Workforce
Education Council
October 24-25, 2013
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
Workforce Education Council
October 24-24, 2013
Hosted By: Bellingham Technical College
DAY ONE
WEC Agenda ............................................................................................................................................................ 1
WEC Voting Members (2013-14) ............................................................................................................................ 3
WEC Spring Meeting Minutes ................................................................................................................................. 7
State Board Report I ............................................................................................................................ see Day TWO
Marie Bruin, Policy Associate – SBCTC
Alliance for Quality Career Pathways ................................................................................................................... 14
WEC 13-14 Committee Work Plan ........................................................................................................................ 15
Association of Washington Business-AWB ........................................................................................................... 18
Amy Johnson, Strategic Consultant - AWB
Labor Liaison Reports............................................................................................................................................ 20
MLKCLC Labor Liaison Quarterly Report, Joan Weiss
WSLC Labor Liaison Quarterly Report, Kairie Pierce
Competency Based Assessment ........................................................................................................................... 22
Washington State Centers Excellence: Summer Quarter 2013, Highlights .......................................................... 24
Boot Camps Summer 2013 Report ....................................................................................................................... 26
DAY TWO
State Board Report ll
Marie Bruin, Policy Associate – SBCTC
Basic Food Employment and Training (BFET) ....................................................................................................... 28
Customized Training Program Update .................................................................................................................. 29
Job Skills Program Update .................................................................................................................................... 31
WorkFirst ............................................................................................................................................................... 33
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Other State Board News:
Goal map for the Governor’s Results Washington Goal 1: World Class Education .............................................. 34
Results Washington Website: http://www.results.wa.gov/
Guidance-COE Enrollments and Completions Data .............................................................................................. 36
I-BEST Developmental Education Expansion......................................................................................................... 39
Legislative Reception Invite................................................................................................................................... 40
Legislative Reception Template ............................................................................................................................ 42
Limited License Legal Technicians (LLLT) .............................................................................................................. 43
LLLT College Crosswalk.......................................................................................................................................... 45
Washington’s Community and Technical Colleges Applied Baccalaureate Degree Programs ............................. 49
Washington’s Community and Technical Colleges Getting Veterans Back to Work ............................................ 54
Washington State Work Start Training Program-Department of Commerce ...................................................... 56
Washington Work Start Overview (9/5/2013) ...................................................................................................... 57
Workplace Activity Types ...................................................................................................................................... 59
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Workforce Education Council Agenda
October 24 - 25 2013
Location: Bellingham Technical College,
Contact: Sharon Buck, Chair
Site Questions: Gabriel Mast, Bellingham Tech
Wednesday, Oct 23
2:00-4:00
5:00
Thursday, October 24
7:30 – 8:30
8:30-8:45
Agenda Topic
These events are not general membership
events.
WECEXEC Meeting
WECEXEC and Dean Camp Working Dinner
8:45-9:00
Agenda Topic
Networking Breakfast
Call to Order
WEC Business
Dinner Options
Introduction of Members
Approval of WEC Spring Minutes
Treasurer’s Report
Hot Topics Reminder
Helloes and Farewells (Ribbon Passing)
College Welcome
9:00 - 9:30
State Board Report I -
9:30 – 10:00
Alliance for Quality Career Pathways
Metrics and Implementation
Follow-up on related projects – Programs
of Study and Career Pathways
BREAK (Turn in Hot Topics)
10:00-10:30
10:30-10:45
10:45-12:45
Committee Work
Review Concept of Carryover PLUS IC 20132014 work plan, Roles, Assignments,
Outcomes and
New Color Code System
And Where to Go
New Twist – Committee 6 FirstTimer and
single attendee (Visitor) Session
12:45- 1:45
1:45-2:00
2:00-2:15
2:15-2:20
Info
Location TBA
Location TBA
Presenter
Sharon Buck
Gabriel Mast
Sharon Buck
Laura Cailloux
Amy Hatfield
Laura Cailloux
WECEXEC (All)
Patti McKeown, President
Bellingham Technical College
Marie Bruin
Paula Boyum
WEC Conversation
Laura Cailloux
Sharon Buck and WECEXEC
Sharon Buck and Paulette Lopez
Lunch/ Celebration
AWB
Labor Liaison Reports
DOL congrats
1
Amy Johnson
Joan Weiss & Kairie Pierce
Sharon Buck and Recipients
2;20-2:30
2:30-2:45
2:45-3:00
4:00-4:45
Introduction of Dean Camp Participants
BREAK
Competency Based Assessment report out
COE Reports
Dean Campers
Krista Fox
COE Directors
Homeland Security, Construction, Aerospace
4:45-5:00
5:00
After 5
Friday, October 25
7:30-8:30
8:30-9:30
9:30-10:30
10:45-11:00
11:00 -11:30
Hot Topics/Announcements/After Hours
WEC/ Other Business
Adjourn Regular Meeting
Dinner on Land (Cruise Cancelled)
Celebration of Retirement
Bob Lawrence -Markarian
Agenda Topic
Networking Breakfast
Liaison Reports –IC, ATC, CBS, Continuing
Ed, COE
Committee Chair Report Outs
(turn in flash drives to Krista)
BREAK
Hot Topics
MOOCs and Tech Future of Teaching
12:30-1:30
Grab LUNCH – return for Q and A and table
conversation (Working Lunch)
VET specific activities
Report out on Student Statewide
Leadership Activities
WCC Teachers of Tomorrow
Sally Holloway
Student Nurses of Whatcom
Kathryn Saulsbury
WEC After Hours Rooms/Topics
Misc. Announcements/ FTGOTO
Close Meeting
2:15ish
Sharon Buck
Group location TBA
Presenter
Liaisons, Various Volunteers
Committee Chairs or Designees
Laura Cailloux
State Board Report II
11:30-12:30
1:45-1:55
1:55
Laura Cailloux, Sharon Buck
Marie Bruin
Maggi Sutthoff
Mia Boster and Liz Falconer
All
Marie Bruin /JoAnn Baria
Statewide Club Faculty Leaders
Next Meeting: Feb 6- 7, 2014. Location Clark College
2
Sharon Buck
Sharon Buck
WORKFORCE EDUCATION C OUNCIL (WEC) V OTING MEMBERS
2013-14
College
WEC Voting Member
Bates Technical College
Cheri Loiland
Executive Dean, Workforce Development
(253) 680-7464
cloiland@bates.ctc.edu
Bellevue College
Paula Boyum
Vice President of Economic and Workforce Development
(425) 564-2265
paula.boyum@bellevuecollege.edu
Bellingham Technical College
Gabriel Mast
Interim Dean
(360) 752-8433
gmast@btc.ctc.edu
Big Bend Community College
Clyde Rasmussen
Dean, Professional Technical Education
(509) 793-2053
clyder@bigbend.edu
Cascadia Community College
Ron Wheadon
Dean for Student Learning
(425) 352-8168
rwheadon@cascadia.edu
Centralia College
Durelle Sullivan
Dean of Instruction, Workforce Education
(360) 736-9391x 378
dsullivan@centralia.edu
Clark College
Genevieve Howard
Dean of Workforce, Career & Technical Education
(360) 992-2936
ghoward@clark.edu
Clover Park Technical College
Jamilyn Penn
Dean for Workforce Development
(253) 589-5536
jamilyn.penn@cptc.edu
Columbia Basin College
Frank Powers
Executive Dean, Career and Technical Education
(509) 544-4914
fpowers@columbiabasin.edu
Edmonds Community College
Susan Loreen
Vice President of Workforce Development and Training
(425) 650-1489
sloreen@edcc.edu
September 2013
3
Everett Community College
Ryan Davis
Dean, Business
(425) 388-9212
rydavis@everettcc.edu
Grays Harbor College
Mike Kelly
Dean for Workforce Education
(360) 538-4013
mkelly@ghc.edu
Green River Community College
Tamar Zere
Director of Workforce Education
(253) 333-4943
tzere@greenriver.edu
Highline Community College
Alice Madsen
Dean of Instruction Prof-Tech Education
(206) 592-3301
amadsen@highline.edu
Lake Wa Institute of Technology
Sharon Buck (Chair)
Dean of Industrial and Engineering Technologies
(425) 739-8146
sharon.buck@lwtech.edu
Lower Columbia
Tamra Bell
Workforce Education Director
(360) 442-2621
tbell@lowercolumbia.edu
North Seattle Community College
Bill McMeekin
Executive Dean, Career/Workforce Education
(206) 934-6057
bill.mcmeekin@seattlecolleges.edu
Olympic College
Amy Hatfield (Treasurer)
Dean of Workforce Development and Basic Studies
(360) 475-7264
ahatfield@olympic.edu
Peninsula College
Mia Boster
Associate Dean
(360) 417-6484
mboster@pencol.edu
Pierce College-Puyallup
Jo Ann Baria
Vice President-Workforce, Economic and Professional
Development
(253) 964-6640
jbaria@pierce.ctc.edu
Pierce College-Ft Steilacoom
Susan Cable
Director of Workforce Development
(253) 964-6265
scable@pierce.ctc.edu
Renton Technical College
Maggi Sutthoff
Director, Workforce Development
(425) 235-2352
September 2013
4
msutthoff@rtc.edu
Seattle Central Community College
Al Griswold
Associate Vice President, Workforce Education and SVI
(206) 934-5482
alfred.griswold@seattlecolleges.edu
Seattle District Office
Carin Weiss
Vice Chancellor
(206) 934-4104
carin.weiss@seattlecolleges.edu
Seattle Vocational Institute
Al Griswold
Associate Vice President, Workforce Education and SVI
(206) 934-5482
alfred.griswold@seattlecolleges.edu
Shoreline Community College
Fikro Diro
Acting Dean, Workforce Education
(206) 546-6957
fdiro@shoreline.edu
Skagit Valley College
Laura Cailloux (Secretary)
Dean of Workforce Education
(360) 416-7729
laura.cailloux@skagit.edu
South Puget Sound Community College
Andy Bird
Dean of Applied Technology
(360) 596-5409
abird@spscc.edu
South Seattle Community College
Wendy Price
Dean of Workforce Education and New Initiatives
(206) 934-5216
wendy.price@seattlecolleges.edu
Spokane Community College
Dave Cox
Dean of Prof/Tech Division
(509) 533-8675
dcox@scc.spokane.edu
Spokane District Office
Sara Sexton-Johnson
District Director-Workforce, Continuing Education and
Corporate Training
(509) 533-8486
sara.sextonjohnson@ccs.spokane.edu
Spokane Falls Community College
Glen Cosby
Workforce Dean
(509) 533-3576
glen.cosby@spokanefalls.edu
Spokane IEL
Jenni Martin
Dean of Instruction for Extended Learning
(509) 279-6212
jenni.martin@iel.spokane.edu
Tacoma Community College
Krista Fox
Dean of Health, Business and Professional Services
September 2013
5
(253) 566-5147
kkfox@tacomacc.edu
Walla Walla Community College
Angel Reyna
Dean of Workforce Education
(509) 527-4299
angel.reyna@wwcc.edu
Wenatchee Valley College
Mary Watson
Dean, Workforce Education and Continuing Education
(509) 682-6614
mwatson@wvc.edu
Whatcom Community College
Janice Walker
Director, Workforce Education
(360) 383-3172
jwalker@whatcom.ctc.edu
Yakima Valley Community College
Paulette Lopez
Dean, Workforce Education
(509) 574-4748
plopez@yvcc
September 2013
6
Spring WEC Meeting Notes
May 2-3, 2013
Walla Walla Community College
May 2
Meeting was called to order by Paulette Lopez at 8:30 am. Introduction of members and guests present.
The College Welcome was given on behalf of Walla Walla Community College by Dr. Mindy Nelson, VP of
Instruction Workforce Education. Dr. Nelson thanked everyone present for their role in helping WWCC
win the 2013 Aspen Award. She highlighted that the college has benefitted from the work, expertise,
and best practices of all the WA State Community Colleges , COE’s, SBCTC and other partners. Dr.
Nelson is stepping down from her post as the college moves to a “Dean” organizational structure. The
VP duties will be split amongst four deans.
Winter 2013 minutes amendments were noted. Motion to approve as amended by Cindy Wyman,
seconded by Janice Walker was approved.
Treasurer’s Report: Sharon Buck e-mailed the Winter Treasurer’ Report for all to review. No corrections
or questions. Sharon encouraged all WEC attendees who have not previously paid their dues or guest
fees to do so. The funding for the WEC meetings comes solely from membership dues. Motion to
approve made by Bob Monroig, seconded by John Huber and approved.
Reminder given that there will be time allotted for Hot Topic discussion during the afternoon session so
please submit any ideas, questions, or feedback and turn it in to the Executive Board.
Paulette Lopez announced that they are seeking nominations for the position of Member-at –Large.
Please submit nominations to the Nominating Committee (Paulette, Al Griswold, Bob Lawrence, and
Sara Sexton-Johnson) before the end of the day.
State Board Report
Jim Crabbe announced new members:
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Kelli Johnston, Policy Associate
Katherine Mahoney, Program Administrator
Julie Anderson, Administrative Assistant
Deb Knackstedt, Program Manager
Priorities:


The governor has identified eight sectors for development that align with the Centers of
Excellence. The SBCTC will identify a lead for each of the 8 sectors and K-12. In addition, the
SBCTC will develop deeper connections with business and the Commerce Department.
Better more actionable data.
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Pilots with King County and the Spokane district WIA and Workforce programs to integrate the
workforce development systems.
Presidents Academy on May 30th at CBC. Will discuss the critical issues of workforce and
economic development.
Case studies (3)- WWCC, Peninsula College, and King County addressing workforce and
economic development.
Trustees Association – May 16-17, will address the skills gap and how to help colleges determine
the best program mix.
Marie Bruin, SBCTC


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ACCT – higher education – negotiated policy in September to address PELL and Gainful
Employment changes. A public comment period is currently open.
TAACCT grants– a link is available for information on joining a multi-state consortium
http://www.wiche.edu/forum/membership/current
Current proposals include:
o Barbara Hins-Turner - Clean Energy, multi- state
o Josh Clearman – IT – North Seattle CC, Bellevue, Green River CC, Olympic, Highline,
Columbia Basin
o Mike Kelly – Forest Products
o
Association of Washington Business
Amy Johnson, Strategic Consultant

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AWB is the State’s “Chamber of Commerce”, with 8000 members representing 1 million
workers.
Industry reports – Transportation Infrastructure in the State of Washington – booklet
o Transportation industry employees more than 80,000 people and supports another 1
million jobs in freight dependent sectors. Freight volumes are increasing in the state
due to globalization.
o Need more revenue to support new infrastructure projects and maintain existing
infrastructure.
In June they will focus on the energy industry at its stake holders- rate payers, public utilities,
rural utilities
The role of the AWB in regards to Workforce focuses on connecting education/educators and
business. The AWB wants to know how they can better help you connect with business.
COE Forums – to determine skills gaps
Workforcecollege.com – updated
Will help place business representatives of advisory boards, help arrange for guest speakers, and
develop internship opportunities for students.
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Washington Business Week
Herman Calzadillas, Pathways Director


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Sponsoring a 6-day experience for students at WWU, CWU, Gonzaga, and PLU.
o Students live in residence halls and eat in dining halls to get a feel for the college
experience.
o Form into company teams to run and operate a business/corporation.
o Develop a product/service to pitch to the community at a members/student lead trade
show.
o Participants are mentored by business members and lead through a prescribed
curriculum.
Pathways
o Healthcare, advanced manufacturing, energy, agriculture
Looking for partnership
o Industry volunteers, subject matter experts
ALLIANCE FOR Quality Career Pathways
Paula Boyum
New Student Achievement Initiative~How Colleges Earn Points
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New metrics – 3 categories
o Completions (10%), Points per student (45%), Total Points (45%). The amount each
college receives in awards will depend on the points it generate in each category.
Next step: customizable framework of critieria, indicators, metrics, and a self-assessment tool.
Beta test spring 2013 with rollout in 2014.
Jim Crabbe recommended the book “The Career Pathway Effect”.
Student Achievement Initiative
Tina Bloomer , Policy Research Associate
WACAPA
Betty Newson – b.newson@pierce.ctc.edu

WACareerPatheways.org – web tool
o Currently 17 participating colleges
o Find a program feature
o Call to action: send your url to Career Pathways to update map
o Open to suggestions/ideas
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Prior Learning Assessment (PLA)

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Alice Madsen, John Huber, Sharon Buck and co-chaired by Jim West and Noreen Light
Mandated by the state legislature
Statewide workgroup to set up PLA Process
o Identify point of contact
o Establish PLA fee formula
o Develop PLA contact between faculty and student
o Set up PLA enrollment process
o Set up grading/transcript protocols
Issues/concerns
o 25% credit cap on degrees
o PLA tag on transcript
o PLA not part of residential credits
o How does it transfer
o Need consistency across state
Wind Energy Program at Walla Walla Community College
James Bradshaw, Director, & Brian Evensen, Instructor
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Offer one year certificate and two-year degree
Train Workforce ready students with desirable industry certifications – climb training certified,
electrical safety certified
Current enrollment 60 students
Recent facility expansion to accommodate increased demand for wind and electrical students
Centers of Excellence Presentations
Barbara Hinz-Turner, Patty Hurin, Ann Avary, Erik Tinglestad
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Purpose of the Centers is to represent an industry sector and provide resources, drivers for
economic development and be a conduit through which business and industry can connect.
COE in Education – Early Childhood Education across the state has adopted common course
numbers and stackable certificates. Driving the change in ECE is money from Race To The Top.
Dean Camp-leadership training for Workforce Deans. A new cohort will begin July 31 and
includes 15 participants from 12 colleges.
Marine Manufacturing and Technology – British Columbia Institute of Technology (BCIT)
Roundtable and Tour (April 3-4), a collaboration of construction and marine industries. Offers a
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centralized learning model, modeling classroom to jobsite, large scale leveraging of resources,
highly contextual learning, and modularized apprenticeship model. Next steps: BCIT Tour Part IIBCIT to WA to continue sharing best practices, curriculum and industry relationships.
COE for Agriculture focusing on educational programs to meet workforce goals. Currently
developing Bioenergy Operations program for careers in bio refining, bio fuel processing
technology, biomass power plant management. Starting with six on-line courses that will target
veterans and dislocated workers. Currently have articulation agreement with WSU and working
with OSU to develop agreement. Industry events hosted include Precision In Agriculture forum,
and an upcoming DACUM.
COE for Energy- currently 29 energy programs in the state. Visit website
cleanenergyexcellence.org . K-12 Outreach with WA St Labor Council , Careers in Energy Week.
A program is in development with the Department of Commerce-Academy of Energy
Entrepreneurship (AEE) which will include hybrid/flexible classes. The 8th Annual Energy and
Construction Summit will take place June 19. The summit highlights best practices.
Labor Liason Report
Joan Weiss , Kairie Pierce
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Will assist in finding labor representatives for advisory boards
Goals:
o Increase active participation of labor representation on college program and general
advisory committees and boards.
o Improve the level/quality of participation by labor representatives on advisory
committees.
o Educate college administrators and leaders about labor issues, facilitating partnerships.
o Maintain effective 2-way communication with the SBCTC staff on labor policy and
perspectives on workforce education.
May 3
Paulette Lopez made a call for nominations for the WEC Executive Committee. Nominations include
Angel Reyna, Mike Kelly, Jenni Martin, Clyde Rasmussen.
8:35am Call to order by Paulette Lopez
Election for new Member at Large: Angel Reyna was elected to the Executive Committee-Member at
Large.
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Liaison Reports
IC-no report
Basic Skills – Mike ?

Flux around high school equivalent exam. Significant changes are coming in 2014. There are
questions about what role IBEST will play and what resources will be available.
COE- Annual work plan due June 18th. Directors retreat in July
ATC- Gabe?
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Engl 100 not liked. Should use ENGL& 101 as first level English
Students do better with contextualized learning in their program
SBCTC Report II
Kathy Goebel
Job Skills Program- a state funded program focused on training a designed to meet employer’s specific
needs. The legislature passed a budget that includes $2,725,000 for JSP projects during 2012-2013.
Contract with AWB-Amy Johnson will work with you to engage community and business members. The
deliverables include: resources to engage with sector, partner to engage businesses for DACUM , Skills
Gap Analysis, Emerging Employment Needs
Early Childhood Education- Department of Early Learning – Race to the Top – financial aid opportunity
for students. Over $1.3 M in financial aid available for students in childcare. The goal is to
professionalize the field. Early Achievers Grants.
Kelli Johnston, Policy Associate for Workforce Education
Plans due from colleges on April 4. An expansion to 40% funding tied to performance outcomes.
B-FET contract amendment to realign quarters was approved.
Marie Bruin, Policy Associate
Requested suggestions for sector focused listservs.
Funding for Apprenticeship
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FTEs for aerospace
HEET program modifications
o to address issues of the Affordable Care Act.
12
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o 2 year projects
With Training Council
o Money squeezed but want to continue the program. No final recommendation at this
point.
Veterans- Joint Base Lewis McCord at least 13,000 service people exiting service per year over the next
three years.
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State required to develop transition process for Vets
o Four tracks – education, apprenticeship, self-employment, employment
On March 13 the Joint Services Transcript (purple) went live. It combines all branches of the
military into one transcript and should help with PLA.
Jim Crabbe
Four documents of note in the WEC packet:
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What It Means to Be Career Ready
Programs of Study Framework
Integrated Model for Comprehensive Career Pathways
Joint Letter-parlance for writing grants
Perkins cut - 5.8% for 2013-2014 as part of sequestration
There was discussion of changing the WEC meeting format to include extending the Friday meeting until
2pm. Also, would like to move registration process to on-line format and may increase registration fee
to cover increased costs of catering.
Paulette Lopez passed the gavel to Sharon Buck, in-coming President.
The meeting was adjourned at 11:30 am.
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Alliance for Quality Career Pathways
The Alliance for Quality Career Pathways (AQCP) is a two-year (2012-2014), state-driven, CLASP-led
initiative funded by the Joyce Foundation and James Irvine Foundation to identify criteria and indicators
that define high-quality career pathway systems and a set of shared performance metrics for measuring
and managing their success.
Goal: provide a common understanding of high-quality career pathway systems and programs,
regardless of the targeted industry, occupation, or credentials; the targeted population; or the design of
the career pathways or programs.
Final product: customizable framework of criteria, indicators, metrics and a self-assessment tool that
can be used to:

Enhance the quality of existing career pathway efforts

Develop high-quality new career pathway efforts; and

Inform evaluation(s) of career pathway efforts.
AQCP Partners and Organizations


10 Alliance States: AR, CA, IL, KY, MA, MN, OR, VA, WA, WI
National Advisory Group of ~15 national organizations and experts including NYEC, JFF, NSC,
CORD, CEWD, Working Poor Families Project, Abt Associates, ConnectEd, and adult education
and CTE state directors.
 Reporting to interagency team of federal agencies: DOL ETA, DOE OVAE, HHS, DOT and National
Governors Association
Washington’s AQCP Alliance Traveling Team: Tina Bloomer, Paula Boyum, Jon Kerr, Rod Taylor
Washington’s AQCP Alliance Home Team: Representatives of WTECB, WDC’s, OSPI, CTC’s
Working Definition of “Career Pathways”
“An aligned education and employment system approach to connecting progressive levels of basic skills
and postsecondary education, training, and support services in specific sectors or occupations in a way
that optimizes the progress and success of individuals – including those with limited skills and
experiences – in securing marketable credentials, family-supporting employment, and further education
and employment opportunities.”
Framework Field Testing and Review


10 states are “field testing” the beta framework by
1. Mapping metrics to career pathways and identifying necessary reporting systems and data
elements
2. Conducting test data runs using the AQCP beta metrics
3. Identifying the utility and uses of the AQCP framework
Oct. 21 – convening home team to get input on use in WA State; includes review of criteria, guiding
principles and metrics
Engagement of WEC - suggested next steps:
1. Ask WEC Career Pathways committee to review input from WA State home team and others as
determined and draft recommendations on implementation of AQCP framework in WA State CTC’s
2. Survey WEC membership for input
3. Submit recommendations to IC/SBCTC
Presented to WEC – Paula Boyum, Oct. 2013
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Workforce Education Council
Goals and Strategies for 2013-2014
1
Instructional Delivery
and Curriculum
Revisions
2
Pathways to Workforce
Programs
3
4
Professional
Development
System Collaboration
5
Economic Demand
Laura Callioux
Krista Fox
Maggi Sutthoff
Angel Reyna
Amy Hatfield
Meg Ryan -Int’l
Dan Ferguson - Allied Health
Maureen Majury - IT
Bill Griffith -Ag
Jaimie Wells- Ed
Shana Peschek- Const
Mary Kaye Bredeson -Aero
Barbara Hins-Turner-Energy
Linda Crerar-HSEM
Ann Avary - Marine
Tiffany Merkel
Kelli Johnston
Katherine Mahoney
Kendra Hodgson
Kathy Goebel
3.2a. Provide professional
development opportunities
for faculty to increase use
and effectiveness of Open
Education Resources and
instructional learning
technology tools.
Establish a base line of
existing Workforce OER use
and potential expansion
goal
1.2.a Consider adoption of AQCP
Alliance Quality Careers Pathway
framework and metrics.
3.2a. Provide professional
development opportunities for
faculty to increase use and
effectiveness of Open Education
Resources and instructional
learning technology tools.
Research and present a speaker to
WEC on the topic of OER (e.g. Guy
from Stanford) for Spring WEC
2.2.a. To expand credit for prior
learning opportunities on
campuses, craft a statewide
definition and transcripting
protocol for PLA
WEC- create Workforce
definition of PLA and establish a
system baseline with a strategy
to increase total numbers.
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
Presentation of Burning Glass and
EMSI to develop a culture of
evidence. Compare to evidence
offered by LMEA data and other
local tools.
1.2a 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.
October 15, 2013
1.4 Review and update the priority
occupational list each year.
What is useful data and how do we
get it? EMSI, Pathways software,
LMEA paper or presentation on
how to use this or?
15
Update Best Practices
database to include
technology literacy and
information literacy in
professional and technical
programs.
Identify plan for connecting WEC
and each college’s workforce area
to pre-college initiatives in
integrated math, contextualized
learning, underrepresented
populations, etc.
Increase use of Open Education
Resources and instructional
learning technology tools within
the CTC system through faculty
training and development.
Annually review COE work plans
to ensure active engagement
among colleges and industry
partners. quarterly exec
summaries.
Develop new college-to-college
collaborative emerging prof-tech
programs
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.)
Research certification software
tracking for pro-tech certification
including ERP potential. Make
recommendations. (Perkins SP)
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.
Deliverable: Report on new program
collaborations to IC by June 2013.
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.
Deliverable: Updating WEC on
progress (presentation)
Due: Report on completion
status
Collaborate with e-Learning
Council regarding the
unintentional funding
implications caused by
modality (online and hybrid)
to veteran populations
Continue Programs of Study work
and assist with POS (Tech Prep)
integration as part of Perkins
requirements and funding
transitions.
Provide annual Boot Camp training
for new pro-tech faculty. (Cont’d
Funding)
Provide Leadership Training for
Workforce Deans. (Cont’d Funding)
WA Career Pathways.org and
October 15, 2013
Explore options and models to
expand credit for prior learning
and apprenticeships. Implement
recommendations from PLA
workgroup.
Deliverable: Coordinate/connect
16
MyCareerpaths.com
Highlight ways that these tools can
point to High Skills/ High Wage
opportunities.
Review and approval of
Innovation proposals
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)
with registrars (or Jamie Wells)
Expand credit for prior learning
opportunities on campuses (WEC
parallel group?)
Review, recommend and revise
topics for ongoing WEC Orientation
in preparation for fall 2014
offering. Identify possible
speakers/presenters.
Collaborate with LTWD to provide
mentor s for that group as well as
for new deans not part of that
group. (Talent List)
October 15, 2013
17
Review work-based and other
common training in career
clusters and develop a matrix of
possible credits.
Association of Washington Business
September 2013
Institute
Connecting Business with
Washington state’s Community
and Technical Colleges
Introduction
I look forward to meeting you all and working with you
towards a prosperous Washington state economy through a
highly skilled workforce.
You may be wondering why you are receiving this
newsletter. To begin, my name is Amy Johnson and I am a
Strategic Consultant with the Association of Washington
Business Institute (AWBI), the research, education and
workforce arm of the Association of Washington Business
(AWB), Washington state’s Chamber of Commerce and
Manufacturing Association. The AWBI works with the State
Board for Community and Technical Colleges (SBCTC) to
promote business participation in the workforce training
process. This is done in several ways including recruitment
for advisory boards, statewide meetings that bring business
and the colleges together in different regions, and regularly
scheduled meetings with the AWB, AWBI, and the
Washington Association of Community and Technical
Colleges (WACTC) leadership. The goal of all of these efforts
is to provide input from the business community into the
development of training programs and curriculum to train
the workforce Washington state’s businesses need to thrive.
My specific role in this effort is to be your liaison to the
business community. If you are in need of business
representation on your advisory committees, speakers for
events, or specific industry input I am happy to help. AWB is
a membership organization with over 8,200 members
statewide in all industry sectors. As part of this outreach I
will be visiting some of you on your campuses and attending
the Workforce Education Council and Continuing Education
Council meetings throughout the year. You will also be
receiving a quarterly newsletter to update you on the work
the AWBI is doing on your behalf. However, you do not need
to wait for one of these events to contact me. I can be
reached at amykj@awb.org, 360-943-1600 (office), or 509599-0404 (cell).
Skills Gap
In March and April of 2013, SBCTC and the AWB Institute
co-hosted 10 industry skills gap forums with the state’s
Centers of Excellence to gather information directly from
business about skills that are missing in the employment
candidates they are recruiting. More than 100 employers
and 150 educators attended these sessions around the
state. The goal of these forums was to (1) hear firsthand
from employers about the skills they seek in job applicants;
(2) identify the shortcomings in the education and training
process; and (3) develop a plan to work with the COEs in
addressing those concerns.
Among the key findings from participating employers who
attended the forums:
• All workforce programs should include a focus on
employability skills.
• Middle and high school students, as well as the
educators who advise them, are often unaware of
available career and training programs.
• College programs need to focus on developing
leadership and management skills as identified by
key industries.
• Continuing education, stackable credentials and
flexible training models will help provide business
and industry with vital incumbent worker training.
Employees must embrace lifelong learning and
participate in continued professional development
if they are to remain competitive in today’s
employment market.
18
• Technical skills are critical across all industries.
The resulting report can be found on the AWB Institute
website. If you would like hard copies please contact Amy
Johnson at amykj@awb.org.
Upcoming Events
CEO of Snap-on, Nicholas Pinchuk, to keynote 2013
Manufacturing Summit
Nicholas Pinchuk, the chairman and CEO of Snap-on
Incorporated, has confirmed that he will keynote the 2013
AWB Manufacturing Summit on Oct. 25. Pinchuk is an
enthusiastic speaker about the importance of
manufacturing to the economy. The summit, sponsored by
McGladrey, includes our ninth-annual Manufacturing
Excellence Awards, sponsored by UPS. Sessions include:
Manufacturing Showcase
Big Bend Community College in Moses Lake was one of five
stops on the AWB Institute's inaugural Manufacturing
Showcase. Nearly 30 AWB members toured the college,
REC Silicon, National Frozen Foods, the Grant County
International Airport and Genie on Aug. 8, giving them a
firsthand look at the manufacturing process, workforce and
skill readiness issues, regulatory concerns and economic
opportunities. "Our plan is to hold this event quarterly
across the state to provide our manufacturing members a
firsthand opportunity to see best practices, network with
peers and better understand the dynamic impact
manufacturers have on our state," said Kris Johnson, AWB
vice president, operations. Stay tuned for information
about the next manufacturing showcase to be held this fall.
We welcome educators to these events to help connect
businesses with the colleges.
·
·
·
·
“Developing Local Relationships That Build Your
Workforce,” panel moderated by Gary Chandler,
AWB vice president, government affairs.
“Manufacturing Challenges and Opportunities in
Washington,” panel moderated Jay Timmons,
president and CEO of the National Association of
Manufacturers.
McGladrey 2013 Monitor Results, presented by
Wendy Sancewich, CPA, CFE, National
Manufacturing Team Director, McGladrey.
Manufacturing Excellence Awards Luncheon
sponsored by The Boeing Company.
A limited number of rooms are available at Cedarbrook
Lodge. Reserve by Sept. 30 to receive the AWB group rate
of $179. Contact Anne Haller at 800.521.9325 for more
information or to learn about sponsorship opportunities.
Washington Business Magazine
Washington Business Magazine is the official publication of
the Association of Washington Business providing up to date
information to the state’s businesses on policy issues,
business climate, and college programs. Each issue includes
an article highlighting one of the colleges workforce training
programs. Past features have included training programs for
marine manufacturing, information technology, energy, and
agriculture. Watch for future Washington Business Magazine
articles, and read past issues, on the AWB website.
In Closing
I look forward to working with you all in the very near future.
I welcome your comments about this newsletter. Please tell
me what you found valuable and what more you would like
to see.
Respectfully,
19
MLKCLC Labor Liaison Quarterly Report
July 1, 2013 – September 30, 2013
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 four new labor advisory committee members (NSCC HVAC Technician & Project Management, SCC
Nursing, LWIT Welding, and LWIT Worker Retraining).
Goal 2: Improve the level/quality of participation by labor representatives on advisory committees.
 Roles and Responsibilities training for four new advisory committee members (see above).
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.
 Meetings with new LWIT President and new SCC Interim President to introduce Labor Liaison, review 20132014 work plan.
 Emails to SCC, GRCC, HCC, CCC, OC, PC, SCCC, SVI, LWIT, NSCC, and SSCC to organize meetings to
review 2013-2014 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, BC, SVI, and Olympic College to
review 2013 – 2014 work plan, compare advisory committee labor representative lists and get 1 – 2 priority
advisory committees to recruit labor representatives.
 Meeting with LWIT Dean for workforce update.
 Attend RTC Construction Center of Excellence Advisory Board meeting.
 Attend NSCC meeting and tour of program with welding instructor and new advisory committee labor
representative.
 Attend NSCC Executive Dean Hiring Committee meeting.
 Attend WSLC WA–TAA Partnership meeting.
 E-mails, telephone calls, and meeting with WSLC Labor Liaison to prepare for WSLC Convention workshop;
workshop included panel discussion and Q & A related to the role of labor representatives on advisory committees
and boards.
 E-mails, telephone calls, and meeting with WSLC Labor Liaison to prepare for training at Worker Retraining
Coordinators Statewide meeting.
 E-mails and telephone calls with labor representative re: input on SCCD DOL TAACCCT proposal.
 E-mails, telephone calls, and meeting with LWIT and labor representative re: input on DOL TAACCCT proposal.
 Attend SCCC/SMA OSV Bold Arrival Event.
 Attend SSCC Salute to South! Community Event.
 Attend CCC Vice President of Instruction Retirement Event.
Goal 4: Maintain effective 2-way communications with the SBCTC staff on labor policy and perspectives on
workforce education.




E-mails and telephone calls with WSLC re: SBCTC 2013-2014 Labor Liaison contract.
E-mails, telephone calls, and meetings with WSLC Labor Liaison.
E-mails, telephone calls, and meeting with SBCTC staff.
Draft WEC quarterly report.
opeiu8/afl-cio
20
WSLC Labor Liaison Quarterly Report
July August September 2013
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 4 new advisory committee members representing organized labor
(1)– Columbia Basin
(1) – Skagit Valley
(1) – Tacoma
(1) – Wenatchee Valley
Recruitment presentations to union members
New advisory committee members placed
Union members placed
Year-to-date = 4 total
Year-to-date = 4 total
Year-to-date = 4 total
Goal 2: Improve the level/quality of participation by labor representatives on advisory committees.



Delivered 4 Roles & Responsibilities Trainings (R&R) to union members on advisory committees
Coordinated and moderated a workshop/panel discussion at WSLC Convention
Coordinated/presented at Worker Retraining Conference
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 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 = 1 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
21
Washington Community and Technical Colleges
Competency-Based Degrees
Concept Paper
July 2013
National Trends
 Strong enrollment response to new providers on online competency-based degrees
offered by public and private non-profit colleges and universities.
 Recent U.S. Department of Education “Dear Colleague” letter requesting the use of
federal financial aid for competency-based courses to further the desire to award aid
based on content learned rather than time served.
 The US is falling behind other countries in college degree attainment among young adults.
State and national policy makers believe our economic vitality and global competitiveness
is tied to the strengths of a well-educated, knowledgeable, and skilled citizenry.
 Being middle-class in the U.S. requires increased educational attainment and degree
completion among adults, including working adults. We cannot achieve our degree
completion goals simply by focusing on recent high school graduates; we must also
engage older working adults whose time and place constraints are served best by
eLearning.
 The expansion of eLearning nationally creates a competitive risk to our current market of
120,000 eLearning students, or 32,000 FTES, which constitute 20 percent of enrollments
in our colleges.
College System Assets
Washington’s college system has a number of strengths that will support implementation of
competency-based courses and degrees across the state.
1. Washington’s 34 community and technical colleges share a common information
technology infrastructure for student demographic data; transcripts and financial aid;
course data; subject disciplines and enrollments; personnel data and employment
categories; and financial expenditures and revenues.
2. The college system has statewide transfer agreements with public and private non-profit
colleges and universities, including major-specific transfer agreements in business,
STEM, health care, and technology. The colleges share common course numbers for 350
of the most common courses offered by the colleges.
3. The colleges share common eLearning tools, including a learning management system,
eTutoring and lecture capture systems, as well as dedicated reference librarians.
4. The college system has a well-established infrastructure for sharing courses across
colleges. Washington OnLine (WAOL) is a 15-year consortium that allows multiple
colleges to pool enrollments in online classes, share funding for online faculty, and
facilitate online professional development for faculty and staff.
5. The college system recently completed the first phase of the Open Course Library, with
open source syllabi, instructional materials, and very low cost online textbooks or course
packs for 81 of the most commonly enrolled courses (primarily academic transfer) in the
college system.
22
Conceptual Framework
Washington’s community and technical college system wants to test the concept of competencybased degrees.
System-wide “proof of concept” effort:
 All colleges will have the opportunity to participate in offering competency-based courses
and degrees to their students through a consortium of member colleges.
Students:
 Eligible students must demonstrate readiness to succeed in college level, online courses
and complete an orientation course prior to starting the program.
 The degree program will be structured to allow multiple start dates within a term and
student progress towards course competencies throughout all four quarters of the
academic year, so that students can complete associate degrees in 18 months or less.
 Students will advance through the competencies at their own pace.
 The cost to students will be consistent with quarterly tuition and fee rates charged to statesupported students.
 Programs will be financial aid eligible consistent with Federal and State financial aid
regulations.
Curriculum:
 All the competency-based courses will be online, asynchronous, and available through
pooled enrollments.
 The most promising degree to start with is the business transfer associate degree, the
highest enrolled transfer degree that can be offered by all 34 community and technical
colleges. Eighteen courses will be selected for this degree, consistent with the
requirements of the statewide business Direct Transfer Agreement (DTA) degree.
 Courses will use open source materials, including online and campus learning resources.
 Subject matter faculty will identify the course and program competencies, select learning
resources, and design the assessment rubrics with the support of staff expertise in library
resources, instructional design, and psychometrics. Faculty will teach the courses and
faculty will evaluate student work against the competencies using the assessment rubrics.
Finance:
 Member colleges will share the design costs of the initial degree program and courses as
well as the operating costs of the consortium.
 Member colleges will enroll and transcript students in the competency-based degree
programs and report enrollments for state support.
23
Washington State Centers of Excellence: Summer Quarter 2013, 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). Visit www.coewa.com for
more information.
Aerospace and Advanced Materials Manufacturing (Everett) – invested in a powerful tool, by Burning Glass,
which provides real-time labor market data to assist our K-12 partners and CTCs in matching college programs to
industry needs. The program “Labor/Insight” is a web-based product that delivers comprehensive information
about online demand for talent in multiple industries. More than 23,000 job sites are scanned daily to locate
highly detailed job postings. Required skills, education and experience provide aggregate data for analyses in
strategic planning or real-time job postings to help with student job placement. a2m2.net
Agriculture (Walla Walla) – hired a new director, William (Bill) Griffith, who has more than 20 years of experience
running a successful Turf Management program at Walla Walla CC. As a long-time member and current President
of the Northwest Turfgrass Association, Bill is versed in the role of building strong partnerships with industry.
Combining his experience as an educator, businessman and community leader, Bill is already working to bring a
fresh new perspective on the future of agriculture while striving to create new opportunities for future students.
http://agcenterofexcellence.com
Allied Health (Yakima Valley) – Director Dan Ferguson was invited to participate in a National Governor’s
Initiative to support Washington’s State Health Innovation Planning Process. The outcomes of the Health
Workforce Leader summit will, as planned, be used for the Governor, Legislature, and the 2013 State Health Care
Innovation Planning Process. Dan also participated as a convener for the State of Reform Health Policy Conference
in Spokane and as a panel member addressing Innovative Healthcare workforce strategies that are responsive to
the Patient Protection Accountable Care Act. Approximately 350 health care industry, business and clinical leaders
attended the conference. yvcc.edu/coe
Careers in Education (Green River) – July marked the successful kick-off of our sixth cohort for Leadership
Training for Workforce Deans (LTWD – or “Dean Camp”). We have 16 fantastic participants from colleges around
the state, led by the Academy Coaching team of Jamie Wells (Center Director), Kathy Goebel (SBCTC), and lead
facilitator, Dave Cunningham. The Center also helped coordinate three successful Boot Camps this summer; one
east side, and two west side. Boot Camps are for professional/technical faculty who have limited or no teaching
experience, and are facilitated by experienced instructors within our system. careersined.org
Clean Energy (Pacific Northwest Center of Excellence for Clean Energy at Centralia) – July 31 marked the end of
the three-year, $5-million (leveraged to $12-million) Smart Grid Workforce Development project funded by the
U.S. dept. of Energy. The success of the five-state consortium was evident in the performance outcomes which
fulfilled the goal of the American Recovery and Reinvestment Act to rebuild the economy of our state, region and
nation as a whole. 339 individuals were placed in jobs across the western U.S. – which exceeded our goal of 234
workers. More than 6,000 individuals were trained (goal was 1,215). A web portal was launched for industry,
educators and job seekers to include skill standards, a career lattice, curriculum and more. And a network of
regional industry and educational partners was established for all to share best practices. cleanenergyexcellence.org
24
Construction (Renton) – published an interactive program and resource guide which has the appearance of an
online book and provides access to videos and other resources. This guide offers amazing technology to engage
students of all ages – using a free app and a printed guide, a person can hold a cell phone over tagged pictures to
play instant videos. The intent is to really engage prospective students to learn about the community, college
programs, and construction industry opportunities. Guides have been mailed to every high school guidance office
in the state and can be found at: http://www.constructioncenterofexcellence.com/studentstraining/cce-programand-resource-guide/. http://www.constructioncenterofexcellence.com
Global Trade & Supply Chain Management (Highline) – hired a new director, Dr. Meg Ryan, who brings more
than 25 years of experience teaching international business and has worked extensively on international
partnership development, primarily in South Africa, Namibia, and China. She serves on the boards of the Seattle
Trade Alliance, the Council for Supply Chain Management Professionals of the Puget Sound Group, the Western
Association of Food Chains, and Seattle Goodwill Industries Retail program. She earned a doctorate in educational
leadership and policy studies at the University of Washington and recently, with co-author Dr. Jack Bermingham,
wrote Transforming International Education through Institutional Capacity Building, published in New Directions
for Community Colleges in spring 2013. The Center, as a recipient of an export assistance grant from Community
Economic Revitalization Board (CERB), has assisted 26 businesses new to exporting and eight businesses focused
on a new market last year. Plans are underway to partner with the CoE for Marine Manufacturing and Technology
and local Veterans’ Affairs offices to create short-term certificates and prior learning agreements in transportation
and logistics for returning veterans as well as funding to launch this program. ittlwa.com
Homeland Security Emergency Management (HSEM) (Pierce) – partnered with Pierce College to facilitate
agreements with Lower Columbia, Peninsula, Renton and Skagit colleges to offer the Pierce HSEM
Certificate/Associate online degree program - the first CTC online degree program to expand statewide utilizing
WAOL and Canvas (online learning tool). The Center completed an articulation agreement between the HSEM
degree program and Peninsula College’s BAS in Applied Management, and is working with Central Washington
University to modify their BAS ITAM program to allow for a specialization in HSEM. We continue to address the
need for an HSEM-BAS degree within the system to address the changing employment requirements within the
industry. Linda Crerar published the “Importance of Internships: Applying Academic Knowledge to Real World
Situations in the August 2013 International Association of Emergency Managers Bulletin
http://www.iaem.com/members/201308bulletinonline.pdf. pierce.ctc.edu/dist/coe
Information & Computing Technology (Bellevue) – IT Program Re-Envision Visiting Tour (Free Service): The
Center invited IT Programs located in upper/lower western/eastern Washington CTC’s to submit a request to the
Center to spend up to one-week with their IT Workforce Dean/VP, Program/Division Chair, and faculty to review
their IT program degrees and certificates. After the visit the Center will work with IT industry professional teams to
create solutions and new opportunities for IT program; perform research on labor demand, trends, emerging
technologies and projected career pathways, as well as other research as identified by respective college(s); and,
provide a summary report of strengths, challenges, and potential new directions for program. Please contact the
Center between September and November 2013 to request a visiting tour. coeforict.org
Marine Manufacturing & Technology (Skagit Valley) – facilitated a series of workshops with Nigel Calder, a
leading authority on marine vessel systems, for industry professionals and recreational boating enthusiasts. The
workshops addressed: battery systems, hybrid propulsion systems, and energy efficiency onboard a vessel. The
CoE is convening industry, ports and educational partners within the Seattle college district to develop
Washington Maritime - a format for greater access to marine technology training for students seeking careers in
marine and maritime. marinecenterofexcellence.com
25
Boot camps Summer 2013 report
2013-14
The Workforce Education Council (WEC) approved four Boot Camps and a Boot Camp II for
2013–14. In the summer 2013, three BCs were conducted and a BC II was canceled because of low
enrollments. A modularized BC was not offered in the fall because instructors could not be scheduled.
Each BC was facilitated by two instructors. The student ratings and comments continue to be excellent.
Fifty-three (53) professional-technical instructors from 22 community and technical colleges,
apprenticeship programs, and public utility districts participated in Boot Camps Summer 2013, offered
by the Center of Excellence (CoE) for Careers in Education at Green River Community College in
partnership with Grays Harbor College (GHC). This was the eighth year of this effective collaboration.
There were six “No-Shows” this year.
WEST I (Edmonds CC)
EAST (Moses Lake)
WEST II (Georgetown Campus/Seattle)
19
12
22
53 + 6 “No Shows”
The BCs were team taught, led and facilitated by five experienced instructors/trainers:
Michaelann Allen, North Seattle Community College
Barbara Parker, Olympic College
Kim Alexander, South Seattle Community College
Martha Chamberlin, Renton Technical College
Kathy Hathaway, Clover Park Technical College
A modularized BC and/or BC II will be offered in winter or spring quarters if they can be staffed. The
most difficult item to estimate is if instructor travel and lodging costs will be needed. If staffing requires
an out of the area BC instructor, there are costs for travel and lodging. There are no active BC
instructors from the east side of the state. It is time to train an additional cohort of BC instructors and a
cohort of BC II instructors.
2014-15 Recommendation
It is recommended that a cohort of Boot Camp instructors be recruited, selected, and trained.
Additionally, it is recommended that a cohort from the current group of active Boot Camp instructors
be selected and trained with the Boot Camp II curriculum.
It is recommended that 4 Boot Camps (2 west side, 1 east side, and 1 modularized Saturday class
during fall quarter) and a Boot Camp II be supported and funded at the 2012-13 levels. Additional
modularized Boot Camps during the year should be considered if there are funds available.
Prepared by Mike Kelly
7 October 2013
26
10/07/13
2013 Summer Boot Camp Student Course Evaluation Summaries
(19)
West I
(12)
East
(18)
West II
1
2
3
4
5
6
7
8
Course:
The course was effectively organized.
Instructional materials (for example, syllabus, textbooks, manuals, handouts) were useful.
Instructional facilities and equipment were useful.
The work in this course challenged me to learn.
Class activities encouraged me to apply and demonstrate what I learned.
The number of students in the class was appropriate to my learning goals.
The assignments, tests, and other assessments were appropriate measures of my learning.
The amount of work was appropriate to the number of credits earned.
3.74
3.63
3.58
3.63
3.68
3.79
3.56
3.42
4.00
4.00
3.92
3.92
4.00
3.92
3.92
3.33
3.83
3.83
3.72
3.72
3.78
3.50
3.39
3.56
9
10
11
12
13
Instructors:
The instructors were available and willing to help.
The instructors made effective use of class time.
The instructors demonstrated thorough knowledge of course material.
The instructors presented course material clearly and effectively.
The instructors treated students fairly and respectfully.
4.00
3.68
3.74
3.63
3.79
4.00
4.00
4.00
4.00
4.00
4.00
3.78
3.83
3.78
3.88
3.68
3.79
4.00
3.92
3.89
3.89
3.68
3.53
3.68
3.84
4.00
4.00
4.00
4.00
3.94
3.83
3.82
4.00
14
15
16
17
18
19
Students:
This class will help me to get ready to teach.
This class will help me establish clear expectations for students' behavior and performance.
This class will help me to clearly define my role and responsibilities as an instructor to
students.
This class will help me manage students in the classroom/shop.
This class will help me to teach adult students more effectively.
This class will help me be a better teacher.
27
Basic Food Employment and Training (BF E&T)
October 2013
BF E&T provides access employment and training services to food stamp recipients in Washington State not
participating in the state’s Temporary Assistance for Needy Families (TANF) program.
The BF E&T program, offered through the 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.

Our state plan for FFY2014 was approved for a total of approximately 9.8M.

With the suspension of federal government operations, we have been in close communication with
DSHS and the FNS.

We are currently operating under the agreement that our contract with DSHS will be back-dated to
allow expenditures from October 1, 2013 – October 31, 2013. At that time, if the federal government
is still shut down, we must cease operations of the BFET program.

The annual BFET Training Forum scheduled for October 22-24 in Yakima has been postponed.
There are tentative plans to reschedule the conference in January or February in the Seattle area.

As we close out the realignment year for funding and billing, remember final invoices for FFY2013,
which should include most of fall quarter tuition and book expenditures, are due October 31, 2013.

CTC General Funding Information
Funding
Category
BF E&T Grants
Students Served
FFY 12
$5,085,568
FFY 12
100%*
$2,280,116
9,169
FFY 13
$7,688,080
13,176
projected
FFY 13
100%*
$1,020,828
FFY 14
$9,794,232
FFY 14
100%*
$539,722
19,994
projected
*Additional funding for tuition and administration to be reimbursed at 100%.
BFE&T Program Outcomes
Over 50,000 Washington residents have been served through the BF E&T program. A UI match to track
specific cohorts of BF E&T participants shows 71% achieving employment with a median hourly wage of
over $11.00 per hour. To date, the BF E&T program has brought in over $33 million in federal funding to the
state of Washington.
SBCTC Program Administrator: Teri Echterling
techterling@sbctc.edu ~ (360) 704-4341
SBCTC Policy Associate: Kelli Johnston
kjohnston@sbctc.edu ~ (360) 704-4339
28
Customized Training Program
Program Update for WEC
October 2013
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
plans to eliminate another $1,000,000 in 2014/15.

Given the above cuts and already dispersed loans, there is currently no funding available
for Customized Training projects.
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.
20.
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
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
29
Lake Washington Technical 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
Data I/O
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
$16,000
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
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
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:
30
$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
Program Update for WEC
October 2013
JOB SKILLS PROGRAM
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 2013-14.
What’s New:

Total projects funded to date for 2013-2014: 14 (See list on following page.)

The balance available for new projects as of October 16, 2013 is $1,688,914.
Summary as of October 16, 2013:
2012-2013
$2,725,000
$55,000
$981,086
Total Funding for JSP in 2013-2014
Program Administration
Total Funds Awarded to Projects
Available for Award
$2,725,000
$2,670,000
$1,688,914
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
31
JOB SKILLS PROGRAM FUNDED PROJECTS as of October 16, 2013.
College
Grays Harbor
Green River
Green River/Bellevue
Green River/Everett
North Seattle
Skagit Valley/Everett
Tacoma
Business
Little Green
Six Sigma Consortium
Carlson Paving
Sound Sleep
Norfil
Carlisle Interconnect
Booking.com
Jamco
Quiring Monuments
Bodypoint
Skagit Regional Health
Re-marks
Niagara Bottling
Simpson Lumber
Total
Award
$38,290
$103,900
$99,300
$70,900
$53,700
$41,550
$158,800
$57,600
$75,739
$66,214
$30,917
$31,003
$120,000
$33,173
$981,086
32
Workforce Education Council (WEC)
WorkFirst Update –October 15 2013
The State Board has signed a contract with Department of Social and Health Services (DSHS) for
WorkFirst Funds for Fiscal Year 14. A 25% reduction from the FY13 levels has resulted in modifications
to the WorkFirst Delivery Agreement. The following services and expenditures are no longer allowable
under the guidance.




Stand-alone- GED, Life Skills and Job Skills Training funded only for WorkFirst Students
Quarter break activities (primarily Life Skills Training)
Remote site services – classes offered at local DSHS offices and other offsite locations
Funding earned based on performance measures - all funds are now 100% reimbursed expenses
The elimination of these services does not change the eligibility of these services for WorkFirst students
or DSHS’s ability to refer of students to campuses for basic skills and vocational education. It may
however, shift how services are provided to WorkFirst students and impact the ability of your campus to
respond to local WorkFirst needs.
This reduction of funds furthers the need for strong connections across campuses to ensure that
WorkFirst students are able to access vocational education and basic skills training that move students
toward vocational education and a career pathway.
WFDA FY14 Guidance has been release to the system and budget adjustments must be made to
accommodate the reduction in funds and elimination of services.
Please feel free to contact me with questions.
Kelli Johnston
Policy Associate, Workforce Education
State Board for Community and Technical Colleges
kjohnston@sbctc.edu
(360)704-4339
33
Goal 1: World Class Education
Washingtonians expect their children to receive a world-class education that prepares them for healthy and productive lives, including success in a job or career, in their communities, and as life-long learners.
Washingtonians expect every child to receive a world-class education that prepares them for healthy and productive lives, including success in a job or career, in their communities and as life-long learners
World Class
Education
Goal
Topic
Access
Success
All Washingtonians have access to education that prepares them to transition to elementary, middle, high school,
postsecondary, career and life-long learning opportunities
Washington's public schools provide innovative, quality opportunities and tools for every student to attain 21st
century skills to succeed in school, job, career and communities
Sub Topic
Early Learning
K-12
Postsecondary
Early Learning
K-12
Postsecondary
Outcome
Measure
1.1. Increase % of children enrolled in
high quality early learning programs from
x to x by 20xx
1.2.Increase % of schools rated Exemplary
or very good on the Achievement Index
from x to x by 20xx
1.3 Increase % of population enrolled in
postsecondary education/career
pathways from x to x by 20xx
2.1 Increase % of children entering
kindergarten who demonstrate they are
ready from x to x by 20xx
2.2 Increase % of K-12 students who score
proficient or better on statewide exams
and graduate high school college and
career ready from x to x by 20xx
2.3 Increase attainment of certificates,
credentials, apprenticeships and degrees
from x to x by 20xx
1.1.a. Increase opportunities for at-risk
children to be enrolled in high-quality
early learning programs by 20% by 2015
1.2.a. Increase percent of children
enrolled in full day kindergarten from 22
percent to 100 percent by 2018*
1.3.a. Increase % of graduates in
employer high-demand programs of
study as a % of job-openings in highdemand fields from x to x by 20xx
2.1.a. Increase from x to x by 20xx the
percent of students who demonstrate
characteristics of entering kindergartners
by area:
1) Social-Emotional
2) Physical
3) Language
4) Cognitive
5) Literacy
6) Math
2.2.a. Increase % of students proficient in
4th grade reading and writing, 7th grade
math and 8th grade science from x to x by
20xx
2.3.a.Increase the percentage of adult
basic education and English as a second
language students who transition to
precollege or college level within a year
from 10 percent to 13 percent by 2017.
2.2.b. Increase % of high school students
who graduate high school in 4 years from
x to x by 20xx
2.3.b. Increase the number of graduates
in STEM and identified high demand
employment programs from x to x by
20xx
2.1.b. Increase % of Early Achiever
providers who perform at level 3 or above
in voluntary quality rating and
improvement system from 2012-13
baseline
2.2.c. Increase % of students who meet
standards on high school exams by 10%
by 2017
1.1.b. Increase number of children served
in licensed child care settings and
preschools meeting quality criteria by xx
by 2015
Leading
Indicators
1.1.c. Increase the number of parents/
families who have access to needed
support to help children grow in their first
five years from 2012-13 baseline by 20xx
1.1.d. Increase math and science training
opportunities for early learning
professionals from x to x in 2015 in order
to provide more math and science
learning opportunities for young children
Governor’s Goal Council
African American Affairs Commission – Ed Prince
Arts Commission – Kris Tucker
Center for Childhood Deafness & Hearing Loss – Richard Hauan
Community & Technical Colleges – Marty Brown
Council of Presidents – Paul Francis
Early Learning – Bette Hyde
Education Ombudsman – Stacy Gillett
Office of Financial Management – Paula Moore
Policy – Marcie Maxwell
Results Washington – KayLyne Newell
School for the Blind – Dean Stenehjem
Student Achievement Council – Gene Sharratt
Superintendent of Public Instruction – Alan Burke
Workforce Training & Education Coord. Bd. – Eleni Papadakis
* Additional agencies have contributed to this work
1.2.b. Increase % of teachers rated
distinguished from x to x by 20xx
1.2.c. Increase the number of National
Board Certified Teachers who teach in a
high poverty school from 1,300 to 2,600
by 2017
1.2.d. Increase the number of first-year
teachers with an active, qualified mentor
from 204 to 1,600 by 2017
1.2.e. Increase # of high school students
who access online learning from x to x by
20xx
1.2.f. Increase % of public schools who
provide access to all required subject
areas from x to x by 20xx
1.2.g. Increase access to quality
interpreters and translation for families
from x to x by 20xx
1.2.h. Increase % of low performing
students receiving learning assistance
intervention from x to x by 20xx
1.2.i.Increase access to effective dropout
prevention programs offered by school
districts and available to students from x
to x by 20xx**
1.2.j. Increase project learning, career,
workplace and community opportunities
from x to x by 20xx
1.3.b. Increase the percentage of eligible
students who receive state need grant
from 71% in 2012 to 96% in 2017
1.3.c. Increase the number of families
saving for future postsecondary
education and training expenses from
152,000 in 2012 to 182,000 in 2017
1.3.d. Increase the number of students
enrolled in STEM and identified high
demand employment programs from
62,353 to 68,760 by 2017
1.3.e. Increase the percent of students
attending a public higher education
institution who access online learning
from x to x by 20xx
1.3.f. Increase project learning, career,
workplace and community opportunities
from x to x by 20xx
1.3.g.Increase the percentage of eligible
students who sign up for College Bound
from 78% in 2012 to 97% by 2017
* disaggregated by social economic status, ethnic, recent immigrants or refugees, and
other traditionally underrepresented groups
** disaggregated by American Indian, Latino, Black, Pacific Islander, Southeast Asian,
limited English proficient, Special Education, and low income students
2.2.d. Reduce opportunity gaps for all
students through proficiency in reading,
math and biology from x to x by 20xx
2.2.e. Increase the number of K12 schools
recognized as innovative through meeting
criteria listed in statute (HB1521 and
HB1546) from 34 to 59 by 2017
2.2.f. Decrease % of recent high school
graduates enrolled in pre-college or
remedial courses in college from 40% to
35% by 2017
Legend
= Data and metric will be ready by September 6, 2013
= Data and metric will be available within 6 months
Updated 8/26/2013
Draft for Discussion
34
= Data and metric will be available within 6 to 12 months
Goal 1: World Class Education
Measures considered, but NOT selected at this time
Readiness / Success
Access and Capacity
World Class
Education
Moved to Goal 2 for
consideration
D. Increase % of
residents
employed in the
3rd quarter after
completing postsec
ondary education or
training
E. Increase the
median earnings of
residents employed
in the 3rd quarter
after completing
postsecondary
education or
training
F. Increase % of
high-school
graduates
employed in the
3rd quarter after
high-school
graduation among
those not enrolled
in postsecondary
education or
training
Early Learning
% of eligible children enrolled in select
formal early learning programs
Increased access for students with unique
learning challenges
Establish enrollment in Early Childhood
Education and Assistance Program (ECEAP)
as an entitlement for all 3- and 4-year-olds
from families at or below 110 percent
federal poverty level by school year 201819.
Increase % (out of those in need) enrollment
in services of 1-5 year-olds with disabilities
Increase # of families receiving evidence/
research based and promising practices
home visiting services (this can be a subset
of 1.1.a – increase at risk children enrolled
in hq early learning
K-12
All incoming Washington kindergarteners
have access to state-funded full-day
kindergarten in school year 2018-19.
% of students attending schools with low
state achievement index ratings
Increase # students who apply for college
and complete FAFSA
Free, high quality K-12 education is
accessible to every young Washingtonian,
age 5 – 21.
Percent of teachers at each grade level with
Masters Degree (plus geographic
distribution)
Percent of middle and high schools with
guidance couselor:student ratio of less than
1:250 (or whatever prevailing thinking is on
this topic)
Reduction of waiting lists for high employer
demand programs
Postsecondary
Increase academic, social, and financial
support to those who pursue postsecondary
education
Increase high school graduates enrolled in
post secondary education or training//% of
students who enroll in postsecondary
education by age 24//Increase
postsecondary enrollment in first year after
high school graduation by xx by [goal date]//
Increase % high school graduates continuing
to postseconday, and transferring from two
to four-year institutions.
Increase returning adults enrolled in college
level entry education programs//Increase %
prior learning credits earned by adult
returning students
Provide state financial aid to all eligible
students//Adapt current state financial aid
policy and funding models to ensure
postsecondary education is accessible to
students and families. //Develop a ten-year
financing plan for achieving the goals of the
Ten-Year Roadmap which utilizes clear and
measurable standards and indicators.
Revise SNG eligibility requirements to
reflect: 1)median family income needed
today to afford the cost of college
attendance. 2)future cost of attendance as
result of Ten-Year Roadmap Technology and
Funding initiatives. // Ratio SNG:total
tuition revenue
Reduce cost of attendance to students and
families through Technology and Funding
Initiatives of WSAC Ten-Year Roadmap
Develop ten-year capacity plan to
accommodate increased demand from
improvements in other Roadmap Outcome
areas. Provide rational framework to
prioritize and plan system change and
allocate resources.
State appropriations to institutions per
actual FTE //Tuition revenue per actual
FTE//Annual state appropriations per annual
degree/certificate //Ratio tuition:state
appropriations to institutions
Percent of high school students who enroll
and receive college credit in dual credit
programs, such as Running Start, IB, AP,
Tech Prep, College in the High School, or
other.
% of basic ed full funding target
Every Washingtonian will have access to an
affordable, high quality post-secondary
education that is a meaningful stepping
stone to his or her chosen career path.
Increase % students continuing past first
year of postsecondary education.
Increase % postsecondary STEM enrollments
Number of high employer demand FTEs
added
Prioritize financial aid to highest need
students to reduce financial barriers to
postsecondary education
Family engagement at K12 & Postsecondary
Increase students ready to succeed
Increase graduating high school students
meeting minimum requirements to apply to
a Washington State 4-year college by XX by
[goal date]
Increase early learning child specific data in
the state’s longitude data system from
2012-13 baseline
Increase % of students who graduate high
school by age 21
% of English language students making
progress in learning English
% of students absent 20 or more days per
year (or % of students present xx or more
days per year)
Early Learning
Increase % of young children with
disabilities enrolled in necessary services.
% of students who make a non-promotional
school change
Increase families who read to their children
daily by xx by [goal date]
Increase % of students who have achieved
required competencies and completed a
high school and beyond plan by eighth
grade.
Increase percent of students enrolled in fullday kindergarten
Increase percent of students with disabilities
with an individual service plan
Increase percent of students (among those
eligible) receiving free or reduced lunch
Align high school graduation course
requirements with college admission
requirements among all public schools,
universities and colleges.
Increase % of completed developmental
screens for children birth through age 5
Increase students college ready on 11th
grade Smarter Balance Assessment in
English and Math
Increase # of children enrolled in early
learning programs at an early achievers 3, 4,
or 5 quality level
Reduce the need for remedial education
through the implementation of Early
Learning, Outreach and Support, and
Alignment inititatives.
Increase early learning child specific data in
the state’s longitude data system from
2012-13 baseline
K-12
Increase % of children ready to succeed in
kindergarten
Increase % of students proficient in 4th grade
reading
Increase % of students in online or hybrid
courses
Increase % of eligible students who
complete the College Bound application by
the end of the 8th grade
Considerations to address in future:
Recruitment/retention of good teachers at postsecondary level
Postsecondary (cont.)
K-12 (cont.)
35
% of parents who actively support their
child's education and believe a college
degree is important
% of graduating College Bound students
who have completed the FAFSA
Every student graduates from High School
having met the criteria for career and
college readiness
Increase % of school districts engaged in
Opening Doors, Building Bridges, Jobs for
Washington’s Graduates, Opportunity
Internships or other proven drop-out
prevention and reengagement programs
% of students who directly enroll in
postsecondary education
Increase students proficient in 3rd grade
reading by XX by [goal date]
Increase students proficient in 4th grade
math by XX by [goal date]
Increase students proficient in 5th grade
science by XX by [goal date]
Increase students proficient in 6th grade
reading by XX by [goal date]
Increase students proficient in 7th grade
math by XX by [goal date]
Increase students passing exams required
for high school graduation by xx by [goal
date]
Increase students who graduate high school
on time by XX by [goal date]
% of students exhibiting 21st century skills
Increase retention rate of students of color
or from lower-income families by xx by [goal
date]
Increase % of students enrolled in advanced
CTE or academic courses
decrease % of recent high school graduates
enrolled in pre-college or remedial courses
in college
Increase % of high school graduates
completing a formal career and technical
education program
Align student learning with employment
opportunities and employer expectations
for skills and knowledge of graduates
Improve alignment of academic programs
with local and regional employment
opportunities.
Every post-secondary student enrolled
achieves a credential that is meaningful to a
significant next step, including new
employment, career progression, or tansfer
to higher education level.
Increase % of adult basic education students
enrolled in integrated occupational
education programs
Increase % of completers at 2-year, 4-year,
apprenticeship and journeyman programs
Increase success rate of underrepresented
groups in postsecondary education by xx by
[goal date]
Increase the % of teachers endorsed in ELL,
special education, math and science
Increase % employers exppressing
satisfaction with intellectual and practical
skills and knowledge of recent graduates.
Increase % of 3rd grade level and % of
students taking algebra by the 8th grade
Increase % students who earn a
postsecondary credential by age 24
Increase the % of students who pass the
WELPA exam in three years after entering
an ELL program
% of students taking one or more advanced
placement or International Baccalaureate
course(s)
Postsecondary
% of students who did not complete high
school on time who achieve a postsecondary
credential
Increase the # of postsecondary credentials
awarded each year
Increase % of students ready for
employment aligned with employer
expectations for skills and knowledge
Increase the # of successful journeyman
program
Student FTE per degree/certificate
Integrate Educational Technology planning
at the education sector level into the goals
and initiatives of the Ten-Year Roadmap.
All post-secondary students who complete
their intended credential ( degree or
certificate) are employed at an annual
income level of at least $30,000.
Decrease time to degree by providing
students with technology -enriched
curriculum.
Increase % of enrollments in high employer
demand disciplines
Increase % of students who did not
complete high school on time who achieve a
postsecondary credential
Provide incentives to increase use of open
educational resources.
Center of Excellence Data Tables
The below information is intended to provide Center of Excellence staff with the
basic instructions to access and cultivate enrollment and completion information
on educational programs (for credit) provided by the Washington State
Community & Technical College system.
General information and data frequency
The data is available through the SBCTC web page. Information is available for
multiple years. Current year links will be updated quarterly. A blank chart
identifies that the information is not yet finalized (e.g. annual completion data).
 Enrollments are updated quarterly
 Annual completions available in the fall following the end of the academic
year.
 Annual totals are unduplicated counts
Access to web link
This data source was developed for the sole purpose and use of the CTC system.
Tables can only be accessed by those with a community and technical college
email address. You should be able able to access the links directly (without any
support from IT). Accessed information may be summarized and utilized for
Center of Excellence reports, system resource guides, etc. but the actual web link
may not be shared outside the WA CTC system.
Data table link:
http://sbctc.edu/college/d_data-tables.aspx
Program enrollment and completion:
http://sbctc.edu/college/_d_centers-of-excellence.aspx
36
Screen shots
Click here 1st
Click desired year. Each year
will load individually.
37
Data tables
Sort desired data by career cluster or Program through the drop
down list. Once you have opened the list you can further sort by
checking or unchecking the subjects you’d like included.
You may further sort through Column labels (desired quarter), or
Row Labels (college) by checking/unchecking the corresponding
boxes.
Using data
Once the data is compiled to your desired specifications you may print directly or
copy the information to be utilized in other applications (Word, Excel, etc.).
38
SBCTC is excited to announce the expansion of I-BEST to Developmental Education. Links to guidelines
and coding are available on the SBCTC website. The program application(s) are available in OGMS.
The expansion will be implemented in the following manner:

Traditional, Professional Technical I-BEST: Developmental education students can now be
served within existing, approved I-BEST programs. Developmental education students will now
generate 1.75 FTE when they are enrolled in approved I-BEST programs and teamtaught courses. Please note that federal Adult Basic Education funding cannot be used for
developmental education students. Federal ABE funds must be used for students eligible for
federally supported levels of ABE.

Academic I-BEST: Developmental education students can now be served within existing
approved Academic I-BEST programs. Developmental education students will now generate 1.75
FTE when they are enrolled in approved I-BEST programs and team-taught courses. Please note
that federal Adult Basic Education funding cannot be used for Developmental Education
students. Federal ABE funds must be used for students eligible for federally supported levels of
ABE. In addition, Opportunity Grant funding is typically not available for Academic I-BEST.

**NEW** I-BEST for Developmental Education: I-BEST will expand to include two new program
options explicitly designed to help students move further, faster through developmental math
and English, allowing students to get to higher levels of credentials and, ultimately,
degrees, along a career pathway. Both ABE and developmental education students
will generate 1.75 FTE when they are enrolled in approved Developmental Education I-BEST
programs and team-taught courses. These program options are detailed within the guidelines,
which you can find at: http://www.sbctc.edu/college/_e-ibestapplicationinfo.aspx.
If you have questions regarding the expansion of I-BEST, please contact Louisa Erickson at 360-704-4368
or lerickson@sbctc.edu
I-BEST Developmental Education Expansion; October 3, 2013
39
From: vtc-bounces@lists.ctc.edu [mailto:vtc-bounces@lists.ctc.edu] On Behalf Of Kathy Goebel
Sent: Monday, October 14, 2013 12:55 PM
To: vtc@lists.ctc.edu; 'deaninstr@lists.ctc.edu'
Cc: Julie Walter
Subject: [WEC] Legislative Reception
Good afternoon,
Please respond by Friday, November 29th.
Because it was such a successful event last year, the State Board’s Government Relations Division is
again planning a reception for legislators and their staffs to showcase our system’s innovative education
programs. The reception will be held on February 20th from 5:00-7:00 in the Columbia Room at the
State Capitol. This is a great time to highlight impactful programs as the legislature begins to finalize the
supplemental budget and make funding decisions for our system.
Last year we focused solely on STEM programs, but have decided to change things up this year. We are
looking for colleges that are interested in featuring one of their innovative professional/technical, IBEST, or Applied Baccalaureate programs. We are specifically looking for interactive demonstrations
which were a big hit with legislators last year. The goal is to get legislators and staffers involved in the
presentation in some way to “shock and awe” them (or at least get their attention), and also provide a
platform for good discussions about the program. People will be coming and going throughout the
evening, so activities should be designed to engage individuals for a short period of time. You could
include a brief video showing students demonstrating their knowledge and skills if it would be too
difficult to create an interactive activity at the reception. Each selected college will be able to send two
people to the reception. Your college president is not included in this count. We encourage you to
think about having a faculty member and a student feature your program.
Programs that were selected last year included:
 Bellingham Tech. – Instrumentation Program. Guests could control a temperature sensor,
ambient light sensor, and a controllable fan motor. Participants saw the changes graphed on a
plot chart and could even view the monitoring systems on their smart phones. Lots of
attendees really enjoyed interacting with the instructor and student.

Clean Energy Center of Excellence (on behalf of several colleges) – Energy Programs. Reception
attendees could hook up common household appliances and see how much energy is consumed
to run each. Many mental “light bulbs” went on after visiting this demonstration!

Edmonds – Robotics and Electronics Program. Guests could practice controlling the movements
of small robotic machines. While some reception attendees experienced a sharp learning curve,
no bystander injuries were reported.

Lake Washington - CNC Program. Guests watched a demo production project (an etched
paperweight) and saw an informative video about the program. Lots of interest in this
manufacturing program.
40

South Seattle – Nursing Program. Reception attendees interacted with a computer simulated
patient and watched nursing students manage acute, traumatic patient events with confidence
and skill.

Yakima Valley – Dental Hygiene Program. Guests practiced their ability to skillfully administer
local anesthetic using a simulation model with an electronic signal for successful injections. A
big crowd pleaser.

And of course there were confectionary delights, floral arrangements and wine provided by
several colleges.
The room is circular or oblong – the walls are rounded. We will have room for six to eight colleges to set
up interactive displays. Each selected college will have a 6’ table and a little extra space beside the
table on one end. You may bring informational material about programs offered at the college. We can
have easels for displays and there is room on the walls for posters or charts.
If your college is interested in participating in the Legislative Reception, please submit the attached form
to me – kgoebel@sbctc.edu. Briefly describe the program and the interactive activity you plan to
provide by Friday, November 29, 2013. Include in your application a list of special equipment you may
be bringing and if you will need an electrical outlet or other special accommodations. We will take a
look at all the responses and choose six to eight college programs. All colleges will be notified by
December 20th whether or not the program has been selected for the reception. As usual, we are
looking for college representation from the east and west sides of the state, large and small colleges,
and community and technical colleges.
I hope you will consider participating. Each college has “star-quality” education programs. I just wish
we had more space to show them all off.
Please contact me if you have any questions.
Thanks,
Kathy
Kathy Goebel
Policy Associate, Economic Development
State Board for Community & Technical Colleges
360-704-4359
41
Name of Professional/Technical Program
College
Legislative Reception
February 20, 2014 from 5:00-7:30
Columbia Room, Washington State Capitol
416 14th Ave. S.E., Olympia WA 98504
Participants
Name
Description of Interactive
Demonstration
Title (student, faculty, administrator)
Describe here.
Supplies – College may not need wall space, easel, or space beside table – just fill in the sections that you plan to use.
College will provide
Description
Request State Board provide
Example: Table
 Gadgets
 The gadgets will be used by reception
 6’ power strip to plug in two
attendees.
gadgets and the laptop.
 Laptop computer
 Laptop will display video of the program
 Informational material
about program
 50 copies of one-page, glossy brochure
about the program to distribute to
reception guests
Table
Wall behind table
Easel
Table
4’ of space beside table
42
Limited License Legal Technicians (LLLT)
Admission to Practice Rule 28
The Washington Supreme Court adopted the Limited License Legal Technician (LLLT) Rule,
effective September 1, 2012. This rule authorizes non-attorneys who meet certain educational
requirements to advise and assist clients in approved practice areas of law.
WSBA’s role is to maintain the high standards set for the legal profession while serving as the
regulators of this new rule. The goal is to ensure quality implementation aimed at supporting
WSBA members and upholding protection of the public. There is no other state with a similar
LLLT rule. This rule provides Washington the opportunity to lead the nation in expanding legal
services for the people of our state.
With the rule, the Supreme Court established the LLLT Board to administer the program.
First Practice Area: Domestic Relations
The LLLT Board began its work in January 2013. As one of its first actions, the Board
recommended family law as the first practice area in which to license LLLTs, which the
Supreme Court unanimously approved in March 2013.
The LLLT Board is expected to begin accepting applications for the licensing examination in
Spring/Summer 2014 and begin licensing of LLLTs in Fall 2014.
Additional information: http://www.wsba.org/Licensing-and-Lawyer-Conduct/LimitedLicenses/Legal-Technicians
Education
To apply, you must complete the following education requirements:
1. An associate level degree or higher,
2. 45 credit hours of core curriculum through an ABA approved law school or ABA approved
paralegal program, and
3. Practice area courses with curriculum developed by an ABA approved law school
Core Curriculum Requirement
To satisfy the 45 credit hours of core curriculum requirement, you must take the following seven
courses at an ABA approved legal studies program:
1.
2.
3.
4.
Civil Procedure, minimum 8 credits,
Contracts, minimum 3 credits,
Interviewing and Investigation Techniques, minimum 3 credits,
Introduction to Law and Legal Process, minimum 3 credits,
43
5. Law Office Procedures and Technology, minimum 3 credits,
6. Legal Research, Writing, and Analysis, minimum 8 credits, and
7. Professional Responsibility, minimum 3 credits.
Initial Colleges offering the core curriculum (Beginning winter, 2014);



Highline community College
Edmonds Community College
Tacoma Community College
 Clark College
Next colleges (within the next year);


Spokane Community College
Whatcom Community College
44
Limited License Legal Tecnician
Required course crosswalk and availability of online courses
Min
Course/Sub Credit
Required Course Content
10/16/2013
Highline
Edmonds
Tacoma
Clark
Introduction to
Law & Legal
Process
3
1. Description of state courts and their powers POLS 200
2. Description of federal courts and their powers Introduction to law
3. The concept of personal and subject matter 5 credits
jurisdiction
4. Overview of court procedure from filing the
complaint through appeal
5. Legal and civil remedies courts may impose
6. Federal supremacy
7. Alternative Dispute Resolution
8. Intro to court rules
9. Basic causes of action
10. Civil vs. Common law systems
11. Sources of law
12. Roles of judges and lawyers
13. Basic overview of tribal law
Legal 200
Introduction to Law 5 credits; Legal 225
Litigation Practice (5
credits)
PLST 152 Introduction to Civil
Law- 5 credits PLST
253 Civil Procedure II
(3 credits)
PRLE 101
Introduction to
Legal Theory - 3
credits PRLE
151 Legal
Document
Preparation; and
PRLE 209
Insurance Claims
and case
Preparation
Civil Procedure
& Litigation
8
1. Overview of civil court rules (state and local) L102/103 (Civ Pro I
including how they are developed and modified and II) ** -10
2. Commencement of action
credits
3. Description of complaints and answers and
the diverse types of answers
4. Motion practice and its elements
5. Discovery practice and its elements including
e-discovery
6. Statutes of Limitation and other deadlines
7. Jurisdiction v. Venue
8. Service of Process
9. Drafting documents
10. FOF/COL and Judgments
11. Alternatives to trial
12. Intro to choice of law
Legal 205 Civil
Procedure -5 credits;
Legal 225 Litigation
Practice (5 credits)
PLST 153 Civil
Procedure I -5 credits
PLST 253 Civil
Procedure II -3
credits
PRLE 109 Civil
Litigation; 3
classes ea. 3 cr,-9
cr total; PRLE
151 Legal
Document
Preparation; and
PRLE 209
Insurance Claims
and case
Preparation
45
Limited License Legal Tecnician
Required course crosswalk and availability of online courses
Legal Research,
Writing and
Analysis
8
1. Primary sources of law--binding and nonbinding
2. Secondary sources v. Finding tools
3.Use of research tools/Methods of research
4. Case law, Statutory Law, Administrative Law
5. How to state issues
6. Common law concept and state decision
7. Shepardize/Validate law
8. Formats for Court Documents
9. Using Proper Citations
10. Proofreading
11. Briefing a Case
12. Writing Memos and Letters
13. Preparing a Motion Argument
14. Techniques of legal reasoning, analysis and
synthesis
16. Objective Memorandum
10/16/2013
L199/200 -Legal
Research and
Writing I & II- 10
credits
46
Legal 210 Research
& Writing -5 credits;
Legal 295 Advanced
Legal Writing (5
credits)
PLST 151 Legal
Research/Writing -5
credits; PLST 251
Legal
Research/Writing II
(3 credits)
Limited License Legal Tecnician
Required course crosswalk and availability of online courses
10/16/2013
Contracts
3
1. Elements of contract formation, breach of
contract, and remedies for breach
2. Offer and acceptance
3. Consideration;
4. issues of interpretation
5. Conditions
6. Performance
7. Breach
8. Damages or other remedies
9. Discharge
10. The parol-evidence rule
11. The statute of frauds
12. Illegality
13. Assignments
14. Beneficiaries
15. Interplay between case law and statutory
law
16. Overview of Article 2 of UCC
17. Major Contract Issues in Assessing a New
Contract
L202 (Contracts &
Negotiations) - 5
credits
Professional
Responsibility/
Ethics
3
1. RPC
2. LLLT RPC
3. Basic scope of LLLT practice
4. LLLT/Client Relationship
5. Handling client funds
6. Conflict of Interest
7. Diligence/Competence
8. Communication
9. Unauthorized Practice of Law
10. Confidentiality
11. Marketing and advertising
12. Financial responsibility
13. Duty to Report Suspected Child Abuse
L101 Ethics covers Legal 214 Ethics (5 PLST 150 Paralegal
all but 2, 3, 4, 12 & credits) or Legal 296 Fundamentals/Ethics
13 over 3 credits
Ethics Seminar (3
(5 credits)
credits)
47
Legal 240 Contract
Law -5 credits
PLST 231
Contracts/Commerial
Trans -3 credits
Limited License Legal Tecnician
Required course crosswalk and availability of online courses
10/16/2013
Law Office
Procedures/Tec
hnology
3
1. Managing Client Trust Accounts
2. Time Management/Prioritizing
3. Word/Excel/Outlook/Access
4. Legal Software for the Office/Trial Software
5. E-Filing
6. Client representation Agreements
7. Protection of confidential
information/records--hard copy and electronic
(e-discovery)
8. Calendar/Tickle System
9. Managing difficult clients
10. Business practices and policies
11. Referral issues with lawyers and other
professionals
L135 Law Office
Technology- 5
credits (they are
also addressed
secondarily in L101
Ethics and L220, an
elective, which is
Computer Search
and Seizure
Legal 228 Law Office
Technology (5
credits); Legal 229
Law Office
Procedures (5
credits)
PLST 154 Computer
Applications in the
Law (3 credits); PLST
235 eDiscovery (3
credits)
Interviewing &
Investigation
Techniques
3
1. Client Interviews
2. Working with Expert Witnesses/Third Parties
3. Drafting Witness Statements
4. Factual Investigations
5. Creating an Investigation Plan
6. Researching general knowledge on a specific
subject
7. Evidence
8. Working with difficult people
L252 , Legal
Investigations, - 5
credits **
Instructor wanting
to know more on
how 4 is defined
Legal 230
Investigation
Techniques (5
credits)
PLST 232
Interviewing and
Investigations -5
credits
Total
Indicates available
online instruction
** Possible for online instruction
48
Applied Baccalaureate Programs
The development of BAS programs within the CTC system continues to grow. With the
implementation of the BAS-STEM Request for Proposal (RFP) process, participating colleges
were required to develop collaborative programs that would necessitate working with local K-12
school districts within their service area. As a result the colleges that participated in this
process have positioned themselves to present Statements of Need in the very near future.
It will be important to look at the lessons learned from collaborative efforts such as these. The
majority of the proposals articulated the benefits that partnerships these programs bring to the
CTC system. One such benefit is collaborative efforts in curriculum alignment from K-12 to CTC
programs. Secondly, programs such these will serve as a valuable pipeline for the continued
growth and sustainability of existing and future BAS STEM programs within the CTC System.
The following is a condensed picture of where the BAS program currently sits with existing and
future programs under development. (See Attachment: Washington’s Community and Technical
Colleges Baccalaureate Degree Programs for more details.)
Current Programs: Eight (8) colleges with 17 degrees
Current programs under development: 47
Programs scheduled for philosophical discussion October 23, 2013:
 Skagit Community College: BAS STEM Environmental Conservation
 Green River Community College BAS STEM
 Bellevue College BAS STEM – Molecular Bio Science
 Renton Technical College BAS-STEM- Application Development
 Cascadia College BAS-STEM – Sustainable Practices
 Olympic College BAS STEM – Information Technology
Programs scheduled for board approval October 23, 2013:
 South Seattle Community College
 Lake Washington Institute of Technology
Implementation of BAS Taskforce:
A taskforce was implemented by the BAS - WACTC to address the ongoing development of
BAS programs within the CTC system the follow are recommendations from that task force:
Guiding Principles: The committee established guiding principles for the BAS program and
members from the CTC system to work from.
Program Growth: The committee addressed the need to examine growth of applied BAS
programs. The taskforce was able to chart projected growth of BAS graduates through 2018.
They closely examined the current trends of BAS existing programs and future program
development.
Financial model: The committee developed a financial model that CTC members would be
able to use as a guide when starting new applied baccalaureate programs. In addition, the
49
taskforce would utilize this this model to serve as starting point to craft a financial request to the
legislature.
The expansion of applied baccalaureate degree programs should be considered when
establishing system priorities and funding request to the legislature. New program funding is
critical to meet the projected demand and fulfill the target graduation goal outlined in the position
paper
Program Policy: The committee reviewed policies associated with applied baccalaureate
programs including tuition and international student enrollment policies.
BAS STEM Appropriation and RFP Process
In 2013 the Washington State Legislature passed Senate Bill 5624 which aligns high-demand
secondary STEM or career and technical education programs with applied baccalaureate
programs. This legislation requires the office of Superintendent of Public Instruction (OSPI), the
statewide director of math, science, and technology (STEM) to work with the State Board for
Community and Technical Colleges (SBCTC) to develop high-demand applied baccalaureate
programs that align with high quality secondary STEM programs and career and technical
education programs.
In addition, the bill required the SBCTC to select community or technical colleges to develop
and offer BAS degrees that support the continuation of high quality STEM programs or career
and technical education programs offered to students in kindergarten through twelfth grade who
are prepared and aspire to continue in these high-demand areas in college and the workforce.
In preparation for the implementation of this bill, the SBCTC completed the process of
formulating a Request for Proposal (RFP) that was disseminated to community and technical
colleges to propose in developing a BAS- STEM program. Eight colleges submitted proposals
for consideration.
Proposals requested were allocated from $249,998 on the high end to $58,297 on the low end.
A system-wide committee, including a representative from OSPI, reviewed the proposals. The
follow programs were selected:





Green River Community College BAS STEM
Bellevue College BAS STEM – Molecular Bio Science
Renton Technical College BAS-STEM- Application Development
Cascadia College BAS-STEM – Sustainable Practices
Olympic College BAS STEM – Information Technology
50
Washington’s Community and Technical Colleges
Applied Baccalaureate Degree Programs
October 2013
College
Bellevue
Olympic
Peninsula
South Seattle
Bellevue
Columbia Basin
Lake Washington
Seattle Central
Bellevue
Bellevue
Bellevue
Centralia
South Seattle
Columbia Basin
Columbia Basin
Green River
North Seattle
Lake Washington
South Seattle
Bellevue
Cascadia
Degree
Radiation and Imaging Sciences
Nursing
Applied Management
Hospitality Management
Interior Design
Applied Management
Applied Design
Behavioral Sciences
Health Care Technology and Management
Information Systems and Technology
Nursing
Applied Management
Professional Technical Teacher Education
Applied Project Management
Cyber Security
Information Technology: Network Administration and
Security
International Business
Transportation and Logistics Management
Sustainable Building Science
Molecular Sciences (STEM Funding)
Technology in Sustainable Practices (STEM Funding)
51
Status
Approved in 2007
Approved in 2007
Approved in 2007
Approved in 2007
Approved in 2009
Approved in 2009
Approved in 2009
Approved in 2009
Approved in 2011
Approved in 2012
Approved in 2012
Approved in 2012
Approved in 2012
Approved in 2013
Approved in 2013
Approved in 2013
Approved in 2013
Peer review 9/13
Peer review 7/13
Board review 10/13
Board review 10/13
Target
Fall 2014
Fall 2014
Fall 2014
Fall 2014
College
Green River
Olympic
Renton
Skagit Valley
Highline
Lake Washington
Seattle Central
Seattle Central
Highline
Highline
Bellevue
Clover Park
Highline
North Seattle
Wenatchee Valley
Yakima Valley
Bates
Bates
Bellevue
Bellevue
Centralia
Centralia
Clark
Clark
Clark
Clover Park
Columbia Basin
Columbia Basin
Degree
Status
Information Technology: Secured Applications
Development (STEM Funding)
Computer Information Systems (STEM Funding)
Applications Development (STEM Funding)
Environmental Conservation
Cyber Security and Forensics
Public Health Administration
Nursing, RN-B
Allied Health Science
Respiratory Care
Youth Development
Business Data Analytics
Manufacturing Operations
Global Trade and Logistics
Application Development
Nursing RN-B
Business Management
Biomedical Technology
Public Safety Administration
Integrated Resource Management
Public Administration
Diesel Technology
Web Development
Behavioral Science
Dental Hygiene
Management
Aerospace Engineering Technician OR
Advanced Materials/Non-Destructive Testing
Data Analytics
Nursing RN-B
52
Target
Board review 10/13
Winter 2015
Board review 10/13
Board review 10/13
Board review 10/13
Board review 5/13
Board review 5/13
Board review 5/13
Board review 6/12
Board review 6/13
Board review 6/13
30-day review completed
30-day review completed
In 30-day review
In 30-day review
In 30-day review
In 30-day review
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Fall 2014
Fall 2014
Fall 2014
Winter 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Winter 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2015
Fall 2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Intent expressed
Intent expressed
Fall 2014
Fall 2014
College
Green River
Green River
Green River
Lake Washington
Lake Washington
Lake Washington
Olympic
Renton
Renton
Spokane
Spokane Falls
Spokane Falls
Spokane Falls
Spokane Falls
Spokane Falls
Degree
Status
Marketing and Entrepreneurship
Court Reporting and Captioning
Forest Management
Manufacturing Engineering Technology
Biomedical Engineering Technology (2+2 with EWU)
Energy Systems Engineering Technology
Leadership and Supervision
Computer Science
Applied Management
Nursing RN-B
Business Management
E-Learning and Instructional Design
Graphic and Integrated Designs
Information Technology
Interior Design
53
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Target
Fall 2014
Fall 2014
Fall 2014
Fall 2015
Fall 2016
Fall 2016
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2015
Fall 2015
Fall 2015
Fall 2015
Fall 2015
Washington’s Community and Technical Colleges
Getting Veterans Back to Work
Home base on campus
About 22,000 veterans, active-duty personnel, and their
dependents are enrolled in Washington community and
technical colleges.2 Colleges provide:







A critical mission
Thousands of military personnel leave the service each
year and select Washington state as their home,
bringing with them a wealth of experience and a wide
range of skills. The number of troops exiting the service
at Joint Base Lewis-McChord alone is projected to
nearly double from 6,000 to 7,000 per year to 13,000 in
January 2014. Washington ranks among the top five
most popular states for military personnel separating
from the service.1

Washington boasts two federally-funded “Centers of
Excellence” for veterans, located at Pierce College and
Shoreline Community College. The centers provide
veteran students a designated space to gather and
learn, personal attention, and services to help them
transition into civilian life. Faculty and staff are trained
in war-zone stressors and the needs of veterans.
Washington’s 34 community and technical colleges are
a perfect fit for returning veterans who are transitioning
to civilian life and private-sector jobs. Two-year colleges
offer small class sizes, flexible hours, veterans services,
and real-world education and training so veterans can
hit the ground running.
Pierce College also provides educational programs at
Joint Base Lewis-McChord specifically designed for
active duty military personnel and their families.
Another type of courage
Credit for prior learning
Veterans need to reconnect with academic work,
navigate the college registration process, handle the
transition from combat to classrooms, and join a
student population where most have never experienced
war. Moving back to civilian life requires another type
of courage; community and technical colleges are with
our veterans every step of the way. Twenty-eight
Washington community and technical colleges are
among the top military friendly schools in the nation
according to the 2013 Military Friendly Schools list
produced by G.I. Jobs magazine.
Washington State Board for Community and Technical Colleges
Specialized training aimed at transitioning
service members into high-demand careers.
Educational advising.
Counseling and assistance.
Financial aid and tuition assistance, including
help with the post-911 GI Benefits.
Services for students with disabilities.
Tutoring and job support.
Flexible class schedules and online learning so
veterans can study at their own pace and
manage work and family responsibilities.
An older student population where veterans
feel at home; the average Washington
community or technical college student is 26
years old.
Community and technical colleges are helping vets build
on previous experience to earn credits. Our colleges
offer credit for prior learning, which may be based on
transfer-in credit, test results, portfolios or training
certificates. Twenty-two colleges are designated as
“Service Member Opportunity Colleges” – a nationwide
effort funded by the Department of Defense to help
service members complete college degrees even when
they move from one location to another in the United
States.
54
www.sbctc.edu
7.29.2013
Early registration
Our nation has an obligation to ensure veterans and
military families can move into promising careers and
succeed after their years of service and sacrifice.
Washington’s community and technical colleges are
honored to answer that call of duty.
In April 2013, Gov. Jay Inslee signed House Bill 1109.
This new law requires all public colleges and universities
that offer early course registration to some students to
extend the offer to veterans and National Guard
members so they can get into the courses they need to
train for new careers.
The community and technical college system supported
this measure and is acting to make this new benefit a
reality for veterans.
Characteristics of student veterans 3
Succeeding in the work arena

73% of student veterans are male; 27%
are female.
Washington’s community and technical college system
is looking beyond campus-based efforts at the entire
labor market that awaits veterans.

Only 15% are traditionally aged college
students (18-23).

47% of student veterans have children.
The State Board for Community and Technical Colleges
participates in the “Washington Transitions Workgroup”
-- Washington’s response to the federal “Vow Act,”
which aims to provide the nation’s veterans a smoother
transition to civilian life.

47.3% are married.

Only 35.3% are unmarried and without
dependents.
Washington state facts 4
The workgroup is mapping a strategy to help veterans
get a head start on their civilian dreams 18 months
before they even leave service. The workgroup has
drafted a personal assessment to help veterans decide
whether to attend college, get an apprenticeship,
become self-employed, or move straight into the
workforce. The assessment will lead to deeper
information and counseling on goals and finances.
Community and technical colleges are also developing
programs to sync veterans’ skills with high-demand
jobs. Examples include army health care specialist to
allied health career or nurse; military police to criminal
justice; and flight and mechanics to certain FAA
certifications.
Washington state is home to more than
629,000 veterans.

One in every nine Washington citizens is
a veteran.
Sources:
1. Transition Services, Joint Base Lewis-McChord
2. SBCTC data warehouse
3. National statistics from U.S. Department of Veterans Affairs
website, last updated Nov. 6, 2012
4. Confirmed by WA State Department of Veterans Affairs, July 29,
2013
In addition, eight Washington community and technical
colleges in May 2013 received an $11.8 million U.S.
Department of Labor grant to train veterans in highdemand health information technology jobs, such as
data analytics, mobile healthcare application
development, and health IT security.
Washington State Board for Community and Technical Colleges

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www.sbctc.edu
7.29.2013
Washington State Work Start Training Program
Department of Commerce
Washington Work Start is a business driven workforce training program designed to provide new and
existing employers with flexible customized training in direct alignment with the state’s business
recruitment and expansion efforts. Work Start will target key sectors including: aerospace, clean
technology, advanced materials, advanced manufacturing, maritime, forest products, agribusiness, life
sciences, information, communications and technology, and locally targeted industries.
Work Start flexible training grants will be used to:
 Attract new business to Washington
 Support existing businesses as they make significant expansions through new business activity.
 Increase the skills of citizens through training, certifications, and employment in targeted
industries.
Work Start Teams will meet with each company to discuss their unique training needs. Work Start
training along with traditional workforce development services (position posting, screening, assessment,
testing, interviewing and other pre-employment activities) will be provided at little or no cost to the
company. Work Start Teams will carefully review available training programs to assure the best training
is delivered in the most efficient manner.
Training will be delivered by the trainer that best meets the company needs wherever best for the
company e.g. at the community or technical college or at the workplace. Training subcontractors will be
selected on the ability to provide training that will focus on employment and training for skills required
in defined high growth, high-demand occupations that are critical to the health and growth of the
state’s economy.
Washington State Department of Commerce will manage the requests and anticipate the review and
approval in 30 days or less. Individual company funding levels depend on the complexity of training and
number of trainees. Requests are expected to be between $700 and $1000 per trainee. The
Employment Security Department is a collaborative partner in Work Start. Program ends Jun 30, 2015.
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Washington Work Start Overview
9/5/2013
Project Overview
Commerce Department’s Washington Work Start is a business driven workforce training
program using The Governor’s Strategic Reserve Funds to provide employers with flexible
customized training in direct alignment with the state’s business recruitment, retention and
expansion efforts. Work Start will be directed to target sectors including but not limited to:
aerospace, clean technology, advanced materials, advanced manufacturing, maritime, forest
products, agribusiness, life sciences, information, communications and technology, and locally
targeted industries. Work Start will coordinate with state and local training programs to assure
the best program of training is delivered in the most efficient manner.
Successful Work Start contracts will result in the following:
 Attract new business to Washington and/or expand existing business and jobs
 Provide excellent service to new and expanding businesses as they compete globally.
 Increase the skills of Washington citizens through training, certifications, and
employment in targeted industries.
 Drive continued demand for high skilled talent and business workforce programs through
Workforce Development Councils (WDCs), community colleges and other partners.
 Expand overall FTE state-wide employment in secure good paying jobs.
Department of Commerce will use Work Start as an essential marketing tool, branding
Washington as the place where companies find the world’s best workers. Work Start will
enhance Washington’s reputation, increasing the state’s ability to attract new business while
supporting existing businesses as they strive to compete in the global market place. Work Start
will help local economic development entities create competitive incentive packages for
companies considering locating or expanding in Washington.
Local Work Start Teams will meet with each company to discuss their unique training needs.
Work Start training along with traditional workforce development services (position posting,
screening, assessment, testing, interviewing and other pre-employment activities) will be
provided at little or no cost to the company. Work Start Teams will carefully review available
training programs to assure most judicious use of Work Start funds.
In most communities these teams include the Associate Development Organization (ADO),
WDCs, Community and Technical Colleges and other training entities. In most cases these
teams have been working in partnership for some time. It is expected that each local area will
have a similar team.
Training will be delivered by the trainer that best meets the company needs wherever best for the
company e.g. at the community or technical college or at the workplace. Training subcontractors
will be selected on the ability to provide training that will focus on employment and training for
skills required in defined high growth, high-demand occupations that are critical to the health
and growth of the state’s economy.
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Strategic Reserve Fund Project Guidelines (as applicable to Work Start)
Washington State Governor, with the recommendation of the Director of the Department of
Commerce, will authorize expenditures. It is anticipated that expenditures will be made to
prevent closure of a business or facility, to prevent relocation of a business or facility in the state
to a location outside the state, to enable significant expansion of a business in the state rather
than in an alternative location, recruit a business or facility to the state or other lawfully
approved activity. Work Start allocations will coordinate with state and local business
recruitment and retention efforts, other SRF commitments, loan programs, and Job Skills and
Workforce Investment Act.
Commerce’s Work Start Guidelines
1. Projects should have a minimum of 15 new permanent FTE hires .
2. Each request is evaluated by Commerce staff with Commerce Director approval prior to
commitment. Industry, position earnings level, permanence of jobs, company investment
and corporate financials/management are taken into consideration in this process.
3. Training is generally limited to new workers; however, a case can be made for incumbent
worker training if incumbent training leads to promotion that enables new hires at entry
level.
4. The private company will have ownership of curriculum that is specifically designed for
their work process if it discloses confidential processes.
5. It is expected that trainees should be paid during the training period.
6. Projects that provide industry recognized training should offer competency certificates.
7. Trainings should be completed within 12 months of approval. Program ends 6/30/2015.
Service and Delivery Process
Projects will be identified by Commerce Department, ADO and WDC offices, community and
technical colleges, private training organizations or by other local entities. Each project should
be reviewed by Commerce early in process to assure project meets project guidelines. Below are
anticipated common next steps. Commerce reserves the right to use any local providers and
partnerships as needed to meet company needs and ensure outstanding outcomes for the
businesses using Commerce’s Work Start program.
1. Local Work Start Team meets with company to understand workforce needs and consider
training and workforce services to meet the company’s needs.
2. Local Work Start Team proposes training providers and other services to company.
3. Company makes final decision on trainers and service providers. Commerce staff would
meet with company and Work Start Team during process in preparation for request to
Commerce Director.
4. Commerce Director reviews request for approval.
5. Contracting process
6. Workers receive training.
7. Local Work Start Teams track projects for reporting purposes. Commerce reports semiannually to Governor’s Office.
58
Activity types
How students are
informed
Description
Resource
Wages/hours
An exchange of services
for experience between
the student and an
organization. Vocational
programs typically require
some portion of internship
for graduation.
May or may not be
related to educational
pursuits.
Typically paid
through a
student’s Federal
Financial Aid
award. State and
Federal.
Sometimes offered
by participating
business.
At minimum wage or the
prevailing wage of job
category for State Financial Aid
recipients.
College credit
PT, no more than 16 hours/wk
Class enrollment
paid for through
various funding
sources
No wages, student receives
credit towards graduation for
successful completion
Internships,
unpaid
An exchange of services
for experience between
the student and an
organization. Vocational
programs typically require
some portion of internship
for graduation.
Cooperative
training
An educational process in
which learners alternate
formal studies with OnThe-Job training.
Class enrollment
paid for through
various funding
sources
No wages, student receives
credit towards graduation for
successful completion
Job Skills Program (JSP)
is customized training to
meet employers' specific
needs. Training is
delivered to new or
current employees at the
work site or in a college
classroom
Class enrollment
supported by
employer,
state grant, and
business match.
Continuation of wages through
existing employer for
incumbent workers. Potential
employees receive completion
certification.
Participating
employers
Work Source
offices
An exchange of services
for experience between
the student, managing
instructor and a selfsupport college resource.
Example: Bakery, Hair
salon, Spa services,
Dental Hygiene, and
automotive repair.
Enterprise is selfsupport from
resources received
in the form of
payment for
services
Student typically receives clock
hour credit towards industry
certification or program
completion
Faculty advisors
Internships,
Paid
Job Skills
Training
Realistic
Enterprise
59
Variety of campus
resources;
Financial Aid award
Student
employment
offices
Career centers
Faculty advisors
Participating
employers.
Advisory board
members
Variety of campus
resources;
Financial Aid award
Student
employment
offices
Career centers
Faculty advisors
Participating
employers.
Advisory board
members
Career centers
Faculty advisors
Participating
employers
How business is informed
Campus outreach by a variety
of staffCareer Center
Cooperative learning/Internship
Faculty advisors and program
coordinators
Campus outreach by a variety
of staffCareer Center
Cooperative learning/Internship
Faculty advisors and program
coordinators
Campus outreach by a variety
of staffCareer Center
Cooperative learning/Internship
Faculty advisors and program
coordinators
The colleges, business
associations, workforce
development councils, and
Chambers of Commerce.
Enterprise is a self-support
college resource. Program
coordinators intersect with
business to obtain sponsored
product donations (hair
supplies, tools, etc.)
Work Study
WorkFirst WorkStudy
Work Based
learning
Clinical
Individualized
Certificate
Apprenticeship
Part-time employment to
help needy students to
finance the costs of
postsecondary education.
Students can receive FWS
funds at approximately
3,400 participating
postsecondary
institutions. Hourly wages
must not be less than the
federal minimum wage.
Typically paid
through a
student’s Federal
Financial Aid
award. State and
Federal.
Sometimes offered
by participating
business.
At minimum wage or the
prevailing wage of job
category for State Financial Aid
recipients.
Variety of campus
resources;
Financial Aid award
Student
employment
offices
Career centers
Faculty advisors
Participating
employers
Student request
Campus outreach by a variety
of staffCareer Center
Cooperative learning/Internship
Faculty advisors and program
coordinators
Part-time employment to
help TANF eligible
students to finance the
costs of postsecondary
education and gain and
demonstrate relevant
work experience.
College grant via
DSHS WorkFirst
grant resources
At minimum wage or the
prevailing wage of job
category for State Financial Aid
recipients.
WorkFirst
counselors and
advisors
Financial Aid office
Class enrollment
typically paid for
through business
funding sources
Continuation of wages through
existing employer for
incumbent workers.
Assists employees to
actively apply gained
classroom knowledge to
meet industry standards
and certification
standards
Class enrollment
paid for through
various funding
sources
Student typically receives clock
hour credit towards industry
certification or program
completion
Variety of campus
resources;
Financial Aid award
Student
employment
offices
Career centers
Faculty advisors
Participating
employers
Faculty advisors
DSHS partner agency
Student request
Campus outreach by a variety
of staffCareer Center
Cooperative learning/Internship
Faculty advisors and program
coordinators
College staff works with
employers to establish and set
up employment site.
Provide students with an
opportunity to receive a
certificate of proficiency in
an area that is not
presently available from
current college programs.
The business or agency
will serve as the primary
training site providing
technical education,
equipment, and expertise.
Class enrollment
paid for through
various funding
sources
Continuation of wages through
existing employer for
incumbent workers. Student
typically receives clock hour
credit towards industry
certification or program
completion
Program staff
Faculty advisors
Participating
employers
Advisory board
members
College staff works with
employers to identify a need for
a limited demand training
program.
Workforce Board “Retooling
Washington” project assisted to
identify metrics of program and
Apprenticeship is a
combination of on-the-job
training (OJT) and related
technical instruction
Class enrollment
paid for through
various funding
sources; student
A progressively increasing
schedule of wages is based on
the journey worker’s hourly
wage of the apprentice's
Washington State
Department of
Labor & Industries
Employment
Washington State Department
of Labor & Industries
Assists employees to
actively apply gained
classroom knowledge to
the requirements of the
workplace or a specific
industry.
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Clinical agreements established
between each participating
college and qualifying health
care organization (hospital,
extended care, day surgery,
sleep clinic, etc)
Service
Learning
Supported
Employment
under the supervision of a
journey-level craft person
or trade professional in
which workers learn the
practical and theoretical
aspects of a highly skilled
occupation.
paid,
apprenticeship
trust, or employer
Service-Learning is a
teaching and learning
strategy that integrates
meaningful community
service with instruction
and reflection to enrich
the learning experience,
teach civic responsibility,
and strengthen
communities
A system of support for
people with disabilities in
regard to ongoing
employment in integrated
settings. Supported
employment provides
assistance such as job
coaches, job
development, job
retention, transportation,
assistive technology,
specialized job training,
and individually tailored
supervision. Supported
Employment often refers
to both the development
of employment
opportunities and ongoing support for those
individuals to maintain
employment.
State funds or
grants
Student’s Federal
Financial Aid
award. State and
Federal.
Sometimes offered
by participating
business.
Local grants and
contracts
occupation. These increases
occur with satisfactory
progress in both related
instruction and on-the-job
training until wages reach 85
to 90 percent of the rate paid
the journey worker in the
occupation.
At minimum wage or the
prevailing wage of job
category for State Financial Aid
recipients.
College credit
Security
College program
staff
Faculty advisors
Participating
employers
Advisory board
members
Student programs,
club, activities, or
Student leadership
requirements
College staff works with
employers to establish and set
up appropriate service learning
experiences or sites.
No wages, student receives
credit towards graduation or
successful completion as
evidence of capacity to
live/work unassisted or with
minimal supervision
Vocational
counselor or case
manager
College staff works with
employers to establish and set
up employment site.
Marie Bruin
Policy Associate, SBCTC
June, 2013
61