1. 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

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

3. 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

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

5. 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

6. 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.

7. 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

8. 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

9. 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

10. Jon’s Priorities
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 Work

11. 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

12. 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

13. 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

14. 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

15. 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

16. questions

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