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 i 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 ii 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: 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. 7 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 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 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. 8 Washington Business Week Herman Calzadillas, Pathways Director 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 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 9 Prior Learning Assessment (PLA) 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 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 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 10 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 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. 11 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? 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 FTEs for aerospace HEET program modifications o to address issues of the Affordable Care Act. 12 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. 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: 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. 13 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 14 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 55 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. 56 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. 57 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. 60 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