Packet created by SBCTC Workforce Education

SPRING WEC 2017 April 27-28, 2017

Walla Walla Community College 500 Tausick Way, Walla Walla, WA 99362

Water and Environmental Center Rooms 2023 & 2024

Workforce Education Council Spring Agenda

Council meeting: April 27-28, 2017 Location: Walla Walla Community College

500 Tausick Way, Walla Walla, WA 99362 Water and Environmental Center

Rooms 2023 & 2024

Wednesday, April

26th Agenda Topic Info

3-5 pm WEC EXEC This is not a general membership event: Phone meeting

General Membership Meeting

Thursday, April 27th

Agenda Topic Presenter

7:30-8:00 Networking Hearty Breakfast

All

8:00-8:30 Call to Order Host College Basics/Dinner options

College Welcome

Jenni Martin, WEC Chair Jessica Gilmore

TBD

8:30-8:45 WEC Business meeting Introduction of Members

Approval of WEC Fall Minutes Treasurer’s Report

Hot Topics Reminder

All of the Assembly Brandon Rogers Janice Walker Jenni Martin

WEC EXEC (All)

8:45-9:00 Small Cert Discussion Terry Cox and John Lederer

9:00-10:00 Vision of CTE education in K12 system and alignment with college programs

Chris Reykdal, Superintendent of Public Instruction

10:00- 10:15 BREAK

10:15-10:45 Deans’ Academy Updates Jamie Wells

10:45-11:00 Workforce Priority Enrollments work group update

Amy Hatfield, John Lederer

11:00-12:00 State Board Report including legislative update Kathy Goebel and State Board staff 12:00-1:00pm Lunch

Rotunda All

1:00-2:00 Enrollment Counting Autumn Yoke and State Board staff 2:00-4:00

Every Voice Counts Committee Work

Locations: Committee 1- 2017

Jenni Martin, WEC EXEC, and Committee Chairs

1. Instructional Delivery & Curriculum

Committee 2- Rotunda Committee 3- 2063 Committee 4- 2083 Committee 5- Lobby

Water & Environmental Ctr. Map

2. Pathways to Workforce Programs 3. Professional Development 4. System Collaboration 5. Economic Development

4:00-4:15 BREAK All 4:15-4:30 Labor Liaison Kairie Pierce, K-12/Apprenticeship/College

Director, Washington State Labor Council 4:30-4:45 AWB Amy K. Anderson, Director, Government

Affairs, AWB Institute 4:45-5:00 Host Colleges-Elections- Hot topics Jenni Martin

5:30 to 6:30 pm WECspitality social hour No-host reception

Kontos Cellars 10 N. 2nd Ave., Walla Walla

https://www.kontoscellars.com/

Come together before dinner to share stories, meet new faces, and network for a stronger

community

Dinner Dinner on your own, list of options at registration table

Friday, April 28th

Agenda Topic Presenter

7:30-8:00 Networking Hearty Breakfast

All

8:00-8:30 Liaison Reports –IC, ATC, CBS, BLC Continuing Ed, COE

Liaison

8:30-9:00 Student Achievement Initiative Review Elliot Stern

9:00-10:30 Committee Chair Report Outs-Deliverables to IC

1. Committee Chairs or Designees 2. Instructional Delivery & Curriculum 3. Pathways to Workforce Programs 4. Professional Development 5. System Collaboration

Economic Development 10:30 Election Results-Wrap and Adjourn Jenni Martin

Next Meetings: 2017-2018 meeting sites to be determined

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Winter Meeting 2017 WEC Minutes February 9-10, 2017

Olympic College Thursday, February 9: Chair Jenni Martin called the meeting to order at 8:34 am. General Welcome: Amy Hatfield welcomed participants to the college, and introduced President David Mitchell for opening comments. Dr. Mitchell discussed his own pathway, and shared that he had announced in December his pending retirement, after 43 years in the system. He thanked Amy for her efforts, and the State Board for its financial support. He also discussed future projects at Olympic. Amy provided housekeeping notes, including directions to the breakout rooms. She also announced that WECspitality would be held at Toro Lounge. She thanked April Lagajeno for her coordination efforts. WEC Business Meeting:

• Prior to the business meeting, Jenni asked the group to introduce themselves. New members were recognized and offered encouragement.

• Jenni called for a motion to approve the minutes. Two corrections were noted: Amy asked that the second bullet on Page 5 under Hot Topics be changed to “Use of the term 4-year degrees at community colleges,” and on page 8, the fourth bullet be changed to “Will review the faculty advanced boot camp.” Jeff McCauley motioned to approve, seconded by Ryan Davis. Minutes passed with edits.

• Janice Walker provided the treasurer’s report, noting a balance of $24,83.06. She noted the fall report will be $31,835.58, reflecting new dues, WEC Exec Retreat costs and South Seattle WEC costs. Terry Cox motioned to approve the treasurer’s report, seconded by Paulette Lopez. Motion passed.

• Jenni announced that hot topics are any items not on the agenda, and encouraged participants to write down questions and ask the group.

Prior to the Diversity Panel, Mike Kelly asked if any colleges were moving forward with Workforce Development Council MOUs. Everett, Olympic and Whatcom reported that discussions had taken place. Presentation Panel – Diversity, Equity and Inclusion: Jenni invited the panel guests to present. Ron May introduced the topic and provided context that led to the agenda item. The panelists introduced themselves, along with a bit of background information.

• Lisa Garcia-Hanson is the Director, Student Success Center, at the State Board. She has been in higher education for 25 years as an administrator, mostly in Washington, Oregon and Colorado. Her role is to manage the Jobs for the Future project, helping two year colleges with student success initiatives. She noted that guided pathways is important to closing the equity gap, as they look at the end in mind, and not just navigating students through a system, the end being family-wage careers that interest them.

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• Felisciana Peralta is the Director of Student Inclusion and Equity at Clark College. She is also the President of the Multicultural Student Services Director’s Council, which consists of directors and coordinators at each of the colleges, and meets quarterly on equity and inclusion topics. She noted that multicultural student services directors have the pulse of the campuses, and are terrific resources and colleagues for WEC members. The Council also hosts the Students of Color Conference, which has taken place for 27 years. The Council performs some legislative outreach, and recommends that college leaders create spaces for bias mitigation.

• Karen Bolton is a faculty member at Olympic College, having taught for 11 years in organizational leadership. She shared her experience as a 20-year navy veteran and later faculty member who became frustrated due to a lack of acknowledgement and support following racial incidents. Noting there were not a lot of faculty of color, she received support from Dr. Mitchell to attend the Social Justice Leadership Institute launched by Sayumi Irey. Dr. Bolton attended the Faculty of Color conference in order to find a mentor. She asked how many WEC participants had attended, and encouraged greater participation at the November conference in Vancouver.

• Sachi Horback is a dean of business and social sciences at Pierce College. She discussed the Faculty of Color Cross-Institutional Mentorship Program, and noted that there is a direct correlation between faculty success and student success. She remarked that the percentage of faculty of color at the two year colleges is between 14%-15%, a disappointing statistic that has remained stable in spite of years of efforts. Dr. Horback pointed out that faculty of color have unique needs and face specific obstacles, pointing out examples of invisible workloads. She also cautioned that the lack of faculty of color hampers our efforts for encouraging more student of color enrollment. The Mentorship Program has 25 institutions participating, with 72 total participants.

Following the presentation, it was noted that handouts and resources may be found at the State Board’s Multicultural Student Services Council page, and Lisa remarked that a web site for the Student Success Center is being developed. Jenni called a break and asked the members to reconvene at 10:35 am. Workforce Priority Enrollments Work Group Update: John Lederer and Amy Hatfield provided an update on the priority enrollment work group. Every year, colleges receive funding from the state, allocated by formula, which covers a portion of operating costs. With the updated formula, certain Full-Time Equivalent statuses receive weighted consideration, resulting in enhanced funding. The following FTEs are enhanced:

• Adult Basic Education • Bachelor of Applied Science • STEM • High Demand

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Previously, the high demand category was determined using data from a joint report of three agencies. The current item of concern for the current work group has been to examine this high demand category. While the intent of establishing the high demand category is to focus on critical needs, and not what individual institutions consider important, the current approach has suffered from seeming biased towards ‘I-5’ schools. New guiding principles have been established to mitigate this and other concerns:

• Colleges should be rewarded for investing in programs that are likely to address skill gaps in targeted labor markets.

• Priority enrollments should focus on living wage careers. • Colleges should be treated equitably. • Methodology should be timely, equitable, fair, and measurable. • Programs may be included if they are not high wage, if they are identified as

a state priority and can lead to high wage careers. • Results can be applied to overall allocation model and available funds.

Emphasis should be placed on where students go, and not where they come from, focusing on service areas where graduates are employed. Using the WIOA service delivery areas is being explored as an option, combining them when labor market characteristics coincide. Potentially looking at a contractor who can provide relevant data, including wages, program growth. David Prince is assisting with an RFP. Following a question from Terri Cox, John and Amy noted that the final product should be a dynamic, stable methodology. Nancy Dick noted that the current formula will be used for at least the next fiscal year. State Board Report: Nancy provided an overview of what’s going on nationally/regionally in workforce and economic development.

• There is a growing acknowledgement that road to success doesn’t solely travel via 4 year colleges. 70% of jobs in WA state requires some college. But Washington Roundtable report shows that tone has shifted – 70% includes apprenticeship, 1-year certifications, and CTC degrees.

• Nancy further related conversations involving dual credit, stackable credentials, industry certifications and equity/inclusion issues.

• Engagement with the K12 system has increased, and there is optimism with Chris Reykdal as the new OSPI Superintendent. We have one of the lowest rates of students directly entering college from high school, and need to better reengage those who do not complete.

• At request of presidents, colleges reviewed processes to increase accessibility, including applications, privacy, student services, financial aid, etc.

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• The state’s chief information officer commissioned an independent report to provide recommendations for moving forward with ctcLink. The recommendations included fixing what’s not working, improving training and streamlining governance. There is no date set for when Wave 1 goes live.

• Nancy noted that SAI, to be discussed later by Elliot Stern, is reviewed every 5 years, and has moved from 1% to 5% of the state allocation.

• Nancy advised that there will be a Governor’s summit on work based learning, to be held at the Microsoft campus in Redmond. Be on the lookout for details.

• Nancy also provided a summary of legislative outreach. They are tracking 163 bills.

• Nancy introduced Dr. Erin Frasier, who just completed her doctoral program. Erin provided a summary of the 39 responses to the workforce survey she distributed. In general, the respondents felt that we have good leadership, but poor structure.

• Erin provided a recap of the National Skills Coalition Summit, which she attended along with a Washington delegation including Skill Up Washington, SJI, the Port of Seattle, South Seattle College, and others.

• She also discussed legislation, including SB 5440 and HB 1482, both related to poverty reduction efforts, and SB 5347, which concerns the impact of extending vocational education for Workfirst students from 12 to 24 months.

• Katherine Mahoney discussed work on the statewide MOU and improving communication. She mentioned support for umbrella MOUs, where applicable, and more closely integrating basic skills staff.

• Anna Nikolaeva thanked data services for new planning numbers, and said she will talk with colleges who are receiving reductions in Perkins. Applications will be available soon.

• Kendra Hodgson provided an update for grant dates and deadlines, and noted that the previous aerospace special projects funding was now extended to other special projects, including the development of new programs.

• Kathy Goebel requested a list of the college’s tech prep coordinators. Guided Pathway Presentation: Jenni welcomed David Prince to discuss guided pathways. David is providing metrics for the College Spark-funded initiative. David provided background for the initial metrics and what has changed since. The dashboard used by the current 5 schools will be shared with the system in June. David provided an overview of the dashboard and an analysis of some results. David opined that a number of concerns are demonstrated by the data. He stated that we are losing the hearts and minds of dislocated workers, laddering is not happening except for ECE, the equity gap remains, particularly for African-Americans, and at five years, a student with a certification is little better off than someone who completed no training ($200 more per month).

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Every Voice Counts - Committee Work: Jenni invited participation to committee work, and requested members continue with present committee work. Nancy and Jenni provided an orientation to committee work for new members. Labor Report: Kairie Pierce presented the labor report. Joan Weiss was unable to attend. Kairie clarified the roles that she and Joan play, particularly assistance building advisory membership. State Board Information: Peter Guzman shared information about the $2.7 million Department of Labor grant awarded to L&I to expand registered apprenticeships in Washington state. Terri Colbert discussed the CTE Showcase of Skills, a homeless demonstration project providing tiny homes, built by college and high school carpentry programs, to the Low Income Housing Institute. The homes will be displayed at the state capitol campus on March 27. AWB Report: Amy Anderson announced that Rebecca Ryan would provide the keynote address at the March 22 Workforce Summit (Generation Apocalypse: Debunking Myths and Promoting Collaboration) in Seattle. Amy also provided a summary of the MESA internship program. Hot Topics: Jenni asked how many folks are interested in sending someone to dean camp. The issue of how certificates and completions are counted was discussed. Terry asked if a small committee might be formed to address this. John and Paulette volunteered. Friday, February 10: Jenni convened Day 2 at 8:30 am. Liaison Reports:

• Jo Ann Baria was at the winter CBS meeting and provided the report, noting they are occupied with WIOA plans, due March 2.

• Between liaison reports, Jenni recognized the Olympic College culinary students.

• John noted that BLC met in Tacoma, and discussed subcommittee reports. One is working on revising the program proposal process, to create more consistency. Another committee is working on the annual conference planned for the fall. There were 100 participants at last year’s conference. BLC is working on upper division certificates, to create consistency for

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advanced/higher level courses. They will develop recommendations to send to IC. A statewide articulation has been developed with Western Governor’s University, who is accepting all applied baccalaureates towards their masters programs.

• Ryan Davis reported he was sick and could not attend CEC. Jenni shared that due to the issues seen by the three colleges’ continuing education programs with ctcLink, an RFI was issued for an add-on module. Anna noted that an RFP was not yet approved by IC, but will be discussed next week.

• ATC is meeting this week, no updates. • ELC is meeting this week, no updates. • Terry reported that CESC has met twice since the last WEC meeting. She

noted that it seemed only about half of colleges have representatives attending meetings, and recommended we check with our institutions to make sure we are participating. Different organizational structures at colleges for career services presents challenges.

Committee reports: Committee 1: Instructional Delivery and Curriculum Revisions.

• Working with SBCTC to revise PAR in anticipation of ctcLink. • Subcommittee convened by Kathi includes Mike Kelly, Lynette Bennett, Ryan

Davis and Jess Gilmore, progress to be reported at Spring meeting. • Other priorities include investigating barriers to applying for Perkins

leadership funds, as money is being left on table. Survey sent out to see why. Committee discussed responses and sees need to work with Anna.

• Identification of data tools that drive strategic decision making for program review and viability.

• Development of system survey on offerings of AAS-Ts and articulations. Clear language and clear links need to be employed.

SAI Workgroup

• Elliot Stern delivered a presentation on the SAI workgroup at IC. SAI is currently 5% of funding, but is expected to rise.

• Many states have higher percentage funding models. • SAI was created to incentivize achievement and completion, but also

maintain flexibility at colleges. • Principles were reviewed in light of weaknesses, including equity gaps. • Dr. Stern provided an overview of the new proposed metrics.

Committee 2: Pathways to Workforce Programs- Jo Ann Baria

• Jo Ann discussed how the AACC summit applies to theoretical change we are going through. Growth mindset will be a big focus moving forward.

• We would like to bring OSPI to the Spring meeting to discuss dual credit and college in the high school.

• Working on definitions of pathways, guided pathways, pathway maps, completion by design, etc., and will provide report at Spring meeting.

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• Christina DuWors is working on pathway development with high schools and will embed these on the WACAPA page.

Committee 3: Professional Development- Cristeen Crouchet

• Cristeen noted they were tasked with a review of the deans academy curriculum/syllabus. Committee looked at this and no changes recommended.

• Feels Workforce 101 packet is terrific. Committee would like to use funds to send three copies to each college.

• Want to explore mentoring program again, perhaps adding option on WEC registration site for individuals to identify as new members.

• Kathy discussed viability of training conference for frontline staff using leftover Perkins funds. Looking at an August date.

Committee 4: System Collaboration- Claire Korschinowski

• Claire noted one of goals is to identify members from WEC to get volunteers for Centers of Excellence reviews.

• Committee is requesting 15 minutes on Spring agenda for discussing these reviews.

• Katherine is seeking participants for upcoming reviews. • Still awaiting more responses from colleges on awarding of credit for non-

traditional learning. • Also looking at common course numbering tools and WIOA

engagement/implementation. Committee 5: Economic Demand- Barbara Hins-Turner

• Barbara filled in for Ryan, who was ill. • Barbara noted that the Centers of Excellence are a good resource for

identifying industry certifications embedded in college degrees. • A template will be provided at Spring meeting.

COE: Dave Cunningham moderated a panel presentation on how the COEs assist with grant development. Barbara Hins-Turner, Mary Kaye Bredeson and Linda Crerar presented. National Perspective: Bryce McKibbon, Policy Advisor to Senator Patty Murray, gave a presentation on national state of affairs. Senator Murray is 3rd ranking democrat in caucus. Still yet to determine administration’s approach to funding. Still reviewing what may happen with HEA reauthorization. Bryce answered questions from the group. Jenni adjourned the meeting at 11:34 am.

*Beginning Balance 31,835.58$

IncomeDate Explanation Amount Month Total

1/9/2017 WEC Meeting Attendance/ Everett Community College 225.00$ 1/13/2017 WEC Meeting Attendance/ Walla Walla Community College 225.00$ 1/25/2017 WEC Meeting Attendance/ SBCTC 80.00$ 1/25/2017 WEC Meeting Attendance/ SBCTC 240.00$ 1/25/2017 WEC Meeting Attendance/ Tacoma Community College 225.00$ 1/26/2017 WEC Meeting Attendance/ Lower Columbia College 160.00$ 1/31/2017 WEC Meeting Attendance/ Renton Technical College 225.00$

Total January Deposits 1,380.00$ 2/2/2017 WEC Meeting Attendance/ Olympic College 225.00$

2/13/2017 WEC Meeting Attendance/ SBCTC 80.00$ 2/16/2017 WEC Meeting Attendance/ Bates Technical College 225.00$ 2/24/2017 WEC Meeting Attendance/ Highline Community College 225.00$ 2/24/2017 WEC Meeting Attendance/ South Seattle College 225.00$

Total February Deposits 980.00$ 3/2/2017 WEC Meeting Attendance/ Skagit Valley College 225.00$

3/13/2017 WEC Meeting Attendance/ Seattle Colleges 600.00$ Total March Deposits 825.00$

Total Income 3,185.00$

ExpensesDate Check Paid To Explanation Amount

2/23/2017 263367 Olympic College Food Services - 2/9 & 2/10/2017 Mtgs. 2,869.68$ Total Expenditures $2,869.68

Total Expenses 2,869.68$

Running Balance 32,150.90$

2015 - 2016 Bank Statement ReconciliationJuly Statement Balance: 24,307.06$ January Statement Balance: 33,215.58$ August Statement Balance: 24,307.06$ February Statement Balance: 31,325.90$ September Statement Balance: 24,837.06$ March Statement Balance: 32,150.90$ October Statement Balance: 34,641.08$ April Statement Balance:November Statement Balance: 35,766.08$ May Statement Balance:December Statement Balance: 31,835.58$ June Statement Balance:

* Effective as of 01/27/2017

Reconciliation Details

WEC Treasurer Report, Winter 2017January 1 - March 31, 2017

31-Mar-17Janice Walker, Treasurer

September 27, 2016

Workforce Education Council Goals and Strategies for 2016-2017

All completed projects must be saved on thumb drive 1 2 3 4 5

Instructional Delivery and Curriculum

Pathways to Workforce Programs

Professional Development System Collaboration Economic Development

WEC Exec: Paulette Lopez WEC Exec: Janice Walker WEC Exec: Terry Cox WEC Exec: John Lederer WEC Exec: Ryan Davis

Chair: Chair: Chair: Chair: Chair:

Note taker: Note taker: Note taker: Note taker: Note taker:

COE: Maureen Majury; Mary Kaye Bredeson

COE: Linda Crerar; Meg Ryan COE: Shana Peschek; Jamie Wells COE: Dan Ferguson; Bill Griffith COE: Barbara Hins-Turner; Ann Avary

3.1 Identify institutional data tools currently in use that best drive evidence-based strategic decision making, including program review and viability.

Investigate barriers to utilization of Perkins leadership funds.

Develop system-wide survey of colleges offering AAS-Ts and sharing articulations and messaging to students.

Work with SBCTC on reviewing/revising PAR process, program inventory tools, to modernize, and address issues in anticipation of ctcLink.

2.4 Identify strategies and best practices for improving participation and equity of access to dual credit programs, including implementation of the new college in the high school legislation.

2.3c Collaborate with CBS to report on impact of WIOA local plan implementation on transitions from basic skills to workforce pathways. (Report due to IC June 2017)

4.1a Collaborate with CBS to identify best practice models that increase access and success of underrepresented populations in pathways (Report due to IC June 2017)

Clarify definitions of career pathways, guided pathways, programs of study, and program maps

Identify mentors for new WEC members and LTWD participants.

Work with Olympic to review faculty Boot Camp curriculum, and support enrollment efforts.

Work with COE Education to review Leadership Training for Workforce Deans curriculum and outcomes.

Identify training opportunities for expanding equity and inclusion in workforce programs.

Provide training, speakers related to increasing knowledge of apprenticeship/pre-apprenticeship.

Recommend topics for WEC Orientation in preparation for Fall 2017. Identify possible speakers/presenters.

2.2a Survey colleges on credit for non-traditional learning opportunities, including for veterans. Review and make recommendations.

2.3f Develop committee for Prof Tech Common Course Numbering (PTCCN) and procedures based on guidelines.

2.3c Identify how local WIOA implementation is engaging workforce education.

Identify pool of members to participate in COE review committees to ensure actively engaged system colleges and industry partners.

1.2a/b; 1.3a Collaborate with CEC to complete 2015-16 report on credit and non-credit integration.

2.3c Survey local WIOA area plans for examples of measuring employer engagement and satisfaction, and examples of employer outreach.

Follow up with SBCTC on ESD data needs identified in 2015-16.

In collaboration with COEs, identify industry credentials in each sector and populate database with the information for colleges to access as they build curricula.

Monitor developments related to priority enrollments for workforce programs in allocation model.

Daneen Berry-Guerin JoAnn Barria Cristeen Crouchet Claire Korschinowski Al Lewis

SBCTC report to the Workforce Education Council – Spring Meeting 2017

WorkFirst

WorkFirst is Washington State's Temporary Assistance for Needy Families (TANF) program that helps low-income families find and retain jobs in order to become self-sufficient. WorkFirst is federally funded and contracted through the Department of Social and Health Services (DSHS). WorkFirst service provider partners include the Department of Social and Health Services, the Employment Security Department, the Department of Early Learning, the Department of Commerce, and the State Board for Community and Technical Colleges. The State Board has a contract with DSHS for WorkFirst Funds for FY17. The providers under the SBCTC’s contract include 33 colleges, one private career school and three community-based organizations. Funding provides access to career pathways to move parents out of poverty via: Full Time Vocational Education –including I-BEST Basic Education – including HSE Prep, High School 21+, Basic Skills, ESL, High School

Completion Job Skills Training – including developmental education and part-time vocational

education for those in other WorkFirst activities Access to wrap around support services provided to TANF students including academic

advising, retention services, barrier removal, WorkFirst Financial Aid, WorkFirst Work study, employment access services, participation reporting and monitoring.

WorkFirst Education & Training Forum May 31 – June 1, the SBCTC will be hosting our annual Spring WorkFirst Training Forum in SeaTac. The deadline to register is April 30, 2017 and each college is allotted three registrations. We will attempt to accommodate additional attendees for those that have submitted requests. This year’s training focus is on community collaborative efforts to positively impact low-income families, including the following themes: Career Coaching, Labor Market Data, Motivational Interviewing, NEAR Sciences (including ACEs), College Achievement Alliance (fourth pillar of the Bridges module), multi-generational approaches to preventing/eliminating poverty, and the Workforce Innovation and Opportunity Act. In addition to this training event, the SBCTC will also schedule a quarterly state-wide meeting to attend to more specific WorkFirst college business and training needs.

Funding Surveys The SBCTC has sent out all four funding surveys for the grant year. Thank you to those who have returned unexpended funds. The last funding survey for FY17 went out on April 17, 2017. We have asked that all monthly billing be current and if institutions have unexpended funds that they are returned to the system so we can redistribute to better serve students. Returning unexpended funds will have no impact on future allocations and will help us to expend funds system-wide.

SBCTC report to the Workforce Education Council – Spring Meeting 2017

System Funding and Numbers Served Category FY14 FY15 FY16 Funding $13,601,000 $14,751,000 $14,601,000 Total Served 8,660 6,739 5,868

Detailed FY17 Funding Information by Provider (Rev. 3/16/2017)

SB 5347

Senate Bill 5347 proposes to extend the time limit for vocational education from 12 to 24 months for WorkFirst students as long as funds are appropriated for this purpose. Status updates are being sent to WorkFirst coordinators

WorkFirst Work-Study Allocation and Records For FY17, the legislature allocated an additional $1.5 million to SBCTC earmarked for WorkFirst Work Study. In order to ensure original work-study funds are not supplanted with these new funds, allocations identify an earmarked amount for work study (as presented at left). We are striving to tell a better story concerning the successes we see when WorkFirst students are placed in work study positions to fulfill their work requirement. We are collecting student success stories to highlight with the legislature when we provide updates concerning their allocation of additional funds for WorkFirst work-study.

SBCTC Policy Associate: Erin Frasier efrasier@sbctc.edu (360)704-4339

SBCTC Program Administrator: Jennifer Dellinger jdellinger@sbctc.edu (360)704-3925

WorkFirst Overview and Senate Budget Proposal for 2017-2019 March 27, 2017

Prepared by SBCTC Workforce Education Division

SBCTC WorkFirst Program Description

Temporary Assistance for Needy Families (TANF) is called the WorkFirst program in Washington State. The State Board for Community and Technical Colleges (SBCTC) assures that vocational and basic skills education is available through 33 community and technical colleges (CTCs), 3 Community Based Organizations, and a private provider. Through financial assistance with tuition, fees and books, they provide access to a range of vocational and High Wage, High Demand training options and support WorkFirst parents in career pathways leading to self-sufficiency. In addition, the CTCs provide work-based learning opportunities through work-study positions. Furthermore, they offer Integrated Basic Education and Training (I-BEST) programs and short-term vocational training leading directly to employment. Washington’s CTCs served 5,861 WorkFirst participants in 2015/16 with the FY16 WorkFirst allocation of $14,601,000.

Why this is Important

In 2015-16, 28% of all students in the Washington Community and Technical College system had children1. WorkFirst offers a support system for those parents eligible for TANF. Education is a critical resource for affecting the economic stability of the parent, and the parent’s educational attainment benefits the well-being and healthy development of the children in that family. During each quarter of FY 2016, an average of 25,189 adults were enrolled in WorkFirst2. Of the total, an average of 4,635 adults were enrolled in one of the education pathway components during each of those quarters. In addition, over half of those in an education pathway were enrolled in basic education. This demonstrates the need for basic and vocational education to prepare these participants for the workforce and to meet the needs of business and industry.

Proposed Senate 2017-19 Operating Budget – TANF

Temporary Assistance for Needy Families/WorkFirst - $96.0 Million 2017-19 SAVINGS ($28.2 MILLION 2019-21 SAVINGS)3 Savings are achieved by making eligibility and other changes in the Temporary Assistance for Needy Families (TANF) and WorkFirst programs. These changes include: $63.3 million in one-time savings by offsetting unallocated General Fund-State resources with

available federal funds; $16.0 million in savings by reducing the number of individuals who will be granted an exemption

from work participation activities in WorkFirst and from time limit extensions in TANF; $5.4 million in one-time savings by utilizing available fund balance in the Administrative Contingency Account rather than the state general fund for WorkFirst activities;

1 State Board for Community and Technical Colleges (2017). Washington State Community and Technical Colleges, Field Guide 2017. Accessed at: http://www.sbctc.edu/about/facts-publications/field-guide-2017.aspx 2 Office of Financial Management (Dec. 2016). WorkFirst Performance Chartbook 3 Senate Ways and Means Committee (March, 21, 2017). Proposed Senate 2017-19 Operating Budget: Overview. Accessed at: http://www.leg.wa.gov/Senate/Committees/WM/Pages/default.aspx

$4.5 million in savings for renegotiated Tribal TANF maintenance of effort contracts; $3.2 million in savings for anticipated Diversion Cash Assistance caseload declines; $1.4 million in one-time savings by allowing the Department of Early Learning to spend down

available fund balance for home visiting services; $1.2 million in savings by requiring applicants for TANF to search for a job prior to applying for

benefits; and $1.0 million in savings by eliminating the enhanced funding that had been provided to assist

WorkFirst participants resolve outstanding traffic-related warrants, traffic tickets, fines, and penalties.

Senate Proposed WorkFirst Programming Reduction

WorkFirst programming at the SBCTC under the Senate budget would only include basic skills and the associated internal controls and administration. This results in the elimination of:

Vocational Education, including financial assistance for tuition, fees and books Wrap-around intensive case management, including career coaching, financial literacy or

assistance with referrals to other support services WorkFirst work study and unpaid work-experience Life Skills instruction

Within the current WorkFirst budget SBCTC is allocated approximately $16 million per year for educational services to TANF recipients. The reduction of $13.3 million per year is detailed in Senate staff analysis as follows:

WorkFirst - Current FY17 and Proposed FY18 Budget

Activity FY17 Budget FY18 Budget Proposal Difference

Administration $1,570,751.87 $269,668.37 ($1,301,083.50) Basic Skills $1,533,280.89 $1,533,281 $0.00 Customized Job Skills Training (CJST) $154,115.65 $154,116 $0.00 HSE Prep $571,860.40 $571,860 $0.00 Job Skills Training $998,061.17 $0 ($998,061.17) Life Skills $1,008,007.73 $0 ($1,008,007.73) Tracking & Monitoring $17,300.00 $2,970 ($14,329.92) Work-Based Learning/Work Study $2,915,532.00 $0 ($2,915,532.00) WorkFirst Financial Aid (WFA) $5,081,071.80 $0 ($5,081,071.80) WorkFirst Internal Controls $1,241,214.46 $213,093 ($1,028,121.42) Reserved Funds $684,422.03 $0 ($684,422.03)

Provider Grants Total $15,775,618.00 $2,475,320 ($13,300,297.94)

SBCTC Admin $325,382.00 $55,861.93 ($269,520.07)

Total Budget $16,101,000.00 $2,531,182 ($13,569,818.01)

What would be the impact?

With a budget of $2.5 million, there would be two potential scenarios. First, if split equally, the budget for each of our 37 providers would be $66,900.54. While not all of our providers offer all of the allowable activities, these funds would be allocated to the following categories:

$7,288.33 - Administration $43,808.03 – Basic Skills $4,165.29 – Customized Job Skills Training $15,455.69 – High School Equivalency Preparation $5,759.27 – WorkFirst Internal Controls

This scenario would results in almost no educational services and no financial aid to WorkFirst students. Vocational education, work-study, financial aid, books, life skills, and other direct services would not be provided. A second scenario would be utilizing a competitive grant program to offer WorkFirst programs in approximately 10 colleges.

Additional Secondary Impacts

Loss of WorkFirst Work Study Funding – In FY17 $2.9 million in work study funds support students in our system and reduce strain on federal and state work study funds.

Inability to qualify for Ability to Benefit – WorkFirst is a source of funds to cover the first six credits in order for a student to qualify for Ability to Benefit.

Proposed Senate 2017-19 Operating Budget – State Need & Opportunity Grants4

Refinance Financial Aid with WorkFirst Funds - $47MILLION 2017-19 SAVINGS ($47 MILLION 2019-21 SAVINGS)5 State funding for the Opportunity Grant program and a portion of state funding for the State Need Grant are replaced with funds made available in the TANF/WorkFirst spending plan. The Economic Services Administration of the Department of Social and Health Services manages a spending plan for state and federal funds utilized in the TANF/WorkFirst program and a portion of these funds will be utilized for funding these grant programs during the 2017-19 and 2019-21 biennia. Opportunity Grant

Federal TANF dollars will fund the entire Opportunity Grant at $25,000,000 ($12.5 million per year). The Opportunity Grant program would not be administered by DSHS, but TANF eligibility requirements would apply. These funds could no longer be used for Maintenance of Effort (MOE) for the state’s TANF program. These funds could no longer be leveraged for Basic Food Employment and Training (BFET). From the student perspective, eligibility rules for the Opportunity Scholarship would likely change and some portion of students who currently qualify for the program could lose eligibility.

State Need Grant

Federal TANF dollars will fund a portion of the State Need Grant at $22,168,000 ($11,084,000 per year). TANF eligibility requirements would apply to these funds. This portion of the State Need Grant could not be used for Maintenance of Effort (MOE) for the state’s TANF funds. These funds could no longer be leveraged for Basic Food Employment and Training (BFET).

4 Clarification concerning state versus federal TANF funds received by SBCTC from DSHS. 5 Senate Ways and Means Committee (March, 21, 2017). Proposed Senate 2017-19 Operating Budget: Overview. Accessed at: http://www.leg.wa.gov/Senate/Committees/WM/Pages/default.aspx

SBCTC report to the Workforce Education Council – Spring Meeting – April 2017

Basic Food Education & Training (BFET)

Basic Food Employment & Training (BFET) is Washington State’s Employment and Training component of the Supplemental Nutrition Assistance Program (SNAP). SNAP is a federal nutrition assistance program administered by the Department of Agriculture’s Food and Nutrition Service (FNS) and regulated by the 2014 Farm Bill (Agricultural Act of 2014).

BFET provides training and education to assist Basic Food recipients in attaining a living-wage career. BFET services are available from all WA State community and technical colleges as well as many non-college community-based organization (CBO) contractors. The State Board has a contract with the Department of Social and Health Services (DSHS) for BFET 50/50 reimbursement funds for FFY16. RISE Pilot Update The Resources to Initiate Successful Employment (RISE) Program is a three-year pilot that entered its second year in October 2016. RISE is testing the effectiveness of two concepts not available through BFET - comprehensive case management and work-based learning – in improving the success of participants who face multiple barriers. Highline College and North Seattle College, the two initial RISE colleges, have continued their participation, and South Seattle College came onboard in October and began serving students in January 2017. The SBCTC and the colleges hold a monthly teleconference to address the specific needs of the colleges and meet monthly with DSHS and other King County providers to discuss and evaluate program progress and concerns. DSHS is hosting a RISE Case Manager Training scheduled for May 1-2 in SeaTac, with a focus on NEAR (Neuroscience, Epigenetics, ACEs and Resilience) training and tools.

BFET Quarterly Meetings and Annual DSHS Training Forum The SBCTC hosts a quarterly teleconference for the colleges as a follow-up to the quarterly DSHS community-based providers meeting. The annual DSHS BFET Training Forum is scheduled for May 10-12 in Bellingham.

Compliance Monitoring Starting with FFY17, all college BFET providers are required to receive a compliance monitoring visit from the State Board. Previously, we were only required to visit each college every three years, however, since BFET is an annual contract with DSHS, we are required to monitor annually. The bi-annual self-assessments have been discontinued. The State Board makes every effort to create a monitoring visit environment and process that is beneficial and supportive to program staff.

SBCTC report to the Workforce Education Council – Spring Meeting – April 2017

100 % Funds The allocation of 100% funds, requested in October 2017 and anticipated for release in April 2017, is now anticipated for May. The allocation to the SBCTC system will be significantly lower than requested and the final allocation is not yet confirmed. The additional funds received via the 100% request can only be expended for administration or tuition and require an increase in BFET performance measures. These funds derive from nationally unspent SNAP E&T funds from the previous fiscal year and are in addition to the 50/50 reimbursement funds allocated with current contracts.

Detailed Funding Information by College

College FFY 15 FFY15 100%* FFY 16

FFY16 100%* FFY17

FFY17 100%*

Requested Bates $239,417 $11,063 $204,660 0 $161,085 $35,000 Bellevue $502,427 $491,439 $1,445,184 $169,548 $888,076 $0 Bellingham Tech $427,413 $96,787 $422,343 $77,500 $524,834 $92,007 Big Bend $254,272 $60,483 $319,595 $79,830 $354,187 $150,500 Cascadia $62,000 $6,515 $54,258 $6,515 $47,124 $0 Centralia $287,671 $87,335 $287,612 $101,929 $287,508 $100,000 Clark $275,353 $98,364 $265,862 $100,000 $388,171 $177,863 Clover Park Tech $370,644 $34,590 $468,037 $38,565 $612,760 $64,000 Columbia Basin $186,840 $20,173 $201,915 $24,638 $250,086 $26,000 Edmonds $485,889 $77,617 $621,339 $83,260 $562,240 $84,159 Everett $256,662 $46,203 $325,635 $54,802 $343,969 $40,000 Grays Harbor $191,520 $29,922 $186,463 $54,341 $219,645 $41,586 Green River $462,050 $34,642 $492,712 $38,500 $467,199 $56,463 Highline $214,995 $9,832 $212,735 $20,000 $207,016 $0 Lake Washington $258,774 $33,393 $255,161 $59,688 $304,988 $54,500 Lower Columbia $211,150 $18,376 $201,031 $18,000 $251,879 $24,000 Olympic $161,421 $75,761 $282,952 $89,240 $288,588 $107,173 Peninsula $182,647 $46,709 $185,000 $45,046 $185,000 $45,046 Pierce District $126,700 $37,411 $200,523 $20,000 $175,049 $31,296 Renton Technical $160,762 $102,958 $184,167 $118,531 $172,798 $109,544 Seattle Central $459,413 $36,047 $394,239 $84,320 $360,259 $93,420 Seattle North $470,423 $225,660 $525,580 $196,500 $571,626 $215,000 Seattle South $1,673,974 $60,728 $1,556,750 $225,000 $1,464,690 $200,000 Seattle Vocational $240,341 $28,670 $261,674 $64,250 $116,549 $120,000 Shoreline $302,029 $74,762 $334,108 $86,299 $319,532 $57,323 Skagit Valley $355,911 $12,458 $356,904 $3,356 $359,648 $46,577 South Puget Sound $55,659 $104,097 $89,990 $165,000 $136,634 $166,500 Spokane District $468,860 $116,027 $310,407 $229,022 $481,713 $225,000 Tacoma $238,339 $23,864 $249,084 $50,000 $299,669 $50,000 Walla Walla $238,617 $26,220 $205,560 $67,156 $223,249 $118,927 Wenatchee $107,455 $3,516 $104,890 $8,285 $155,330 $89,500 Whatcom $145,139 $12,857 $158,810 $15,000 $196,391 $18,598 Yakima Valley $101,250 $13,367 $175,516 $10,000 $175,611 $10,000 TOTAL $10,176,017 $2,157,846 $11,540,696 $2,404,121 $11,553,073 $2,649,982 * Supplemental funding for tuition and administration to be reimbursed at 100 percent. SBCTC Policy Associate: Erin Frasier efrasier@sbctc.edu ~ (360)704-4339

SBCTC Program Administrator: Mat Carlisle mcarlisle@sbctc.edu ~ (360)704-4341

In November 2016, representatives from the Washington Hospitality Association met with Nancy Dick and Kathy Goebel to discuss the ProStart culinary arts program taught at various high schools across the state. The association is requesting assistance linking college culinary arts programs with high schools offering the ProStart program to create articulated programs of study offering dual credit.

Attached is a document prepared by the Washington Hospitality Association that explains the workforce needs in their industry and provides information about the ProStart program. Also attached is a list of high schools that offer the ProStart culinary arts program.

The Office of the Superintendent of Public Instruction and the State Board are interested in exploring possible statewide articulations. Funding may be available to initiate this work for high school teachers and college faculty to work together to create dual credit courses.

Colleges interested in the ProStart curriculum and how that content might work into a statewide program of study between high schools and colleges leading to one or more dual credit courses should contact Kathy Goebel, kgoebel@sbctc.edu. 360-704-4359.

Hospitality Industry Request for Dual Credit Articulations

2017

Hospitality Industry Request 2017

Background: The Washington Hospitality Association executes a bi-annual survey to members to understand their needs and how we can help them with those. Our most recent survey had an we asked the question what their number one challenge in doing business was, they overwhelmingly replied ‘Recruiting employees’. (Source: WHA/WLA Annual Survey, See: Appendix A)

For us as the Education Foundation to help our workforce succeed and recruit potential employees for our members and the industry, we needed to start with our high school culinary and restaurant management, ProStart program. It is extremely critical to recruit into the program and get the buy in from legislators, counselors, administrators, parents and students. To successfully do that, there needs to have clearly defined transferable credits for students moving on to Washington’s Community College system.

Problem Statement: The demand for employees in the state of Washington so outweighs the supply our industry is desperate for qualified and interested employees. According to the Workforce Development Association’s Labor Market Supply/Demand Report Chart in the ‘Food Preparation and Serving Related’ sector, in the Seattle-King County area, the reported number of jobs posted in 2016 outweighed the supply by 20,185 positions. (Source: WDA Labor Market Supply: Supply Demand 2016)

Request from Industry: The Hospitality Industry is asking that the ProStart curriculum be considered for transferable credits to the community college sector.

We would be asking that there is a development of an easily read and understood reference resource for students bound for post secondary education that students, parents, educators and career counselors can see the transferable credits and give the program its appropriate weight as an elective.

Data Analysis:

Our industry is the largest private employer in the state with over 268,000 employees in the hotel and restaurant sector. In the Employment Securities Department ‘top 25 in demand occupations February 2017’ listed First Line Supervisors for Food Preparation as number 18. (Source: Employment Security Department/LMPA, Occupational Employment Statistics; The Conference Board, Help Wanted OnLine job announcements, See; Appendix B)

There are currently over 1,500 ProStart students in the state and 137,000 in the country. It is one of the largest Career and Technical Education programs in the United States. Of those in the program, 70% of ProStart students plan to pursue post-secondary education (Source: National Restaurant Association Education Foundation: ProStart Infographic)

The average high school graduation rate for students concentrating in CTE programs is 93% compared to a national adjusted cohort graduation rate of 80 percent. (Source: Association of Career & Technical Education: ACTE National Stats)

Consideration:

The hospitality industry generates $16 billion for our state in direct financial impact. Our industry pays more than $1 billion in B&O taxes and more than $5 billion in wages annually. The hospitality industry is key to the health of our state, the careers of our citizens and the vitality of our communities.

It is critical to continue to recruit high school students into this industry and a dual credit agreement with ProStart would be a successful way to promote post secondary education in hospitality.

Additional Information:

Copy of the Scope and Sequence of ProStart Level One and Level Two ProStart Level 1, Scope, ProStart Level 2 Scope

Copy of the ProStart Level One and Level Two Syllabus, Spokane Public Schools ProStart Syllabus Year 1 and 2

Copy of North Central High School’s ProStart Curriculum ProStart Curriculum Framework

APPENDIX A

W a s h i n g t o n R e s t a u r a n t & L o d g i n g A s s o c i a t i o n 2 0 1 6 M e m b e r S u r v e y | 10

Biggest Challenges Facing Businesses

In an open-end question members were asked to describe the biggest challenges facing their business. The biggest challenge for both restaurants and lodging is finding and keeping good people. 20% of restaurants and 23% of hotels mentioned Finding and Hiring Good People. 11% of restaurants and 17% of hotels complained of Employee Turnover. There are also a variety of staffing-related comments about work ethic, the difficulty of hiring and keeping line cooks and other kitchen staff, and training. All answers are found in Appendix A for Question 18. Here is a sample:

Hiring quality staff. Finding better ways to recruit people. Finding good employees that stay after you've trained them Hiring, having inconsistent labor pool Finding good quality people who are worth the higher wage we pay. Recruiting and retaining employees Recruiting and keeping a good labor force - harder for hire in kitchen. Finding qualified cooks Finding good employees that stay after you've trained them Getting quality staff and retaining them - especially kitchen help. Generation of people with

little work ethic.

APPENDIX B

Top 25 occupations advertised online Return to content

Washington state, February 2017 Source: Employment Security Department/LMPA, Occupational Employment Statistics; The Conference Board, Help Wanted OnLine job

Rank SOC Title All job

postings1 New job

postings2

Average annual wages3

Median annual wages3

1 15-1132 Software Developers, Applications 9,044 2,413 $123,894 $113,271 2 29-1141 Registered Nurses 6,682 2,093 $81,705 $74,061 3 15-1199 Computer Occupations, All Other 4,691 1,557 $83,015 $72,127 4 11-2021 Marketing Managers 4,080 1,097 $143,327 $139,654 5 53-3032 Heavy and Tractor-Trailer Truck Drivers 2,824 1,396 $46,391 $45,456 6 41-2031 Retail Salespersons 2,623 1,201 $30,261 $22,918 7 41-1011 First-Line Supervisors of Retail Sales Workers 2,539 908 $46,785 $44,518 8 43-4051 Customer Service Representatives 2,208 1,120 $37,796 $35,986 9 43-1011 First-Line Supervisors of Office and Administrative Support Workers 1,995 987 $58,748 $57,235 10 21-1093 Social and Human Service Assistants 1,830 883 $35,231 $34,997 11 49-9071 Maintenance and Repair Workers, General 1,681 891 $43,852 $44,428 12 15-1151 Computer User Support Specialists 1,670 761 $61,198 $56,542 13 15-1142 Network and Computer Systems Administrators 1,606 578 $87,455 $88,383 14 13-2011 Accountants and Auditors 1,594 654 $79,095 $72,490 15 43-6011 Executive Secretaries and Executive Administrative Assistants 1,560 803 $59,681 $58,029 16 15-1134 Web Developers 1,517 747 $90,325 $88,756 17 15-1121 Computer Systems Analysts 1,504 622 $94,611 $90,947 18 35-1012 First-Line Supervisors of Food Preparation and Serving Workers 1,463 629 $37,671 $35,859 19 11-1021 General and Operations Managers 1,394 429 $120,280 $93,763 20 29-2061 Licensed Practical and Licensed Vocational Nurses 1,389 477 $50,350 $45,969 21 13-1111 Management Analysts 1,348 389 $105,033 $92,863 22 11-9111 Medical and Health Services Managers 1,345 492 $122,342 $111,713 23 43-3031 Bookkeeping, Accounting, and Auditing Clerks 1,222 746 $42,143 $36,570 24 11-9199 Managers, All Other 1,163 453 $117,970 $114,006 25 11-3021 Computer and Information Systems Managers 1,161 323 $152,476 $146,548 1New job postings and jobs reposted from the previous month. 2Job postings that did not appear in the previous month. 3Wage estimates are for Workforce Development Areas to which this county belongs, and may differ from published OES wages. N/A indicates data not available.

District School Educators

Auburn Mountainview High School Roberta Locke

Newport High School Tracy Green

Pierce County Skill Center Ben Witten

College Place High School Julie Hill

Evergreen High School Lori LoveladyHeritage High School Angela RobinsonMountain View High School Rachel NelsonUnion High School Leah Maher

Thomas Jefferson High School Jeni McKay

Kentlake High School Cecilia Stec

Marysville Pilchuck High School Jeff Delma

Mead High School Beth GruenkeMt. Spokane High School Joanie Pringle-Jones

Columbia Basin Technical Skill Center Susie MobergSteve Armstrong

Moses Lake High School Joseph Larosee

Northwest Technical & Career Academy Lyle Hildahl

Oak Harbor High School Mary Arthur

Ilwaco High School Laurie AndersonDavid Campiche

Puyallup High School Donnell Turner

Secondary Learning Center Tracy Robnett

Edward S. Ingraham High School Jessica MonfilsRoosevelt High School Andrew ChamberlinSeattle Skills Center @ Rainier Beach Graca RibeiroWest Seattle High School Raya Klein

Mount Si High School Laura Tarp

Ferris High School Brenda MarshallLewis & Clark High School Nancy JewettNorth Central High School Kim StewartRogers High School Ashley Grow

Bonney Lake High School Kahale Ahina

Foss IB World School Erick SwensonLincoln High School Kristopher BlessumOakland High School Samantha TateStadium High School Sheri SwansonWoodrow Wilson High School Louisa Christensen

MOSES LAKE SCHOOL DISTRICT

TACOMA PUBLIC SCHOOLS

SUMNER PUBLIC SCHOOLS

SPOKANE PUBLIC SCHOOLS

SNOQUALMIE VALLEY SCHOOL DISTRICT

SEATTLE PUBLIC SCHOOLS

RENTON SCHOOL DISTRICT

PUYALLUP SCHOOL DISTRICT

OCEAN BEACH SCHOOL DISTRICT

OAK HARBOR PUBLIC SCHOOLS

MOUNT VERNON SCHOOL DISTRICT

BETHEL SCHOOL DISTRICT

BELLEVUE SCHOOL DISTRICT

AUBURN SCHOOL DISTRICT

MEAD SCHOOL DISRICT 353

MARYSVILLE SCHOOL DISTRICT

KENT SCHOOL DISTRICT

FEDERAL WAY PUBLIC SCHOOLS

EVERGREEN PUBLIC SCHOOLS

COLLEGE PLACE PUBLIC SCHOOLS

Tekoa High School Jannelle Gibbs

Chief Leschi High School Jan Larsen

New Market Skills Center Michael MooreJeremy Niehuss

Walla Walla High School Barbara Buttice

West Valley High School Lesley DalkeWEST VALLEY SCHOOL DISTRICT #362

WALLA WALLA PUBLIC SCHOOLS

TUMWATER SCHOOL DISTRICT

TRIBAL SCHOOLS

TEKOA SCHOOL DISTRICT

This program is designed for potential Steward

Department mariners who have completed Culinary

school, or are Navy Veterans rated as a Culinary

Specialist and/or have work experience as a cook.

The Steward Department Galley Assessment Program is 6 weeks long and the first class will begin

August 15, 2016.

Steward Department

Galley Assessment

Program

Paul Hall Center for Maritime Training and

Education

Contact UsP.O. BOX 75, Route 24945353 St. Georges Ave.

Piney Point, MD 20674-0075

Website: www.seafarers.orgEmail: admissions@seafarers.org

Tel: (301) 994-0010Fax (301) 994-2189

More About the Program

Throughout the 6-week program students will receive credits for the

following courses:

• Government Vessels with Helo-Course is for the student who is sailing or

intends to sail on U.S Military Sealift

Command and military contract vessels.

• BST and MSA -Courses are comprised of Personal

Survival Techniques, Fire Prevention and

Fire Fighting, Elementary First Aid,

Personal Safety and Social

Responsibilities, and Maritime Security

Awareness.

• ServSafe Management-Online course managed by the National

Restaurant Association that will prepare

students to take the ServSafe Food

Protection Manager Certificate Exam.

Applicants must have: • TWIC Card $128.00

• MMC $140.00

• Passport $110.00

• SIU Drug Test $60.00

• SIU Physical $240.00

• Functional Capacity Exam $165.00

• Union Education-Course gives students an in-depth view of

the Union’s history and Constitution.

• Galley Evaluation and OJT-Through on the job training our instructors

will be able to evaluate and endorse that

the student’s skills and knowledge meet

the standards of the industry in order to

better prepare them for Steward life aboard

the vessel.

Class size will be limited to tenat a time so please apply

AS SOON AS POSSIBLE!(Contact information provided on back)

Courses continued….

Requirements & Costs

Students should also consider the cost of travel to the school.

Additional Information

2016 Student Achievement Initiative Review

April 14, 2017

Advisory Group Progress Report for Commissions: April 2017 At the March 6, 2017 meeting, the student achievement initiative review advisory group finalized recommendations for changes to the overall principles, principles for measurement, and achievement metrics as outlined below:

I. Overall Principles for Accountability and Performance Funding: The initiative supports improved educational attainment for students, specifically degree and

certificate completion. The initiative allows colleges flexibility and supports innovation to improve student achievement

according to their local needs. The initiative accounts for opportunity gaps for underrepresented students and provides incentive

for colleges to close the achievement gap. II. Principles for Measurement:

Performance measures recognize students in all mission areas and reflect the needs of the diverse communities served by colleges.

Performance measures must measure incremental gains in students’ educational progress irrespective of mission area.

Measures are simple, understandable and reliable points in students’ educational progress. Measures focus on student achievement improvements that can be influenced by colleges.

III. Recommended revised metrics : 1. Equity: low-income, basic skills, and historically underrepresented students of color receive an

additional point at the completion of the first 15 college credit milestone and at degree or apprenticeship attainment. The extra point is duplicative if students are a member of more than one of the historically underrepresented groups listed above.

2. Basic skills: revise basic skills points to reflect a greater emphasis on completion of critical milestone achievement and transition to college level work in this mission area.

a. Federal level gains, completion of high school diploma or GED b. Transition to college level coursework in alignment with ability to benefit

3. Precollege math and English: shift the incentive from completion of the precollege sequence to completion of the associated college gatekeeper courses of math and English.

a. Students beginning in precollege math and English receive a point after completing associated college level course within a year

b. A new point for college level English/Communication is added for all students

2016 Student Achievement Initiative Review

April 14, 2017

At the April 10th, 2017 meeting, the advisory group reviewed and recommended edits to the principles for performance funding (item IV) and began a review of the analysis of the problem statements. The goal of the analysis was to identify the possible impacts to per student funding and change in SAI funding in the context of each problem statement and the principles, primarily college characteristics (such as program mix, student demographic distribution, size, etc.). The key findings from the analysis are listed under each problem statement in item V below.

IV. Principles for performance funding

Colleges are allocated funding for efficiency and productivity in student achievement. Colleges are treated fairly and consistently with recognition of varying student demographics,

program mix and college characteristics. Performance funding rewards student success and becomes a resource for adopting and

expanding practices leading to further success. The amount of performance funding is balanced between providing significant incentive without

undermining the college’s ability to impact student success. V. Problem Statement Questions to Consider:

1. Should underrepresented students be given extra weight in the SAI funding model? A basic analysis of shift in point distribution demonstrates that the extra point for historically

underrepresented groups at the first 15 college level credits and for degree and apprenticeship attainment helps colleges serving a high percentage of historically underrepresented populations, which is the goal.

This focus aligns with the overarching principles of raising educational attainment (specifically degree and certificate completions) and closing the achievement gap.

2. Should all students count in SAI, or should it be limited to state funded only? The group reviewed data that showed Running Start students, who make up nearly all of the

non-state funded students in SAI, earn more points per student than other student groups. This is exacerbated in the new metrics as the focus shifts more towards college level points, where RS students traditionally do very well (especially in college English).

Counting all students aligns with the goal of raising educational attainment for all Washingtonians. It also recognizes the effort and resources that are expended to support non-state supported students with state funds.

However, the potential overweight of dual enrollment in the new metrics conflicts with the goal of increasing emphasis and incentive for serving more underprepared students as those most prepared earn a greater share of points. In addition, any increases in SAI funding will shift more money to colleges serving more non-state funded students in SAI.

If all non-state funded students were removed from student achievement funding model, there would be a significant immediate impact to colleges with large populations of these students.

3. Is efficiency, represented by points per student, an appropriate element of the SAI funding model? Is the amount of funding dedicated to completions significant enough? What is the impact to colleges with large populations of underrepresented students when completion value is increased?

2016 Student Achievement Initiative Review

April 14, 2017

Points per student helps to balance the size-based impact of total points and completions. However, because the metric is not related to the number of students served, it results in a larger per student funding value for smaller colleges. Consequently, lowering the amount of points per student funding would shift money from the smaller colleges back to the larger colleges relative to the current model.

There is interest in increasing the amount of performance funds dedicated to completions as reflected in the overall principles. The group looked at the results of increasing the portion of SAI funding for completions with comparable decreases to the funding for total points and points per student. This had a modest positive effect on colleges with large populations of underrepresented students without having a significant effect on smaller colleges.

4. Is the overall amount of funding dedicated to SAI significant enough (State Board priority)? Increasing the amount of performance funding in the allocation model would require some

changes to the current methodology in order to avoid favoring colleges who serve more non-state students in SAI. There are non-state-funded students in SAI who are not represented in the enrollment portion of the allocation, so performance funding would need to be limited to state funded students to be most similar to any enrollment funding being replaced.

There would also need to be limits set for the points per student funding to not unevenly favor smaller colleges. The points per student funding in SAI currently makes up part of the base funding in the allocation model that does not depend on the number of students served. Points per student funding would need to stay close to its current level (2.25% of the total allocation) to not significantly redistribute money between the larger colleges and the smaller colleges.

The next meeting will be May 22, 2017 where the group will finalize recommendations for changes to the funding metrics to bring to WACTC for a first reading at their June meeting.

Governor's Summit on Career Connected Learning

View this email in your brows

There will be 740,000 job openings over the next five years in Washington.

Washington's young people deserve an education that prepares them to take

part in our booming economy, and real world, hands-on career connected

learning is a key part of this preparation. Such preparation also equips

employers with a workforce ready for 21st century challenges and innovation.

Please join us for Governor Inslee's Summit on Career Connected Learning on May 31, 2017. You'll be part of a group of industry, policy, and

education leaders working together to share best practices and policies to

increase and strengthen career-related opportunities in high demand jobs for

Washington's youth. The Governor's Summit is the culmination of an 18-month,

multi-state Policy Academy, co-chaired by the Governor's office and the

Workforce Training and Education Coordinating Board.

We've made it easy for you to attend wherever you are in the state. We're

using a dynamic regional model to ensure state-wide ideas and issues are

addressed. The Governor's Summit will be simultaneously hosted onsite in

Redmond, WA, and at over 25 regional sites around the state.

If you're part of the central Summit in Redmond, you'll experience breakouts and

general sessions, some of which will be broadcast throughout the state. You'll

have surrounding discussions focused on a system-wide and regionally-based

approach to career connected learning. Click here to register for the Central

Summit at the Microsoft Conference Center.

The regional sites will connect via webinar technology with the central Summit

during the general session to learn about statewide career connected learning

activities and plans. You'll then convene locally to discuss the information shared

by the panelists and address local opportunities, challenges, and solutions to

provide youth with career connected learning experiences. Information gathered

at these sites will be collected and shared with the Governor's office and others

working on next steps regarding career connected learning in our state. Click on a city below to register for a Regional Site.

• Aberdeen • Auburn • Bellingham • Bremerton

• Cathlamet • Clarkston • Colville

• Davenport • Everett • Lakewood (Tacoma)

• Lyle (Columbia River Gorge) • Moses Lake • Newport • Okanogan

• Port Angeles • Port Townsend • Raymond • Republic

• Richland • Ritzville • Shelton

• Spokane • Tenino • Union Gap

• Vancouver • Walla Walla • Wenatchee

Washington was one of six states selected by the National Governors

Association (NGA) to participate in a Policy Academy, funded by the Siemens

Foundation, to identify promising practices, resources, and policies aimed at

increasing career-related opportunities in high demand jobs for Washington's

youth. As part of the NGA Policy Academy, the Governor's Summit on Career

Connected Learning is being co-hosted by the Workforce Board, the Governor's

Office, OSPI, Washington STEM, and WSU Extension. Join us at the Summit to: • Build a network of champions committed to supporting early, frequent,

and excellent career-connected learning opportunities for Washington's

youth, especially those from under-represented populations.

• Highlight promising practices and programs in career-connected learning

from Washington NGA Policy Academy Learning Labs. • Inspire business, industry, labor and education stakeholders with

actionable steps they can take in their own communities to support high

quality career-connected learning and pathways to great jobs.

The Summit will sell out fast, so reserve your seat today!

Facebook | Twitter | Forward Contact Washington STEM | Phone: 206.658.4320 | info@washingtonstem.org

Copyright © 2017 Washington STEM, All rights reserved.

Washington State

Education and Training Voucher Program

Information for Students

Once you are awarded ETV, information will be Emailed to you about how to access funds.

Unlike other forms of financial aid, ETV does NOT automatically go to your college or university. You will request funds using the ETV Payment Request form.

Reimbursement: To request reimbursement for gas and groceries you must submit ORIGINAL receipts. If you cannot provide the original receipt, a bank statement or credit card statement is also acceptable.

Voucher: Vouchers can be sent to your college for things such as books and supplies or a bus pass. You must provide an estimate on the request form and a voucher will be sent to your college/university to set up an account; and

Direct Payments: Payments may be sent directly to a vendor such as school, a landlord or car insurance company if they complete the required forms.

All students must complete and submit a Statewide Payee Registration form. For more information about this process, contact the ETV Program.

How do I access my ETV funds?

Education and Training Voucher (ETV) Program

P.O. Box 45710

Olympia, WA 98504-5710

1 (877) 433-8388

Email: ETVWASH@dshs.wa.gov

Website: www.independence.wa.gov

Contact the ETV Program

DSHS 22-1564 (Rev. 2/17)

Let us help you open new doors

Dare to Open

E T V ETV

The ETV program provides financial assistance for eligible youth to attend an accredited college, university, vocational or technical college.

ETV awards are unique to each student and are based on the college or university’s Cost of Attendance (COA) formula, financial aid award, and the student’s unmet need.

The maximum ETV award, per academic year is $5,000. However, not every student is eligible to receive the maximum amount. Awards are based on the student’s unmet need which is determined by their college or

university.

What is the ETV Program?

If you are a:

FIRST TIME applicant, complete the New Application.

RETURNING applicant, complete the Renewal Application.

RUNNING START STUDENT* or student enrolled in a DUAL CREDIT PROGRAM, complete the Dual Credit Program Application.

Educational costs covered by Running Start/Dual Credit Program are: • Books and supplies• Bus pass OR gas reimbursement• Fees

How do I apply?

Tuition Child Care

Books and Supplies Transportation

Insurance Study Abroad

Adaptive Software Computer & Printer

Gas Rent & Deposit

Repairs Utilities

Maintenance Phone

Tutoring Food & Personal Hygiene

Uniform or Required Clothing

What is covered by the ETV Program?

Priority Deadline: January 1 to April 30

Wait List: May 1 to July 31

Application Closes: July 31

*There is no deadline for the Running Start/

Dual Credit Program application.

When is the application due?

As an ETV program participant, you will be responsible to:

• Read, sign, and return the Participation Agreement.

• Check your Email frequently.

• Notify ETV staff of your contact information, financial aid or enrollment status changes.

• Meet your college/university Satisfactory Academic Progress (SAP) policy and Pace of Progression requirements by receiving a 2.0 GPA or higher.

• Submit your class schedule at the beginning of each term and unofficial transcripts at the end of each term.

• Enroll at least half-time or more (six or more credits).

What are my responsibilities?

You may be eligible to apply to the ETV program if you meet any one of the following:

• You are 16 to 20 years old, currently involved in a dependency action in a Washington state or tribal court, in the care and custody of DSHS or an ICW agency, and in foster care.

• You are 18 to 20 years old and have aged out of state or tribal care. Youth who have aged out of foster care in a state other than Washington may also be eligible to apply.

• You were adopted or entered guardianship with a relative on or after the age of 16.

• If you participated and received ETV funds prior to age 21, you may be eligible to age 23.

How do I know if I’m eligible?

All ETV applications are available online at: www.independence.wa.gov

ETV funds can also be used to replace loans

WSLC Labor Liaison Quarterly Report January February March 2017

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 • Facilitated the placement of 10 new advisory committee members representing organized labor

Recruitment presentations to union members Year-to-date = 10 total New advisory committee members placed Year-to-date = 10 total Union members placed Year-to-date = 10 total Goal 2: Improve the level/quality of participation by labor representatives on advisory committees.

• Delivered 10 Roles & Responsibilities Trainings (R&R) to union members on advisory committees 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. • Coordinated with Centers of Excellence on advisory committee training. • Working with Centers of Excellence to provide industry knowledge and perspective on panel

presentations, advisory committees, etc. • Coordinated with apprenticeship coordinators, state agencies and business to plan and support the

CTE Showcase of Skills • Working with Centers of Excellence on planning the upcoming Best Practices Summit • 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 = 10 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/Workforce Deans and SBCTC staff • Regular meetings with SBCTC staff • 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

Internship Bulletin Board!The Association of Washington Business Institute is helping community and technical college students across Washington state find internship opportunities with employers!

Download our Internship Toolkit for Employers! This manual helps employers implement internships to benefit both their organization as well as provide valuable work based learning opportunities for students. The toolkit describes types of internships, the benefits to businesses and students, process models, sample documents, and resources.

Learn More & Sign-up at: www.awbinstitute.org/internships

Contact Jackie Riley at 360-943-1600 or JackieR@awb.org for guided help to set up an internship opportunity!

We are continuing our work to encourage employers across the state to set up internship opportunities. We have launched an internship bulletin board to allow easy posting of internship opportunities by employers. We can set up the profile for you as well. Internships can vary to suit employer’s needs and students will post their resume and profile to find matches. Employers will receive support throughout the internship process from the faculty of the

student’s college, if a student is selected to fill an internship position. AWB will serve as the facilitator and track progress of employers hiring interns.

48 association of washington business

Last October, a crowd of high school juniors roamed a job fair hosted by Big Bend Community College in Moses Lake, picking up leaflets, brochures, and information about courses and careers. Second-year Big Bend nursing student Krys Higgs volunteered at the fair and chatted with dozens of students about careers in medical simulation. Nearly every time, she was met with blank stares; the majority of the students hadn’t heard of the field, says Higgs, a longtime emergency medical technician (EMT) from Electric City, Washington. She wasn’t surprised. Though virtually every modern health care provider learned via simulation, most of the public is in the dark about the burgeoning field.

healthcare2.0That may be changing. Global market research firm MarketsandMarkets reports that the healthcare simulation industry — a market sector encompassing simulation mannequins, web-based simulations, software, and training services — is expected to grow at a rate of 15.6 percent annually to reach $2.27 billion by 2021. According to the Society for Simulation in Healthcare, a professional group devoted to simulation education based in Washington D.C., medical simulation involves representing or amplifying simulated healthcare scenarios — anything from a complicated auto accident to cardiac arrest to a mother in labor — using lifelike high-tech “simulators,” or mannequins, software systems, or scenarios involving human actors. Simulation technicians are the professionals who manage simulation training for hospitals, universities, and community colleges, and can earn

Virtual Reality

New medical simulation program trains techs to improve healthcare outcomes.

MaliaJacobson

Medical simulation is a little-known but fast-growing field, but there is a lack of education and training programs available to aspiring technicians. Big Bend Community College in Moses Lake is helping to fill that void with its Medical Simulation Associate in Applied Science degree program.

business backgrounder | education & workforce

The medical simulation field is expected to grow by more than 15 percent annually and reach $2.27 billion by 2021.

ataglance

49winter 2017

business backgrounder | education & workforce

up to $70,000 per year. As of 2016, a new Washington state law (WAC 246-840-534) requires that simulations be run by certified simulation technicians; techs must pass the CHSOS (Certified Healthcare Simulation Operations Specialist) exam and get two years of hands-on simulation practice before landing an entry-level job in the field. The CHSOS test is a couple of years old, and many simulation technicians working in the field aren’t formally certified, said Big Bend spokeswoman Andrea Elliott. The new law tightens the regulatory environment in the field, formalizing training and education requirements for simulation technicians. That means more techs and those aspiring to work in the field will be seeking certification, but there’s a distinct lack of education or training programs available to help. This year, Big Bend Community College stepped into that void, creating the Medical Simulation Associate in Applied Science degree, a program routing students directly into the healthcare simulation field, combining CHSOS exam preparation with the requisite hands-on training. The program is designed to accommodate 50 students — 25 first-year and 25 second-year — and it launched in Fall 2016. Officially a “transfer” degree, it’s designed to transfer seamlessly to a four-year university, but Elliott expects most students to start work right away. “This is a two-year program, so students will graduate with their two years of hands-on experience, and be able to jump into the field,” she says. That’s appealing for students and employers alike. “We have major interest in our technicians from industry,” says Elliott. “Fire departments, hospitals, and universities are ready to hire our graduates. Depending on a student’s goals, there’s a place for them in the field.”

real-timereplicationA typical healthcare simulation might involve sophisticated software, a lifelike mannequin, and flesh-and-blood people, all meticulously orchestrated by a simulation technician, who usually controls and observes the scene from behind reflective glass. Simulations might also help students learn to manage patient information in the electronic health records system or recognize complex psycho-social symptoms for conditions like alcohol withdrawal. “Working as a simulation technician is like video gaming for the healthcare industry,” says Elliott. One recent Big Bend training simulation involved a virtual asthma attack, recalls Higgs; students saw real-time effects on the virtual patient’s respiratory rate as blue lights inside the mannequin’s mouth signaled airway constriction. Students can read the mannequin’s vital

signs, including blood pressure, heart rate, and oxygen saturation, just like they would on a real patient. Higgs jumps at any chance to learn from simulation. “This type of training allows me to become more comfortable with the procedures in an environment that reduces my fear of making a mistake,” she says.

anemergingfieldHealthcare simulation puts technicians on the cusp of an emerging field, says Peter Ford, lead simulation technician at Seattle’s Swedish Medical Center. Ford teaches remotely for Big Bend’s medical simulation program. He entered the field seven years ago, after learning about the complexities of using simulation in nurse training from his mother, who directed the two-year RN program at Tacoma Community College. Back then, a mannequin was “tethered” inside the simulation room, says Ford, by cables that regulated its internal workings. Today, mannequins include internal wireless routers and can be used outside the lab in real-life settings, like the site of a car crash or inside an ambulance. “Simulators will continue to get smaller and become more lifelike,” says Ford, which increases the range of scope and complexity

of procedures that students and professionals can practice. Ultimately, it’s about improving patient outcomes, says Ford. “People are amazed that this type of training exists, and when they learn about the resources that go into simulation training, they’re more confident in their professionals who care for them.”

“Fire departments, hospitals, and universities are ready to hire our graduates. Depending on a student’s goals, there’s a place for them in the field.” — Andrea Elliott, Medical Simulation, Title V, Big Bend Community College

“Simulators will continue to get smaller and become more lifelike.” — Peter Ford, lead simulation technology specialist, Swedish Medical Center

http://www.bit.ly/WACsimulation

http://www.ssih.org/About-Simulation