Workforce

Education Council October 23-24, 2014

Prepared by the State Board for Community & Technical Colleges

Workforce Education Department 1300 Quince Street, P.O. Box 2495

Olympia, WA 98504-2495 (360) 704-4400

Driving Directions . From Seattle . Take I-5 South to Exit 120 stay in right lane and exit to the right toward Lewis-North. . Proceed to the FAR RIGHT LANE; this lane will be dedicated to all WSMTC visitors without post access to expedite the process of getting you onto JBLM. . From the Gate you will continue to go straight . Take a right at the light onto American Lake Ave. . Take the first right onto 2nd NCO Beach Road and the American Lake Conference Center is located on the left. . From Olympia . Take I-5 North to Exit 120 stay straight and take the second right turn toward Lewis-North. . Proceed to the FAR RIGHT LANE; this lane will be dedicated to all vendors without post access to expedite the process of getting you onto JBLM. . From the Gate you will continue to go straight . Take a right at the light onto American Lake Ave. . Take the first right onto 2nd NCO Beach Road and the American Lake Conference Center is located on the left.

At gate go to far right lane

Workforce Education Council Agenda

October 22, WEC EXRC Meeting

Council meeting: October 23-24, 2014 Location: Joint Base Lewis-McChord (JBLM)

American Lake Conference Center 8085 NCO Beach Road

Joint Base Lewis-McChord, WA 98438-9500

Contact: Chair, Angel Reyna, Chair Site Questions: Jo Ann Baria, Pierce College

Wednesday, October 22 Agenda Topic Info This event is not a general membership

event

2:30-4:30 WECEXEC Meeting JBLM, site detail via email

General Membership Meeting

Thursday, October 23 Agenda Topic Presenter 7:30-8:30 Networking Hearty Breakfast American Lake Conference Center,

JBLM 8:30-8:35 Call to Order

Host College Information Chair, Angel Reyna

Jo Ann Baria

8:35-8:50 Host College Welcome

Jo Ann Baria Col. H. Charles Hodges

President Denise Yochum 8:50-9:15 WEC Business

No Host Dinner Options Introduction of Members

Approval of WEC Spring Minutes Treasurer’s Report

Hot Topics Reminder/initiation Hellos and Farewells

Jo Ann Baria

All of the Assembly Chair, Angel Reyna

Amy Hatfield Chair, Angel Reyna

WEC EXEC (All) 9:15-11:10 Every Voice Counts

Committee Work Review- Committee importance to

system and our own Initiatives, reporting expectations, outcomes and

color code system, where to Go Turn all drives in to Krista

Committee 6 First-timer and visitor

session remains in main room

Chair, Angel Reyna, WEC EXEC, and Committee Chairs

All Participate

Chair, Angel Reyna and Sharon Buck

11:10-11:25 BREAK (Use poll everywhere for Hot Topics)

All

11:25-12:10 Center of Excellence Report COE Directors

12:10-1:10 Lunch

All

1:10-2:20 State Board Report -Part 1 Jim Crabbe Marie Bruin

2:20-2:30 Labor Liaison Report

Joan Weiss, King County Labor Kairie Pierce, State Labor Council

2:30-2:45 BREAK 2:45-3:30 Military Transition

Pathways project

Lt. Col. Edward H. Peterson, Stone Education Center, JBLM

Ret. Col. Mark Haskins, Pierce College, Stone Education Center

Jo Ann Baria, Pierce College

3:30-4:00pm Apprenticeship 101 Tim Wilson and Jody Robbins Department of Labor & Industries

4:00-4:30 Hot Topics (Poll Everywhere)/Announcements/After

Hours WEC/ Other Business

Chair, Angel Reyna

4:30 Adjourn Regular Meeting Chair, Angel Reyna 4:30-5:30 WEC After Hours 1

Assigned Groups

Various rooms TBA

After 5 Dinner on your own Evening Networking

No host Group location(s): Russell Landing at JBLM-Lewis North*

Friday, October 24 Agenda Topic Presenter

7:30-8:30 Networking Hearty BREAKFAST American Lake Conference Center

8:30-8:45 Liaison Reports –IC, ATC, CBS, Continuing Ed, COE

Council Liaisons

8:45-9:00 BCIT report outs Chair, Angel Reyna Andrea Samuels

9:00-10:00 Committee Chair Report Outs (turn in flash drives to Krista)

Committee Chairs or Designees

10:00-10:15 BREAK 10:15-10:45 State Board -

Workforce Innovation and Opportunity Act (WIOA) overview

Marie Bruin and Jim Crabbe

10:45-11:00 Developing Questions Table work 11:00-11:30 WIOA National Skills Coalition -Q & A

Session Angela Hanks, Senior Federal

Policy Analyst National Skills Coalition

11:30-11:45 Local Implementation Discussion All 11:45-12:00 Remaining Hot Topics/Via “Poll

everywhere” Chair, Angel Reyna

12:00- 1:00 Lunch All

Strategic planning/ initiatives

1:00-1:30 Statewide Student Leadership Discussion

Kathy Goebel Tamar Zere

1:30-3:00 WEC After hours

* Dinner reservations for October 23, at 6:30 p.m., have been made at the Bistro at Russell Landing at JBLM-Lewis North. Please email jcargill@pierce.ctc.edu, if you plan to attend no later than October

10. The address is 8981 American Lake Avenue, JBLM-Lewis North.

Next Meetings: February 5-6, 2015 at Everett Community College

Thank you for coming and have a safe trip home!

Spring WEC Minutes May 1, 2014

Columbia Basin College Sharon Buck called the meeting to order at 8:54 Host College Basics Frank Powers welcomed WEC and covered logistics. WEC Business

• No-host dinner options reviewed. • Introduction of members

Correction made to date on second day. Motion to approve Winter 2014 WEC Minutes by Ryan Davis seconded by Paulette Lopez. Minutes approved. Motion to approve WEC Treasurer’s Report by Dave Cox seconded by Clyde Rasmussen. Report approved. Election Nominations There are no open positions on the board, but since most current WEC Exec members will cycle off 2015-16, two positions are being created as non-voting members for this year who will become voting members in 2015-16.

• Al Griswold nominated. • Janice Walker nominated but declined for this coming year. • Jenni Martin nominated and WEC Exec will review to find out if Jenni is eligible next year as a

voting member due to the rotation of voting membership in the Spokane District. • Jamilyn Penn nominated.

State Board Report Kendra Hodgson

• HEET grants due today, panelists will convene next week • WRT grants due today • Aerospace 1000 FTE and Aerospace Special Projects due May 8

Katherine Mahoney • Bellevue hosting September WRT Conference • ‘Start Next Quarter’ – Workforce money provided to offset costs of new colleges utilizing web-

based tool. 10 new colleges coming on board. Marie Bruin

• Legislative Update – President’s package has nice legislative summary. Marie will send to WEC listserv.

o Final supplemental operating budget passed. o Reduction of xxx o Enrollment 139,927 enrollment target due to 1000 aerospace FTE and reduction

because of WSU Center in Everett o Year Up received $350k for pilot program o MESA program continued, $410 o Para-educator development $168k to fund articulated pathway from para-educator to

certified teacher o Reduction in budget due to efficiencies (lean efforts) o SB Worker Retraining expanding veteran eligibility o Award academic credit for military transfer

Page 1 of 8

o High Skills/High Wage plan endorsed • Career Pathways

o AQCP, WACAPA, Perkins, other initiatives over the years o WEC Committee o Want to pull together single workgroup. Invitation to others interested in Career

Pathways to let Marie Bruin know so they can be included. o Workgroup will propose a model for the state. o DOL, DOE, HHS have request for information about career pathways. Paula Boyum will

send out link to new information. • Workforce Board surveying state related to VP Biden Information Request

o How can we use financial aid in a way that helps students get jobs in industry o Workforce Board will provide summary. Final document should be out next week.

• Faculty Learning Community Grants due May 1-May 29 • Microsoft Certifications

o Options to host certification testing through community colleges – often hosted by library

o Let SBCTC know if interested • Michele Rockwell reminder on grants. Read through guidelines because they might have

changed. • COE’s have managed skill standards on web sites. Are there skills standards for areas outside of

COE that should be on SBCTC web site or should it come down. • Workforce Board wanted to share information “Achieving Excellence in Career Education”, June

16-18 in Phoenix, AZ • Notify Marie of online programs that would be of interest to Veterans • Apprenticeship – American Job Training Investments very much in alignment with career

pathways. More jobs-driven training. H1B and DOL $. Opportunities to serve long-term unemployed.

• TAACCCT grant listing Jim Crabbe

• SBCTC often gets asked about collaboration with other states, so please let them know if applying on a grant

• ESD data retrieved from Help Wanted Online tool. Monthly reports will be generated and hosted on ESD website.

Announcements – After Hours Meetings • Apprenticeship (Thursday) • King County WEC (Thursday) • Start Next Quarter (Thursday) • Military Pathways (Friday)

Announcements – Need for Host Colleges for Next Year Labor Liaison Report Joan Weiss & Kairie Pierce

• Looking for labor reps for colleges • Training for labor reps as to what they should bring to the table on advisory committees • Grant applications, speak to reps early if you need representatives. • Be sure to keep labor involved in apprenticeship

Career Pathways for Faculty Panel-Amy Hatfield, Jamie Wells, Holly Moore, Maggi Sutthoff, Lynette Bennett, Tamara Bell

Page 2 of 8

• Prof/Tech Certification – about ½ using automated system. Certification a condition of employment according to WACs 131-16-070 through 094.

• Reading Apprenticeship at Renton Technical College supports students through structured modeling, classroom routines. Research outcomes positive in retention and depth of comprehension. 30-hour online course available and follow up “Campus Coach” course.

• Center of Excellence – Education. Dean’s Academy developed in 2005 based on recognition that Workforce Deans need leadership and technical skills and an opportunity to build networks. 6 cohorts complete.

• Teach-Tech BAS degree. In workforce we often hire individuals with technical/trade skills, but they often do not have instructional skills. Degree will enhance certification requirement. Most colleges do not require a bachelor’s degree for technical faculty. National trend toward accreditation-required minimum qualification of bachelor degree. Pathway to City University Master’s degree.

• Boot Camp provides fundamental skills to survive in classroom such as instructional strategies and learning outcomes assessment. This training is designed for first year instructors.

• SBCTC Faculty Development – Jennifer Whetham. Faculty Learning Computers a flexible structure for professional learning. FLC Grants 2014-15. Use Milt-Cox model by University of Ohio.

• Training by Sloan for online teaching, Quality Matters, and I-BEST team teaching. • Question asked “Are skill standards being updated?” Answer yes • “How can that tool be used best?”

Boot Camp 2014-15 • Olympic College (Amy Hatfield) will be taking over coordination of Boot Camp from Mike Kelly at

Gray’s Harbor • WEC recognized the contribution of Mike Kelly as a leader with vision and passion. Nancy

Estergard accepted plaque on behalf of Mike Kelly. Inscription is as follows: “With grateful appreciation we honor our friend and colleague Mike Kelly for many years of leadership, service, and dedication to the professional/technical Boot Camp trainings.”

Dean Camp Graduation/Acknowledgement • Dave Cunningham and Jamie Wells presented a Dean Camp video and awarded certificates to 16

Dean Camp graduates. Election for WEC Exec

• At the time of the election, only two candidates remained, Al Griswald, Seattle VI, and Jenni Martin, Spokane CC.

• WECEXEC held a brief meeting at noon and concluded that Jenni Martin was a viable candidate. • Jamilyn Penn had withdrawn herself from the process. • Since only two positions were available and only 2 candidates remained in the race, individual

voting was not needed. Motion to approve slate of candidates – approved by acclamation • Motion to appoint candidates into provisional positions – approved by acclamation

Committee Work COE Reports

• Information and Computing Technology, Maureen Marjury o Your Future in Information Technology web site targeting high school and up o Curriculum Reviews o Creating IT Futures: 2014 Summit May 15-16, 2014

IT Fundamental transfer courses

Page 3 of 8

o IT Skills Gap Forum (data available on website) • Global Trade and Supply Chain Management, Meg Ryan

o New website for COE o Homeland Security & Emergency Management Summit June 17 o Links to supply chain management programs at colleges o Job Board being developed

• Mary Kaye Bredeson is new chair of COE’s and Dan Ferguson is new vice-chair Hospital Employee Education & Training (HEET)

• Involves College – Labor – Industry Partnerships • Medical Assisting Pathways provides exam prep, assessment and credit for prior learning, online

curriculum to fill skills/knowledge gaps • Intangibles: Intercollegiate faculty partnerships, faculty professional development, deepen

connection with community, recognition as ‘proactive’, identified ‘holes’ in our system, empowered current MA’s

• Lead College – ‘glue’ and ‘cheerleader’; important to have COE as partner Hot Topics

• Q: WRT-Can incumbent workers be served under WRT? Yes, under the expanded eligibility policy. !. Not reached the tipping point. 2. Remain employed needs skills training and 3. In a demand field. Students need to meet 2 of the 3 criteria. 18% of your total FTE can count toward your WRT FTE.

• Q: Displaced Homemakers definition has not change if that individual was dependent on income and that income dried up then they fall under the displaced homemaker category.

• Injured workers and WRT-do not fit the eligibility requirements for WRT. Need to direct them to L&I.

• Q: WRT Acceptable documentation for program eligibility. There is suggested documentation in the guidelines. Program does not require you to utilize it.

• Q: Regarding WA state residency and WRT. SBCTC is going to take that to the advisory committee to define that more specifically.

• Q: Around WARN notice and WRT eligibility. • Q: What about WEC becoming a commission? Over 10 years ago, proposed that WEC become a

commission and it was voted down by presidents. Paula attended a President’s meeting, much of the focus was around economic and workforce development. It seems like the president’s should be more connected with WEC. Would like to propose that this issue be reexamined and discussed.

o Next steps: Discuss at WEC retreat. Spokane CC has offered to host spring next year. Other meetings remain open. Meeting adjourned at 4:35 pm Notes taken by Laura Cailloux

Page 4 of 8

Spring WEC Minutes May 2, 2014

Columbia Basin College Sharon Buck called the meeting to order at 8:35. Liaison Reports Council for Basic Skills, April 16-18, report by Darlene Moulson

• Panel discussion on retention, many resources, connection to student services • New I-Best Application • Planning for Rendezvous • WAFSA-State Need Grant funding for undocumented students

Darlene will continue as liaison to CBC for next year. E-Learning Council report by JJ Johnson

• Focus on Accessibility • Tegrity is going away • CTC Link supposedly has a great link to Canvas • Sloan seats are available

Washington Association of Occupational Educators May 15 in Bellingham report by Shana Peschek • Trying to connect more with COE’s especially ‘Work-Alike’ groups • Would like to get more connected to WEC

Data Tools Comparison and Contrast, report from Committee 5 – Susan Cable & John Lederer • EMSI, Burning Glass and LMEA/Workforce Explorer Data Comparison • Workforce Explorer Free; EMSI & BG approximately $10 for 5 user fee • EMSI & BG rated higher than Workforce Explorer in every category • Workforce Explorer includes static reports, currency, sub-county area selection not available,

only ‘covered employment’ included, not self-employment • New Workforce Explorer tool from Employment Security that Jim Crabbe sent out has not been

evaluated as yet. • Burning Glass Labor Insight is a web spider system that captures current job openings. • EMSI adds self-employment, forecasts employment and demographics by industry and

occupation, and adds IPEDS information. Provides tools to understand gap analysis and forecast future demand.

• Recommend that SBCTC negotiate state-wide bids to make EMSI and Burning Glass available to colleges at a discounted rate.

• Final recommendation of specific tool after IC approval of request to SBCTC to purchase software tools and time to evaluate.

• Need for training on use of tools. • Amy Hatfield and Sharon Buck gave accolades to the committee and the membership showed

enthusiastic support for the direction of the committee’s work. • Questions asked “Who is interested in this tool?” • “Are people on board with evaluation data tool? “

Committee Chair Report Out Committee 1-Andrea Samuels

• Best Practices DB – updating by end of June with new innovation projects, and new search criteria. Try to identify uses of database. Possibly recommend report back to WEC on innovation grant completion.

• Gather statewide best practices related to Career Pathways taken by SBCTC Task Force

Page 5 of 8

Committee 2-Sinead Fitzpatrick Plagge • Alliance for Quality Career Pathway discussion • Task force met to review AQCP and other models applied against aerospace industry • Consider adopting as a state portions of this model • Discussion of making sure basic skills included in pathways – maybe join at Rendezvous • Discussion of revised IBEST application • Perkins Student Leadership $ distribution and criteria for awards and feedback loop to WEC

Committee 3-Maggi Sutthoff • IC Charge to make professional development related to OER and online education • DiPaolo presentation at Winter WEC will be available on website • Prof/Tech Certification-ask someone from CTC Link to discuss how prof/tech certification might

be supported by that tool. Also will ask someone from Pierce to share tools • Deans Camp successfully completed for year • Boot Camp transferring to Olympic • New Deans Orientation topics will be delivered to WEC Exec • Advisory Board – Construction COE hosting workshop on May 28 at Highline CC on ‘Getting the

Most from Advisory Committees’ Committee 4-Dave Cox

• Position paper on Prior Learning Assessment will be 2-year project • Request to WEC Exec for time at next year’s meetings to discuss philosophy of PLA and

processes at colleges. 1½ needed at Fall meeting for discussion. WEC members need to identify this information to bring to fall WEC as well as bring data about amount of PLA credit awarded. Statewide PLA document will also be included in Fall discussion.

• Winter meeting WEC will vet position paper on CPL & PLA. • Vote on final position paper from WEC to IC. 15 minutes needed at Spring WEC.

Committee 5-Susan Cable & Jon Lederer presented earlier. Candidate Speeches

• Completed on Day 1 of WEC Spring Meeting. Hot Topics

• Program Approval process and include credit for prior learning. Group agreed and will include that in the PLA work group.

• Apprenticeship: Apprenticeship fee guidance 2013/14 or use the 14/15 fees? Concern about reimbursement model and the feasibility of it for our apprenticeship partners. A workgroup met over the course of this year to review the model and impact of adopting a new model. Proposed a new model to the Apprentice Council and subcommittee group is still working to finalize the model. As it stands now, the previous guidance stands.

• Q: Where are we at with Statewide Program of Studies? A: There has been a reorg at the SBCTC, Kathy Goebel is the new contact for Perkins. Our four COE’s completed a statewide POS project and is posted on their program websites. Encourage colleges to review the these documents. A new one has been created for early childhood. There are some opportunities to develop POS- retail management, etc.

• Q: Data Alert System information sharing: intent is to notify individuals whenever there is a coding change that will impact programs (WorkFirst, BFET, WRT). A training will be set up with your IR person to review this tool.

• Q: I-BEST application question: Instructional model vs. Instructional program. SBCTC is continuing to discussing the application process.

Page 6 of 8

Best Practices for Perkins Non-Trad Girls GO Tech; Guys & Guts (healthcare) - Janice Walker, Trish from Whatcom CC

• 1-day workshop on campus with high school students and their parents; funding from Perkins Non-Trad Grants and nonprofit/service club/business donations.

• Keep it fresh. Storyline important. Family involvement important. Recruit more in multicultural community

Get Launched in Technology through Education and Resources (GLITTER) – Andrea Samuels, Seattle Central

• Partnership with IGNITE 501(c)3 connects school-age girls to professional women in STEM careers

• 3 Workshops – Hands-on Technical; Interacting with women in STEM; College Orientation. If you would like additional information about the project contact Andrea.

Expanding Your Horizons-Promoting Careers in STEM for Women-Alice Madsen, Highline Community College

• Partnership with student affairs, outreach • Nationally supported conference that encourages girl’s grades 7-9 to explore careers in STEM. • Goal of the one day event is to inspire girls to recognize the ire potential and pursue

opportunities in STEM. • Corporate sponsorship as well Perkins funds the events. • Working lunch and 3 hands on workshops (Healthcare programs-Polysomnography, Information

Technology-cybersecurity, Visual Communications-Graphics Animation) Student Leadership Clubs and Funding

• Skills USA that used to be organized by Lake Washington is looking for a new college to organize. Columbia Basin is considering taking up administration for this coming year to meet student needs.

• Committee 2 recommended funding a college that will agree to administer. Veteran-Specific Activities and Updates Update on Activities and Resources related Veterans-Marie Bruin, JoAnn Baria, Marty Heilstad

• Expect 13,000 veterans returning to Washington in near future • Web-based tool launched by White House which allows veterans to enter military certifications

and identify equivalent civilian skill sets • Washington State Military Transitions Council. Marty Heilstad is representative. June 3, 2014

council meeting at American Lake. Washington first state to have federal, state, local resources combined to meet veteran’s needs.

• Combined database will be created by Washington DVA. ERDC will combine this data. Data is reported voluntarily. Not totally reliable. Trying to build solid, comprehensive data with ERDC on veteran’s progression.

• Four pathways have been established by federal government. All four operative in WA. Would like to see strong representation from WEC on this volunteer group. Mabel Edmonds is serving as chair and can provide more information.

• Transition numbers: 9000 per year from JBLM + 5000 from outside of state. Need to consider impact of dependents as well.

• Project manager hire, Carol Knight Wallace; active steering committee; developed workplan o Medic to Allied Health pathway o Military IT professions to civilian Health IT

• DOH and Nursing Commission doing work to map military health pathways to college credit and licensures

Page 7 of 8

• American Council on Education (ACE) guide. Faculty teams review credit award. Encourage faculty to participate.

• ACE, CLEP, JST, MOS, Info, PLA policies, Grades, aging out • Nursing Project: SME workgroup, prioritized goals, developed action items, focus group,

developed recommendations. Floor of at least CNA for credit plus maybe human relations. • Volunteers from PN program needed to participate in workforce. • Need to provide test anxiety interventions. • CAEL • If you want to serve veterans you need to hire a point of contact for the college • Smartsheet and Resources will be sent out to listserv. • SME for Fundamentals of Nursing test out at 12 credits of first-year LPN, let JoAnn know. • IT – • Veterans are expected to transition into every community, not just the ones near bases. • Legislation – need to communicate new legislation so students are not repeating coursework.

Announcements • National Council for Workforce Education (NCWE) intersection of education and policy. Mabel

Edmonds is on Executive Board and is President-Elect. Amy Hatfield is Regional Director. Think about membership and registration for conference.

Career Pathways Update • Already covered

Sharon Buck passed the gavel to new chair, Angel Reyna. Meeting adjourned at 12:15. Notes taken by Laura Cailloux

Page 8 of 8

WEC Treasurer Report

*Beginning Balance 19,497.27$

Income

Total Income 2,075.00$

Expenses

Total Expenses 7,989.73$

Ending Balance 13,582.54$

*Note Beginning Balance adjusted by ($405.70) due to clerical error carried forward. Reconciled with 06/29/2013 ending balance.

2013 - 2014 Bank Statement Reconciliation

July Statement Balance: 4,089.84$ January Statement Balance: 25,051.21$

August Statement Balance: 4,089.84$ February Statement Balance: 19,497.27$

September Statement Balance: 4,089.84$ March Statement Balance: 19,497.27$

October Statement Balance: 24,339.84$ April Statement Balance: 20,047.27$

November Statement Balance: 27,084.56$ May Statement Balance: 12,857.54$

December Statement Balance: 23,726.21$ June Statement Balance: 13,582.54$

Spring 2014 - SUMMARY REPORT

Report Ending June 30, 2014

Amy Hatfield, Treasurer

*Beginning Balance 19,497.27$

Income

Date Explanation Check Amount Deposit Amt Assoc. Bank Stmt. Month Total4/23/2014 WEC Meeting Attendance/MembershipSPSCC 125.00$

WEC Meeting Attendance/MembershipGHCC - DOC 300.00$ 425.00$ 4/29/2014 WEC Meeting Attendance/Membership WA State Labor Council 125.00$ 125.00$

Total April Deposits 550.00$

5/19/2014 WEC Meeting Attendance/MembershipRTC COE 125.00$

WEC Meeting Attendance/MembershipEvCC COE 125.00$ WEC Meeting Attendance/MembershipSpokane Falls 300.00$ WEC Meeting Attendance/MembershipNorth Seattle 125.00$ 675.00$

5/23/2014 WEC Meeting Attendance/MembershipSeattle Central $125.00 $125.00

Total May Deposits 800.00$

6/20/2014 WEC Meeting Attendance/Member Pierce 125.00$

WEC Meeting Attendance/Member Everett 600.00$ 725.00$

Total June Deposits 725.00$

Total Income 2,075.00$

Expenses

Date Check Paid To Explanation Amount Date Check Cleared

4/23/2014 1621 GHCC Overpayment 50.00$ Total April Checks** -$

5/19/2014 1623 Colombia Basin College WEC Mtg Food Service 3,854.25$

5/19/2014 1624 Cedar Brook Lodge WEC EXEC Retreat 75% Deposit 3,915.00$

5/19/2014 1626 Amy Hatfield WEC Mtg Goods & Services 170.48$

Total May Checks 7,989.73$

Total June Checks -$

Total Expenses 7,989.73$

Running Balance 13,582.54$

*Note Beginning Balance adjusted by ($405.70) due to clerical error carried forward. Reconciled with 06/29/2013 ending balance.

** Cleared checks only.

2013 - 2014 Bank Statement Reconciliation

July Statement Balance: 4,089.84$ January Statement Balance: 25,051.21$

August Statement Balance: 4,089.84$ February Statement Balance: 19,497.27$

September Statement Balance: 4,089.84$ March Statement Balance: 19,497.27$

October Statement Balance: 24,339.84$ April Statement Balance: 20,047.27$

November Statement Balance: 27,084.56$ May Statement Balance: 12,857.54$

December Statement Balance: 23,726.21$ June Statement Balance: 13,582.54$

WEC Treasurer Report, Spring 2014

Year-to-date Report

7-Jul-14

Amy Hatfield, Treasurer

Reconciliation Details

WEC Treasurer Report

*Beginning Balance 13,582.54$

Income

Total Income 7,200.00$

Expenses

Total Expenses 2,304.33$

Ending Balance 18,478.21$

2014 - 2015 Bank Statement Reconciliation

July Statement Balance: 13,582.54$ January Statement Balance:

August Statement Balance: 11,278.21$ February Statement Balance:

September Statement Balance: 18,478.21$ March Statement Balance:

October Statement Balance: April Statement Balance:

November Statement Balance: May Statement Balance:

December Statement Balance: June Statement Balance:

Summer 2014 - SUMMARY REPORT

Report Ending September 30, 2014

Amy Hatfield, Treasurer

Beginning Balance 13,582.54$

Income

Date Explanation Check Amount Deposit Amt Assoc. Bank Stmt. Month Total7/1 - 7/30 No activity. -$

Total July Deposits -$

8/1 - 8/31 No activity.

Total August Deposits -$

9/23/2014 WEC Meeting Attendance/Member Edmonds 600.00$

WEC Meeting Attendance/Member Pierce 600.00$

WEC Meeting Attendance/Member LWIT (SB) 300.00$

WEC Meeting Attendance/Member Spokane (SSJ) 300.00$

WEC Meeting Attendance/Member LWIT (DB) 300.00$

WEC Meeting Attendance/Member Shoreline 300.00$

WEC Meeting Attendance/Member Whatcom 600.00$ 3,000.00$

9/25/2014 WEC Meeting Attendance/Member Yakima & COE 900.00$

WEC Meeting Attendance/Member TCC 600.00$

WEC Meeting Attendance/Member Walla Walla 600.00$

WEC Meeting Attendance/Member Renton COE 300.00$ 2,400.00$

9/29/2014 WEC Meeting Attendance/Member Bellevue 300.00$

WEC Meeting Attendance/Member Bates 600.00$

WEC Meeting Attendance/Member Centralia 300.00$

WEC Meeting Attendance/Member Everett COE 300.00$

WEC Meeting Attendance/Member Pierce 300.00$ 1,800.00$

TotalSeptember Deposits $7,200.00

Total Income 7,200.00$

Expenses

Date Check Paid To Explanation Amount Date Check Cleared

7/1 - 7/30 No activity. Total July Checks -$

8/14/2014 1625 Cedar Brook Lodge WEC EXEC Retreat Balance Due 2,304.33$ Total August Checks 2,304.33$

9/1/ - 9/30 No activity. Total September Checks -$

Total Expenses 2,304.33$

Running Balance 18,478.21$

* Cleared checks only.

2014 - 2015 Bank Statement Reconciliation

July Statement Balance: 13,582.54$ January Statement Balance:

August Statement Balance: 11,278.21$ February Statement Balance:

September Statement Balance: 18,478.21$ March Statement Balance:

October Statement Balance: April Statement Balance:

November Statement Balance: May Statement Balance:

December Statement Balance: June Statement Balance:

Reconciliation Details

WEC Treasurer Report, Summer 2014

Year-to-date Report

30-Sep-14

Amy Hatfield, Treasurer

Workforce Education Council Goals and Strategies for 2014-2015

1 2 3 4 5

Instructional Delivery and Curriculum Revisions

Pathways to Workforce Programs

Professional Development

System Collaboration Economic Demand

Laura Cailloux Krista Fox and Jenni Martin Sharon Buck Vacant Al Griswold

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

Lindsay Lanham Mat Carlisle Katherine Mahoney Kendra Hodgson Kathy Goebel

3.2 a. Provide professional development opportunities for faculty to increase use and effectiveness of Open Education Resources and instructional learning technology tools. Report regarding actual use of OER and provide summary of faculty professional development.

Work with Library leadership and eLearning council to provide professional development with OER.

1.1 Colleges will expand the number of contextualized/integrated and accelerated instructional models and student support services and other best practices to increase access and success of underrepresented populations in pathways. This includes expanding academic, developmental and ABE I-BEST programs. (Continue) 2.3.b. Support efforts to ensure that AAS-completers are prepared to enter BAS programs as juniors (NEW) 2.3.e Stabilize dual-credit models, policies (NEW)

3.1.a Work through the state ATD plan (annual regional workshops) to provide professional development opportunities for administrators, faculty, and IR representatives to use data and implement best practices for building a culture of evidence. (NEW)

Research certification software tracking for pro-tech certification including ERP potential. Make recommendations. (Perkins SP)

1.3. Participate in CoE review committees to ensure actively engaged system colleges and industry partners 2.2.a. Expand innovative credit for prior learning opportunities on campuses (including veterans). Create Workforce definition of PLA and establish a system baseline with a strategy to increase total numbers.

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. Review and update the priority occupational list each year.

Update Best Practices database to include technology literacy and information literacy in professional and technical programs.

Consider adoption of AQCP Alliance Quality Careers Pathway commitment of local assessment process, field test of metrics, and sharing of best practices (phase II).

Provide annual Boot Camp training for new pro-tech faculty. (Cont’d Funding)

Annually review COE work plans to ensure active engagement among colleges and industry partners. Quarterly exec summaries.

What is useful data and how do we get it? EMSI, Pathways software, or HWOL.

October, 23, 2014

Action: Roll-out the DB once hosted by SBCTC (and updated)

Provide Leadership Training for Workforce Deans. Review, recommend and revise topics for ongoing WEC Orientation in preparation for fall 2014 offering. Identify possible speakers/presenters.

Expand analysis to include HWOL and look at all to ID how it can contribute to identifying programming and or strategic planning (NEW)

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 self-support online and hybrid offerings. (DONE) Due: Report on completion status

Identify plan for connecting WEC and each college’s workforce area to pre-college initiatives in integrated math, contextualized learning, underrepresented populations, etc. Continue Programs of Study work and assist with POS (Tech Prep) integration as part of Perkins requirements and funding transitions.

Collaborate with LTWD to provide mentor s for that group as well as for new deans not part of that group. (Talent List)

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 Deliverable: Updating WEC on progress (presentation)

Develop new college-to-college collaborative emerging prof-tech programs Deliverable: Report on new program collaborations to IC by June 2013.

Seek additional members and review /approve Innovation proposals Increase use of Open Education Resources and instructional learning technology tools within the CTC system through faculty training and development. (Does this repeat?)

WA Career Pathways.org and MyCareerpaths.com Highlight ways that these tools can point to High Skills/ High Wage opportunities. Work with SBCTC and other councils in retention and completion data initiatives (GISS, Achieving the Dream, Completion by Design, etc.) (Another aspect of useful data)

WEC: Identify people to bring to WEC or workshops provided by the Council regarding effective learning strategies. (IC: Train-faculty in effective learning strategies outlined in the Efficiency Report to WACTC.)

Explore options and models to expand credit for prior learning and apprenticeships. Implement recommendations from PLA workgroup. Deliverable: Coordinate/connect with registrars Expand credit for prior learning opportunities on campuses (WEC parallel group?)

Building upon last year’s work, develop Phase II related to exploring existing policy and opportunity of self-support and leveraging models.

Review work-based learning and other common training in career clusters and develop a matrix of possible credits.

October, 23, 2014

Washington State Centers of Excellence: Fall Quarter 2014-15, Highlights Ten Centers across the state represent a sector strategy to serve as economic development drivers for industries that help the state’s economy grow. Each Center focuses on a targeted industry and is built upon a reputation for fast, flexible, quality education and training programs for Washington state Community and Technical Colleges (CTCs). The location of each center is represented within ( ). Visit www.coewa.com for more information.

Aerospace and Advanced Materials Manufacturing (Everett) – Since January, the Center hosted a series

of workshops to identify machine technology program/course outcomes and developed an overview of specific

courses that would help established industry standards. The State Board for Community and Technical Colleges

lists 368 common courses in its inventory. According to its documents, “the purpose of common course

numbering [as originally conceived] was to ease transferability of courses between and among the 34

community and technical colleges.” The Center’s interest in pursuing this initiative was based on two key

factors: industry representatives were seeking a commonly accepted template for validating student knowledge,

skills and abilities in order to adopt nationally recognized benchmarks for assessing student competency; and

having common course templates facilitates easier transfer and continuing education processes for students. The

process was supported by Air Washington. coeaerospace.com

Agriculture (Walla Walla) – The Center saw an increased participation rate of 58 percent during its summer

conference for the Washington Association of Collegiate Agriculture and Natural Resource Educators.

Community College Ag and Natural Resource instructors attended this no-cost conference to learn about new

articulation agreements with four year colleges and how the Ag Center can help in student recruitment and

program advertising. Hot topics were discussed addressing main concerns from Ag and Natural Resource

instructors from community and technical colleges from across Washington state. agcenterofexcellence.com

Allied Health (Yakima Valley) – The Center, in collaboration with the Whatcom Community College HEET

consortium, facilitated two healthcare industry meetings in Yakima and Spokane. The convening brought healthcare

employers, educators, labor representatives and workforce development partners from across the state to help guide

the creation of a formalized and standardized approach to training for care coordination and patient navigation. This

addition to allied health programs is in response to meeting health workforce changes stemming from health reform

and the state health care innovation planning process. The curriculum being developed includes flexible course

delivery options, highly interactive instruction and college credit options. The curriculum will be available system

wide in spring 2015. yvcc.edu/coe

Careers in Education (Green River) – More than 50 new professional-technical instructors from 20 colleges

completed the Center’s week-long “Boot Camp” training in August and September – offered in collaboration

with Olympic College. The Boot Camps were held at Big Bend Community College and Green River

Community College, and were partially funded by the Workforce Education Council. Many of these newly

hired instructors bring significant industry experience to our colleges and have little or no teaching experience.

The Center is also planning a Train-the-Trainer session to develop a new team of Boot Camp instructors. Look

for more information coming soon. careersined.org

Clean Energy (Centralia) – The U.S. Department of Labor awarded the Center and Centralia College a nearly $10

million Trade Adjustment Act Community College and Career Training Round 4 grant. The project, called

Washington Integrated Sector Employment (WISE) brings together the clean energy, advanced manufacturing and

construction sectors to prepare participants for employment in entry level, pre-apprenticeship and apprenticeship

occupations. It addresses the unique needs of unemployed, or under-employed dislocated workers, veterans and

minorities using innovative and sophisticated strategies. WISE incorporates ACT National Career Readiness

Certification, a career navigator process and credit for prior learning. The Center is working with the Centers of

Aerospace and Advanced Manufacturing and Construction to coordinate programs throughout eight Washington

CTCs. cleanenergyexcellence.org

Construction (Renton) – The Center joined Centers of Excellence for Clean Energy and Aerospace and Advanced

Manufacturing to lead the WISE Consortium, made up of eight community and technical colleges, five workforce

investment boards, the state's TAA coordinating agency, the Washington State Labor Council and more than a

dozen major employers to bring nearly $10 million to Washington. For Construction, it will help support

recruitment and retention into pre apprenticeship, apprenticeship and college construction programs, including

certificates in Leadership, LEED GA, National Career Readiness and more. constructioncenterofexcellence.com

Global Trade & Supply Chain Management (Highline) – The Center is a partner in The Make it in Washington

(MiiW) initiative, a public-private investment in small and midsized manufacturers located in qualified Washington

counties. Using an integrated approach and a blend of federal, state and private investments, Make it in Washington

delivers solutions for increasing workforce skills through advanced education, tailored business consulting services,

connection to growth capital and access to global markets. MiiW’s goal is to increase manufacturing capacity,

strengthen supply chains, attract investment and create new opportunities for businesses and individuals. MiiW

scholarships for online training and industry certification are available to both incumbent manufacturing employees

in most of Washington’s rural counties. The supply chain management coursework is offered through Highline

College and Shoreline Community College. coeglobaltrade.com/miiw/

Homeland Security Emergency Management (HSEM) (Pierce) – The Center met with security, safety and

emergency management industry professionals, federal and state regulators and Port Directors to discuss training

needs for the new HSEM Maritime, Port and Transportation Security Certificate. It provided information on CTC's

public safety, security and emergency management programs to more than 300 people at the first National

Association of Tribal Emergency Management Councils' Summit. The Center collaborated with the UW and other

state public colleges and universities and submitted a $7.5M grant to the Department of Homeland Security to

establish a National Center of Excellence for Critical Infrastructure Resilience. The Center's focus in the five-year

grant is to support statewide workforce and professional development activities. pierce.ctc.edu/dist/coe

Information & Computing Technology (Bellevue) – Building an IT-Ready Washington: 2015 and Beyond

outlines the in-demand technical skills and knowledge, including employability skills, IT students should become

familiar with as they are required by prospective employees. The information, resources, and expansion on what

these technical knowledge and skills are, and why they are important increases the probability the IT student will be

prepared to meet their future employer’s job requirements and responsibilities. This report showcases and details a

compilation of standards for IT students and educators in creating clearer expectations of what an IT program

should be offering in terms of content. Essentially, these highly desirable attributes, as identified by a team of IT

professionals, should be absorbed into the student’s lexicon upon graduation. The report is easy to read and use, and

provides the latest technology trends and curriculum recommendations based upon input from IT industry

professionals and the latest in IT research. coeforict.org

Marine Manufacturing & Technology (Skagit Valley) – Technology Transfer: Externship for Professional

Technical Teaching Faculty, Deans and IBest Faculty The 2014-2015 Externship Project is intended to

provide professional technical teaching faculty, I Best basic skills co-instructors, and deans the opportunity to

enter the industries for which they are preparing their students. The one-week externship will allow instructors

to become aware of the core knowledge and skills needed to be successful in the STEM-focused 21st century

workforce. The overarching theme of the externship project is: sustainability and technology. The Centers of

Excellence for Marine Manufacturing & Technology and Construction are leading this project. There will be two externships for marine and two for construction, followed by a summer sustainability institute for 12

instructors. For more information, contact Ann Avary or Shana Peschek. marinecenterofexcellence.com

The Washington Centers of Excellence do not discriminate on the basis of race, color, national origin, religion, sex, disability, honorably-discharged veteran or military status, sexual orientation, or age in the administration of their programs and activities.

Video link-

Success in the New Economy: How prospective college students can gain a competitive advantage Kevin Fleming, 2013 Education is core to our economy. But, in order to guide our educational systems and maximize future income, we must understand the misalignment between education and our workforce. High definition: http://vimeo.com/67277269 You Tube: https://www.youtube.com/watch?v=AcNSpKX8kVs A full video transcript, and references, is also available at: http://www.teloses.com/uploads/Success_in_the_New_Economy_Telos_Educational_Services_2013.pdf

© Telos Educational Services, 2013 1

Success in the New Economy:

How prospective college students can gain a competitive advantage

Kevin Fleming, 2013

Education is core to our economy. But, in order to guide our educational systems and maximize

future income, we must understand the misalignment between education and our workforce.

In my pursuit of higher education, I have earned two bachelor’s degrees, two master’s degrees, and

am working on a Ph.D. In total, this has cost me over one hundred and fifty thousand dollars. I’ve

done all of this, because I believe formal education is important. Part of this belief came from

seeing charts like this presenting a correlation between higher degrees and higher income; showing

on average that a person with a college degree earns far more money than the average person

without a high school diploma.1

This perceived higher earnings for having a 4-year degree has fueled a “college for all” philosophy;

causing educators and parents to encourage going to the university – any university – to major in

anything – in pursuit of future job security, social mobility, and financial prosperity.2 This

philosophy has increased college enrollment, resulting in 66 percent of high school graduates in this

country enrolling in higher education right after high school.3 That’s two out of three. Initially, they

are deemed the successful ones. But, what you won’t see advertised is the reality that most drop

out and only a quarter of those that enroll will finish a bachelor’s degree.4

Only after these few graduate do many of them start exploring careers.5 It is here that they

discover that their degree may not have prepared them for the world of work.6 You may be well

1 The College Board, Education Pays 2010, citing U.S. Census Bureau wage data.

2 The Conference Board. (2006). Are they Really ready to Work?: Employers’ Perspectives on the Basic Knowledge

and Applied Skills of New Entrants to the 21st

Century U.S. Workforce. And: Bosworth, B. (2010). Certificates

Count: An Analysis of Sub-baccalaureate Certificates. Washington, DC: Complete College America. And: Deil-

Amen & DeLuca. (2010). The Underserved Third: How our Educational Structures Populate an Educational

Underclass. Routledge. And: Gray, K. & Herr, E. (2006). Other Ways to Win: Creating Alternatives for High

School Graduates. Third Edition. Thousand Oaks: Corwin Press. And: Symonds, W., Schwartz, R., & Ferguson, R.

(February 2011). Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st

Century. Report issued by the Pathways to Prosperity Project, Harvard Graduate School of Education. 3 The rate of college enrollment immediately after high school completion increased from 49 percent in 1972 to 67

percent by 1997, but since 2002 has fluctuated between 62 and 69 percent. Source: US Dept of Education,

National Center for Education Statistics. 4 Horn & Berger. (2005). College persistence on the rise? Changes in 5-year degree completion and postsecondary

persistence rates between 1994 and 2000. Washington DC: National Center for Educational Statistics. And:

Symonds, W., Schwartz, R., & Ferguson, R. (February 2011). Pathways to Prosperity: Meeting the Challenge of

Preparing Young Americans for the 21st Century. Report issued by the Pathways to Prosperity Project, Harvard

Graduate School of Education, And: Gray, K. & Herr, E. (2006). Other Ways to Win: Creating Alternatives for High

School Graduates. Third Edition. Thousand Oaks: Corwin Press. 5 CA Postsecondary Education Commission. And: Deil-Amen & DeLuca. (2010). The Underserved Third: How our

Educational Structures Populate an Educational Underclass. Routledge.

© Telos Educational Services, 2013 2

educated, but not every degree is direct preparation for employment.7 This misalignment between

degrees and job skills causes half of university graduates to be under-employed in what are called

gray-collar jobs.8 Taking positions that do not require the education they have received, at a cost

that is more than they can afford.9

Conventional wisdom suggests that a university degree guarantees a higher salary. But with rising

education costs, a shrinking job market, and the oversaturation of some academic majors in the

workforce, this old advice is now a myth for a majority of students.10

The economy and the world

have dramatically changed. Over the last 3 generations we’ve gone from 13% of the population

stepping into a college classroom, to 60% attending some form of higher education.11

In 1960, when taking into account all jobs in the American economy, 20% required a 4-year degree

or higher. 20% were technical jobs requiring skilled training, and 60% were classified as unskilled.12

But what’s the right percentage to meet the labor market demand for tomorrow? In 2018, Harvard

University predicts only 33% of all jobs will require a 4-year degree or more, while the

overwhelming majority will be middle-skilled jobs requiring technical skills and training at the

credential or Associates Degree level.13

6 Bureau of Labor Statistics. (Winter 2007-08). What can I do with my Liberal Arts Degree? Occupational Outlook

Quarterly. And: The Workforce Alliance. (2009). California’s Forgotten Middle-Skill Jobs: Meeting the Demands

of a 21st

Century Economy. Washington DC. 7 Jacobson, L., et al. (2009). Pathways to Boosting the Earnings of Low-Income students by Increasing their

Educational Attainment, Gates Foundation/Hudson Institute. And: The Workforce Alliance. (2009). California’s

Forgotten Middle-Skill Jobs: Meeting the Demands of a 21st

Century Economy. Washington DC. 8 Industry Workforce Needs Council (www.iwnc.org). And: Gray, K. & Herr, E. (2006). Other Ways to Win: Creating

Alternatives for High School Graduates. Third Edition. Thousand Oaks: Corwin Press. 9 Greene, K. (Oct 27, 2012). A New Peril for Older Parents: Student Loans They Co-Signed. The Wall Street Journal.

p.A1&A12. And: Deming, D., Claudia, G., & Lawrence, F. (2012). “The For-Profit Postsecondary School Sector:

Nimble Critters or Agile Predators?,” Journal of Economic Perspectives, American Economic Association, 26(1):

139-164. And: Carnevale, A., Rose, S., & Hanson, A. (2012). Certificates: Gateway to Gainful Employment and

College Degrees. Center on Education and the Workforce, Georgetown University. 10

Epperson, S. (August 28, 2012). No College Degree Required for these $100,000 jobs. USA Today. And: Godofsky,

J., Zukin, C., & Van Horn, C. (2011). Unfulfilled Expectations: Recent College Graduates Struggle in a Troubled

Economy. John J. Heldrich Center for Workforce Development, Rutgers. And: Jacobson, L., et al. (2009).

Pathways to Boosting the Earnings of Low-Income students by Increasing their Educational Attainment, Gates

Foundation/Hudson Institute. 11

The College Board, Education Pays 2010, Figure 2.7; U.S. Census Bureau, 2009b, Table A-1. 12

Project Lead the Way (www.pltw.org). And: GetReal (www.getrealca.com). 13

90% of all jobs in the future will require some education and training beyond high school according to: The

National Science Foundation (2012) PI Conference keynote by Jane Oates, Assistant Secretary ETA, Department

of Labor. And: Symonds, W., Schwartz, R., & Ferguson, R. (February 2011). Pathways to Prosperity: Meeting the

Challenge of Preparing Young Americans for the 21st Century. Report issued by the Pathways to Prosperity

Project, Harvard Graduate School of Education. And: Deil-Amen & DeLuca. (2010). The Underserved Third: How

our Educational Structures Populate an Educational Underclass. Routledge. And: The Bureau of Labor Statistics,

Occupational Outlook Handbook, 2010-2011 Edition. And: The Workforce Alliance. (2009). California’s Forgotten

Middle-Skill Jobs: Meeting the Demands of a 21st

Century Economy. Washington DC.

© Telos Educational Services, 2013 3

A 4-year degree may have many benefits, but think about people you may know who, from an

economic perspective, inefficiently spent time and money to get a degree that perhaps they didn’t

really need for the career they are in.14

The true ratio of jobs in our economy is 1:2:7.15

For every occupation that requires a master’s

degree or more, two professional jobs require a university degree, and there are over half a dozen

jobs requiring a 1-year certificate or 2-year degree; and each of these technicians are in very high-

skilled areas that are in great demand.16

This ratio is a fundamental to all industries. It was the

same in 1950, the same in 1990, and will be the same in 2030.17

The hope for encouraging university education is that as the number of university-trained workers

increases, the demand for their services in the workplace will increase as well. Unfortunately, this is

not so. The whole pie may get bigger as the labor force and the economy grows, but the ratio will

not change.18

The reality is there will not be more professional jobs available within the labor

market.19

And some professional jobs have been replaced by technology, or are being

outsourced.20

Well intentioned attempts to send more and more students strait to the university will not change

the types of jobs that dominate our economy, nor will a “college-for-all” mentality mask these labor

market realities.21

The “college for all” rhetoric that has been so much a part of the current

education reform movement is often interpreted as “university for all.” This message needs to be

significantly broadened to, “a post-high school credential for all.”22

Students at various educational

levels have left school without employable skills; setting up our children for failure, costing them

14

Recent publications all raise this question in different ways, For example, Forbes’ August 2012 article, “Do you

Really need to go to College?,” or the New York Times’ May, 2010 piece “Plan B: Skip College,” or The

Washington Post’s September, 2010 story, “Some say bypassing higher education is smarter than paying for a

degree,” or The Chronicle of Higher Education’s October 2010 story, “Here’s Your Diploma. Now Here’s Your

Mop,” and even viral videos from Mike Rowe, the host of ‘Dirty Jobs’ promoting CTE education

(http://www.mikeroweworks.com/) and Sir Ken Robinson’s speech, “Changing Education Paradigms” advocating

for the reform of education. 15

Gray, K. & Herr, E. (2006). Other Ways to Win: Creating Alternatives for High School Graduates. Third Edition.

Thousand Oaks: Corwin Press. 16

U.S. Bureau of Labor Statistics. Occupational Outlook Handbook 2012-13. Office of Occupational Statistics and

Employment Projections. 17

Gray, K. & Herr, E. (2006). Other Ways to Win: Creating Alternatives for High School Graduates. Third Edition.

Thousand Oaks: Corwin Press. 18

Bureau of Labor Statistics (2010). Occupational Outlook Handbook 2010-11 Edition. U.S. Department of Labor. 19

Department of Labor (December 8, 2010), Table 1.3 Fastest Growing Occupations, 2008 and projected 2018.

Employment Projections Program, U.S. Bureau of Labor Statistics. 20

Friedman, T. (2005). The World is Flat: A Brief History of the Twenty-First Century. New York: Farrar, Straus, and

Giroux. 21

Deil-Amen & DeLuca. (2010). The Underserved Third: How our Educational Structures Populate an Educational

Underclass. Routledge. 22

Symonds, W., Schwartz, R., & Ferguson, R. (February 2011). Pathways to Prosperity: Meeting the Challenge of

Preparing Young Americans for the 21st Century. Report issued by the Pathways to Prosperity Project, Harvard

Graduate School of Education.

© Telos Educational Services, 2013 4

and taxpayers millions.23

All while the labor market is desperate for highly-trained, skilled

technicians.24

So, how do you position yourself for high-wage, in-demand jobs?

Let’s say you were considering a career as either an electrician or a business manager. You would

find that the average annual income for electricians is $51,000, only about half of the $105,000

average wage for management occupations.25

So, at first glance it looks as if getting a bachelor’s

degree in business is a no-brainer, but adding skills and ability into the picture adds a whole new

dynamic. What if you have the potential to become an excellent electrician, but lack the skills and

ability to be an excellent manager? Then you should be looking at projected incomes towards the

bottom of the pay scale for managers and towards the top for electricians.26

You would then

discover that electricians near the top of the pay scale make around $86,000; far higher than the

income of a manager near the bottom of the pay scale at $52,000.27

Now, this is just one example, but the concept is true throughout all industries.28

The claim that

you will make more money with an increased amount of education is not necessarily inaccurate, it’s

just incomplete.29

That advice is based just on the averages. But no one is perfectly average.

Everyone has unique skills, talents, and interests. In fact, the income for the top individuals in a

23

Fleming, K. (April 2012), The Inland Empire’s Neglected Majority: By the Numbers. Paper presented at California

Community College Association for Occupational Educational. Costa Mesa, CA. And: Symonds, W., Schwartz, R., &

Ferguson, R. (February 2011). Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for

the 21st Century. Report issued by the Pathways to Prosperity Project, Harvard Graduate School of Education.

And: The Workforce Alliance. (2009). California’s Forgotten Middle-Skill Jobs: Meeting the Demands of a 21st

Century Economy. Washington DC. And: Scott, J., and Sarkees-Wircenski, M. (2004). Overview of Career and

Technical Education: Third Edition. Homewood, Illinois: American Technical Publishers, Inc. 24

Carnevale, A., Jayasundera, T., & Hanson, A. (2012). Career & Technical Education: Five Ways that Pay along the

Way to the B.A. Center on Education and the Workforce, Georgetown University. And: The Workforce Alliance.

(2009). California’s Forgotten Middle-Skill Jobs: Meeting the Demands of a 21st

Century Economy. Washington

DC. And: Gray, K. & Herr, E. (2006). Other Ways to Win: Creating Alternatives for High School Graduates. Third

Edition. Thousand Oaks: Corwin Press. 25

California Labor Market Information Division, Employment Development Department data. 26

Example adapted from Charles Murray’s Real Education: Four Simple Truths for Bringing America's Schools Back

to Reality, as well as W.N. Grubb’s research on postsecondary education and the sub-baccalaureate labor

market. 27

California Labor Market Information Division, Employment Development Department data, 10 and 90 percentile

excluding sole proprietorships. 28

Carnevale, A., Strohl, J., & Melton, M. (2011). What’s It Worth?:The Economic Value of College Majors. Center on

Education and the Workforce, Georgetown University. 29

Epperson, S. (August 28, 2012). No College Degree Required for these $100,000 jobs. USA Today. And: Center on

Education and the Workforce, Valuing Certificates. (2009). Presentation. And: Osberg, L. (2001). Needs and

Wants: What is Social Progress and how should it be measured. The Review of Economic Performance and Social

Progress 2001. Vol. I pp23-41. And: Fiedrich, M. and Jellema, A. (2003). Literacy, Gender and Social Agency:

Adventures in Empowerment, DFID Research Report 53. And: The Workforce Alliance. (2009). California’s

Forgotten Middle-Skill Jobs: Meeting the Demands of a 21st

Century Economy. Washington DC.

© Telos Educational Services, 2013 5

wide variety of skilled jobs that require an industry credential or 2-year degree is far higher than the

average income for many occupations that require a 4-year degree.30

Nationally, Associate Degree earners range between $27,000- $68,000 while Bachelor’s recipients

earn between $34,000 - $97,000.31

But this data only accounts for the 25th Percentile to the 75th

percentile of full-time, adult workers. This means 25% of Associate Degree holders earn more than

$68,000 annually, and 25% of Bachelor’s degree holders earn less than $34,000!

Our world has changed, and in this new economy, the university degree is no longer the guaranteed

path towards financial success as it was for previous generations.32

And even if you do earn one,

that education alone may not be enough.33

In today’s highly-technical knowledge based economy,

having hands-on skills and perfecting what you’re good at can be more valuable than getting a

degree in ‘something’ simply to get one.34

Employers want to know what you can do, and what you

can do well; not just what degree hangs on your wall.35

Since new and emerging occupations in

every industry now require a combination of academic knowledge and technical ability, we need to

ensure that we’re also guiding students towards careers and not just to the university.

30

Carnevale, A., Jayasundera, T., & Hanson, A. (2012). Career & Technical Education: Five Ways that Pay along the

Way to the B.A. Center on Education and the Workforce, Georgetown University. And: Carnevale, A., Rose, S., &

Hanson, A. (2012). Certificates: Gateway to Gainful Employment and College Degrees. Center on Education and

the Workforce, Georgetown University. And: Epperson, S. (August 28, 2012). No College Degree Required for

these $100,000 jobs. USA Today. And: Adler, L. (2010). California Career & Technical Education 2010 Longitudinal

Study, University of California, Riverside; School Improvement Research Group. And: The College Board,

Education Pays 2010, Figure 1.5; U.S. Census Bureau, 2009. And: Mitchell, D. (2006). California Regional

Occupational Centers and Programs 2006 Longitudinal Study. University of California, Riverside; School

Improvement Research Group. And: Jacobson, L., et al. (2009). Pathways to Boosting the Earnings of Low-Income

students by Increasing their Educational Attainment, Gates Foundation/Hudson Institute. And: The Workforce

Alliance. (2009). California’s Forgotten Middle-Skill Jobs: Meeting the Demands of a 21st

Century Economy.

Washington DC. And: Deil-Amen & DeLuca. (2010). The Underserved Third: How our Educational Structures

Populate an Educational Underclass. Routledge. 31

The College Board. (2010). Education Pays 2010, Figure 1.5; U.S. Census Bureau 2009 data. 32

Jacobson, L., et al. (2009). Pathways to Boosting the Earnings of Low-Income students by Increasing their

Educational Attainment, Gates Foundation/Hudson Institute. And: Carnevale, A., & Derochers, D. (2003).

Standards for what? The economic roots of K-16 reform. Princeton, NJ: Educational Testing Service. And: Scott,

J., & Sarkees-Wircenski, M. (2004). Overview of Career and Technical Education: Third Edition. Homewood,

Illinois: American Technical Publishers, Inc. 33

Carnevale, A., Strohl, J., & Melton, M. (2011). What’s It Worth?: The Economic Value of College Majors. Center

on Education and the Workforce, Georgetown University. 34

Davidson, P. (October 17, 2012). Employment Surges for Community College Grads. USA Today. And: Epperson,

S. (August 28, 2012). No College Degree Required for these $100,000 jobs. USA Today. And: Coyle, Daniel (2009).

The Talent Code. New York: Bantam Books. And: Center on Education and the Workforce, Valuing Certificates.

(2009). Presentation, as sourced in “ACTE Fact Sheet”. And: Jacobson, L., et al. (2009). Pathways to Boosting the

Earnings of Low-Income students by Increasing their Educational Attainment, Gates Foundation/Hudson

Institute. 35

Achieve, Inc. (2004). Ready or Not: Creating a High School Diploma That Counts. The American Diploma Project.

And: Corporate Voices for Working Families. (2011). Why companies invest in “grow your own” talent

development models. And: Carnevale, A., Jayasundera, T., & Hanson, A. (2012). Career & Technical Education:

Five Ways that Pay along the Way to the B.A. Center on Education and the Workforce, Georgetown University.

© Telos Educational Services, 2013 6

So, before enrolling in classes or deciding what you’re going to do next in your life, step one is self-

exploration.36

In addition to your interests, really analyze your talents and strengths. Step two is

career-exploration; understand the jobs available, the income ranges they pay, and evaluate the

skills they require. Identifying an area that appeals to your interests, skills, and the labor market

may be your first career. And then you can develop a tentative career plan complete with multiple

training and education options.37

The key is to align your interests and abilities with your first

career choice and the education & training you’ll need to receive.38

This alignment will help bring

your future into focus, and ensure your position at the top of the pay scale in your chosen career

What all this data shows is that success in the new economy is as much about acquiring the

knowledge, skills and abilities needed for in-demand occupations as it is to be well educated. Both

paths may work for you, but education combined with technical training is how you ultimately

secure a competitive advantage in the new economy.39

Community colleges are in the ideal

position to provide over 70% of tomorrow’s workforce with an education combined with applied

technical skills, industry driven credentials, and specific preparation for employment.40

Being a

skilled craftsman or technician is highly valued. Investments in career education programs in high

schools and community colleges will help all students obtain an education which includes technical

training and preparation for the workplace. Ultimately, this is how all students can be successful.

In the new economy, both education and technical skills are the new currency. Will you be ready?

Suggested citation: Fleming, K (2013). Success in the New Economy: How prospective college students can gain a

competitive advantage. Funded by Title IC grant #12-CO1-009 awarded to Citrus College by the California Community

Colleges Chancellors Office: Telos Educational Services. Retrieved from www.TelosES.com.

36

Whitfield, Feller, & Wood. (2009). A Counselor’s Guide to Career Assessment Instruments, Fifth Edition. National

Career Development Association. And: California State Board of Equalization’s Working Your Way Up campaign.

And: Wallace-Broscious, A., Serafica, F. C., & Osipio, S. H. (1994). Adolescent career development: Relationship

to self-concept and identity status. Journal of Research on Adolescence, 4(1), 127–149. 37

Levine, M. (2005). Ready or not: Here life comes. Chapel Hill, NC: University Press. 38

Carnevale, A., & Derochers, D. (2003). Standards for what? The economic roots of K-16 reform. Princeton, NJ:

Educational Testing Service. 39

Carnevale, A., Jayasundera, T., & Hanson, A. (2012). Career & Technical Education: Five Ways that Pay along the

Way to the B.A. Center on Education and the Workforce, Georgetown University. 40

Castellano, M., Stringfield, S., & Stone III, J.R. (2003). Secondary career and technical education and

comprehensive school reform: Implications for research and practice. Review of Educational Research, 73, 231-

272. And: Cohen & Besharov. (2004). The important role of career & technical education: Implications for

federal policy. Welfare Reform Academy Report. Washington DC: American Enterprise Institute for Public Policy

Research. And: Brown, C. H. (2000). "A Comparison of Selected Outcomes of Secondary Tech Prep Participants

and Non-Participants in Texas." Journal of Vocational Education Research,25, no. 3, 273-295. And: Cardon, P. L.

(Winter-Spring 2000). "At-Risk Students and Technology Education: A Qualitative Study." Journal of Technology

Studies,26, no. 1, 49-57. And: Plank, DeLuca & Estacion (2008). High school dropout and the role of CTE: A

survival analysis of surviving high school. Sociology of Education, 81, 345-370. And: Deil-Amen & DeLuca. (2010).

The Underserved Third: How our Educational Structures Populate an Educational Underclass. Routledge. And:

Harvey, M. W. (Spring 2001). "The Efficacy of Vocational Education for Students with Disabilities Concerning

Post-School Employment Outcomes: A Review of the Literature." Journal of Industrial Teacher Education 38, no.

3: 25-44.

WorkFirst Update October 2014

Workforce Education Council

WorkFirst is Washington State's Temporary Assistance for Needy Families (TANF) program that helps low-income families find and retain jobs in order to become self-sufficient. Washington State’s community and technical colleges provide higher education opportunities for WorkFirst students to learn the skills needed to make them a competitive and integral part of our state’s economic revival.

WorkFirst has three main goals: • Reduce poverty by helping people to get and keep jobs. • Sustain independence by helping people keep and improve jobs. • Protect children and other vulnerable residents by providing for childcare and stopgap

funding for emergency situations.

The State Board has signed a contract with Department of Social and Health Services (DSHS) for WorkFirst Funds for Fiscal Year 15. WorkFirst LEANs Between December 2013 and July 2014, DSHS hosted six LEAN workshops, in collaboration with the WorkFirst partners. The objective was to engage and empower those who work most closely with WorkFirst clients in identifying ways to make WorkFirst more efficient and to find a balance between engagement that matters and participation that counts. The six leans produced over 120 recommendations. Representatives from the SBCTC and colleges participated in the following LEANs:

• WF3 – Verifying and Documenting Actual Hours of Participation • WF4 – Increasing Successful Outcomes for Educational Activities • WF5 – Reducing Transitions Gaps

WorkFirst Success Stories A call was sent out to all WorkFirst colleges seeking success stories for students participating in our WorkFirst program. The response from the colleges was enthusiastic and overwhelming. Many compelling stories were provided by students themselves recalling the challenging circumstances that brought them to WorkFirst and the significant changes that are occurring and have occurred in their lives. Additionally, many students expressed sincere appreciation to the WorkFirst staff at their respective colleges for the help and encouragement that they provide.

All-Staff Webinar An all-staff webinar to connect with colleges across the state is scheduled for Wednesday, November 19, 1:00-3:00pm. It is hoped that this can be followed up with a one day event later in the year to provide an opportunity for in-person networking, workshops and information sharing.

SBCTC Policy Associate: Lindsay Lanham llanham@sbctc.edu ~ (360)704-4339 SBCTC Program Administrator: Mat Carlisle mcarlisle@sbctc.edu ~ (360)704-4341

Basic Food Employment and Training (BFET) October 2014

BFET provides access to employment and training services to federally-funded food stamp recipients in Washington State, who are not participating in the state’s Temporary Assistance for Needy Families (TANF), or WorkFirst, program.

The BFET program, offered through the U.S. Department of Agriculture Food and Nutrition Services (FNS), is a source of funds for state and local agencies. The SBCTC, under contract with DSHS, provides administration services and program guidance for the Community and Technical College (CTC) system.

• Washington State’s BFET plan for FFY 2014-15 was approved for the fiscal year running October 1, 2014 through September 30, 2015.

• All 34 of Washington’s community and technical colleges are participating.

• $10,184,504 in federal reimbursement funding is available for match by the community and technical colleges.

• $484,927 of federal funding is reimbursed at 100% and does not require a ‘match’. These funds may only be used for administrative costs, tuition and fees.

• During FFY 2013-14: o SBCTC provided a consultation visit to the University of Hawaii Community College

System to provide input into the design and operations of the Washington State BFET program. Specific areas of interest included resources, policies, processes, management, record keeping, student services, etc. The Hawaii Community College System program would serve 7 campuses.

o SBCTC was part of a panel, along with DSHS and Seattle Jobs Initiative, presenting BFET at a one-day conference sponsored by the National Skills Coalition in Baltimore, MD. Representatives of 11 states were in attendance.

CTC General Funding Information

*Additional funding for tuition and administration to be reimbursed at 100%. **Projected Students Served estimate impacted by DSHS redefinition of a BFET component. BFET Program Outcomes Over 45,000 unduplicated Washington residents have been served through the BFET program. A UI match to track specific cohorts of BFET participants shows 74% achieving employment with a median hourly wage of approximately $11.00 per hour. From 2011 through 2014, the BFET program has brought over $56 million in federal funding to the state of Washington.

SBCTC Policy Associate: Lindsay Lanham llanham@sbctc.edu ~ (360)704-4339 SBCTC Program Administrator: Mat Carlisle mcarlisle@sbctc.edu ~ (360)704-4341

Fiscal Year

FFY 12 FFY 12 100%*

FFY 13 FFY 13 100%*

FFY 14 FFY 14 100%*

FFY 15 FFY 15 100%*

BFET Funding

$5,085,568 $2,280,116 $7,688,080 $1,020,828 $9,794,232 $539,722 $10,184,504 $484,927

Students Served

9,169 22,002

19,994 12,696 Projected**

WEC October 2014 Worker Retraining

As a result of work with representatives from the colleges, and with recommendations from the Customer Advisory Committee, the State Board announced two new Worker Retraining enrollment categories for:

• WRT Active Duty Military • WRT Stop Gap Employment

The announcement, description of the new enrollment categories, and coding guidance were sent via email Monday August 18, 2014 and are considered effective for use as of that date. A link to the Worker Retraining page where the policies are posted can be found below.

http://sbctc.edu/college/_e-wkforceworkerretraining.aspx

If there are questions or items of clarification please contact:

Kendra Hodgson Katherine Mahoney Policy Associate Program Administrator khodgson@sbctc.edu kmahoney@sbctc.edu 360-704-4324 360-704-4329

Worker Retraining Program

Active Duty Military Eligibility Policy

August 2014 Page 1

Active Duty Military Eligibility Policy – New in 2014-2015

Intent: This policy is intended to allow active duty military members who have received an official separation order to access worker retraining (WRT) services and funding prior to their date of separation, in order to speed their transition to employment as a civilian. The separation order is considered to be comparable with a WARN notice, or other notice of layoff, which qualifies individuals as dislocated workers and therefore eligible for WRT.

Authority: This policy was recommended by the Workforce Training Customer Advisory Committee and approved by the State Board for Community and Technical Colleges.

Definition of Active Duty Military, Received Notice of Separation

This category is defined as an active duty military service member who has received an official separation notice.

Definition of Active Duty Military WRT Student Eligibility:

To be eligible under this category, the individual must provide documentation in the form of an official separation order. The document must identify the individual and the date of separation from the military and be kept on file as proof of eligibility. Individuals with separation orders indicating, at the time of enrollment, a dishonorable discharge are not eligible under this category.

Coding: Students meeting active duty military eligibility may be enrolled with the work attend code 89. This policy does not require that college’s revisit the student’s eligibility determination code after initial enrollment. Colleges using work attend 89 should remove the code from the student’s record when the student ceases to meet the criteria as listed above.

WEC October 2014 Aerospace 1000 FTEs

Community & technical colleges submitted proposals to demonstrate the ability to generate additional capacity towards meeting the required 1000 FTES mandate attached to this appropriation. The proposals were reviewed by a 10 member panel representing business, labor and education. The funding decisions were communicated to the colleges in June 2014. 21 colleges were approved for funding. The link to the press release identifying the college and the programs identified for the 1000 FTES can be found below.

http://www.sbctc.ctc.edu/documents/aerospace-FTEs-Final-6.20.2014.pdf

Aerospace Special Projects funding

Aerospace Special Projects proposals were reviewed by a four member panel that consisted of representatives from education, labor and government. These funds were approved with the intent to support the extraordinary costs associated with the startup or improvement of high demand programs. The funding decisions were communicated to the colleges in June 2014. 8 college projects and 1 consortium project were approved for funding during FY15. The projects funded are identified below.

College Program name

Bellingham Tech Composite & Process Eng. Clover Park Mechatronics Tech. Composites Consortium Composites WA Everett Composites Lake Washington Machine Tech./CNC Peninsula Composites Technology Renton Tech Precision Machining Walla Walla Mechatronics Yakima CNC Machinist Technology

If there are questions or items of clarification please contact:

Kendra Hodgson Katherine Mahoney Policy Associate Program Administrator khodgson@sbctc.edu kmahoney@sbctc.edu 360-704-4324 360-704-4329

WEC October 2014 Hospital Employee Education and Training (HEET)

The State Board for Community and Technical Colleges (SBCTC) invites Washington’s community and technical colleges to apply for Hospital Employee Education and Training (HEET) grant funding (see attached application guidelines). These grants are to build innovative programs that enhance the accessibility of college education for hospital workers; lead to increased capacity of the college system in nursing and other high demand health care fields; and bring greater diversity to the health care workforce.

Funds may be spent on: curriculum development/modification; equipment needed to train incumbent workers; creation of a system to grant credit for prior learning; sustaining the labor, management, college partnership: support for students; program recruitment and retention; symposium to share/learn best practices in teaching methodologies and curricula; and evaluation.

Hospital Employee Education & Training program proposals were reviewed by a six member panel that consisted of representatives from education, labor and the healthcare community in Washington State. Funding decisions were communicated to the approved colleges in June 2014. 3 consortium projects and 1 individual college project were approved for funding during FY15. The projects funded are identified below.

College Program name

Highline Consortium Medical Assistant Cert. Pierce College ICD 9-10/Coding Whatcom Consortium Care Coordinator Seattle Consortium Healthcare Pathways

If there are questions or items of clarification please contact:

Kendra Hodgson Katherine Mahoney Policy Associate Program Administrator khodgson@sbctc.edu kmahoney@sbctc.edu 360-704-4324 360-704-4329

Apprenticeship enrollments Preliminary data for the 2014-15 academic year shows a growth of 50% when comparing the summer quarter of 2013 to the summer quarter of 2014. The higher full time enrollment (FTE) between the summer quarters included growth in 6 of the 12 colleges with enrolled apprentices. There are currently 16 colleges with active apprenticeship programs over the full academic year. Although growth during the summer quarter was significant, it does not necessarily predict a similar growth for the rest of 2014-15.The highest level of summer growth occurred at Olympic College, Skagit Valley College and the Spokane District.

Academic Year

Summer FTE

Fall FTE

Winter FTE

Spring FTE

Annual FTE

Headcount

2010-11 751 2331 2667 2016 2576 8468 2011-12 741 1852 2331 1673 2199 7502 2012-13 720 1789 2004 1444 1985 6803 2013-14 600 1840 2237 1662 2113 7145 2014-15 902 N/A N/A N/A N/A N/A

Tuition No tuition increase at community and technical colleges for residents and nonresidents On July 12th, the State Board for Community and Technical Colleges officially froze tuition for resident and nonresident students this fall. This is the second consecutive year since 1989 that tuition will remain flat for students in the two-year college system. Tuition will remain $4,000.05 per year for resident students in the 2014-15 academic year. Apprenticeship Fee guidance The existing fee guidance will be maintained for the 2014-15 academic year. Tuition for 2014-15 -- The State Board for Community and Technical Colleges (SBCTC) issues policy on tuition and fee rates annually, and these can be accessed on the SBCTC’s website under “Tuition and Fees” (http://www.sbctc.ctc.edu/college/f_tuition.aspx). For ungraded apprenticeship courses, the college shall waive 50 percent of operating fees deposited to fund 149 at $53 per credit, or a clock hour option of $3.49 per clock hour. Technical colleges operating on a clock hour basis may determine whether they will use the standard lecture/lab ratio or the mixed/variable rate at 16.5:1. Existing waiver is 50 percent of current tuition rate. Colleges are afforded the option to use either the credit or clock hour basis in establishing rates for courses.

Contract Rates and Rent for 2014-15 By agreement reached between the presidents, the SBCTC, and the apprenticeship training community, minimum rates have been established for contracting training from the training trusts and paying “rent” when trust facilities are used for the training. It was agreed that those rates would be adjusted biennially, based on the system budget changes funded by the

Report to the Washington State Apprenticeship & Training Council

October 16, 2014

Legislature. (See Apprenticeship Funding Guidelines, June 2007) The contract rate for 2014-15 is $2,176 and rent is $362. News from the Community and Technical College system American Apprenticeship Initiative (AAI) Grant Planning There have been two meetings (with the third scheduled in Spokane on 10/15/14) to convene a discussion regarding a coordinated statewide application for anticipated AAI related grant funding. A grant announcement has yet to be released, but is anticipated this fall. The purpose of potential funding is aimed at increasing the number of apprenticeships. Funding will be awarded to partnerships between employers, labor organizations, training providers, community colleges, local and state governments, the workforce system, non-profits and faith-based organizations. Grant participants are expected to have or be working towards certification as a Registered Apprenticeship-College Consortium (RACC). To help with this process, The SBCTC is coordinating a one hour webinar on 11/6/14 at 10:00am hosted by the US Department of Labor. The statewide planning group has an established list of interested participants. The participant list continues to grow as awareness increases. Individuals should contact Danny Marshall, SBCTC Workforce Program Administrator to be added to the list.

Trade Adjustment Assistance Community College and Career Training Grants (TAACCCT) Over the last four years, the TAACCCT program has helped to strengthen and expand innovative job-driven training at nearly 700 colleges around the country. In Washington, both Centralia College (in cooperation with Bates, Green River, Shoreline, South Seattle, and Walla Walla) and Clover Park Technical College both received grant awards totaling $12.5 million in the 2014 round of TAACCCT.

The Centralia project will bring together the clean energy, construction and advanced manufacturing sectors to create a cluster that will prepare participants for employment in entry level, pre-apprenticeship and apprenticeship occupations. It will address the unique needs of unemployed, or under-employed dislocated workers, using innovative and sophisticated strategies.

The Clover Park project will develop a core pathway into advanced manufacturing and industrial technology careers that can branch off into specialized areas that align with current and future industry demand. The core pathway (Mechatronics Technician) will provide a basis to integrate learning outcomes from adjacent advanced manufacturing career paths like Material Science and Manufacturing Technologies to create specialized certificates to fill projected employment gaps in high-wage, high-demand careers.

Olympic College Olympic College (OC) was recently awarded the Puget Sound Naval Shipyard and Intermediate Maintenance Facility (PSNS & IMF)) training contract for the Apprentice, Helper and After Hours programs. It is a one-year contract with four optional years – overall, a five-year contract.

OC and PSNS & IMF have had a successful partnership to provide Apprentice training since the 1950s. The college and PSNS & IMF have collaborated to develop and continually refine the

Apprentice program over the years. The rigorous program provides students with educational pathways that lead to an Associate in Technical Arts (ATA) Degree in Industrial Trades. The curriculum is specifically designed to meet the training needs of PSNS & IMF. In the 2013-2014 academic year, 199 Apprentices earned their ATA degree. The college and PSNS & IMF worked together to create an education and training program for Helpers, PSNS & IMF entry-level employees. Coursework is offered for Helpers that leads to a Certificate of Recognition in Industrial Trades. The curriculum is designed to develop and enhance general education and technical skills.

A comprehensive community college, OC offers a wide range of programs, schedules, delivery options and support services for the PSNS & IMF After Hours program. These include instructional programs in basic skills, associate transfer degrees, professional technical degrees and certificates, baccalaureate degrees and continuing education classes.

The college highly values the close working relationship and partnership with PSNS & IMF and looks forward to the next five years of collaboratively offering training programs for PSNS & IMF employees.

Construction Center of Excellence Apprenticeship has been getting national attention as a best practice training and education model. Here in Washington we are one of the leaders in strong apprenticeship programs. The 2014 Pacific Northwest Apprenticeship Conference brought together over 300 leaders and experts from around the country and Canada to share best practices and opportunities to make apprenticeship even stronger. Attendees and speakers were able to engage on topics such as diversity, veterans, career pathways, K12 Outreach, tribal opportunities and more. Relationships and networking ideas from this conference have helped frame future projects and opportunities around the state. The Center will provide ongoing updates on these initiatives.

The Center of Excellence continues to support outreach to the K12 System with Pathways to Apprenticeship Events around the State. The last event was held in Spokane WA and invited students to join counselors for a day of information about apprenticeship and hands on exploration of the different trades.

Danny K. Marshall, Program Administrator, Workforce Education Washington State Board for Community & Technical Colleges 1300 Quince St SE · PO Box 42495 · Olympia WA 98504-2495 p 360-704-433 dmarshall@sbctc.edu

Customized Training Program

Program Update for WEC October 2014

BACKGROUND: LEGISLATION and BUDGET (since 2009)

• A legislative change in 2009 removed the job growth requirement thus reviving interest in the program.

• CTP revolving loan fund was cut in 2009 from its previous level of $3,075,000 to $175,000. An additional $156,470 in outstanding funds due to be repaid by businesses put the projected total of CTP funds at $331,470. ($175,000 + $156,470)

• The 2012 State Legislature passed a state budget that includes a proviso requiring the State Board to deposit $2,000,000 from existing appropriations into the Employment Training Finance Account (ETFA) beginning July 1, 2012.

• The 2013-15 State Budget eliminated $1,000,000 from the ETFA in 2013/14 fiscal year, and another $1,000,000 in 2014/15.

• Given the above cuts and already dispersed loans, no new projects were funded in 2013/14.

• As of October 2014, $193,000 is available for funding.

PROGRAM ACTIVITY

SUMMARY OF CUSTOMIZED TRAINING PROJECTS

Date Contracted

Educational Institution Business Amount

1. Oct 2006 New Horizons Computer Learning Center AAA Heating & Air Conditioning $3,600 2. Dec 2006 Clover Park Technical College Atlas Castings & Technology $23,870 3. Jan 2007 Skagit Valley College Transform, LLC. $57,489 4. Jan 2007 Grays Harbor College Ocean Spray, Inc. $37,673 5. April 2007 Peninsula College Platypus Marine, Inc. $4,000 6. Aug 2007 Pierce College CEECO $8,530 7. Sept 2007 New Horizons Computer Learning Center CoroWare $8,850 8. Sept 2007 Pierce College Toray Composites $48,816 9. Sept 2007 Lake Washington Technical College Metal Tech $26,400 10. Sept 2007 Pierce College Quality Stamping $28,652 11. Jan 2008 Everett Community College SeaCast, Inc. $59,303 12. Dec 2008 Green River Community College Evo $25,695 13. Dec 2008 Renton Technical College Carlisle, Inc. $81,000 14. Aug 2009 Perry Technical Institute Shields Bag & Print $83,012 15. Sept 2009 Tacoma Community College General Plastics $59,990 16. Sept 2009 New Horizons Computer Learning - Seattle Darigold $21,000 17. Dec 2009 New Horizons Computer Learning - Spokane Whites Boots, Inc. $9,020 18. Jan 2010 Green River Community College HELAC Corporation $11,500 19. Mar 2010 Green River Community College Precision Machine Works $24,000

20. Mar 2010 Lake Washington Technical College Data I/O $16,000 21. Jun 2010 Washington Engineering Institute RAM Construction $6,000 22. Aug 2010 Clark College nLight Corporation $69,400 23. Sept 2010 Washington Engineering Institute Reichhardt & Ebe Engineering $4,800 24. Oct 2010 Peninsula College Port Townsend Paper $9,600 25. June 2011 Clark College Andersen Dairy $15,600 26. Aug. 2011 Peninsula College Atlas Bimetals Labs, Inc. $10,854 27. Aug. 2011 Pierce College Superlon Plastics Company $11,100 28. Sept 2011 Perry Technical Institute Shields Bag and Printing $77,750 29. Sept 2011 Green River Community College Group Health $16,800 30. Sept. 2011 Clark College Christensen Shipyards $67,486 31. Nov. 2011 Peninsula College Marketech International $12,900 32. Feb. 2012 Green River Community College NIC Global Manufacturing Sol. $39,780 33. Mar. 2012 Green River Community College Group Health 2 $8,400 34. Oct. 2012 Lake Washington Institute of Technology Zetron $8,276 35. Dec. 2012 South Puget Sound Community College Sealy Mattress Manufacturing $50,315 36. Jan. 2013 Green River Community College Hill Aerosystems, Inc. $60,370 37. Mar. 2013 Big Bend Community College SGL Automotive Fiber Carbon $100,000 38. Mar. 2013 Green River Community College Mid Mountain Materials $27,000 39. Mar. 2013 South Puget Sound Community College Devlin Boat $943.00 40. Apr. 2013 Clark College Christensen Shipyards $100,826 41. May 2013 Clark College Gift Tree $61,239 42. June 2013 Green River Community College IDL Precision Machining $15,365 43. July 2013 Centralia College Lynden $12,690 44. July 2013 Everett Community College Vigor $16,800

Total Contracted: $1,442,694

Job Skills Program

Program Update for WEC October, 2014

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 2014-15.

• Funds are allowed to roll over between the two years of each biennium, but all training must be finalized by July 31, 2015

What’s New:

• Total projects funded to date for 2014-2015: 17 (See list on following page.)

• The balance available for new projects as of October 2, 2014 is $1,432,343.

Summary as of October 2, 2014:

2014-2015 Available for Award

Total Funding for JSP in 2014-2015 $2,725,000 $2,725,000 Program Administration $55,000 $2,670,000 Rollover from 2013/14 $40,243 $2,710,243 Total Funds Awarded to Projects $1,277,900 $1,432,343

Contact Information:

• For general information or to discuss a potential Job Skills Program project please contact:

Anna Nikolaeva Program Administrator, SBCTC (360) 704-4342 anikolaeva@sbctc.edu

JOB SKILLS PROGRAM FUNDED PROJECTS as of October 2, 2014.

College Business Award Big Bend General Dynamics Corporation $27,663 Moses Lake Industries $71,843 SVZ-USA $98,882 Cascadia Terex $196,194 Centralia Coalview $43,641 Green River Award Metals $57,400 Hexcel $77,800 SNBL $48,600 Six Sigma Consortium $51,800 Triumph Structures $217,600 Umbra Cuscinetti $25,000 Lower Columbia Portco Packaging $87,360 North Seattle Quiring Monuments $57,523 Tacoma Burkhart Dental $23,514 Oberto $26,819 RedDOT $122,710 Reischling Press, Inc. $43,551 Total $1,277,900

MLKCLC Labor Liaison Quarterly Report July 1, 2014 – September 30, 2014

Joan Weiss (206) 441-8408; jweiss@wc-kclc.org Goal 1: Increase active participation of labor representation on college program and general advisory committees and boards. ♦ Recruited one new labor advisory board member (SCC Seattle Maritime Academy). Goal 2: Improve the level/quality of participation by labor representatives on advisory committees. ♦ Roles and Responsibilities training for one new advisory board member (see above). ♦ Meeting with SCCFT to discuss potential applicants for SCCD Trustee vacancy. Goal 3: Educate college administrators and leaders about labor issues, facilitating partnerships including labor initiated training, and resolving issues between labor and the college system. ♦ Meeting with new NSC President to review 2014-2015 Labor Liaison work plan. ♦ Emails to SCC, CCC, LWIT, BC, HC, OC, RTC, GRCC, NSC, and SCC to organize meetings to review

2014-2015 work plan, compare advisory committee labor representative lists, and get 1-2 priority advisory committees to recruit labor representatives.

♦ Meetings with Deans, Executive Deans, Vice Presidents of Instruction at SCC, CCC, HC, RTC, GRCC, and OC to review 2014-2015 work plan, compare advisory committee labor representative lists and get 1-2 priority advisory committees to recruit labor representatives.

♦ Prepare “tips” for advisory committee best practices for Worker Retraining Coordinators Fall Conference.

♦ Attend RTC Construction Center of Excellence Advisory Board meeting. ♦ Attend NSCC Workforce Education Advisory Committee meeting, as guest. ♦ Attend Washington Maritime Roundtable retreat. ♦ Attend WSLC Convention. ♦ Emails, telephone calls, and meetings with WSLC Labor Liaison and other staff to prepare for WSLC

Convention workshop; workshop included discussion on the importance of labor participation on CC/TC advisory committees and other Boards and Commissions.

♦ Emails and telephone calls with labor representatives re: input on SSC DOL TAACCCT proposal. ♦ Attend meetings to discuss statewide proposal for upcoming DOL/DOE Apprenticeship SGA. ♦ Presentation to SSC Youth Industry Partnership Initiative (YIPI) cohort; presentation included labor

101, opportunities for work in various fields, career planning, skills needed for employment, and information regarding apprenticeship programs.

Goal 4: Maintain effective 2-way communications with the SBCTC staff on labor policy and perspectives on workforce education. ♦ E-mails, telephone calls, and meeting with WSLC Labor Liaison. ♦ E-mails, telephone calls and quarterly meeting with SBCTC staff. ♦ Draft WEC quarterly report.

opeiu8/afl-cio

WSLC Labor Liaison Quarterly Report July August September 2014

Kairie Pierce – (360) 570--5167 kpierce@wslc.org

Goal 1: Increase active participation of labor representation on college program and general advisory committees and boards. • Created a volunteer recruitment form and placed it on the Washington State Labor Council website • Emails, phone calls and visits to union leaders seeking volunteers for college advisory committees and trustee

positions • Developed database to track college advisory requests and labor member volunteers • Facilitated the placement of 6 new advisory committee members representing organized labor

Recruitment presentations to union members Year-to-date = 6 total New advisory committee members placed Year-to-date = 6 total Union members placed Year-to-date = 6 total Goal 2: Improve the level/quality of participation by labor representatives on advisory committees. • Delivered 6 Roles & Responsibilities Trainings (R&R) to union members on advisory committees • Coordinated and moderated a workshop/panel discussion at WSLC Convention Goal 3: Educate college administrators and leaders about labor issues, facilitating partnerships including labor initiated training and resolving issues between labor and the college system. • Mtg. with Joan Weiss at Worker Center, AFL-CIO and planed for a joint presentation at the WEC Quarterly Mtg • Working with Centers of Excellence to provide industry knowledge and perspective on panel presentations,

advisory committees, etc. • Working with Energy Center of Excellence to develop, coordinate and present Careers in Energy Week activities. • Working with colleges to schedule college tours and meetings regarding advisory committee needs with the

emphasis on filling all of the colleges General and/or Worker Retraining Advisory Committee..

College Campus Visits Year-to-date = 0 total

Goal 4: Maintain effective 2-way communications with the State Board Staff on labor policy and perspectives on workforce education. • Email and phone contact with College Administrators/Vocational Directors and SBCTC staff • Regular meetings with SBCTC staff and King County Labor Liaison • Regular meetings with the WSLC Ex. Officers • Monthly activity reports to SBCTC and WSLC • Quarterly activity reports to SBCTC, WSLC and WEC kp:opeiu8/afl-cio

British Columbia Institute of Technology Site Visit (April 28th-30th, 2014)

I visited BCIT as a representative of WEC that focused on Construction, Energy and Manufacturing. I observed multiple programs during my two and half day visit. Below are some observations I made for the Carpentry, Welding and Energy programs at BCIT.

Carpentry:

Apprentices attend on annual basis for 4 years 6 week program per year, 6 hours a day for 5 days (7:30am-2pm) with half hour lunch Level 1 is equivalent to year 1, there are 4 levels (1-4) Partner with high schools for dual credit- for level 1 (first year) Need to complete 8,000 hours for apprenticeship for 4years or 2000 hours per year. Need to be apprentice in British Columbia to be in the program “Foundations” training are for non-apprentices and take longer to complete training. I.E., it takes 23 weeks to cover level 1 and level 2 (Level 1 takes 12 weeks and the level 2 takes 11 weeks-23 weeks total) All trades work through spring break 14 full time instructors for the 4 levels Professional development for faculty is available and encouraged Max 10% absence for apprentice –Can only miss 3 days out of the 6 weeks Access- involved heavily with aboriginal tribes to engage in training programs Graduation: general graduation for the university Welding: 3 shifts Day, Afternoon, Evening shifts- have about 120 students throughout the day as they share the space with other programs Automotive students: come in for 1 week for 6 hours a day for 5 days to use the shop to complete their welding requirement Millwright: come in for 2 weeks at 6 hours a day New ventilation system: turns on when step on pad in welding booth, motion sensor and when torch is ignited which has led to a tremendous reduction on energy costs Start everyday (Monday-Friday) from 7am-10pm Test every Tuesday at 7am for the community and/or students Energy Systems: HVAC- takes 4 years to complete, and need 10,000 hours There are 4 levels Year 1, level 1 takes 6 weeks; Year 2, level 2 takes 6 weeks; Year 3, level 3 takes 8 weeks; Year 4, level 4 takes 8 weeks Foundations: Year 1, level 1 takes 25 weeks, need a job before entering 2 year 5 year wait list for sponsored apprentice Attrition: 2-3 first year, 1 or 2 second year. Can back fill with foundation students for the 2nd year HVAC express- 40 straight weeks plus 8 weeks in the 4th year 4 instructors in the program, 1 for each level (4 levels total) one for each track Never cancel class

British Columbia Institute of Technology Marine Campus, Vancouver B.C. Andrea Samuels, Seattle Central College 206.934.4389 andrea.samuels@seattlecolleges.edu

The Center of Excellence for Marine Manufacturing and Technology sent me on a 3-day job shadow to BCIT’s Marine Campus in April 2014. Seattle Maritime Academy, a department of Seattle Central College, offers a 1-year certificate in Marine Engineering that we have been looking to expand, so the BCIT program was of high interest to my work at Seattle Central.

First Two Days:

• Attended the Electro technology class with instructor, Eamon Hayden, and met with 2nd year Marine Engineering students.

• Tested out the Kongsberg engine room simulator. • Attended the Engineering Knowledge 2 class. • Toured the Machine shop and met with the instructor. • Took a tug out for a spin on the Tug Simulator.

Day Three:

• Visited BCIT Burnaby campus with Jennie Moore, the Director of the Sustainable Development and Environment Stewardship for the School of Construction.

• Had an in-depth tour of Factor Four, an initiative to explore whether a fourfold (75%) reduction in materials and energy use can be achieved without compromising service levels (building occupant health and comfort and educational program delivery).

Marine Engineers: The marine industry depends on internationally certified Marine Engineers trained to operate and maintain the propulsion plant and other machinery systems found in all oceangoing ships. A Marine Engineer is responsible for the efficient operation and maintenance of the vessel's propulsion, electrical and auxiliary systems. The main activities of the Marine Engineer include: •conducting daily Watchkeeping duties •repairing machinery systems •planning and performing long-term machinery maintenance schedules. Marine Engineers carry out these duties in full compliance with international standards with regards to operational safety and ocean pollution prevention.

The BCIT program Marine engineering Program: The Diploma in Marine Engineering Co-operative Education program is a Transport Canada accredited 4-year diploma program with classroom instruction interspersed with 3 co-op terms. Students are given assistance to find employment throughout their cooperative training period to earn their Certificate of Competency and work as a licensed Marine Engineer on merchant ships worldwide.

October 13, 2014

Workforce Training and Education Coordinating Board

Which core programs are included in WIOA?

1. Employment and Training Programs • Disadvantaged Youth Services • Economically Disadvantaged Adult

Services • Dislocated Worker Programs

2. Basic Education for Adults under Title II

3. Wagner-Peyser Employment Services

4. Vocational Rehabilitation Services

What is WIOA? The Workforce Innovation and Opportunity Act passed this summer (July 2014) with broad bipartisan support. It’s the first federal reform of the workforce system in 15 years. WIOA replaces and modifies the Workforce Investment Act (WIA), which started in 1998.

The majority of WIOA provisions become effective on July 1, 2015, with additional requirements set for July 1, 2016. The goal of WIOA is to improve the quality of the workforce, increase economic self-sufficiency, reduce welfare dependency, meet employer skill requirements, and enhance the productivity and competitiveness of the nation.

In Washington, workforce professionals welcome this new act. It improves the national workforce development system in ways that reflect what’s already being done here and promises an improved and expanded system that reaches customers more effectively than ever before.

A common plan and common performance measures The core WIOA programs (see box above) will, for the first time, share a common plan and a common set of performance measures focused on workforce outcomes for the benefit of workers, jobseekers, and employers. WIOA provides a framework to align these multiple funding streams and others towards a single vision.

Common plan – The new 2016-2020 plan will outline the vision, goals and strategies that will govern how funds are mobilized. The plan will include an analysis of the current workforce, descriptions of the state’s delivery system, perspectives on state economic conditions and an analysis of employer needs. The WIOA plan guidelines are modeled to some degree after the guidelines that frame High Skills, High Wages, Washington’s strategic plan for workforce development. Both the WIOA plan and High Skills, High Wages are due at about the same time, in the spring of 2016. This will make it possible for Washington to contribute a single state plan meeting both state and federal expectations.

Common measures – Measures include short-term and long-term employment rates, earnings, credential completion, skill gains, and effectiveness in serving employers. This aligns with Washington’s core measures, which provide performance accountability for our state’s system by applying key measures across a wide range of workforce programs.

Who is Served? Like its predecessor WIA, the new act has a dual customer focus: job-seekers and employers. New with WIOA is the ability to provide customized and incumbent worker training to meet employer skill needs and better serve those who are currently employed and would benefit from additional job skills and training. But like WIA, WIOA prioritizes services for unemployed adults, dislocated workers, low-income youth, limited English proficient individuals, those with low literacy skills, as well as individuals with disabilities seeking vocational rehabilitation to become self-sufficient.

WIOA allows for greater reach, higher impact The Act permits a state to reimagine its workforce development system to include a much broader range of programs and funding mechanisms, beyond the core programs. With WIOA, states have the option to develop a Combined Plan (with shared goals, objectives and strategies) for WIOA’s core programs and upwards of 11 other federal employment and training and social services programs.

WIOA and WorkSource WIOA gives special attention to improving local One-Stop Career Development Center partnerships (called WorkSource in Washington) and the funding infrastructure that pays for these career centers. For the first time the Act directs the state Workforce Development Board to establish One-Stop certification criteria to gauge the effectiveness, accessibility, and continuous improvement of WorkSource Centers. WIOA also identifies 15 required WorkSource partners that must participate in and share the cost of these career centers. State Workforce Board tasked with more responsibility The Board has an enhanced role under WIOA and will help the Governor:

• Develop and implement the State Plan. • Develop and update workforce program performance measures. • Develop and implement state-adjusted performance levels for core programs. • Improve data-sharing and performance accountability reporting. • Identify local workforce development areas. • Work with industry to fill in-demand industry sectors and occupations. • Identify and spread best practices for WIOA service delivery. • Establish the state’s funding mechanism for one-stop career centers (WorkSource). • Develop one-stop certification criteria. • Develop technological improvement strategies for the one-stop system.

Contact: Eleni Papadakis | (360) 709-4600 | eleni.papadakis@wtb.wa.gov

PERKINS SPECIAL PROJECTS

STATEWIDE STUDENT LEADERSHIP ORGANIZATIONS AND CLUBS Last year several WEC representatives asked how Perkins funding for coordination of statewide student leadership organizations is determined from year to year. Current practice is that once funding is approved for statewide coordination, the position continues to receive funding indefinitely. The WEC Executive Committee has posed this question: Should CTC workforce leaders consider an annual competitive process to solicit proposals and award Perkins funding for coordination of statewide student leadership organizations?

GRANT DESCRIPTION The Perkins Special Project funds are used to support activities approved by the Workforce Education Council (WEC) executive committee. Examples of Perkins Special Projects funded activities are: Presenters for WEC meetings; Leadership Training for the Workforce Deans; New Instructor Boot Camp; Statewide Student Leadership group coordination; COE Business Forums; WEC committee funds. CURRENT APPLICATION PROCESS All projects must be approved by the WEC Executive Committee. The committee meets in late July/early August of each year to develop priorities and decide how the Perkins Special Project funds will be used. Criteria

• Describe the projects. • Describe the expected outcomes of the project. • The Workforce Training Board and Education Coordinating Board’s High Skills High Wages (HSHW) Goal One (1) aims to establish

multiple pathways that better connect education to first careers. Describe how this project supports HSHW Goal One

PROPOSED COMMITTEE 2 REVIEW FRAMEWORK • WEC Committee Two (2) has been asked to analyze the current approval process for funding statewide student leadership organizations

and consider developing a competitive grant application. • Between the fall and winter WEC meetings, the committee will develop one or more recommendations to strengthen the approval

process. • Recommendations will be considered by the WEC voting members at the winter meeting. • The recommendation receiving the most support will be documented and implemented in the 2015-16 Perkins Grant Application

process.

CURRENT STATE STUDENT LEADERSHIP ORGANIZATIONS:

Whatcom Community College Nursing Students of Washington State

Angela Lochridge – Nursing Instructor

360-383-3565 alochridge@whatcom.ctc.edu

Whatcom Community College Teachers of Tomorrow Roxanne Rose-Duckworth – Faculty Advisor

360-383-3829 Roxann.rose@wwu.edu

Walla Walla Community College Phi Beta Lambda – Future Business Leaders

Michael Hays 509-527-4695

Michael.hays@wwcc.edu

Walla Walla Community College Washington Postsecondary Agricultural Student Organization

Debora Frazier 509-527-4689 debora.frazier@wwcc.edu

No sponsoring college Skills USA