CBS Summer Meeting Minutes - draft

Yakima Valley College

Yakima, WA

July 27-28, 2016

Meeting materials on website

MEMBERS PRESENT: Pete Hauschka, Tuan Dang, Rod Taylor, Tyler Wallace, Kathy Biagi, Kelli Bloomstrom, Jim Wilkins-Luton,Patricia Lange, Daphne Larios,Lynn Christofersen, Allison Cohen, Katie Jensen, Diane Smith,Catherine Cantrell, Steve Washburn, Ann Rudnicki,Lynn Livesley,Theresa Stalick, Curtis Bonney, Tania Vega,Elaine Williams-Bryant, Jodi Novotny, Robin Gashi, Laura DiZazzo,Brigitte Kidd,Joan Youngquist,Raju Hedge, Shannon Klasell John Bowers, Kim Ward, Amy Diehr, Darlene Snider, Aaron Parrott, Carla Gelwicks and Bryce Humpherys

GUESTS PRESENT: JudiWise, BTC – Enedelia Nicholson, BBCC – LynEisenhour, Cascadia – MonicaWilson, Clark – Sandi York, CASC– Dyani Bartlett and Tracey Higgins, EDCC – Nina Benedetti and Omar Mustafa, EVCC – Anne Dolan, GRCC – Judy Faast, Hopelink – Celia Ramirez, LWIT – Teresa McDermott, Olympic – JennaPollock, RTC –LawrenceFord, TRM –Lonni Rodriguez Funk, YVC

MEMBERS ABSENT: Sandra Diimmel, Corrections – Steve Washburn, Highline – Ann Rudnicki, KACE – Lori Griffin, Pierce – Reza Khastou, SVI – Kathy Hoover, SPSCC

ABE STAFF PRESENT: Jon Kerr, Brian Walsh, Christy Lowder, Cindy Wilson,Scott Toscano, Shannon Bell, Troy Goracke andWill Durden

CALL TO ORDER:

Catherine Cantrell, CBS Chair, called the meeting to order at 9:00 a.m.

WELCOME & INTRODUCTIONS:

Catherine Cantrell introduced Teresa Holland VP of Administrative Services,welcomed CBS to their campus.Review of agenda. Catherine shared the news that KACE will be closing their doors by fall this year; she also acknowledged Bryce Humpherys move to BBCC as the new VP of Transition Services.

GENERAL BUSINESS

  • SBCTC’s website – Catherine showed how to navigate to the CBS meeting materials
  • CBS Canvas site – if you are not signed up here, send an email to Catherine to be added, as CBS work is done there as well
  • Treasurers Report - $4,087.61
  • Approval of Minutes – Spring meeting minutes – Motion made to approve as submitted / seconded and approved, no abstentions.
  • Executive Committee – we are recruiting for CBS Member-at-Large (Tyler Wallace) and CBO Member-at-Large (Amy Diehr). Nominations are being accepted and we will vote tomorrow.
  • BEdA-WWA Collaborative Guidance Document – discussion – will ask for a Motion to be made tomorrow on this doc.

SBCTC UPDATE –SBCTC Staff

Key System Reminders – Jon Kerr slide highlights

  • Final WIOA Regulations are out. There were no major surprise to us here in Washington thanks to CBS’s work on submitting requests for consideration.
  • WACTC Allocation Model Recommendations (state funds)
  • Determines College/District Base Enrollment Allocations - (enrollment targets adjusted annually based on the comparison of the 3-year average of actual enrollments to the 3-year average target)
  • Determines Minimum Operating Allocation (MOA) $2.85 Million/Campus/District
  • Allocates 5% Performance Share for SAI
  • Weights Priority Enrollments (30%)
  • All BEdA enrollments
  • All applied baccalaureate programs
  • STEM courses designed for STEM majors or transfers
  • Workforce high demand courses identified as contributing to degrees needed to meet skills gaps identified in the Joint Study on A Skilled and Educated Workforce
  • Changes to the fall Earmarked Enrollment Enhancement dollars
  • For College Providers: The Enrollment Enhancement Earmarked dollars received each fall will no longer be allocated to college providers. The idea is that the 1.3 weighting in the allocation formula is more significant than the small amount of tuition backfill.

Jon encouraged providers to get with their administration to ensure (at a minimum) you are assured increased funding to basic skills equal to your enrollment enhancement dollars under the new allocation model.

  • CBO Providers: As CBOs do not receive SBCTC state allocations beyond the enhancement funds, they will continue to receive their earmarked funds. What were enhancement dollars will be renamed “State Match - Federal Basic Education Grant” in the fall.
  • Ability to Benefit (AtB)
  • Old guidance-Required co-enrollment in Basic Skills and post-secondary programs
  • New guidance-Requires co-enrollment as appropriate. We see this as not having to be co-enrolled after testing out of basic skills or receiving a HSD.
  • Old & new not different—must provide advising/navigation support.
  • Old-structured/articulated course sequence and contextualized.
  • New-must enable attainment of HSD/GED & at least 1 postsecondary certificate & aids advancement in a specific occupation or occupation cluster.
  • Old-provides opportunities for acceleration of the attainment of postsecondary certificates and degrees, industry certs, and apprenticeship.
  • New-organizes education and training to accelerate success of postsecondary educational options & apprenticeship.
  • Old-aligns to educational and skill needs of region and economy.
  • New-aligns skill needs of industry in economy of the state or region involved.
  • Old-eliminates requirement that pathways are developed with business and industry partners.

SBCTC has been working withfinancial aid folks out of the federal office, the San Francisco/Seattle office, and now OCTAE with support from our Governor’s Office, Senator Murray, and Representative DelBene’s office to get verification that we in Washington have all that is needed for documented evidence to provide AtB for all our I-BEST programs. We have sent them documentation that we feel support our I-BEST programs as pathways, and they were provided in meeting handouts. We have sent them

Our state’s Technical Approval Request (PAR)

Professional Technical I-BEST & I-BEST Expansion Guidelines

Academic Transfer Research on Wages and State Need

BAS Program Proposal Form & BAS Degree Rubric

Our hope was to get approval of any programs with these documents in place approved as pathways. However, OCTAE does not have a formal process for reviewing and approving career pathway programs, nor do they have any formal oversight responsibilities over Title IV. OCTAE did however say,“we reviewed the sample documentation that was provided. In our view, the sample documentation referenced seems to provide reasonable evidence that a career pathway program meets the requirements of section 3(7)(A) and 3(7)(G) of the Workforce Innovation and Opportunity Act.”Christopher Coro, Deputy Director of the Division of Adult Education and Literacy, Office of Career, Technical, and Adult Education (OCTAE)

  • WIOA Common Performance Measures across All Titles
  • The percentage of participants employed during the 2nd quarter after exit
  • The percentage of participants who are employed during the 4th quarter after exit
  • The median earning of participants employed during the 2nd quarter
  • The percentage of participants who obtain a recognized postsecondary credential or a secondary school diploma or its equivalent during participation or within 1 year after exit
  • And have obtained or retained employment or are in an education or training program leading to a recognized postsecondary credential within 1 year after exit
  • The percentage of participants who during a program year are in education or training that leads to a recognized postsecondary credential or employment and who are achieving measurable skill gains toward such a credential or employment. (Implemented July 1, 2016)
  • The indicators of effectiveness in serving employers

New!Reportable Individual

  • Reportable individuals are defined as those individuals that intend to access services including self-services and/or electronic information services and who provide identifying information but have fewer than 12 hours.
  • In the future there will be a federal table created to track Reportable Individuals

Reportable individuals are discussed in annual state narratives and in other ways but thanks to your regulation request reportable individuals do not qualify as participants and will not be reflected in the final performancesmetrics

New! Participants (pg. 119 of 1027 of the Title 1 regulations: https://

  • Participants are defined as individuals who have hit 12 hours or more of attendance.

Only “participants” count toward performance measures

Participant = past federally reportable students

  • Significant WIOA Dates (Updated)
  • 2015-2016 -Transition Year

Implement all changes outlined in our transition plan (exceptions: funding for One-stops, EL Civics changes, and common performance measures)

Run new extension

  • 2016-2017 – Full Implementation July 1, 2016

RFA/extension awardees begin full implementation of WIOA(exception: funding & MOUs for One-stops)

Joint funding for One-stops begins

IEL/Civics changes are implemented

Common performance measures kick in (all but Measureable Skill Gains are collected for baseline data only)

Run new BEdA Grant Competition

  • 2017-2018 – FullImplementation July 1, 2017

New Grant Awardees begin full implementation

One-stop shared funding and MOUs kick in

  • Kathy Cooper will be retiring in the near future after 30+ years supporting innovation and advocating for basic skills across our state and nation. Please feel free to text or email Kathy with congratulations and look for an invite to a no-host dinner in her honor in Olympia.

ANNOUNCEMENTS / Q and A time with SBCTC

  • Please repeat the statement about FERPA requirements kicking in. What does it mean?
  • FERPA laws do not apply until the student is enrolled and paid for classes.
  • I-BEST – does it earn 1.75 FTE? 1.3 FTE? 2.275 FTE?
  • Yes, I-BEST earns 1.75 FTE in all classes teamtaught.
  • When do we have to have our MOU’s in place with our WDC’s?
  • July 1, 2017.
  • Student Scenario: Student does NOT possess secondary credential, but is able to complete 6 college-level credits. Student intends to co-enroll in ABE classes to complete a HSD, and also enroll in college-level classes to begin work towards an AA. The college does NOT have Academic I-BEST. ABE classes and college classes are NOT related. Is this student able to use Ability to Benefit?
  • The student does not have to be in an I-BEST program but must be on an eligible pathway to a certificate or degree.
  • Exit = 90 days. If student is out for a quarter and returns, does he need to retest? Is the 2 qtrs/6 month time period out the window?
  • WIOA exit is different than CASAS exit. CASAS requirements have not changed. Students must be re-appraised after being out of programming for two quarters.
  • Is there a place where we can see SAI points broken down by category & by college? And how that translated to dollars for each category for each college?
  • Ask your Institutional Researcher, if they are unable to help, contact SBCTC Research.
  • How does I-DEA fit into the pathway?
  • I-DEA is an on-ramp to HS 21+pathway and I-BEST.
  • IEL/Civics – can I-BEST instructors serve both ELA and ABE students if instructors are paid out of IEL funds?
  • The salary must be pro-rated if using IEL funds to pay teacher salary.
  • How will we determine exit? It seems that using the HS 21 credit option will help us with federal credential attainment, but will work against our SAI funding. Difficult when incentives are pitted against each other instead of aligning.
  • No, it doesn’t work against it. This year we are collecting data to inform the how credit accrual with generate SAI points. Based on data analysis fair and equitable SAI points will be accrued.
  • Formerly CASAS tests were to be redone when a student didn’t have instruction for over a full quarter. Now we have 90 days…new period of participation…so the old CASAS testing parameters have changed?
  • WIOA exit is different than CASAS exit. CASAS requirements have not changed. Students must be re-appraised after being out of programming for two quarters.
  • Will BEdA please share the desk audit process components/structure, etc. with the membership so we know what is being reviewed quarterly.
  • Not a question – but a shout out!! Thank you BEdA staff – you work so hard and support our programs so passionately. We may be where the rubber meets the road, but you guys are the engine…thank you, Aaron Parrott
  • Intake form – if CBS wants to form a subcommittee to look at adjusting the form to be more clear for students, we would be happy to submit it to NRS for approval.

SBCTC UPDATE –SBCTC Staff

  • BEdA Program Review and Monitoring Process – Update from Scott

Currently we have a comprehensive process for Program Review and Technical Assistance. Technical assistance and professional development starting at the beginning of the RFA process and continue through the life of the grant. Additionally, programs are reviewed to ensure compliance with federal requirements and grant assurances.

In BEdA’s 2011 CAP submission, our office agreed to develop procedures to ensure our RFA process fully complies with AEFLA requirements, as well as, strategies for monitoring the implementation of the Assessment Policy by local providers. Specific areas of focus have been:

  • An Assessment Policy User Guide
  • A statewide desk audit process
  • A 3-quarter corrective action period
  • Training on the Assessment Policy
  • A post-test exception process & log
  • BEdA Program Review Process Details 2016-17

During a Program Review and Technical Assistance visit or desk audit, performance and compliance indicators point to potential or actual compliance problems. Some common indicators include but are not limited to the following list:

  • Attainment of Proposed Grant Service Levels
  • Attainment of Student Outcome Targets
  • Adherence to Assessment Policy
  • Adherences to Grant Assurances and Certifications

At the conclusion of a review process, one or more findings may lead to a corrective action plan by the local BEdA provider. Providers will submit a CAP for all areas necessitating corrective action. Providers will use the new Template for Corrective Action Plan to detail the following information:

  • Strategy to Meet Required Action
  • Projected Date for Completion
  • Assigned Staff, if Appropriate
  • Status of Action
  • Evidence of Action Completed

Prior to awarding funds each federal grant sub-recipient’s risk will be assessed for compliance with Federal statutes and regulations. SBCTC may take the following steps with a provider that is considered a higher risk to fund:

  • Add program and fiscal requirements
  • Schedule more frequent Program Review and Technical Assistance visits
  • Withhold grant funds until compliance issue(s) resolved
  • Reduce the grant award
  • Completely defund a provider
  • Feedback – they want the monitoring tool sooner than 6 weeks prior to the event….what can SBCTC do for them?
  • I-BEST Digest – update Will
  • Training Calendar – update Cindy
  • 2015-16 BEdA Federal Reports – reports will be collected via Survey Monkey and the FFR forms, must be loaded into the 2014-19 ABE Master Grant (located in FY15 in OGMS) – due 9/15/16– update Cindy

BEdA-WWA Collaborative Guidance Document– Motion made to approve as submitted / seconded and approved, no abstentions.

Executive Committee – Motion made to approve the two nominations received for the open Executive Committee positions. Seconded and approved, no abstentions.

  • Tyler Wallace is the new CBS Member-at-Large
  • Amy Diehr is the new CBO Member-at-Large

NOTE – Kathy Biagi will be stepping down as the Treasurer after the 2016-17 year; so we will need a new Treasurer for next year.

COMMITTEE REPORT OUTS:

  • High School 21+ Task Force – Lyn Eisenhour
  • Update on SBCTC’s marketing campaign, expansion courses and HS Credit Option for FSP and SAI. SBCTC is working with OSPI to advocate for fine forgiveness so students can more easily obtain HS transcripts.
  • I-DEA and HS 21+ Expansion grants will be available this fall – watch for them
  • HS 21+ Task Force will remain an active task force
  • Innovations Committee – Carla Gelwicks & Katie Jensen
  • Rec’d great feedback on the Ignite sessions presented at Rendezvous
  • Discussed new committees/task forces for 2016-17.
  • Guided Pathways
  • I-BEST
  • Professional Development: How to for Directors, Compliance Under WIOA, Instructors
  • Enrollment Management: Projection, Coding, Funding, SAI,
  • Marketing Strategies: for attracting new students – branding
  • Dev/Ed and ABE: Restructure, combination, rebirth?
  • Employability: Establishing direct connections between Adult Basic Education and employers
  • Retention – Jodi Novotny
  • New name for Retention committee will be “Equity & Inclusion committee”
  • CANVAS and TABE have new tools coming & we need to review
  • Looking at data & level gains – all committees need to be looking at data as is relates to the description/purpose for the committee. Attention on key focus data needs for the year.
  • Transitions – Aaron Parrott & Daphne Larios
  • Myth busters–project completed and the document is posted to the CBS CANVAS site
  • Data project – analyze equity in serving historically underserved populations within our state – this will help us adopt equity and inclusion into our CBS work plan.
  • Compile information on various programs articulation efforts between ABE and college-level courses in English & Math. Aaron is compiling the information in those conversations into a wiki that will be posted on the CBS Canvas page under Transitions Committee by 8/3/16.
  • Discussed new committees/task forces for 2016-17

Explore an Equity and Inclusion agenda (possibly in a committee or taskforce): What’s the reality vs. expectation of job market entry, what’s the target? More important under WIOA because different agencies have different ideas on how to reach targets and serve mutual clients; look at research for ELL progression and the meaning of meaningful wage jobs/career; look at lower level ELL pathways to careers and their actual placement on pathways – cannot treat all ELLs with cookie cutter programs; will result in loss of complexity. Not everyone is on the same track.

Provide data models as WIOA changes the picture on measuring program success: Data models in terms of funding, new measures; what will be the impact as this or that data point changes.

Explore the many topics relating to the adoption of Guided Pathways: To include Articulation, Curriculum Overlap with DevEd, ESL to HS21+ transitions, and COMPASS replacement/Multiple Measures placement – compare between colleges and programs. Are we forcing students into boxes before they are ready to make career pathway choices? Can we balance between being totally generalized versus all contextualized into pathways?