1. Pathways to College & Careers for Washington’s Emerging Workforce
Accelerated Pathways, Increased Opportunities
WIOA Transition
CBS Winter 2018
Jon M. Kerr, Director
Basic Education for Adults
State Board for Community and Technical Colleges

2. BEdA Staff Updates
Troy Goracke: Adult High School Completion, Program Approval, &
Professional Development
Adult High School Completion
Liaison to OSPI/WTECB-IC/WDC/WorkFirst
RFA-Master and Leadership Grants, Extensions/Continuations, & Yearend Report
Professional Development & PD Calendar
WIOA Technical Support
High School Program Review & Technical Assistance
Monica Wilson: Program Administrator
HSE/HSC/HSR/Open Doors/HS 21+ Dev. ,TA, Employability Skills
HS 21+ eLearning Liaison & New faculty Training
CCR Standards
Contextualized, integrated, HS 21+ Flipped Instruction, UDL/LTA/RATS
Math/English Transition Courses
Rendezvous

3. BEdA Staff Updates
Ha Nguyen: Policy Associate, Diversity, Equity, & Inclusion and Accountability
& Compliance
Diversity, Equity, & Inclusion
Barrier Mitigation & Closing the Opportunity Gap
Accountability/Compliance/Federal Regulations
AEAC
CBS
New Director Training
Jodi Ruback: Program Administrator
ELA
ELA Standards Alignment
I-DEA-Flipped Instruction & eLearning Liaison
Distance Learning, Accessibility, & OER
I-DEA Dissemination
CBO liaison & Grants
CASAS

4. What works for Adult Learners?
Lessons from Rigorous career Pathways Evaluation studies for policy, practice and future Research
Research: Debra Bragg, President, Bragg & Associates
Funding: Annie E. Casey Foundation
Facilitation: Jobs for the Future

5. Executive Summary
Career pathway (CP) participants were more likely to attain higher wages and annual earnings than the control/comparison group, and this positive impact grew at two or more years beyond program completion
CP participants were more likely to complete a training-related credential and be employed and retained in a training-related job than the comparison/control group
Positive employment and earnings outcomes extended to CP participants who had reported having personal barriers
CP participants made basic skills gains at a higher rate than the control/comparison group
CP participants completed more college credits and contextualized instruction than the control/comparison group
CP participants earned an entry-level credential, including vocational certificates or licenses, at a higher rate than the control/comparison group

6. Asset framing
Given the importance of achieving greater equity in education and employment outcomes, we believe some of the terminology associated with career pathways needs to change.
Too often the literature uses terms to describe adult populations by their vulnerabilities rather than by their strengths. Labels such as “low-skill,” “low-income,” and “at risk” highlight personal shortfalls that prevent us from seeing what the whole person brings to learning and working endeavors.
In carrying out this project, we have replaced deficit terminology with an asset-based narrative that more honorably describes the adult learners who engage in career pathway programs.

7. THE ANALYTICAL FRAMEWORK
Pathway
Entry
Integrated
Training
Career
Progression
Basic skills attainment
College credit attainment
Program completion
Credential attainment
Entry into quality employment
Occup. skills attainment
Program completion
Credential attainment
Quality employment and retention
Wage and earnings gains
Multiple credential attainment
Continued integrated training and postsecondary education
Career progress

8. Pathway entry Impact
CP participants made basic skills gains at a higher rate than the control/comparison group
CP participants completed more contextualized instruction than the control/comparison group
CP participants earned a modest number of college credits, including training-related credits, at a higher rate than the control/comparison group
CP participants earned an entry-level credential, including vocational certificate or license, at a higher rate than the control/comparison group
Results were mixed for employment and earnings, with some studies showing modest positive gains, and others showing no difference between CP participants and the control/comparison group
*Impact results between treatment and control groups are considered significant when the probability level equals or falls below 0.05, with most
differences below 0.01, and these significant differences were observed across numerous studies, typically 3 or more studies.

9. PATHWAY ENTRY IMPLEMENTATION
Pathway entry is enhanced when the following elements are implemented:
Engagement of adult education; postsecondary education, including postsecondary career and technical education, workforce training, and employers
Strategic outreach, recruitment, and intake of diverse adult learners, due to in-depth knowledge of these student populations’ education and employment needs
Contextualized basic skills curriculum and instruction that increases students’ preparation for further postsecondary education
Case management and navigational services, including academic and career advising, that helps retain adults in education and training
Job readiness and employment assistance services that help adults enter employment

10. Integrated training Impact
CP participants were more likely to attain higher wages and annual earnings than the control/comparison group, and this positive impact grew at two or more years beyond program completion
CP participants were more likely to complete a training-related credential and be employed and retained in a training-related job than the comparison/control group
Positive employment and earnings outcomes extended to CP participants who had reported having educational, employment, and personal barriers
CP participants were more likely to attain a credential (certificate or license) below the associate’s degree level than the control/comparison group
In several studies, impact varied in significance and strength by provider (esp. community college and for-profit) and occupation (e.g., health care and manufacturing)

11. INTEGRATED TRAINING IMPLEMENTATION
Integrated training is enhanced when the following elements are implemented:
Employer engagement and partnerships with public and private education and training providers, including community colleges and for- profit providers, that focus on in- demand industries and occupations
Occupational, technical, and professional skills training that confers college credit in postsecondary programs of study leading to well-paying, middle-skill jobs
Comprehensive supports, including case management and navigators, that help adults progress through training and transition into employment
Financial aid, advising, and individualized training plans that enable students to complete education and transition to employment
Job development and placement services that help adults enter positions in family-supporting employment

12. Career Progression Impact
Impact results are mixed on student enrollment in additional postsecondary and training for CP participants relative to the control/comparison group
Impact results are mixed on credential attainment, including the associate’s degree, for CP participants relative to the control/comparison group
Impact results are mixed on employment retention for CP participants relative to the control/comparison group 

13. CAREER PROGRESSION IMPLEMENTATION
Career progression may be enhanced when the following elements are implemented:
Employer partnerships emphasize industry-sponsored training and benefits that enable incumbent workers to return to college to pursue additional postsecondary education and credentials
Work-based learning, including apprenticeships, are integrated into postsecondary and workforce training
Postsecondary education and training providers deliberately design and clearly communicate curriculum that offers stackable credentials
Employer-sponsored postsecondary education and training benefits that enable adult learners to progress in chosen careers or transfer skills and competencies to change career paths

14. WA 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
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

15. I-BEST in Guided Pathways
Basic & Transitional Studies
Meta Major 1
Meta Major 2
Meta Major 3
Meta Major 4
Meta Major 5
Meta Major 6
I-BEST
Contextualized
Instruction
Contextualized
Instruction
Contextualized
Instruction
This slide presents a visual demonstration of what I-BEST and Basic & Transitional Studies looks like in Guided Pathways. Basic & Transitional Studies is at the center of the visual, with six pathways labeled “CI” that each lead to a box. Each of the six boxes is labeled as “Meta Major 1, Meta Major 2, etc.” Each box also is labeled “I-BEST.”
The Meta Majors correspond to the primary college and career pathways offered at a college. Examples of meta majors include Business, Health Care, Human Services, and etcetera. Each meta major has a one to two quarter core set of courses that have broad applicability to the various certificate and degree options within the meta major. In this model, those core courses would be offered as I-BEST, giving students the extra support they need in those critical first courses that launch their college journey.
Contextualized
Instruction
Contextualized
Instruction

16. Ten Year Summary BedA Enrollments
School Year
Headcount
FTE
63,799
21,860
70,305
23,885
65,930
23,250
61,430
21,570
54,611
19,653
54,515
19,912
51,652
19,510
48,735
19,448
49,115
19,897
48,525
18,994

17. BEDA Enrollment Update: Headcount Federally Reportable (cumulative)
Summer: 11,626
Fall: 27,576
Winter: 37,802
Spring: 46,849
Yr. Total: 46,849
Summer: 12,480 (+7%)
Fall: 27,788 (+1%)
Winter: 27,960*
Spring: TBD
Yr. Total: TBD
*As of: January 23, 2018

18. ABE Data (excludes: special programs, i.e., I-BEST, Hs 21+, etc.)
Data Point* *
As of fall quarter
Total
Students Enrolled
14,722
13,152
11,923
5,348
45,145*
 FTE (all students)
3,645
3,108
2,841
1,012
10,606*
Total Performance Points (SAI) Earned
19,510
18,733
16,602 NA
54,845**
Performance Points
Earned Per Student (SAI)
1.3
1.4
1.4**
Federal Level Gains
3,332
3,067
2,764
1,188
10,351*
* Through Fall Quarter Only
** Through Spring Quarter 2017 Only

19. ELA Data (excludes: special programs, i.e. I-BEST, Hs 21+, etc.)
Data Point* *
As of fall quarter
Total
Students Enrolled
2,226
1,488
16,090
9,499
29,303*
 FTE (all students)
677
360
5,120
2,672
8,829*
Total Performance Points (SAI) Earned
2,252
1,559
24,666 NA
28,477**
Performance Points
Earned Per Student (SAI) 1
1.5
1.2**
Federal Level Gains
641
430
6,507
3,475
11,053*
* Through Fall Quarter Only
** Through Spring Quarter 2017 Only

20. I-DEA Data
Data Point* *
As of Fall 17
Total
Students Enrolled
749
1,388
2,027
859*
5,023*
 FTE (all students)
479
 818
972
345*
2,614*
Total Performance Points (SAI) Earned
1,366
3,130
4,777
N/A
9,273**
Performance Points
Earned Per Student (SAI)
1.8
2.3
2.2
2.2**
Federal Level Gains
382
771
1,082
436*
2,671*
Through Fall Quarter Only
**Through Spring Quarter 2017 Only

21. HS 21+ Data Data Point 2014-2015 2015-2016 2016-2017 2017-2018* Total
Students Enrolled
1,935
3,427
4,027
2,136*
11,525*
FTE (all students)
1,189
1,911
1,846
585*
5,531*
Diplomas
702
1,317
1,637
418***
4,074***
Total Performance Points (SAI) Earned
4,128
6,948
8,922
1,019*
21,017*
Performance Points Earned per Student (SAI)
2.2
2.0
N/A
2.1**
Federal Level Gains
606
1,028
1,232
611*
3,477*
*Through Fall Quarter 2017 Only *** Through Summer Quarter 2017
** Through Spring Quarter 2017

22. I-BEST Data Point 2014-2015 2015-2016 2016-17 2017-18* Total 3,937
Students Enrolled
3,937
4,539
4,891
2,875*
16,242*
FTE (all students)
2,178
2,494
2,662
1,247*
8,581*
Degrees & Certificates
1,979
1,939
168*
6,264*
Total Performance Points (SAI) Earned
17,179
21,553
22,497
2,624*
63,853*
Performance Points Earned per Student (SAI)
4.5
4.7
N/A
4.6**
Federal Level Gains
958
1,102
1,229
593*
3,882*
*Through Fall Quarter 2017 Only
** Through Spring Quarter 2017

23. Program
Total points per
student
HS 21+
2.1
I-DEA

24. Legislative Update HB 2399/SB 6169: Agency Request Bill
Adds the number of state residents ages who do not have a high school or postsecondary credential, and the number of students expected to enroll in basic education for adults courses at the CTCs to the caseload forecast
HB 2617/SB 6248: Support to OSPI Agency Request
Revises 28B to allow any student 16 years of age and older who receives an AA degree to be awarded a diploma from the college or school district
HB 2846: Fine Forgiveness
Revises RCW 28A to remove grades and transcripts from being withheld due to unpaid fines in the K-12 system
SB 6078: Provides funding for an apprenticeship opportunity pilot that helps individuals who are leaving  Monroe Correctional Complex to enter apprenticeships.
SB 6445: Expands post-secondary education opportunities for Department of Corrections incarcerated students from associate workforce degrees to general

25. Federal Legislative Priorities
Dream Act (DACA)
Pass legislation to establish a path to citizenship for undocumented students who are long-time U.S. residents and eliminate federal restrictions on states that choose to offer in-state tuition to undocumented students.
Make DREAM Act students eligible for federal student financial assistance
Increase funding for the occupational and adult basic education programs authorized in the Workforce Innovation and Opportunity Act (WIOA)
Preserve the Federal Pell Grant program as the foundation of federal student aid for millions of needy college students.
Reauthorize the Higher Education Act (HEA)
Reauthorize Carl D. Perkin and Technical Education Act (CTE)
Assisting Financially Needy Community College Students Through TANF and Other Programs
Support modifications to the TANF Program that expands the vocational education time limit from 12 months to 36 month.
Establish federal policies that help students establish eligibility for programs that address food, housing, medical and other needs of severely financially disadvantaged students.

26. Operating Budget Input 2019-2021
FYI-Late January: Operating Budget Input Survey sent out college districts
Feel free to send me any input you might have and I will pass it along

27. QUESTIONS

28. "Better Jobs. Better Futures. A Stronger Washington."
Contacts
"Better Jobs.  Better Futures.  A Stronger Washington."
Jon M. Kerr, Director
Basic Education for Adults
V (360) E
_________________________________________
Washington State Board for Community & Technical Colleges
1300 Quince St SE | PO Box | Olympia, Washington 98504