett
o Year Up received $350k for pilot program
o MESA program continued, $410
o Para-educator development $168k to fund articulated pathway from para-educator to
certified teacher
o Reduction in budget due to efficiencies (lean efforts)
o SB Worker Retraining expanding veteran eligibility
o Award academic credit for military transfer
Page 1 of 8
o High Skills/High Wage plan endorsed
• Career Pathways
o AQCP, WACAPA, Perkins, other initiatives over the years
o WEC Committee
o Want to pull together single workgroup. Invitation to others interested in Career
Pathways to let Marie Bruin know so they can be included.
o Workgroup will propose a model for the state.
o DOL, DOE, HHS have request for information about career pathways. Paula Boyum will
send out link to new information.
• Workforce Board surveying state related to VP Biden Information Request
o How can we use financial aid in a way that helps students get jobs in industry
o Workforce Board will provide summary. Final document should be out next week.
• Faculty Learning Community Grants due May 1-May 29
• Microsoft Certifications
o Options to host certification testing through community colleges – often hosted by
library
o Let SBCTC know if interested
• Michele Rockwell reminder on grants. Read through guidelines because they might have
changed.
• COE’s have managed skill standards on web sites. Are there skills standards for areas outside of
COE that should be on SBCTC web site or should it come down.
• Workforce Board wanted to share information “Achieving Excellence in Career Education”, June
16-18 in Phoenix, AZ
• Notify Marie of online programs that would be of interest to Veterans
• Apprenticeship – American Job Training Investments very much in alignment with career
pathways. More jobs-driven training. H1B and DOL $. Opportunities to serve long-term
unemployed.
• TAACCCT grant listing
Jim Crabbe
• SBCTC often gets asked about collaboration with other states, so please let them know if
applying on a grant
• ESD data retrieved from Help Wanted Online tool. Monthly reports will be generated and
hosted on ESD website.
Announcements – After Hours Meetings
• Apprenticeship (Thursday)
• King County WEC (Thursday)
• Start Next Quarter (Thursday)
• Military Pathways (Friday)
Announcements – Need for Host Colleges for Next Year
Labor Liaison Report
Joan Weiss & Kairie Pierce
• Looking for labor reps for colleges
• Training for labor reps as to what they should bring to the table on advisory committees
• Grant applications, speak to reps early if you need representatives.
• Be sure to keep labor involved in apprenticeship
Career Pathways for Faculty
Panel-Amy Hatfield, Jamie Wells, Holly Moore, Maggi Sutthoff, Lynette Bennett, Tamara Bell
Page 2 of 8
•
Prof/Tech Certification – about ½ using automated system. Certification a condition of
employment according to WACs 131-16-070 through 094.
• Reading Apprenticeship at Renton Technical College supports students through structured
modeling, classroom routines. Research outcomes positive in retention and depth of
comprehension. 30-hour online course available and follow up “Campus Coach” course.
• Center of Excellence – Education. Dean’s Academy developed in 2005 based on recognition that
Workforce Deans need leadership and technical skills and an opportunity to build networks. 6
cohorts complete.
• Teach-Tech BAS degree. In workforce we often hire individuals with technical/trade skills, but
they often do not have instructional skills. Degree will enhance certification requirement. Most
colleges do not require a bachelor’s degree for technical faculty. National trend toward
accreditation-required minimum qualification of bachelor degree. Pathway to City University
Master’s degree.
• Boot Camp provides fundamental skills to survive in classroom such as instructional strategies
and learning outcomes assessment. This training is designed for first year instructors.
• SBCTC Faculty Development – Jennifer Whetham. Faculty Learning Computers a flexible
structure for professional learning. FLC Grants 2014-15. Use Milt-Cox model by University of
Ohio.
• Training by Sloan for online teaching, Quality Matters, and I-BEST team teaching.
• Question asked “Are skill standards being updated?” Answer yes
• “How can that tool be used best?”
Boot Camp 2014-15
• Olympic College (Amy Hatfield) will be taking over coordination of Boot Camp from Mike Kelly at
Gray’s Harbor
• WEC recognized the contribution of Mike Kelly as a leader with vision and passion. Nancy
Estergard accepted plaque on behalf of Mike Kelly. Inscription is as follows:
“With grateful appreciation we honor our friend and colleague Mike Kelly for many years of
leadership, service, and dedication to the professional/technical Boot Camp trainings.”
Dean Camp Graduation/Acknowledgement
• Dave Cunningham and Jamie Wells presented a Dean Camp video and awarded certificates to 16
Dean Camp graduates.
Election for WEC Exec
• At the time of the election, only two candidates remained, Al Griswald, Seattle VI, and Jenni
Martin, Spokane CC.
• WECEXEC held a brief meeting at noon and concluded that Jenni Martin was a viable candidate.
• Jamilyn Penn had withdrawn herself from the process.
• Since only two positions were available and only 2 candidates remained in the race, individual
voting was not needed. Motion to approve slate of candidates – approved by acclamation
• Motion to appoint candidates into provisional positions – approved by acclamation
Committee Work
COE Reports
• Information and Computing Technology, Maureen Marjury
o Your Future in Information Technology web site targeting high school and up
o Curriculum Reviews
o Creating IT Futures: 2014 Summit May 15-16, 2014
IT Fundamental transfer courses
Page 3 of 8
o IT Skills Gap Forum (data available on website)
• Global Trade and Supply Chain Management, Meg Ryan
o New website for COE
o Homeland Security & Emergency Management Summit June 17
o Links to supply chain management programs at colleges
o Job Board being developed
• Mary Kaye Bredeson is new chair of COE’s and Dan Ferguson is new vice-chair
Hospital Employee Education & Training (HEET)
• Involves College – Labor – Industry Partnerships
• Medical Assisting Pathways provides exam prep, assessment and credit for prior learning, online
curriculum to fill skills/knowledge gaps
• Intangibles: Intercollegiate faculty partnerships, faculty professional development, deepen
connection with community, recognition as ‘proactive’, identified ‘holes’ in our system,
empowered current MA’s
• Lead College – ‘glue’ and ‘cheerleader’; important to have COE as partner
Hot Topics
• Q: WRT-Can incumbent workers be served under WRT? Yes, under the expanded eligibility
policy. !. Not reached the tipping point. 2. Remain employed needs skills training and 3. In a
demand field. Students need to meet 2 of the 3 criteria. 18% of your total FTE can count toward
your WRT FTE.
• Q: Displaced Homemakers definition has not change if that individual was dependent on income
and that income dried up then they fall under the displaced homemaker category.
• Injured workers and WRT-do not fit the eligibility requirements for WRT. Need to direct them to
L&I.
• Q: WRT Acceptable documentation for program eligibility. There is suggested documentation in
the guidelines. Program does not require you to utilize it.
• Q: Regarding WA state residency and WRT. SBCTC is going to take that to the advisory
committee to define that more specifically.
• Q: Around WARN notice and WRT eligibility.
• Q: What about WEC becoming a commission? Over 10 years ago, proposed that WEC become a
commission and it was voted down by presidents. Paula attended a President’s meeting, much
of the focus was around economic and workforce development. It seems like the president’s
should be more connected with WEC. Would like to propose that this issue be reexamined and
discussed.
o Next steps: Discuss at WEC retreat.
Spokane CC has offered to host spring next year. Other meetings remain open.
Meeting adjourned at 4:35 pm
Notes taken by Laura Cailloux
Page 4 of 8
Spring WEC Minutes
May 2, 2014
Columbia Basin College
Sharon Buck called the meeting to order at 8:35.
Liaison Reports
Council for Basic Skills, April 16-18, report by Darlene Moulson
• Panel discussion on retention, many resources, connection to student services
• New I-Best Application
• Planning for Rendezvous
• WAFSA-State Need Grant funding for undocumented students
Darlene will continue as liaison to CBC for next year.
E-Learning Council report by JJ Johnson
• Focus on Accessibility
• Tegrity is going away
• CTC Link supposedly has a great link to Canvas
• Sloan seats are available
Washington Association of Occupational Educators May 15 in Bellingham report by Shana Peschek
• Trying to connect more with COE’s especially ‘Work-Alike’ groups
• Would like to get more connected to WEC
Data Tools Comparison and Contrast, report from Committee 5 – Susan Cable & John Lederer
• EMSI, Burning Glass and LMEA/Workforce Explorer Data Comparison
• Workforce Explorer Free; EMSI & BG approximately $10 for 5 user fee
• EMSI & BG rated higher than Workforce Explorer in every category
• Workforce Explorer includes static reports, currency, sub-county area selection not available,
only ‘covered employment’ included, not self-employment
• New Workforce Explorer tool from Employment Security that Jim Crabbe sent out has not been
evaluated as yet.
• Burning Glass Labor Insight is a web spider system that captures current job openings.
• EMSI adds self-employment, forecasts employment and demographics by industry and
occupation, and adds IPEDS information. Provides tools to understand gap analysis and forecast
future demand.
• Recommend that SBCTC negotiate state-wide bids to make EMSI and Burning Glass available to
colleges at a discounted rate.
• Final recommendation of specific tool after IC approval of request to SBCTC to purchase
software tools and time to evaluate.
• Need for training on use of tools.
• Amy Hatfield and Sharon Buck gave accolades to the committee and the membership showed
enthusiastic support for the direction of the committee’s work.
• Questions asked “Who is interested in this tool?”
• “Are people on board with evaluation data tool? “
Committee Chair Report Out
Committee 1-Andrea Samuels
• Best Practices DB – updating by end of June with new innovation projects, and new search
criteria. Try to identify uses of database. Possibly recommend report back to WEC on
innovation grant completion.
• Gather statewide best practices related to Career Pathways taken by SBCTC Task Force
Page 5 of 8
Committee 2-Sinead Fitzpatrick Plagge
• Alliance for Quality Career Pathway discussion
• Task force met to review AQCP and other models applied against aerospace industry
• Consider adopting as a state portions of this model
• Discussion of making sure basic skills included in pathways – maybe join at Rendezvous
• Discussion of revised IBEST application
• Perkins Student Leadership $ distribution and criteria for awards and feedback loop to WEC
Committee 3-Maggi Sutthoff
• IC Charge to make professional development related to OER and online education
• DiPaolo presentation at Winter WEC will be available on website
• Prof/Tech Certification-ask someone from CTC Link to discuss how prof/tech certification might
be supported by that tool. Also will ask someone from Pierce to share tools
• Deans Camp successfully completed for year
• Boot Camp transferring to Olympic
• New Deans Orientation topics will be delivered to WEC Exec
• Advisory Board – Construction COE hosting workshop on May 28 at Highline CC on ‘Getting the
Most from Advisory Committees’
Committee 4-Dave Cox
• Position paper on Prior Learning Assessment will be 2-year project
• Request to WEC Exec for time at next year’s meetings to discuss philosophy of PLA and
processes at colleges. 1½ needed at Fall meeting for discussion. WEC members need to identify
this information to bring to fall WEC as well as bring data about amount of PLA credit awarded.
Statewide PLA document will also be included in Fall discussion.
• Winter meeting WEC will vet position paper on CPL & PLA.
• Vote on final position paper from WEC to IC. 15 minutes needed at Spring WEC.
Committee 5-Susan Cable & Jon Lederer presented earlier.
Candidate Speeches
• Completed on Day 1 of WEC Spring Meeting.
Hot Topics
• Program Approval process and include credit for prior learning. Group agreed and will include
that in the PLA work group.
• Apprenticeship: Apprenticeship fee guidance 2013/14 or use the 14/15 fees? Concern about
reimbursement model and the feasibility of it for our apprenticeship partners. A workgroup met
over the course of this year to review the model and impact of adopting a new model. Proposed
a new model to the Apprentice Council and subcommittee group is still working to finalize the
model. As it stands now, the previous guidance stands.
• Q: Where are we at with Statewide Program of Studies? A: There has been a reorg at the SBCTC,
Kathy Goebel is the new contact for Perkins. Our four COE’s completed a statewide POS project
and is posted on their program websites. Encourage colleges to review the these documents. A
new one has been created for early childhood. There are some opportunities to develop POSretail management, etc.
• Q: Data Alert System information sharing: intent is to notify individuals whenever there is a
coding change that will impact programs (WorkFirst, BFET, WRT). A training will be set up with
your IR person to review this tool.
• Q: I-BEST application question: Instructional model vs. Instructional program. SBCTC is
continuing to discussing the application process.
Page 6 of 8
Best Practices for Perkins Non-Trad
Girls GO Tech; Guys & Guts (healthcare) - Janice Walker, Trish from Whatcom CC
• 1-day workshop on campus with high school students and their parents; funding from Perkins
Non-Trad Grants and nonprofit/service club/business donations.
• Keep it fresh. Storyline important. Family involvement important. Recruit more in multicultural
community
Get Launched in Technology through Education and Resources (GLITTER) – Andrea Samuels, Seattle
Central
• Partnership with IGNITE 501(c)3 connects school-age girls to professional women in STEM
careers
• 3 Workshops – Hands-on Technical; Interacting with women in STEM; College Orientation. If
you would like additional information about the project contact Andrea.
Expanding Your Horizons-Promoting Careers in STEM for Women-Alice Madsen, Highline Community
College
• Partnership with student affairs, outreach
• Nationally supported conference that encourages girl’s grades 7-9 to explore careers in STEM.
• Goal of the one day event is to inspire girls to recognize the ire potential and pursue
opportunities in STEM.
• Corporate sponsorship as well Perkins funds the events.
• Working lunch and 3 hands on workshops (Healthcare programs-Polysomnography, Information
Technology-cybersecurity, Visual Communications-Graphics Animation)
Student Leadership Clubs and Funding
• Skills USA that used to be organized by Lake Washington is looking for a new college to organize.
Columbia Basin is considering taking up administration for this coming year to meet student
needs.
• Committee 2 recommended funding a college that will agree to administer.
Veteran-Specific Activities and Updates
Update on Activities and Resources related Veterans-Marie Bruin, JoAnn Baria, Marty Heilstad
• Expect 13,000 veterans returning to Washington in near future
• Web-based tool launched by White House which allows veterans to enter military certifications
and identify equivalent civilian skill sets
• Washington State Military Transitions Council. Marty Heilstad is representative. June 3, 2014
council meeting at American Lake. Washington first state to have federal, state, local resources
combined to meet veteran’s needs.
• Combined database will be created by Washington DVA. ERDC will combine this data. Data is
reported voluntarily. Not totally reliable. Trying to build solid, comprehensive data with ERDC
on veteran’s progression.
• Four pathways have been established by federal government. All four operative in WA. Would
like to see strong representation from WEC on this volunteer group. Mabel Edmonds is serving
as chair and can provide more information.
• Transition numbers: 9000 per year from JBLM + 5000 from outside of state. Need to consider
impact of dependents as well.
• Project manager hire, Carol Knight Wallace; active steering committee; developed workplan
o Medic to Allied Health pathway
o Military IT professions to civilian Health IT
• DOH and Nursing Commission doing work to map military health pathways to college credit and
licensures
Page 7 of 8
•
American Council on Education (ACE) guide. Faculty teams review credit award. Encourage
faculty to participate.
• ACE, CLEP, JST, MOS, Info, PLA policies, Grades, aging out
• Nursing Project: SME workgroup, prioritized goals, developed action items, focus group,
developed recommendations. Floor of at least CNA for credit plus maybe human relations.
• Volunteers from PN program needed to participate in workforce.
• Need to provide test anxiety interventions.
• CAEL
• If you want to serve veterans you need to hire a point of contact for the college
• Smartsheet and Resources will be sent out to listserv.
• SME for Fundamentals of Nursing test out at 12 credits of first-year LPN, let JoAnn know.
• IT –
• Veterans are expected to transition into every community, not just the ones near bases.
• Legislation – need to communicate new legislation so students are not repeating coursework.
Announcements
• National Council for Workforce Education (NCWE) intersection of education and policy. Mabel
Edmonds is on Executive Board and is President-Elect. Amy Hatfield is Regional Director. Think
about membership and registration for conference.
Career Pathways Update
• Already covered
Sharon Buck passed the gavel to new chair, Angel Reyna.
Meeting adjourned at 12:15.
Notes taken by Laura Cailloux
Page 8 of 8
WEC Treasurer Report
Spring 2014 - SUMMARY REPORT
Report Ending June 30, 2014
Amy Hatfield, Treasurer
*Beginning Balance
Income
Total Income
Expenses
Total Expenses
Ending Balance
$
19,497.27
$
2,075.00
$
$
7,989.73
13,582.54
*Note Beginning Balance adjusted by ($405.70) due to clerical error carried forward. Reconciled with 06/29/2013 ending balance.
2013 - 2014 Bank Statement Reconciliation
July Statement Balance:
August Statement Balance:
September Statement Balance:
October Statement Balance:
November Statement Balance:
December Statement Balance:
$
$
$
$
$
$
4,089.84
4,089.84
4,089.84
24,339.84
27,084.56
23,726.21
January Statement Balance:
February Statement Balance:
March Statement Balance:
April Statement Balance:
May Statement Balance:
June Statement Balance:
$
$
$
$
$
$
25,051.21
19,497.27
19,497.27
20,047.27
12,857.54
13,582.54
WEC Treasurer Report, Spring 2014
Year-to-date Report
7-Jul-14
Amy Hatfield, Treasurer
*Beginning Balance
Income
Date
4/23/2014
4/29/2014
5/19/2014
5/23/2014
6/20/2014
$
Explanation
Check Amount
Reconciliation Details
Deposit Amt Assoc. Bank Stmt.
Month Total
WEC Meeting Attendance/Membership
SPSCC
WEC Meeting Attendance/Membership
GHCC - DOC
WEC Meeting Attendance/Membership WA State Labor Council
$
$
$
125.00
300.00
125.00
$
$
WEC Meeting Attendance/Membership
RTC COE
WEC Meeting Attendance/Membership
EvCC COE
WEC Meeting Attendance/Membership
Spokane Falls
WEC Meeting Attendance/Membership
North Seattle
WEC Meeting Attendance/Membership
Seattle Central
$
$
$
$
125.00
125.00
300.00
125.00 $
$125.00
$
$
125.00
600.00
$
2,075.00
WEC Meeting Attendance/MemberPierce
WEC Meeting Attendance/MemberEverett
Total Income
Expenses
Date
19,497.27
Check
4/23/2014
5/19/2014
5/19/2014
5/19/2014
1621
1623
1624
1626
Paid To
Explanation
Amount
GHCC
Colombia Basin College
Cedar Brook Lodge
Amy Hatfield
Overpayment
WEC Mtg Food Service
WEC EXEC Retreat 75% Deposit
WEC Mtg Goods & Services
$
$
$
$
50.00
3,854.25
3,915.00
170.48
425.00
125.00
Total April Deposits
$
550.00
Total May Deposits
$
800.00
Total June Deposits
$
725.00
Date Check Cleared
Total April Checks**
$
-
$
675.00
$125.00
725.00
Total May Checks
Total June Checks
Total Expenses
Running Balance
$
7,989.73
$
13,582.54
$ 7,989.73
$
-
*Note Beginning Balance adjusted by ($405.70) due to clerical error carried forward. Reconciled with 06/29/2013 ending balance.
** Cleared checks only.
2013 - 2014 Bank Statement Reconciliation
July Statement Balance:
August Statement Balance:
September Statement Balance:
October Statement Balance:
November Statement Balance:
December Statement Balance:
$
$
$
$
$
$
4,089.84
4,089.84
4,089.84
24,339.84
27,084.56
23,726.21
January Statement Balance:
February Statement Balance:
March Statement Balance:
April Statement Balance:
May Statement Balance:
June Statement Balance:
$
$
$
$
$
$
25,051.21
19,497.27
19,497.27
20,047.27
12,857.54
13,582.54
WEC Treasurer Report
Summer 2014 - SUMMARY REPORT
Report Ending September 30, 2014
Amy Hatfield, Treasurer
*Beginning Balance
Income
Total Income
Expenses
Total Expenses
Ending Balance
$
13,582.54
$
7,200.00
$
$
2,304.33
18,478.21
2014 - 2015 Bank Statement Reconciliation
July Statement Balance:
August Statement Balance:
September Statement Balance:
October Statement Balance:
November Statement Balance:
December Statement Balance:
$
$
$
13,582.54
11,278.21
18,478.21
January Statement Balance:
February Statement Balance:
March Statement Balance:
April Statement Balance:
May Statement Balance:
June Statement Balance:
WEC Treasurer Report, Summer 2014
Year-to-date Report
30-Sep-14
Amy Hatfield, Treasurer
Beginning Balance
Income
Date
$
13,582.54
Explanation
Check Amount
7/1 - 7/30
No activity.
$
8/1 - 8/31
No activity.
9/23/2014
WEC Meeting Attendance/MemberEdmonds
WEC Meeting Attendance/MemberPierce
WEC Meeting Attendance/MemberLWIT (SB)
WEC Meeting Attendance/MemberSpokane (SSJ)
WEC Meeting Attendance/MemberLWIT (DB)
WEC Meeting Attendance/MemberShoreline
WEC Meeting Attendance/MemberWhatcom
WEC Meeting Attendance/MemberYakima & COE
WEC Meeting Attendance/MemberTCC
WEC Meeting Attendance/MemberWalla Walla
WEC Meeting Attendance/MemberRenton COE
WEC Meeting Attendance/MemberBellevue
WEC Meeting Attendance/MemberBates
WEC Meeting Attendance/MemberCentralia
WEC Meeting Attendance/MemberEverett COE
WEC Meeting Attendance/MemberPierce
9/25/2014
9/29/2014
Reconciliation Details
Deposit Amt Assoc. Bank Stmt.
Month Total
-
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
600.00
600.00
300.00
300.00
300.00
300.00
600.00
900.00
600.00
600.00
300.00
300.00
600.00
300.00
300.00
300.00
$
7,200.00
$
3,000.00
$
2,400.00
$
1,800.00
Total July Deposits
$
-
Total August Deposits
$
-
TotalSeptember Deposits
Total Income
Expenses
Date
7/1 - 7/30
8/14/2014
9/1/ - 9/30
Check
Paid To
No activity.
1625 Cedar Brook Lodge
No activity.
Total Expenses
Running Balance
Explanation
Amount
WEC EXEC Retreat Balance Due
$
2,304.33
$
2,304.33
$
18,478.21
Date Check Cleared
* Cleared checks only.
2014 - 2015 Bank Statement Reconciliation
July Statement Balance:
August Statement Balance:
September Statement Balance:
October Statement Balance:
November Statement Balance:
December Statement Balance:
$
$
$
13,582.54
11,278.21
18,478.21
$7,200.00
January Statement Balance:
February Statement Balance:
March Statement Balance:
April Statement Balance:
May Statement Balance:
June Statement Balance:
Total July Checks
Total August Checks
Total September Checks
$
$ 2,304.33
$
-
Workforce Education Council
Goals and Strategies for 2014-2015
1
Instructional Delivery
and Curriculum
Revisions
2
Pathways to Workforce
Programs
3
Professional
Development
4
System Collaboration
5
Economic Demand
Laura Cailloux
Krista Fox and Jenni Martin
Sharon Buck
Vacant
Al Griswold
Meg Ryan -Int’l
Dan Ferguson - Allied Health
Lindsay Lanham
Maureen Majury - IT
Bill Griffith -Ag
Mat Carlisle
Jaimie Wells- Ed
Shana Peschek- Const
Katherine Mahoney
Mary Kaye Bredeson -Aero
Barbara Hins-Turner-Energy
Kendra Hodgson
Linda Crerar-HSEM
Ann Avary - Marine
Kathy Goebel
3.2 a. Provide professional
development opportunities
for faculty to increase use
and effectiveness of Open
Education Resources and
instructional learning
technology tools.
1.1 Colleges will expand the
number of
contextualized/integrated and
accelerated instructional models
and student support services and
other best practices to increase
access and success of
underrepresented populations in
pathways. This includes expanding
academic, developmental and ABE
I-BEST programs. (Continue)
3.1.a Work through the state ATD
plan (annual regional workshops)
to provide professional
development opportunities for
administrators, faculty, and IR
representatives to use data and
implement best practices for
building a culture of evidence.
(NEW)
1.3. Participate in CoE review
committees to ensure actively
engaged system colleges and
industry partners
3.1.a Work through the state SAI
initiative (annual regional
workshops) to provide professional
development opportunities for
administrators, faculty, and IR
representatives to use data and
implement best practices for
building a culture of evidence and
increase student achievement
Report regarding actual use
of OER and provide
summary of faculty
professional development.
Work with Library leadership
and eLearning council to
provide professional
development with OER.
Update Best Practices
database to include
technology literacy and
information literacy in
professional and technical
programs.
October, 23, 2014
2.3.b. Support efforts to ensure
that AAS-completers are prepared
to enter BAS programs as juniors
(NEW)
Research certification software
tracking for pro-tech certification
including ERP potential. Make
recommendations. (Perkins SP)
2.2.a. Expand innovative credit
for prior learning opportunities
on campuses (including
veterans).
Create Workforce definition of
PLA and establish a system
baseline with a strategy to
increase total numbers.
Review and update the priority
occupational list each year.
2.3.e Stabilize dual-credit models,
policies (NEW)
Consider adoption of AQCP Alliance
Quality Careers Pathway
commitment of local assessment
process, field test of metrics, and
sharing of best practices (phase II).
Presentation of Burning Glass and
EMSI to develop a culture of
evidence. Compare to evidence
offered by LMEA data and other
local tools.
Provide annual Boot Camp training
for new pro-tech faculty. (Cont’d
Funding)
Annually review COE work plans
to ensure active engagement
among colleges and industry
partners. Quarterly exec
summaries.
What is useful data and how do we
get it? EMSI, Pathways software, or
HWOL.
Action: Roll-out the DB once
hosted by SBCTC (and
updated)
Define strategies and
practices for
sharing/collaborating in
online workforce programs
and produce collaboration
report.
Develop a report of new
eLearning offerings provide
to IC (Appropriate the
number of prof-tech,
transfer, ABE, and selfsupport online and hybrid
offerings. (DONE)
Due: Report on completion
status
Seek additional members
and review /approve
Innovation proposals
Increase use of Open
Education Resources and
instructional learning
technology tools within the
CTC system through faculty
training and development.
(Does this repeat?)
Expand analysis to include HWOL
and look at all to ID how it can
contribute to identifying
programming and or strategic
planning (NEW)
Provide Leadership Training for
Workforce Deans.
Review, recommend and revise
topics for ongoing WEC Orientation
in preparation for fall 2014
offering. Identify possible
speakers/presenters.
Identify plan for connecting WEC
and each college’s workforce area
to pre-college initiatives in
integrated math, contextualized
learning, underrepresented
populations, etc.
Collaborate with LTWD to provide
mentor s for that group as well as
for new deans not part of that
group. (Talent List)
Highlight ways that these tools can
point to High Skills/ High Wage
opportunities.
Work with SBCTC and other
councils in retention and
completion data initiatives (GISS,
Achieving the Dream, Completion
by Design, etc.)
(Another aspect of useful data)
WEC: Identify people to bring to
WEC or workshops provided by the
Council regarding effective learning
strategies. (IC: Train-faculty in
effective learning strategies
outlined in the Efficiency Report to
WACTC.)
Explore options and models to
expand credit for prior learning
and apprenticeships. Implement
recommendations from PLA
workgroup.
Deliverable: Coordinate/connect
with registrars
Expand credit for prior learning
opportunities on campuses (WEC
parallel group?)
Review work-based learning and
other common training in career
clusters and develop a matrix of
possible credits.
October, 23, 2014
Develop new college-to-college
collaborative emerging prof-tech
programs
Deliverable: Report on new program
collaborations to IC by June 2013.
Deliverable: Updating WEC on
progress (presentation)
Continue Programs of Study work
and assist with POS (Tech Prep)
integration as part of Perkins
requirements and funding
transitions.
WA Career Pathways.org and
MyCareerpaths.com
Map out program offerings in
industry sectors for combined
outreach and marketing. Include
steps toward curriculum
alignment and program
efficiencies e.g. Aerospace and
ECE
Building upon last year’s work,
develop Phase II related to exploring
existing policy and opportunity of
self-support and leveraging models.
Washington State Centers of Excellence: Fall Quarter 2014-15, Highlights
Ten Centers across the state represent a sector strategy to serve as economic development drivers for industries that help the
state’s economy grow. Each Center focuses on a targeted industry and is built upon a reputation for fast, flexible, quality
education and training programs for Washington state Community and Technical Colleges (CTCs). The location of each center
is represented within ( ). Visit www.coewa.com for more information.
Aerospace and Advanced Materials Manufacturing (Everett) – Since January, the Center hosted a series
of workshops to identify machine technology program/course outcomes and developed an overview of specific
courses that would help established industry standards. The State Board for Community and Technical Colleges
lists 368 common courses in its inventory. According to its documents, “the purpose of common course
numbering [as originally conceived] was to ease transferability of courses between and among the 34
community and technical colleges.” The Center’s interest in pursuing this initiative was based on two key
factors: industry representatives were seeking a commonly accepted template for validating student knowledge,
skills and abilities in order to adopt nationally recognized benchmarks for assessing student competency; and
having common course templates facilitates easier transfer and continuing education processes for students. The
process was supported by Air Washington. coeaerospace.com
Agriculture (Walla Walla) – The Center saw an increased participation rate of 58 percent during its summer
conference for the Washington Association of Collegiate Agriculture and Natural Resource Educators.
Community College Ag and Natural Resource instructors attended this no-cost conference to learn about new
articulation agreements with four year colleges and how the Ag Center can help in student recruitment and
program advertising. Hot topics were discussed addressing main concerns from Ag and Natural Resource
instructors from community and technical colleges from across Washington state. agcenterofexcellence.com
Allied Health (Yakima Valley) – The Center, in collaboration with the Whatcom Community College HEET
consortium, facilitated two healthcare industry meetings in Yakima and Spokane. The convening brought healthcare
employers, educators, labor representatives and workforce development partners from across the state to help guide
the creation of a formalized and standardized approach to training for care coordination and patient navigation. This
addition to allied health programs is in response to meeting health workforce changes stemming from health reform
and the state health care innovation planning process. The curriculum being developed includes flexible course
delivery options, highly interactive instruction and college credit options. The curriculum will be available system
wide in spring 2015. yvcc.edu/coe
Careers in Education (Green River) – More than 50 new professional-technical instructors from 20 colleges
completed the Center’s week-long “Boot Camp” training in August and September – offered in collaboration
with Olympic College. The Boot Camps were held at Big Bend Community College and Green River
Community College, and were partially funded by the Workforce Education Council. Many of these newly
hired instructors bring significant industry experience to our colleges and have little or no teaching experience.
The Center is also planning a Train-the-Trainer session to develop a new team of Boot Camp instructors. Look
for more information coming soon. careersined.org
Clean Energy (Centralia) – The U.S. Department of Labor awarded the Center and Centralia College a nearly $10
million Trade Adjustment Act Community College and Career Training Round 4 grant. The project, called
Washington Integrated Sector Employment (WISE) brings together the clean energy, advanced manufacturing and
construction sectors to prepare participants for employment in entry level, pre-apprenticeship and apprenticeship
occupations. It addresses the unique needs of unemployed, or under-employed dislocated workers, veterans and
minorities using innovative and sophisticated strategies. WISE incorporates ACT National Career Readiness
Certification, a career navigator process and credit for prior learning. The Center is working with the Centers of
Aerospace and Advanced Manufacturing and Construction to coordinate programs throughout eight Washington
CTCs. cleanenergyexcellence.org
Construction (Renton) – The Center joined Centers of Excellence for Clean Energy and Aerospace and Advanced
Manufacturing to lead the WISE Consortium, made up of eight community and technical colleges, five workforce
investment boards, the state's TAA coordinating agency, the Washington State Labor Council and more than a
dozen major employers to bring nearly $10 million to Washington. For Construction, it will help support
recruitment and retention into pre apprenticeship, apprenticeship and college construction programs, including
certificates in Leadership, LEED GA, National Career Readiness and more. constructioncenterofexcellence.com
Global Trade & Supply Chain Management (Highline) – The Center is a partner in The Make it in Washington
(MiiW) initiative, a public-private investment in small and midsized manufacturers located in qualified Washington
counties. Using an integrated approach and a blend of federal, state and private investments, Make it in Washington
delivers solutions for increasing workforce skills through advanced education, tailored business consulting services,
connection to growth capital and access to global markets. MiiW’s goal is to increase manufacturing capacity,
strengthen supply chains, attract investment and create new opportunities for businesses and individuals. MiiW
scholarships for online training and industry certification are available to both incumbent manufacturing employees
in most of Washington’s rural counties. The supply chain management coursework is offered through Highline
College and Shoreline Community College. coeglobaltrade.com/miiw/
Homeland Security Emergency Management (HSEM) (Pierce) – The Center met with security, safety and
emergency management industry professionals, federal and state regulators and Port Directors to discuss training
needs for the new HSEM Maritime, Port and Transportation Security Certificate. It provided information on CTC's
public safety, security and emergency management programs to more than 300 people at the first National
Association of Tribal Emergency Management Councils' Summit. The Center collaborated with the UW and other
state public colleges and universities and submitted a $7.5M grant to the Department of Homeland Security to
establish a National Center of Excellence for Critical Infrastructure Resilience. The Center's focus in the five-year
grant is to support statewide workforce and professional development activities. pierce.ctc.edu/dist/coe
Information & Computing Technology (Bellevue) – Building an IT-Ready Washington: 2015 and Beyond
outlines the in-demand technical skills and knowledge, including employability skills, IT students should become
familiar with as they are required by prospective employees. The information, resources, and expansion on what
these technical knowledge and skills are, and why they are important increases the probability the IT student will be
prepared to meet their future employer’s job requirements and responsibilities. This report showcases and details a
compilation of standards for IT students and educators in creating clearer expectations of what an IT program
should be offering in terms of content. Essentially, these highly desirable attributes, as identified by a team of IT
professionals, should be absorbed into the student’s lexicon upon graduation. The report is easy to read and use, and
provides the latest technology trends and curriculum recommendations based upon input from IT industry
professionals and the latest in IT research. coeforict.org
Marine Manufacturing & Technology (Skagit Valley) – Technology Transfer: Externship for Professional
Technical Teaching Faculty, Deans and IBest Faculty The 2014-2015 Externship Project is intended to
provide professional technical teaching faculty, I Best basic skills co-instructors, and deans the opportunity to
enter the industries for which they are preparing their students. The one-week externship will allow instructors
to become aware of the core knowledge and skills needed to be successful in the STEM-focused 21st century
workforce. The overarching theme of the externship project is: sustainability and technology. The Centers of
Excellence for Marine Manufacturing & Technology and Construction are leading this project. There will be
two externships for marine and two for construction, followed by a summer sustainability institute for 12
instructors. For more information, contact Ann Avary or Shana Peschek. marinecenterofexcellence.com
The Washington Centers of Excellence do not discriminate on the basis of race, color, national origin, religion, sex, disability, honorably-discharged
veteran or military status, sexual orientation, or age in the administration of their programs and activities.
Video link-
Success in the New Economy:
How prospective college students can gain a competitive advantage
Kevin Fleming, 2013
Education is core to our economy. But, in order to guide our educational systems and maximize
future income, we must understand the misalignment between education and our workforce.
High definition: http://vimeo.com/67277269
You Tube: https://www.youtube.com/watch?v=AcNSpKX8kVs
A full video transcript, and references, is also available
at: http://www.teloses.com/uploads/Success_in_the_New_Economy_Telos_Educational_Services_2013.pdf
Success in the New Economy:
How prospective college students can gain a competitive advantage
Kevin Fleming, 2013
Education is core to our economy. But, in order to guide our educational systems and maximize
future income, we must understand the misalignment between education and our workforce.
In my pursuit of higher education, I have earned two bachelor’s degrees, two master’s degrees, and
am working on a Ph.D. In total, this has cost me over one hundred and fifty thousand dollars. I’ve
done all of this, because I believe formal education is important. Part of this belief came from
seeing charts like this presenting a correlation between higher degrees and higher income; showing
on average that a person with a college degree earns far more money than the average person
without a high school diploma.1
This perceived higher earnings for having a 4-year degree has fueled a “college for all” philosophy;
causing educators and parents to encourage going to the university – any university – to major in
anything – in pursuit of future job security, social mobility, and financial prosperity.2 This
philosophy has increased college enrollment, resulting in 66 percent of high school graduates in this
country enrolling in higher education right after high school.3 That’s two out of three. Initially, they
are deemed the successful ones. But, what you won’t see advertised is the reality that most drop
out and only a quarter of those that enroll will finish a bachelor’s degree.4
Only after these few graduate do many of them start exploring careers.5 It is here that they
discover that their degree may not have prepared them for the world of work.6 You may be well
1
The College Board, Education Pays 2010, citing U.S. Census Bureau wage data.
The Conference Board. (2006). Are they Really ready to Work?: Employers’ Perspectives on the Basic Knowledge
st
and Applied Skills of New Entrants to the 21 Century U.S. Workforce. And: Bosworth, B. (2010). Certificates
Count: An Analysis of Sub-baccalaureate Certificates. Washington, DC: Complete College America. And: DeilAmen & DeLuca. (2010). The Underserved Third: How our Educational Structures Populate an Educational
Underclass. Routledge. And: Gray, K. & Herr, E. (2006). Other Ways to Win: Creating Alternatives for High
School Graduates. Third Edition. Thousand Oaks: Corwin Press. And: Symonds, W., Schwartz, R., & Ferguson, R.
(February 2011). Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st
Century. Report issued by the Pathways to Prosperity Project, Harvard Graduate School of Education.
3
The rate of college enrollment immediately after high school completion increased from 49 percent in 1972 to 67
percent by 1997, but since 2002 has fluctuated between 62 and 69 percent. Source: US Dept of Education,
National Center for Education Statistics.
4
Horn & Berger. (2005). College persistence on the rise? Changes in 5-year degree completion and postsecondary
persistence rates between 1994 and 2000. Washington DC: National Center for Educational Statistics. And:
Symonds, W., Schwartz, R., & Ferguson, R. (February 2011). Pathways to Prosperity: Meeting the Challenge of
Preparing Young Americans for the 21st Century. Report issued by the Pathways to Prosperity Project, Harvard
Graduate School of Education, And: Gray, K. & Herr, E. (2006). Other Ways to Win: Creating Alternatives for High
School Graduates. Third Edition. Thousand Oaks: Corwin Press.
5
CA Postsecondary Education Commission. And: Deil-Amen & DeLuca. (2010). The Underserved Third: How our
Educational Structures Populate an Educational Underclass. Routledge.
2
© Telos Educational Services, 2013
1
educated, but not every degree is direct preparation for employment.7 This misalignment between
degrees and job skills causes half of university graduates to be under-employed in what are called
gray-collar jobs.8 Taking positions that do not require the education they have received, at a cost
that is more than they can afford.9
Conventional wisdom suggests that a university degree guarantees a higher salary. But with rising
education costs, a shrinking job market, and the oversaturation of some academic majors in the
workforce, this old advice is now a myth for a majority of students.10 The economy and the world
have dramatically changed. Over the last 3 generations we’ve gone from 13% of the population
stepping into a college classroom, to 60% attending some form of higher education.11
In 1960, when taking into account all jobs in the American economy, 20% required a 4-year degree
or higher. 20% were technical jobs requiring skilled training, and 60% were classified as unskilled.12
But what’s the right percentage to meet the labor market demand for tomorrow? In 2018, Harvard
University predicts only 33% of all jobs will require a 4-year degree or more, while the
overwhelming majority will be middle-skilled jobs requiring technical skills and training at the
credential or Associates Degree level.13
6
Bureau of Labor Statistics. (Winter 2007-08). What can I do with my Liberal Arts Degree? Occupational Outlook
Quarterly. And: The Workforce Alliance. (2009). California’s Forgotten Middle-Skill Jobs: Meeting the Demands
st
of a 21 Century Economy. Washington DC.
7
Jacobson, L., et al. (2009). Pathways to Boosting the Earnings of Low-Income students by Increasing their
Educational Attainment, Gates Foundation/Hudson Institute. And: The Workforce Alliance. (2009). California’s
st
Forgotten Middle-Skill Jobs: Meeting the Demands of a 21 Century Economy. Washington DC.
8
Industry Workforce Needs Council (www.iwnc.org). And: Gray, K. & Herr, E. (2006). Other Ways to Win: Creating
Alternatives for High School Graduates. Third Edition. Thousand Oaks: Corwin Press.
9
Greene, K. (Oct 27, 2012). A New Peril for Older Parents: Student Loans They Co-Signed. The Wall Street Journal.
p.A1&A12. And: Deming, D., Claudia, G., & Lawrence, F. (2012). “The For-Profit Postsecondary School Sector:
Nimble Critters or Agile Predators?,” Journal of Economic Perspectives, American Economic Association, 26(1):
139-164. And: Carnevale, A., Rose, S., & Hanson, A. (2012). Certificates: Gateway to Gainful Employment and
College Degrees. Center on Education and the Workforce, Georgetown University.
10
Epperson, S. (August 28, 2012). No College Degree Required for these $100,000 jobs. USA Today. And: Godofsky,
J., Zukin, C., & Van Horn, C. (2011). Unfulfilled Expectations: Recent College Graduates Struggle in a Troubled
Economy. John J. Heldrich Center for Workforce Development, Rutgers. And: Jacobson, L., et al. (2009).
Pathways to Boosting the Earnings of Low-Income students by Increasing their Educational Attainment, Gates
Foundation/Hudson Institute.
11
The College Board, Education Pays 2010, Figure 2.7; U.S. Census Bureau, 2009b, Table A-1.
12
Project Lead the Way (www.pltw.org). And: GetReal (www.getrealca.com).
13
90% of all jobs in the future will require some education and training beyond high school according to: The
National Science Foundation (2012) PI Conference keynote by Jane Oates, Assistant Secretary ETA, Department
of Labor. And: Symonds, W., Schwartz, R., & Ferguson, R. (February 2011). Pathways to Prosperity: Meeting the
Challenge of Preparing Young Americans for the 21st Century. Report issued by the Pathways to Prosperity
Project, Harvard Graduate School of Education. And: Deil-Amen & DeLuca. (2010). The Underserved Third: How
our Educational Structures Populate an Educational Underclass. Routledge. And: The Bureau of Labor Statistics,
Occupational Outlook Handbook, 2010-2011 Edition. And: The Workforce Alliance. (2009). California’s Forgotten
st
Middle-Skill Jobs: Meeting the Demands of a 21 Century Economy. Washington DC.
© Telos Educational Services, 2013
2
A 4-year degree may have many benefits, but think about people you may know who, from an
economic perspective, inefficiently spent time and money to get a degree that perhaps they didn’t
really need for the career they are in.14
The true ratio of jobs in our economy is 1:2:7.15 For every occupation that requires a master’s
degree or more, two professional jobs require a university degree, and there are over half a dozen
jobs requiring a 1-year certificate or 2-year degree; and each of these technicians are in very highskilled areas that are in great demand.16 This ratio is a fundamental to all industries. It was the
same in 1950, the same in 1990, and will be the same in 2030.17
The hope for encouraging university education is that as the number of university-trained workers
increases, the demand for their services in the workplace will increase as well. Unfortunately, this is
not so. The whole pie may get bigger as the labor force and the economy grows, but the ratio will
not change.18 The reality is there will not be more professional jobs available within the labor
market.19 And some professional jobs have been replaced by technology, or are being
outsourced.20
Well intentioned attempts to send more and more students strait to the university will not change
the types of jobs that dominate our economy, nor will a “college-for-all” mentality mask these labor
market realities.21 The “college for all” rhetoric that has been so much a part of the current
education reform movement is often interpreted as “university for all.” This message needs to be
significantly broadened to, “a post-high school credential for all.”22 Students at various educational
levels have left school without employable skills; setting up our children for failure, costing them
14
Recent publications all raise this question in different ways, For example, Forbes’ August 2012 article, “Do you
Really need to go to College?,” or the New York Times’ May, 2010 piece “Plan B: Skip College,” or The
Washington Post’s September, 2010 story, “Some say bypassing higher education is smarter than paying for a
degree,” or The Chronicle of Higher Education’s October 2010 story, “Here’s Your Diploma. Now Here’s Your
Mop,” and even viral videos from Mike Rowe, the host of ‘Dirty Jobs’ promoting CTE education
(http://www.mikeroweworks.com/) and Sir Ken Robinson’s speech, “Changing Education Paradigms” advocating
for the reform of education.
15
Gray, K. & Herr, E. (2006). Other Ways to Win: Creating Alternatives for High School Graduates. Third Edition.
Thousand Oaks: Corwin Press.
16
U.S. Bureau of Labor Statistics. Occupational Outlook Handbook 2012-13. Office of Occupational Statistics and
Employment Projections.
17
Gray, K. & Herr, E. (2006). Other Ways to Win: Creating Alternatives for High School Graduates. Third Edition.
Thousand Oaks: Corwin Press.
18
Bureau of Labor Statistics (2010). Occupational Outlook Handbook 2010-11 Edition. U.S. Department of Labor.
19
Department of Labor (December 8, 2010), Table 1.3 Fastest Growing Occupations, 2008 and projected 2018.
Employment Projections Program, U.S. Bureau of Labor Statistics.
20
Friedman, T. (2005). The World is Flat: A Brief History of the Twenty-First Century. New York: Farrar, Straus, and
Giroux.
21
Deil-Amen & DeLuca. (2010). The Underserved Third: How our Educational Structures Populate an Educational
Underclass. Routledge.
22
Symonds, W., Schwartz, R., & Ferguson, R. (February 2011). Pathways to Prosperity: Meeting the Challenge of
Preparing Young Americans for the 21st Century. Report issued by the Pathways to Prosperity Project, Harvard
Graduate School of Education.
© Telos Educational Services, 2013
3
and taxpayers millions.23 All while the labor market is desperate for highly-trained, skilled
technicians.24 So, how do you position yourself for high-wage, in-demand jobs?
Let’s say you were considering a career as either an electrician or a business manager. You would
find that the average annual income for electricians is $51,000, only about half of the $105,000
average wage for management occupations.25 So, at first glance it looks as if getting a bachelor’s
degree in business is a no-brainer, but adding skills and ability into the picture adds a whole new
dynamic. What if you have the potential to become an excellent electrician, but lack the skills and
ability to be an excellent manager? Then you should be looking at projected incomes towards the
bottom of the pay scale for managers and towards the top for electricians.26 You would then
discover that electricians near the top of the pay scale make around $86,000; far higher than the
income of a manager near the bottom of the pay scale at $52,000.27
Now, this is just one example, but the concept is true throughout all industries.28 The claim that
you will make more money with an increased amount of education is not necessarily inaccurate, it’s
just incomplete.29 That advice is based just on the averages. But no one is perfectly average.
Everyone has unique skills, talents, and interests. In fact, the income for the top individuals in a
23
Fleming, K. (April 2012), The Inland Empire’s Neglected Majority: By the Numbers. Paper presented at California
Community College Association for Occupational Educational. Costa Mesa, CA. And: Symonds, W., Schwartz, R., &
Ferguson, R. (February 2011). Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for
the 21st Century. Report issued by the Pathways to Prosperity Project, Harvard Graduate School of Education.
st
And: The Workforce Alliance. (2009). California’s Forgotten Middle-Skill Jobs: Meeting the Demands of a 21
Century Economy. Washington DC. And: Scott, J., and Sarkees-Wircenski, M. (2004). Overview of Career and
Technical Education: Third Edition. Homewood, Illinois: American Technical Publishers, Inc.
24
Carnevale, A., Jayasundera, T., & Hanson, A. (2012). Career & Technical Education: Five Ways that Pay along the
Way to the B.A. Center on Education and the Workforce, Georgetown University. And: The Workforce Alliance.
st
(2009). California’s Forgotten Middle-Skill Jobs: Meeting the Demands of a 21 Century Economy. Washington
DC. And: Gray, K. & Herr, E. (2006). Other Ways to Win: Creating Alternatives for High School Graduates. Third
Edition. Thousand Oaks: Corwin Press.
25
California Labor Market Information Division, Employment Development Department data.
26
Example adapted from Charles Murray’s Real Education: Four Simple Truths for Bringing America's Schools Back
to Reality, as well as W.N. Grubb’s research on postsecondary education and the sub-baccalaureate labor
market.
27
California Labor Market Information Division, Employment Development Department data, 10 and 90 percentile
excluding sole proprietorships.
28
Carnevale, A., Strohl, J., & Melton, M. (2011). What’s It Worth?:The Economic Value of College Majors. Center on
Education and the Workforce, Georgetown University.
29
Epperson, S. (August 28, 2012). No College Degree Required for these $100,000 jobs. USA Today. And: Center on
Education and the Workforce, Valuing Certificates. (2009). Presentation. And: Osberg, L. (2001). Needs and
Wants: What is Social Progress and how should it be measured. The Review of Economic Performance and Social
Progress 2001. Vol. I pp23-41. And: Fiedrich, M. and Jellema, A. (2003). Literacy, Gender and Social Agency:
Adventures in Empowerment, DFID Research Report 53. And: The Workforce Alliance. (2009). California’s
st
Forgotten Middle-Skill Jobs: Meeting the Demands of a 21 Century Economy. Washington DC.
© Telos Educational Services, 2013
4
wide variety of skilled jobs that require an industry credential or 2-year degree is far higher than the
average income for many occupations that require a 4-year degree.30
Nationally, Associate Degree earners range between $27,000- $68,000 while Bachelor’s recipients
earn between $34,000 - $97,000.31 But this data only accounts for the 25th Percentile to the 75th
percentile of full-time, adult workers. This means 25% of Associate Degree holders earn more than
$68,000 annually, and 25% of Bachelor’s degree holders earn less than $34,000!
Our world has changed, and in this new economy, the university degree is no longer the guaranteed
path towards financial success as it was for previous generations.32 And even if you do earn one,
that education alone may not be enough.33 In today’s highly-technical knowledge based economy,
having hands-on skills and perfecting what you’re good at can be more valuable than getting a
degree in ‘something’ simply to get one.34 Employers want to know what you can do, and what you
can do well; not just what degree hangs on your wall.35 Since new and emerging occupations in
every industry now require a combination of academic knowledge and technical ability, we need to
ensure that we’re also guiding students towards careers and not just to the university.
30
Carnevale, A., Jayasundera, T., & Hanson, A. (2012). Career & Technical Education: Five Ways that Pay along the
Way to the B.A. Center on Education and the Workforce, Georgetown University. And: Carnevale, A., Rose, S., &
Hanson, A. (2012). Certificates: Gateway to Gainful Employment and College Degrees. Center on Education and
the Workforce, Georgetown University. And: Epperson, S. (August 28, 2012). No College Degree Required for
these $100,000 jobs. USA Today. And: Adler, L. (2010). California Career & Technical Education 2010 Longitudinal
Study, University of California, Riverside; School Improvement Research Group. And: The College Board,
Education Pays 2010, Figure 1.5; U.S. Census Bureau, 2009. And: Mitchell, D. (2006). California Regional
Occupational Centers and Programs 2006 Longitudinal Study. University of California, Riverside; School
Improvement Research Group. And: Jacobson, L., et al. (2009). Pathways to Boosting the Earnings of Low-Income
students by Increasing their Educational Attainment, Gates Foundation/Hudson Institute. And: The Workforce
st
Alliance. (2009). California’s Forgotten Middle-Skill Jobs: Meeting the Demands of a 21 Century Economy.
Washington DC. And: Deil-Amen & DeLuca. (2010). The Underserved Third: How our Educational Structures
Populate an Educational Underclass. Routledge.
31
The College Board. (2010). Education Pays 2010, Figure 1.5; U.S. Census Bureau 2009 data.
32
Jacobson, L., et al. (2009). Pathways to Boosting the Earnings of Low-Income students by Increasing their
Educational Attainment, Gates Foundation/Hudson Institute. And: Carnevale, A., & Derochers, D. (2003).
Standards for what? The economic roots of K-16 reform. Princeton, NJ: Educational Testing Service. And: Scott,
J., & Sarkees-Wircenski, M. (2004). Overview of Career and Technical Education: Third Edition. Homewood,
Illinois: American Technical Publishers, Inc.
33
Carnevale, A., Strohl, J., & Melton, M. (2011). What’s It Worth?: The Economic Value of College Majors. Center
on Education and the Workforce, Georgetown University.
34
Davidson, P. (October 17, 2012). Employment Surges for Community College Grads. USA Today. And: Epperson,
S. (August 28, 2012). No College Degree Required for these $100,000 jobs. USA Today. And: Coyle, Daniel (2009).
The Talent Code. New York: Bantam Books. And: Center on Education and the Workforce, Valuing Certificates.
(2009). Presentation, as sourced in “ACTE Fact Sheet”. And: Jacobson, L., et al. (2009). Pathways to Boosting the
Earnings of Low-Income students by Increasing their Educational Attainment, Gates Foundation/Hudson
Institute.
35
Achieve, Inc. (2004). Ready or Not: Creating a High School Diploma That Counts. The American Diploma Project.
And: Corporate Voices for Working Families. (2011). Why companies invest in “grow your own” talent
development models. And: Carnevale, A., Jayasundera, T., & Hanson, A. (2012). Career & Technical Education:
Five Ways that Pay along the Way to the B.A. Center on Education and the Workforce, Georgetown University.
© Telos Educational Services, 2013
5
So, before enrolling in classes or deciding what you’re going to do next in your life, step one is selfexploration.36 In addition to your interests, really analyze your talents and strengths. Step two is
career-exploration; understand the jobs available, the income ranges they pay, and evaluate the
skills they require. Identifying an area that appeals to your interests, skills, and the labor market
may be your first career. And then you can develop a tentative career plan complete with multiple
training and education options.37 The key is to align your interests and abilities with your first
career choice and the education & training you’ll need to receive.38 This alignment will help bring
your future into focus, and ensure your position at the top of the pay scale in your chosen career
What all this data shows is that success in the new economy is as much about acquiring the
knowledge, skills and abilities needed for in-demand occupations as it is to be well educated. Both
paths may work for you, but education combined with technical training is how you ultimately
secure a competitive advantage in the new economy.39 Community colleges are in the ideal
position to provide over 70% of tomorrow’s workforce with an education combined with applied
technical skills, industry driven credentials, and specific preparation for employment.40 Being a
skilled craftsman or technician is highly valued. Investments in career education programs in high
schools and community colleges will help all students obtain an education which includes technical
training and preparation for the workplace. Ultimately, this is how all students can be successful.
In the new economy, both education and technical skills are the new currency. Will you be ready?
Suggested citation: Fleming, K (2013). Success in the New Economy: How prospective college students can gain a
competitive advantage. Funded by Title IC grant #12-CO1-009 awarded to Citrus College by the California Community
Colleges Chancellors Office: Telos Educational Services. Retrieved from www.TelosES.com.
36
Whitfield, Feller, & Wood. (2009). A Counselor’s Guide to Career Assessment Instruments, Fifth Edition. National
Career Development Association. And: California State Board of Equalization’s Working Your Way Up campaign.
And: Wallace-Broscious, A., Serafica, F. C., & Osipio, S. H. (1994). Adolescent career development: Relationship
to self-concept and identity status. Journal of Research on Adolescence, 4(1), 127–149.
37
Levine, M. (2005). Ready or not: Here life comes. Chapel Hill, NC: University Press.
38
Carnevale, A., & Derochers, D. (2003). Standards for what? The economic roots of K-16 reform. Princeton, NJ:
Educational Testing Service.
39
Carnevale, A., Jayasundera, T., & Hanson, A. (2012). Career & Technical Education: Five Ways that Pay along the
Way to the B.A. Center on Education and the Workforce, Georgetown University.
40
Castellano, M., Stringfield, S., & Stone III, J.R. (2003). Secondary career and technical education and
comprehensive school reform: Implications for research and practice. Review of Educational Research, 73, 231272. And: Cohen & Besharov. (2004). The important role of career & technical education: Implications for
federal policy. Welfare Reform Academy Report. Washington DC: American Enterprise Institute for Public Policy
Research. And: Brown, C. H. (2000). "A Comparison of Selected Outcomes of Secondary Tech Prep Participants
and Non-Participants in Texas." Journal of Vocational Education Research,25, no. 3, 273-295. And: Cardon, P. L.
(Winter-Spring 2000). "At-Risk Students and Technology Education: A Qualitative Study." Journal of Technology
Studies,26, no. 1, 49-57. And: Plank, DeLuca & Estacion (2008). High school dropout and the role of CTE: A
survival analysis of surviving high school. Sociology of Education, 81, 345-370. And: Deil-Amen & DeLuca. (2010).
The Underserved Third: How our Educational Structures Populate an Educational Underclass. Routledge. And:
Harvey, M. W. (Spring 2001). "The Efficacy of Vocational Education for Students with Disabilities Concerning
Post-School Employment Outcomes: A Review of the Literature." Journal of Industrial Teacher Education 38, no.
3: 25-44.
© Telos Educational Services, 2013
6
WorkFirst Update
October 2014
Workforce Education Council
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. Washington State’s
community and technical colleges provide higher education opportunities for WorkFirst students to
learn the skills needed to make them a competitive and integral part of our state’s economic revival.
WorkFirst has three main goals:
• Reduce poverty by helping people to get and keep jobs.
• Sustain independence by helping people keep and improve jobs.
• Protect children and other vulnerable residents by providing for childcare and stopgap
funding for emergency situations.
The State Board has signed a contract with Department of Social and Health Services (DSHS) for
WorkFirst Funds for Fiscal Year 15.
WorkFirst LEANs
Between December 2013 and July 2014, DSHS hosted six LEAN workshops, in collaboration with the
WorkFirst partners. The objective was to engage and empower those who work most closely with
WorkFirst clients in identifying ways to make WorkFirst more efficient and to find a balance between
engagement that matters and participation that counts. The six leans produced over 120
recommendations. Representatives from the SBCTC and colleges participated in the following LEANs:
• WF3 – Verifying and Documenting Actual Hours of Participation
• WF4 – Increasing Successful Outcomes for Educational Activities
• WF5 – Reducing Transitions Gaps
WorkFirst Success Stories
A call was sent out to all WorkFirst colleges seeking success stories for students participating in our
WorkFirst program. The response from the colleges was enthusiastic and overwhelming. Many
compelling stories were provided by students themselves recalling the challenging circumstances that
brought them to WorkFirst and the significant changes that are occurring and have occurred in their
lives. Additionally, many students expressed sincere appreciation to the WorkFirst staff at their
respective colleges for the help and encouragement that they provide.
All-Staff Webinar
An all-staff webinar to connect with colleges across the state is scheduled for Wednesday, November
19, 1:00-3:00pm. It is hoped that this can be followed up with a one day event later in the year to
provide an opportunity for in-person networking, workshops and information sharing.
SBCTC Policy Associate: Lindsay Lanham
llanham@sbctc.edu ~ (360)704-4339
SBCTC Program Administrator: Mat Carlisle
mcarlisle@sbctc.edu ~ (360)704-4341
Basic Food Employment and Training (BFET)
October 2014
BFET provides access to employment and training services to federally-funded food stamp recipients in
Washington State, who are not participating in the state’s Temporary Assistance for Needy Families
(TANF), or WorkFirst, program.
The BFET program, offered through the U.S. Department of Agriculture Food and Nutrition Services
(FNS), is a source of funds for state and local agencies. The SBCTC, under contract with DSHS, provides
administration services and program guidance for the Community and Technical College (CTC) system.
•
Washington State’s BFET plan for FFY 2014-15 was approved for the fiscal year
running October 1, 2014 through September 30, 2015.
•
All 34 of Washington’s community and technical colleges are participating.
• $10,184,504 in federal reimbursement funding is available for match by the
community and technical colleges.
•
$484,927 of federal funding is reimbursed at 100% and does not require a ‘match’. These funds
may only be used for administrative costs, tuition and fees.
•
During FFY 2013-14:
o SBCTC provided a consultation visit to the University of Hawaii Community College
System to provide input into the design and operations of the Washington State BFET
program. Specific areas of interest included resources, policies, processes, management,
record keeping, student services, etc. The Hawaii Community College System program
would serve 7 campuses.
o SBCTC was part of a panel, along with DSHS and Seattle Jobs Initiative, presenting
BFET at a one-day conference sponsored by the National Skills Coalition in Baltimore,
MD. Representatives of 11 states were in attendance.
CTC General Funding Information
Fiscal
Year
BFET
Funding
FFY 12
$5,085,568
FFY 12
100%*
$2,280,116
FFY 13
$7,688,080
FFY 13
100%*
$1,020,828
FFY 14
$9,794,232
FFY 14
100%*
$539,722
9,169
22,002
19,994
Students
Served
*Additional funding for tuition and administration to be reimbursed at 100%.
**Projected Students Served estimate impacted by DSHS redefinition of a BFET component.
FFY 15
$10,184,504
FFY 15
100%*
$484,927
12,696
Projected**
BFET Program Outcomes
Over 45,000 unduplicated Washington residents have been served through the BFET program. A UI
match to track specific cohorts of BFET participants shows 74% achieving employment with a median
hourly wage of approximately $11.00 per hour. From 2011 through 2014, the BFET program has brought
over $56 million in federal funding to the state of Washington.
SBCTC Policy Associate: Lindsay Lanham
llanham@sbctc.edu ~ (360)704-4339
SBCTC Program Administrator: Mat Carlisle
mcarlisle@sbctc.edu ~ (360)704-4341
WEC October 2014
Worker Retraining
As a result of work with representatives from the colleges, and with recommendations from the Customer
Advisory Committee, the State Board announced two new Worker Retraining enrollment categories for:
•
•
WRT Active Duty Military
WRT Stop Gap Employment
The announcement, description of the new enrollment categories, and coding guidance were sent via email
Monday August 18, 2014 and are considered effective for use as of that date. A link to the Worker Retraining
page where the policies are posted can be found below.
http://sbctc.edu/college/_e-wkforceworkerretraining.aspx
If there are questions or items of clarification please contact:
Kendra Hodgson
Policy Associate
khodgson@sbctc.edu
360-704-4324
Katherine Mahoney
Program Administrator
kmahoney@sbctc.edu
360-704-4329
Worker Retraining Program
Active Duty Military Eligibility Policy
Active Duty Military Eligibility Policy – New in 2014-2015
Intent: This policy is intended to allow active duty military members who have received an
official separation order to access worker retraining (WRT) services and funding prior to their
date of separation, in order to speed their transition to employment as a civilian. The
separation order is considered to be comparable with a WARN notice, or other notice of layoff,
which qualifies individuals as dislocated workers and therefore eligible for WRT.
Authority: This policy was recommended by the Workforce Training Customer Advisory
Committee and approved by the State Board for Community and Technical Colleges.
Definition of Active Duty Military, Received Notice of Separation
This category is defined as an active duty military service member who has received an official
separation notice.
Definition of Active Duty Military WRT Student Eligibility:
To be eligible under this category, the individual must provide documentation in the form of an
official separation order. The document must identify the individual and the date of separation
from the military and be kept on file as proof of eligibility. Individuals with separation orders
indicating, at the time of enrollment, a dishonorable discharge are not eligible under this
category.
Coding: Students meeting active duty military eligibility may be enrolled with the work attend
code 89.
This policy does not require that college’s revisit the student’s eligibility determination code
after initial enrollment.
Colleges using work attend 89 should remove the code from the student’s record when the
student ceases to meet the criteria as listed above.
August 2014
Page 1
WEC October 2014
Aerospace 1000 FTEs
Community & technical colleges submitted proposals to demonstrate the ability to generate additional
capacity towards meeting the required 1000 FTES mandate attached to this appropriation. The proposals
were reviewed by a 10 member panel representing business, labor and education. The funding decisions were
communicated to the colleges in June 2014. 21 colleges were approved for funding. The link to the press
release identifying the college and the programs identified for the 1000 FTES can be found below.
http://www.sbctc.ctc.edu/documents/aerospace-FTEs-Final-6.20.2014.pdf
Aerospace Special Projects funding
Aerospace Special Projects proposals were reviewed by a four member panel that consisted of representatives
from education, labor and government. These funds were approved with the intent to support the
extraordinary costs associated with the startup or improvement of high demand programs. The funding
decisions were communicated to the colleges in June 2014. 8 college projects and 1 consortium project were
approved for funding during FY15. The projects funded are identified below.
College
Program name
Bellingham Tech
Clover Park
Composites Consortium
Everett
Lake Washington
Peninsula
Renton Tech
Walla Walla
Yakima
Composite & Process Eng.
Mechatronics Tech.
Composites WA
Composites
Machine Tech./CNC
Composites Technology
Precision Machining
Mechatronics
CNC Machinist Technology
If there are questions or items of clarification please contact:
Kendra Hodgson
Policy Associate
khodgson@sbctc.edu
360-704-4324
Katherine Mahoney
Program Administrator
kmahoney@sbctc.edu
360-704-4329
WEC October 2014
Hospital Employee Education and Training (HEET)
The State Board for Community and Technical Colleges (SBCTC) invites Washington’s community and
technical colleges to apply for Hospital Employee Education and Training (HEET) grant funding (see attached
application guidelines). These grants are to build innovative programs that enhance the accessibility of
college education for hospital workers; lead to increased capacity of the college system in nursing and other
high demand health care fields; and bring greater diversity to the health care workforce.
Funds may be spent on: curriculum development/modification; equipment needed to train incumbent
workers; creation of a system to grant credit for prior learning; sustaining the labor, management, college
partnership: support for students; program recruitment and retention; symposium to share/learn best
practices in teaching methodologies and curricula; and evaluation.
Hospital Employee Education & Training program proposals were reviewed by a six member panel that
consisted of representatives from education, labor and the healthcare community in Washington State.
Funding decisions were communicated to the approved colleges in June 2014. 3 consortium projects and 1
individual college project were approved for funding during FY15. The projects funded are identified below.
College
Program name
Highline Consortium
Pierce College
Whatcom Consortium
Seattle Consortium
Medical Assistant Cert.
ICD 9-10/Coding
Care Coordinator
Healthcare Pathways
If there are questions or items of clarification please contact:
Kendra Hodgson
Policy Associate
khodgson@sbctc.edu
360-704-4324
Katherine Mahoney
Program Administrator
kmahoney@sbctc.edu
360-704-4329
Report to the
Washington State Apprenticeship & Training Council
October 16, 2014
Apprenticeship enrollments
Preliminary data for the 2014-15 academic year shows a growth of 50% when comparing the
summer quarter of 2013 to the summer quarter of 2014. The higher full time enrollment (FTE)
between the summer quarters included growth in 6 of the 12 colleges with enrolled
apprentices. There are currently 16 colleges with active apprenticeship programs over the full
academic year. Although growth during the summer quarter was significant, it does not
necessarily predict a similar growth for the rest of 2014-15.The highest level of summer growth
occurred at Olympic College, Skagit Valley College and the Spokane District.
Academic
Year
2010-11
2011-12
2012-13
2013-14
2014-15
Summer
FTE
751
741
720
600
902
Fall
FTE
2331
1852
1789
1840
N/A
Winter
FTE
2667
2331
2004
2237
N/A
Spring
FTE
2016
1673
1444
1662
N/A
Annual
Headcount
FTE
2576
8468
2199
7502
1985
6803
2113
7145
N/A
N/A
Tuition
No tuition increase at community and technical colleges for residents and nonresidents
On July 12th, the State Board for Community and Technical Colleges officially froze tuition for
resident and nonresident students this fall. This is the second consecutive year since 1989 that
tuition will remain flat for students in the two-year college system. Tuition will remain
$4,000.05 per year for resident students in the 2014-15 academic year.
Apprenticeship Fee guidance
The existing fee guidance will be maintained for the 2014-15 academic year.
Tuition for 2014-15 -- The State Board for Community and Technical Colleges (SBCTC) issues
policy on tuition and fee rates annually, and these can be accessed on the SBCTC’s website
under “Tuition and Fees” (http://www.sbctc.ctc.edu/college/f_tuition.aspx). For ungraded
apprenticeship courses, the college shall waive 50 percent of operating fees deposited to fund
149 at $53 per credit, or a clock hour option of $3.49 per clock hour. Technical colleges
operating on a clock hour basis may determine whether they will use the standard lecture/lab
ratio or the mixed/variable rate at 16.5:1. Existing waiver is 50 percent of current tuition rate.
Colleges are afforded the option to use either the credit or clock hour basis in establishing rates
for courses.
Contract Rates and Rent for 2014-15
By agreement reached between the presidents, the SBCTC, and the apprenticeship training
community, minimum rates have been established for contracting training from the training
trusts and paying “rent” when trust facilities are used for the training. It was agreed that those
rates would be adjusted biennially, based on the system budget changes funded by the
Legislature. (See Apprenticeship Funding Guidelines, June 2007) The contract rate for 2014-15
is $2,176 and rent is $362.
News from the Community and Technical College system
American Apprenticeship Initiative (AAI) Grant Planning
There have been two meetings (with the third scheduled in Spokane on 10/15/14) to convene a
discussion regarding a coordinated statewide application for anticipated AAI related grant
funding. A grant announcement has yet to be released, but is anticipated this fall. The purpose
of potential funding is aimed at increasing the number of apprenticeships. Funding will be
awarded to partnerships between employers, labor organizations, training providers,
community colleges, local and state governments, the workforce system, non-profits and faithbased organizations.
Grant participants are expected to have or be working towards certification as a Registered
Apprenticeship-College Consortium (RACC). To help with this process, The SBCTC is coordinating
a one hour webinar on 11/6/14 at 10:00am hosted by the US Department of Labor.
The statewide planning group has an established list of interested participants. The participant
list continues to grow as awareness increases. Individuals should contact Danny Marshall,
SBCTC Workforce Program Administrator to be added to the list.
Trade Adjustment Assistance Community College and Career Training Grants (TAACCCT)
Over the last four years, the TAACCCT program has helped to strengthen and expand innovative
job-driven training at nearly 700 colleges around the country. In Washington, both Centralia
College (in cooperation with Bates, Green River, Shoreline, South Seattle, and Walla Walla) and
Clover Park Technical College both received grant awards totaling $12.5 million in the 2014
round of TAACCCT.
The Centralia project will bring together the clean energy, construction and advanced
manufacturing sectors to create a cluster that will prepare participants for employment in entry
level, pre-apprenticeship and apprenticeship occupations. It will address the unique needs of
unemployed, or under-employed dislocated workers, using innovative and sophisticated
strategies.
The Clover Park project will develop a core pathway into advanced manufacturing and
industrial technology careers that can branch off into specialized areas that align with current
and future industry demand. The core pathway (Mechatronics Technician) will provide a basis
to integrate learning outcomes from adjacent advanced manufacturing career paths like
Material Science and Manufacturing Technologies to create specialized certificates to fill
projected employment gaps in high-wage, high-demand careers.
Olympic College
Olympic College (OC) was recently awarded the Puget Sound Naval Shipyard and Intermediate
Maintenance Facility (PSNS & IMF)) training contract for the Apprentice, Helper and After Hours
programs. It is a one-year contract with four optional years – overall, a five-year contract.
OC and PSNS & IMF have had a successful partnership to provide Apprentice training since the
1950s. The college and PSNS & IMF have collaborated to develop and continually refine the
Apprentice program over the years. The rigorous program provides students with educational
pathways that lead to an Associate in Technical Arts (ATA) Degree in Industrial Trades. The
curriculum is specifically designed to meet the training needs of PSNS & IMF. In the 2013-2014
academic year, 199 Apprentices earned their ATA degree.
The college and PSNS & IMF worked together to create an education and training program for
Helpers, PSNS & IMF entry-level employees. Coursework is offered for Helpers that leads to a
Certificate of Recognition in Industrial Trades. The curriculum is designed to develop and
enhance general education and technical skills.
A comprehensive community college, OC offers a wide range of programs, schedules, delivery
options and support services for the PSNS & IMF After Hours program. These include
instructional programs in basic skills, associate transfer degrees, professional technical degrees
and certificates, baccalaureate degrees and continuing education classes.
The college highly values the close working relationship and partnership with PSNS & IMF and
looks forward to the next five years of collaboratively offering training programs for PSNS & IMF
employees.
Construction Center of Excellence
Apprenticeship has been getting national attention as a best practice training and education
model. Here in Washington we are one of the leaders in strong apprenticeship programs. The
2014 Pacific Northwest Apprenticeship Conference brought together over 300 leaders and
experts from around the country and Canada to share best practices and opportunities to make
apprenticeship even stronger. Attendees and speakers were able to engage on topics such as
diversity, veterans, career pathways, K12 Outreach, tribal opportunities and
more. Relationships and networking ideas from this conference have helped frame future
projects and opportunities around the state. The Center will provide ongoing updates on these
initiatives.
The Center of Excellence continues to support outreach to the K12 System with Pathways to
Apprenticeship Events around the State. The last event was held in Spokane WA and invited
students to join counselors for a day of information about apprenticeship and hands on
exploration of the different trades.
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
Customized Training Program
Program Update for WEC
October 2014
BACKGROUND: LEGISLATION and BUDGET (since 2009)
•
A legislative change in 2009 removed the job growth requirement thus reviving interest in
the program.
•
CTP revolving loan fund was cut in 2009 from its previous level of $3,075,000 to $175,000.
An additional $156,470 in outstanding funds due to be repaid by businesses put the
projected total of CTP funds at $331,470. ($175,000 + $156,470)
•
The 2012 State Legislature passed a state budget that includes a proviso requiring the State
Board to deposit $2,000,000 from existing appropriations into the Employment Training
Finance Account (ETFA) beginning July 1, 2012.
•
The 2013-15 State Budget eliminated $1,000,000 from the ETFA in 2013/14 fiscal year, and
another $1,000,000 in 2014/15.
•
Given the above cuts and already dispersed loans, no new projects were funded in 2013/14.
•
As of October 2014, $193,000 is available for funding.
PROGRAM ACTIVITY
SUMMARY OF CUSTOMIZED TRAINING PROJECTS
Date
Contracted
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Oct 2006
Dec 2006
Jan 2007
Jan 2007
April 2007
Aug 2007
Sept 2007
Sept 2007
Sept 2007
Sept 2007
Jan 2008
Dec 2008
Dec 2008
Aug 2009
Sept 2009
Sept 2009
Dec 2009
Jan 2010
Mar 2010
Educational Institution
Business
New Horizons Computer Learning Center
Clover Park Technical College
Skagit Valley College
Grays Harbor College
Peninsula College
Pierce College
New Horizons Computer Learning Center
Pierce College
Lake Washington Technical College
Pierce College
Everett Community College
Green River Community College
Renton Technical College
Perry Technical Institute
Tacoma Community College
New Horizons Computer Learning - Seattle
New Horizons Computer Learning - Spokane
Green River Community College
Green River Community College
AAA Heating & Air Conditioning
Atlas Castings & Technology
Transform, LLC.
Ocean Spray, Inc.
Platypus Marine, Inc.
CEECO
CoroWare
Toray Composites
Metal Tech
Quality Stamping
SeaCast, Inc.
Evo
Carlisle, Inc.
Shields Bag & Print
General Plastics
Darigold
Whites Boots, Inc.
HELAC Corporation
Precision Machine Works
Amount
$3,600
$23,870
$57,489
$37,673
$4,000
$8,530
$8,850
$48,816
$26,400
$28,652
$59,303
$25,695
$81,000
$83,012
$59,990
$21,000
$9,020
$11,500
$24,000
20. Mar 2010
21. Jun 2010
22. Aug 2010
23. Sept 2010
24. Oct 2010
25. June 2011
26. Aug. 2011
27. Aug. 2011
28. Sept 2011
29. Sept 2011
30. Sept. 2011
31. Nov. 2011
32. Feb. 2012
33. Mar. 2012
34. Oct. 2012
35. Dec. 2012
36. Jan. 2013
37. Mar. 2013
38. Mar. 2013
39. Mar. 2013
40. Apr. 2013
41. May 2013
42. June 2013
43. July 2013
44. July 2013
Lake Washington Technical College
Washington Engineering Institute
Clark College
Washington Engineering Institute
Peninsula College
Clark College
Peninsula College
Pierce College
Perry Technical Institute
Green River Community College
Clark College
Peninsula College
Green River Community College
Green River Community College
Lake Washington Institute of Technology
South Puget Sound Community College
Green River Community College
Big Bend Community College
Green River Community College
South Puget Sound Community College
Clark College
Clark College
Green River Community College
Centralia College
Everett Community College
Data I/O
RAM Construction
nLight Corporation
Reichhardt & Ebe Engineering
Port Townsend Paper
Andersen Dairy
Atlas Bimetals Labs, Inc.
Superlon Plastics Company
Shields Bag and Printing
Group Health
Christensen Shipyards
Marketech International
NIC Global Manufacturing Sol.
Group Health 2
Zetron
Sealy Mattress Manufacturing
Hill Aerosystems, Inc.
SGL Automotive Fiber Carbon
Mid Mountain Materials
Devlin Boat
Christensen Shipyards
Gift Tree
IDL Precision Machining
Lynden
Vigor
Total Contracted:
$16,000
$6,000
$69,400
$4,800
$9,600
$15,600
$10,854
$11,100
$77,750
$16,800
$67,486
$12,900
$39,780
$8,400
$8,276
$50,315
$60,370
$100,000
$27,000
$943.00
$100,826
$61,239
$15,365
$12,690
$16,800
$1,442,694
Job Skills Program
JOB SKILLS PROGRAM
Program Update for WEC
October, 2014
Program Overview:
•
The Job Skills Program (JSP) is a state funded program focused on training designed to
meet employers' specific needs. Businesses in need of training partner with a community
or technical college to develop and deliver a customized, dedicated training project.
•
The Legislature passed a budget that includes $2,725,000 for JSP projects during 2014-15.
•
Funds are allowed to roll over between the two years of each biennium, but all training
must be finalized by July 31, 2015
What’s New:
•
Total projects funded to date for 2014-2015: 17 (See list on following page.)
•
The balance available for new projects as of October 2, 2014 is $1,432,343.
Summary as of October 2, 2014:
Total Funding for JSP in 2014-2015
Program Administration
Rollover from 2013/14
Total Funds Awarded to Projects
2014-2015
$2,725,000
$55,000
$40,243
$1,277,900
Available for Award
$2,725,000
$2,670,000
$2,710,243
$1,432,343
Contact Information:
•
For general information or to discuss a potential Job Skills Program project please contact:
Anna Nikolaeva
Program Administrator, SBCTC
(360) 704-4342
anikolaeva@sbctc.edu
JOB SKILLS PROGRAM FUNDED PROJECTS as of October 2, 2014.
College
Big Bend
Cascadia
Centralia
Green River
Lower Columbia
North Seattle
Tacoma
Total
Business
General Dynamics Corporation
Moses Lake Industries
SVZ-USA
Terex
Coalview
Award Metals
Hexcel
SNBL
Six Sigma Consortium
Triumph Structures
Umbra Cuscinetti
Portco Packaging
Quiring Monuments
Burkhart Dental
Oberto
RedDOT
Reischling Press, Inc.
Award
$27,663
$71,843
$98,882
$196,194
$43,641
$57,400
$77,800
$48,600
$51,800
$217,600
$25,000
$87,360
$57,523
$23,514
$26,819
$122,710
$43,551
$1,277,900
MLKCLC Labor Liaison Quarterly Report
July 1, 2014 – September 30, 2014
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 one new labor advisory board member (SCC Seattle Maritime Academy).
Goal 2: Improve the level/quality of participation by labor representatives on advisory committees.
♦ Roles and Responsibilities training for one new advisory board member (see above).
♦ Meeting with SCCFT to discuss potential applicants for SCCD Trustee vacancy.
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 NSC President to review 2014-2015 Labor Liaison work plan.
♦ Emails to SCC, CCC, LWIT, BC, HC, OC, RTC, GRCC, NSC, and SCC to organize meetings to review
2014-2015 work plan, compare advisory committee labor representative lists, and get 1-2 priority
advisory committees to recruit labor representatives.
♦ Meetings with Deans, Executive Deans, Vice Presidents of Instruction at SCC, CCC, HC, RTC, GRCC,
and OC to review 2014-2015 work plan, compare advisory committee labor representative lists and get
1-2 priority advisory committees to recruit labor representatives.
♦ Prepare “tips” for advisory committee best practices for Worker Retraining Coordinators Fall
Conference.
♦ Attend RTC Construction Center of Excellence Advisory Board meeting.
♦ Attend NSCC Workforce Education Advisory Committee meeting, as guest.
♦ Attend Washington Maritime Roundtable retreat.
♦ Attend WSLC Convention.
♦ Emails, telephone calls, and meetings with WSLC Labor Liaison and other staff to prepare for WSLC
Convention workshop; workshop included discussion on the importance of labor participation on CC/TC
advisory committees and other Boards and Commissions.
♦ Emails and telephone calls with labor representatives re: input on SSC DOL TAACCCT proposal.
♦ Attend meetings to discuss statewide proposal for upcoming DOL/DOE Apprenticeship SGA.
♦ Presentation to SSC Youth Industry Partnership Initiative (YIPI) cohort; presentation included labor
101, opportunities for work in various fields, 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 meeting with WSLC Labor Liaison.
♦ E-mails, telephone calls and quarterly meeting with SBCTC staff.
♦ Draft WEC quarterly report.
opeiu8/afl-cio
WSLC Labor Liaison Quarterly Report
July August September 2014
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 6 new advisory committee members representing organized labor
Recruitment presentations to union members
New advisory committee members placed
Union members placed
Year-to-date = 6 total
Year-to-date = 6 total
Year-to-date = 6 total
Goal 2: Improve the level/quality of participation by labor representatives on advisory committees.
•
•
Delivered 6 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
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.
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 = 0 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
British Columbia Institute of Technology Site Visit (April 28th-30th, 2014)
I visited BCIT as a representative of WEC that focused on Construction, Energy and Manufacturing. I
observed multiple programs during my two and half day visit. Below are some observations I made for
the Carpentry, Welding and Energy programs at BCIT.
Carpentry:
Apprentices attend on annual basis for 4 years
6 week program per year, 6 hours a day for 5 days (7:30am-2pm) with half hour lunch
Level 1 is equivalent to year 1, there are 4 levels (1-4)
Partner with high schools for dual credit- for level 1 (first year)
Need to complete 8,000 hours for apprenticeship for 4years or 2000 hours per year.
Need to be apprentice in British Columbia to be in the program
“Foundations” training are for non-apprentices and take longer to complete training. I.E., it takes 23
weeks to cover level 1 and level 2 (Level 1 takes 12 weeks and the level 2 takes 11 weeks-23 weeks total)
All trades work through spring break
14 full time instructors for the 4 levels
Professional development for faculty is available and encouraged
Max 10% absence for apprentice –Can only miss 3 days out of the 6 weeks
Access- involved heavily with aboriginal tribes to engage in training programs
Graduation: general graduation for the university
Welding: 3 shifts
Day, Afternoon, Evening shifts- have about 120 students throughout the day as they share the space
with other programs
Automotive students: come in for 1 week for 6 hours a day for 5 days to use the shop to complete their
welding requirement
Millwright: come in for 2 weeks at 6 hours a day
New ventilation system: turns on when step on pad in welding booth, motion sensor and when torch is
ignited which has led to a tremendous reduction on energy costs
Start everyday (Monday-Friday) from 7am-10pm
Test every Tuesday at 7am for the community and/or students
Energy Systems:
HVAC- takes 4 years to complete, and need 10,000 hours
There are 4 levels
Year 1, level 1 takes 6 weeks; Year 2, level 2 takes 6 weeks; Year 3, level 3 takes 8 weeks; Year 4, level 4
takes 8 weeks
Foundations: Year 1, level 1 takes 25 weeks, need a job before entering 2 year
5 year wait list for sponsored apprentice
Attrition: 2-3 first year, 1 or 2 second year. Can back fill with foundation students for the 2nd year
HVAC express- 40 straight weeks plus 8 weeks in the 4th year
4 instructors in the program, 1 for each level (4 levels total) one for each track
Never cancel class
British Columbia Institute of Technology
Marine Campus, Vancouver B.C.
Andrea Samuels, Seattle Central College
206.934.4389 andrea.samuels@seattlecolleges.edu
The Center of Excellence for Marine Manufacturing and Technology sent me on a 3-day job
shadow to BCIT’s Marine Campus in April 2014. Seattle Maritime Academy, a department of
Seattle Central College, offers a 1-year certificate in Marine Engineering that we have been
looking to expand, so the BCIT program was of high interest to my work at Seattle Central.
First Two Days:
•
•
•
•
•
Attended the Electro technology class with instructor, Eamon Hayden, and met with 2nd
year Marine Engineering students.
Tested out the Kongsberg engine room simulator.
Attended the Engineering Knowledge 2 class.
Toured the Machine shop and met with the instructor.
Took a tug out for a spin on the Tug Simulator.
Day Three:
•
•
Visited BCIT Burnaby campus with Jennie Moore, the Director of the Sustainable
Development and Environment Stewardship for the School of Construction.
Had an in-depth tour of Factor Four, an initiative to explore whether a fourfold (75%)
reduction in materials and energy use can be achieved without compromising service
levels (building occupant health and comfort and educational program delivery).
Marine Engineers: The marine industry
depends on internationally certified Marine
Engineers trained to operate and maintain
the propulsion plant and other machinery
systems found in all oceangoing ships. A
Marine Engineer is responsible for the
efficient operation and maintenance of the
vessel's propulsion, electrical and auxiliary
systems. The main activities of the Marine
Engineer include: •conducting daily
Watchkeeping duties •repairing machinery
systems •planning and performing longterm machinery maintenance schedules.
Marine Engineers carry out these duties in
full compliance with international standards
with regards to operational safety and ocean pollution prevention.
The BCIT program Marine engineering Program: The Diploma in Marine Engineering Cooperative Education program is a Transport Canada accredited 4-year diploma program with
classroom instruction interspersed with 3 co-op terms. Students are given assistance to find
employment throughout their cooperative training period to earn their Certificate of
Competency and work as a licensed Marine Engineer on merchant ships worldwide.
October 13, 2014
Workforce Training and Education Coordinating Board
What is WIOA?
The Workforce Innovation and Opportunity
Act passed this summer (July 2014) with
broad bipartisan support. It’s the first
federal reform of the workforce system in
15 years. WIOA replaces and modifies the
Workforce Investment Act (WIA), which
started in 1998.
The majority of WIOA provisions become
effective on July 1, 2015, with additional
requirements set for July 1, 2016. The goal
of WIOA is to improve the quality of the
workforce, increase economic selfsufficiency, reduce welfare dependency,
meet employer skill requirements, and
enhance the productivity and
competitiveness of the nation.
Which core programs are included in
WIOA?
1. Employment and Training Programs
•
Disadvantaged Youth Services
•
Economically Disadvantaged Adult
Services
•
Dislocated Worker Programs
2. Basic Education for Adults under Title II
3. Wagner-Peyser Employment Services
4. Vocational Rehabilitation Services
In Washington, workforce professionals welcome this new act. It improves the national
workforce development system in ways that reflect what’s already being done here and
promises an improved and expanded system that reaches customers more effectively than ever
before.
A common plan and common performance measures
The core WIOA programs (see box above) will, for the first time, share a common plan and a
common set of performance measures focused on workforce outcomes for the benefit of
workers, jobseekers, and employers. WIOA provides a framework to align these multiple
funding streams and others towards a single vision.
Common plan – The new 2016-2020 plan will outline the vision, goals and strategies that will
govern how funds are mobilized. The plan will include an analysis of the current workforce,
descriptions of the state’s delivery system, perspectives on state economic conditions and an
analysis of employer needs. The WIOA plan guidelines are modeled to some degree after the
guidelines that frame High Skills, High Wages, Washington’s strategic plan for workforce
development. Both the WIOA plan and High Skills, High Wages are due at about the same time,
in the spring of 2016. This will make it possible for Washington to contribute a single state plan
meeting both state and federal expectations.
Common measures – Measures include short-term and long-term employment rates, earnings,
credential completion, skill gains, and effectiveness in serving employers. This aligns with
Washington’s core measures, which provide performance accountability for our state’s system
by applying key measures across a wide range of workforce programs.
Who is Served?
Like its predecessor WIA, the new act has a dual customer focus: job-seekers and employers.
New with WIOA is the ability to provide customized and incumbent worker training to meet
employer skill needs and better serve those who are currently employed and would benefit
from additional job skills and training. But like WIA, WIOA prioritizes services for unemployed
adults, dislocated workers, low-income youth, limited English proficient individuals, those with
low literacy skills, as well as individuals with disabilities seeking vocational rehabilitation to
become self-sufficient.
WIOA allows for greater reach, higher impact
The Act permits a state to reimagine its workforce development system to include a much
broader range of programs and funding mechanisms, beyond the core programs. With WIOA,
states have the option to develop a Combined Plan (with shared goals, objectives and
strategies) for WIOA’s core programs and upwards of 11 other federal employment and training
and social services programs.
WIOA and WorkSource
WIOA gives special attention to improving local One-Stop Career Development Center
partnerships (called WorkSource in Washington) and the funding infrastructure that pays for
these career centers. For the first time the Act directs the state Workforce Development Board
to establish One-Stop certification criteria to gauge the effectiveness, accessibility, and
continuous improvement of WorkSource Centers. WIOA also identifies 15 required WorkSource
partners that must participate in and share the cost of these career centers.
State Workforce Board tasked with more responsibility
The Board has an enhanced role under WIOA and will help the Governor:
•
•
•
•
•
•
•
•
•
•
Develop and implement the State Plan.
Develop and update workforce program performance measures.
Develop and implement state-adjusted performance levels for core programs.
Improve data-sharing and performance accountability reporting.
Identify local workforce development areas.
Work with industry to fill in-demand industry sectors and occupations.
Identify and spread best practices for WIOA service delivery.
Establish the state’s funding mechanism for one-stop career centers (WorkSource).
Develop one-stop certification criteria.
Develop technological improvement strategies for the one-stop system.
Contact: Eleni Papadakis | (360) 709-4600 | eleni.papadakis@wtb.wa.gov
PERKINS SPECIAL PROJECTS
STATEWIDE STUDENT LEADERSHIP ORGANIZATIONS AND CLUBS
Last year several WEC representatives asked how Perkins funding for coordination of statewide student leadership organizations is
determined from year to year. Current practice is that once funding is approved for statewide coordination, the position continues to
receive funding indefinitely. The WEC Executive Committee has posed this question: Should CTC workforce leaders consider an annual
competitive process to solicit proposals and award Perkins funding for coordination of statewide student leadership organizations?
GRANT DESCRIPTION
The Perkins Special Project funds are used to support activities approved by the Workforce Education Council (WEC) executive committee.
Examples of Perkins Special Projects funded activities are: Presenters for WEC meetings; Leadership Training for the Workforce Deans; New
Instructor Boot Camp; Statewide Student Leadership group coordination; COE Business Forums; WEC committee funds.
CURRENT APPLICATION PROCESS
All projects must be approved by the WEC Executive Committee. The committee meets in late July/early August of each year to develop
priorities and decide how the Perkins Special Project funds will be used.
Criteria
• Describe the projects.
• Describe the expected outcomes of the project.
• The Workforce Training Board and Education Coordinating Board’s High Skills High Wages (HSHW) Goal One (1) aims to establish
multiple pathways that better connect education to first careers. Describe how this project supports HSHW Goal One
PROPOSED COMMITTEE 2 REVIEW FRAMEWORK
• WEC Committee Two (2) has been asked to analyze the current approval process for funding statewide student leadership organizations
and consider developing a competitive grant application.
• Between the fall and winter WEC meetings, the committee will develop one or more recommendations to strengthen the approval
process.
• Recommendations will be considered by the WEC voting members at the winter meeting.
• The recommendation receiving the most support will be documented and implemented in the 2015-16 Perkins Grant Application
process.
CURRENT STATE STUDENT LEADERSHIP ORGANIZATIONS:
Whatcom Community College
Nursing Students of
Washington State
Angela Lochridge – Nursing
Instructor
360-383-3565
alochridge@whatcom.ctc.edu
Whatcom Community College
Teachers of Tomorrow
360-383-3829
Roxann.rose@wwu.edu
Walla Walla Community College
Phi Beta Lambda – Future
Business Leaders
Roxanne Rose-Duckworth –
Faculty Advisor
Michael Hays
509-5274695
Michael.hays@wwcc.edu
Walla Walla Community College
Washington Postsecondary
Agricultural Student
Organization
Debora Frazier
509-527-4689
debora.frazier@wwcc.edu
No sponsoring college
Skills USA