Corrections Education & RE-entry Conference 2019 Pathways for Washington’s Emerging Workforce Safer Communities, Accelerated Guided Pathways, & Increased Opportunities Corrections Conference 2019 Jon Kerr, Director Basic Education for Adults & Corrections Education Sunday, May 19, 2019

Education Services Administrator, DOC The Dynamic Duo Loretta Taylor Education Services Administrator, DOC Pat Seibert-Love Corrections Ed. Policy Associate, SBCTC

SYSTEM DIRECTION – 10 YEAR GOALS Enroll more underserved populations Improve academic achievement for all students Ensure CTC is accessible, especially for basic skills students Expand pipeline to degree MISSION STUDY GOALS – 20 years Increase education attainment-Tipping Point Meet demands for a well-educated workforce Guided Pathways Overview: Clarify the Paths (Curricular Alignment) Full program plans based on required career/transfer exploration Choose a workforce or transfer program within the pathway Identify contextualized math and English on-ramps that align with each pathway and program Help Students Get on a path (Student Support - On-Boarding) Help students understand their career options and explore their field and choose the pathway and major that will get them there Support students to develop full program plans based on workforce/transfer majors Ensure students have contextualized, integrated academic support to help students pass program gateway courses Help Students stay on the path (Student Support - Monitoring) On-going Intrusive advising Develop systems for students and advisor to easily track student progress Develop structure/process to re-direct students who are not progressing to identify a more viable path Ensure students stay on their path and earn the credential that will lead to meaningful jobs and family-wage income after graduation Ensure Students are learning (Institutional Pedagogy) Develop specific learning outcomes, rather than focusing on discrete, course-by course outcomes Provide in-depth career exploration: Project-based, collaborative and applied learning experiences Faculty-led improvement of teaching practices, including culturally-responsive pedagogy Develop procedures to track mastery of learning outcomes all the way through program and I quickly review for Navigator role Emphasize and highlight areas where Navigators would have a role, i.e. Help Students Get on a Path; Help Students Stay on a Path 4

OUR BOARD’S GOALS Promote Student Achievement and Success Increase Access to Postsecondary Education Build on the System’s Strength and Successes Guided Pathways Overview: Clarify the Paths (Curricular Alignment) Full program plans based on required career/transfer exploration Choose a workforce or transfer program within the pathway Identify contextualized math and English on-ramps that align with each pathway and program Help Students Get on a path (Student Support - On-Boarding) Help students understand their career options and explore their field and choose the pathway and major that will get them there Support students to develop full program plans based on workforce/transfer majors Ensure students have contextualized, integrated academic support to help students pass program gateway courses Help Students stay on the path (Student Support - Monitoring) On-going Intrusive advising Develop systems for students and advisor to easily track student progress Develop structure/process to re-direct students who are not progressing to identify a more viable path Ensure students stay on their path and earn the credential that will lead to meaningful jobs and family-wage income after graduation Ensure Students are learning (Institutional Pedagogy) Develop specific learning outcomes, rather than focusing on discrete, course-by course outcomes Provide in-depth career exploration: Project-based, collaborative and applied learning experiences Faculty-led improvement of teaching practices, including culturally-responsive pedagogy Develop procedures to track mastery of learning outcomes all the way through program and I quickly review for Navigator role Emphasize and highlight areas where Navigators would have a role, i.e. Help Students Get on a Path; Help Students Stay on a Path 4

SBCTC Executive director’s PRIORITIES Enrollment – She is clear that the only place we will get enough students to meet enrollment targets and fill the workforce gaps in our state are from the current and potential basic skills populations. Secondly – Completion – She is clear that we must also ensure all students complete the certificates and degrees needed to move into middle-class employment. Perhaps most importantly – Equity – She is clear equity is not equal treatment---but the assurance that our programming provides every individual with the support and options they need to reach their goals. Advocacy – SBCTC must first and foremost be an advocate for our CTC system, and most importantly our students to increase funding and support. ctcLink – She is dedicated to solving the challenges of transitioning our colleges to the new student management system. Guided Pathways Overview: Clarify the Paths (Curricular Alignment) Full program plans based on required career/transfer exploration Choose a workforce or transfer program within the pathway Identify contextualized math and English on-ramps that align with each pathway and program Help Students Get on a path (Student Support - On-Boarding) Help students understand their career options and explore their field and choose the pathway and major that will get them there Support students to develop full program plans based on workforce/transfer majors Ensure students have contextualized, integrated academic support to help students pass program gateway courses Help Students stay on the path (Student Support - Monitoring) On-going Intrusive advising Develop systems for students and advisor to easily track student progress Develop structure/process to re-direct students who are not progressing to identify a more viable path Ensure students stay on their path and earn the credential that will lead to meaningful jobs and family-wage income after graduation Ensure Students are learning (Institutional Pedagogy) Develop specific learning outcomes, rather than focusing on discrete, course-by course outcomes Provide in-depth career exploration: Project-based, collaborative and applied learning experiences Faculty-led improvement of teaching practices, including culturally-responsive pedagogy Develop procedures to track mastery of learning outcomes all the way through program and I quickly review for Navigator role Emphasize and highlight areas where Navigators would have a role, i.e. Help Students Get on a Path; Help Students Stay on a Path 4

BEDA Vision: All adult Washingtonians will have access to innovative, high quality education programs that provide the knowledge, skills and credentials necessary for securing family sustaining employment that strengthens the state and local economies. Mission: The adult education system will provide research-proven instruction and college and career readiness pathways that allow adults to master academic and technical skills to attain their career and educational goals and successfully navigate education and employment opportunities.

BEDA values We believe the values of diversity, equity, and inclusion strengthen the Basic Education for Adults (BEdA) community and are critical to providing opportunities that support the success of underrepresented and low-income students in attaining a quality education that leads to self- sustaining employment. Guided Pathways Overview: Clarify the Paths (Curricular Alignment) Full program plans based on required career/transfer exploration Choose a workforce or transfer program within the pathway Identify contextualized math and English on-ramps that align with each pathway and program Help Students Get on a path (Student Support - On-Boarding) Help students understand their career options and explore their field and choose the pathway and major that will get them there Support students to develop full program plans based on workforce/transfer majors Ensure students have contextualized, integrated academic support to help students pass program gateway courses Help Students stay on the path (Student Support - Monitoring) On-going Intrusive advising Develop systems for students and advisor to easily track student progress Develop structure/process to re-direct students who are not progressing to identify a more viable path Ensure students stay on their path and earn the credential that will lead to meaningful jobs and family-wage income after graduation Ensure Students are learning (Institutional Pedagogy) Develop specific learning outcomes, rather than focusing on discrete, course-by course outcomes Provide in-depth career exploration: Project-based, collaborative and applied learning experiences Faculty-led improvement of teaching practices, including culturally-responsive pedagogy Develop procedures to track mastery of learning outcomes all the way through program and I quickly review for Navigator role Emphasize and highlight areas where Navigators would have a role, i.e. Help Students Get on a Path; Help Students Stay on a Path 4

BEDA system goals Washington TAP (WIOA) Workforce System Goals: Implement and scale comprehensive, innovative college and career pathways to accelerate student completion and foster economic growth. Guide and support transformational instructional practices that accelerate student completion to certificates, the Tipping Point, and AA/BA degrees leading to family sustaining employment. Contextualize adult education courses to support transition to high school completion & equivalency certification, postsecondary education, and employment. Strengthen and maintain a culture of rigorous instruction and evidence of increased performance. Create and maintain strategic alliances to leverage local resources and increase navigational support to students. Foster student self-efficacy. Guided Pathways Overview: Clarify the Paths (Curricular Alignment) Full program plans based on required career/transfer exploration Choose a workforce or transfer program within the pathway Identify contextualized math and English on-ramps that align with each pathway and program Help Students Get on a path (Student Support - On-Boarding) Help students understand their career options and explore their field and choose the pathway and major that will get them there Support students to develop full program plans based on workforce/transfer majors Ensure students have contextualized, integrated academic support to help students pass program gateway courses Help Students stay on the path (Student Support - Monitoring) On-going Intrusive advising Develop systems for students and advisor to easily track student progress Develop structure/process to re-direct students who are not progressing to identify a more viable path Ensure students stay on their path and earn the credential that will lead to meaningful jobs and family-wage income after graduation Ensure Students are learning (Institutional Pedagogy) Develop specific learning outcomes, rather than focusing on discrete, course-by course outcomes Provide in-depth career exploration: Project-based, collaborative and applied learning experiences Faculty-led improvement of teaching practices, including culturally-responsive pedagogy Develop procedures to track mastery of learning outcomes all the way through program and I quickly review for Navigator role Emphasize and highlight areas where Navigators would have a role, i.e. Help Students Get on a Path; Help Students Stay on a Path

BEDA office added goals Guide the field in full implementation of WIOA & The WA TAP Plan Examine pathway programming to ensure equitable and inclusive representation to better support underrepresented an low- income students achieve transition and completion. Guided Pathways Overview: Clarify the Paths (Curricular Alignment) Full program plans based on required career/transfer exploration Choose a workforce or transfer program within the pathway Identify contextualized math and English on-ramps that align with each pathway and program Help Students Get on a path (Student Support - On-Boarding) Help students understand their career options and explore their field and choose the pathway and major that will get them there Support students to develop full program plans based on workforce/transfer majors Ensure students have contextualized, integrated academic support to help students pass program gateway courses Help Students stay on the path (Student Support - Monitoring) On-going Intrusive advising Develop systems for students and advisor to easily track student progress Develop structure/process to re-direct students who are not progressing to identify a more viable path Ensure students stay on their path and earn the credential that will lead to meaningful jobs and family-wage income after graduation Ensure Students are learning (Institutional Pedagogy) Develop specific learning outcomes, rather than focusing on discrete, course-by course outcomes Provide in-depth career exploration: Project-based, collaborative and applied learning experiences Faculty-led improvement of teaching practices, including culturally-responsive pedagogy Develop procedures to track mastery of learning outcomes all the way through program and I quickly review for Navigator role Emphasize and highlight areas where Navigators would have a role, i.e. Help Students Get on a Path; Help Students Stay on a Path 4

Jon’s Priorities 2018-2019 All work must be in support of our Designing for Equity Movement Ensure that BEdA and I-BEST are integrated as the foundational elements of all navigated guided pathways Catalayze the implementation of educational and career pathway and funding plans for every BEdA and Corrections Education student Significantly expand the use of Ability to Benefit for BEdA students Grow the number of students accessing the credit accrual option for HS 21+ Expand IELCE through the expansion of I-BEST @ Work

Jon’s Priorities (continued) 2018-2019 Contextualize more BEdA guided pathway programming to meet Integrated Education & Training (IET) programming under WIOA Work collaboratively with SBCTC, colleges, Corrections Education, and CBOs to facilitate a summit on the integration of BEdA and Developmental Education as the “pre-college” foundation of all pathways Expand the reach of advocacy for more full time BEdA faculty Significantly increase the number of dual credit enrollments for BEdA and Correction Education students

Corrections Education Primary Goals Offer workforce high-wage/high-demand programs aligned to a career pathway, connected to apprenticeships, and achieve completion targets Build IT infrastructure that allows education programs to deliver flipped classroom and web enhanced instruction Create a seamless pathway from prison to postsecondary education with navigational support on community and technical college campuses with crosswalks to workforce programs and connections to community-based programs Develop an Applied Associate of Arts degree and Associate of Arts degree pathway model for incarcerated students

Looking Forward In Corrections Education Develop pathways to high-wage/high-demand professional-technical degrees building on existing professional-technical programs Create multiple pathways to employment after release including a supported pathway into apprenticeship Expanding education navigators into the education departments at each DOC correctional facility, to assist in development of a sustainable educational pathway and support a seamless transition to college Incorporate student voice in program planning, development and evaluation through student councils and advisory boards Deploy secure laptops developed that can be used in students’ cells. Explore creating educational communities within facilities Expand HS 21+ and dual credit options with I-BEST

Guided Pathways Principles Clarify the paths (Meta Majors) - Curricular Alignment Help students get on a path - Student Support - On-Boarding Help students stay on the path - Student Support – Monitoring Ensure students are learning - Institutional pedagogy

Success defined - the tipping point 1 year of college level credits + a credential After 6 years, students with 1 year of college credits + a credential had the most significant future earnings bump: $7,000 more/year for ESOL students $8,500 more/year for ABE students $2,700 more/year for workforce students entering with a GED® $1,700 more/year for students entering with a HSD

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"Better Jobs. Better Futures. A Stronger Washington." Contacts "Better Jobs.  Better Futures.  A Stronger Washington." Pat Seibert-Love Corrections Education V (360) 704-4358 E pseibert-love@sbctc.edu _________________________________________ Washington State Board for Community & Technical Colleges 1300 Quince St SE | PO Box 42495 | Olympia, Washington 98504