Washington State Adult Education Advisory Council Work Plan for 2016-18

Washington State Adult Education Advisory Council – Work Plan for 2016-18

Vision: The Adult Education Advisory Council (AEAC)believes everyone in Washington State has the knowledge, skills, and credentials necessary to earn a living wage and achieve economic self-sufficiency, which results in a dynamic economy and vibrant communities.

In support of this vision, the AEAC has identified the following list of priorities:

• Goal 1: Foster, support, and advocate the scaling and sustainability of innovative college and career pathways that move Washingtonians to wage progression resulting in vibrant communitiesand economic stability.
• Goal 2: Advocate at the state and federal levels for a stable funding model for adult education.
• Goal 3: Work with system partners to ensure that every BEdA student is funded to complete their workforce education objectives.
• Goal 4: Implement proven marketing strategies to engage individuals, families, employers, and others in basic skills workforce education opportunities.
• Goal 5: Promote relevant faculty, staff, and partner professional development in support of the implementation of the Talent and Prosperity for All (TAP) and Basic Education for Adults WIOA plan.
• Goal 6: Use data to ensure equitable student access, success, and completion in order to close the achievement gap for unserved/underserved populations.
• Goal 7: Participate fully in local WIOA partnerships to identify, support, and meet employment and training needs of all WorkSource customers by working as one system.

Goal 1: Foster, support, and advocate the scaling and sustainability of innovative college and career pathways that move Washingtonians to wage progression resulting in vibrant communitiesand economic stability.
Objective / Strategy / Group(s) Involved / Expected Outputs or Outcomes
1.1Support the state-wide development ofan individualized career and training action plan that expands the current OSPI high school and beyond plan to be portable for all levels of training and employment.
1.2IncludeBasic Skills as the foundational piece of all Guided Pathways across the CTC system.
1.3Promote increased dual enrollment opportunities (HS 21+, Open Doors, I-BEST, I-BEST in the High School, etc.)
1.4Research and advocate for the inclusion of work experience and registered apprenticeship opportunities for BEdA students.
1.5Support cross agency training and navigation to support statewide HS completion efforts.
1.6Work with BEdA providers to consider the accrual of HS credits in lower-level BEdA programming where appropriate. / 1.1a Connect with SBCTC Workforce & Guided Pathways Directors, CBS, OSPI, the Governor’s Office, and the Workforce Board to support discussions and action plan development.
1.2a Advocate for BEdA in state-wide pathways trainings; Basic Skills staff/providers present about on-ramps at Guided Pathways trainings.
1.2b Actively participate in and advocate for system-wide discussions promoting basic skills as foundational to pathway development and increasing transition to college and careers.
1.3a Advocate for expanded use of Ability to Benefit option for Federal Financial Aid.
1.4a Work with local WDCs and WIOA implementation committees to expand opportunities for BEdA students in work experience and registered apprenticeship opportunities
1.5a Work with the HS 21+/Open Doors Outreach Taskforce to develop and disseminate HS completion information sessions across the state to local stakeholder agencies.
1.5b Work with TAP Professional Development Committee to include BEdA for system alignment.
1.5c Work with TAP Integration Committee on navigation to ensure all BEdA students have access to system navigation
1.6a Expand HS 21+ trainings for faculty and staff to include strategies for HS credit options in Levels 1-4 / AEAC, CBS, WFB, SBCTC WF &GP, WEC, OSPI, WASAC, ESD
AEAC, SBCTC, CBS, CTCs
AEAC, CBS, WFB, SBCTC WF &GP, WEC, OSPI, WASAC
AEAC, SBCTC, FAC, WSSSC, Congressional and Legislative Reps.
AEAC, WFB, WIOA Implementation Committees
AEAC, SBCTC, DSHS, ESD, WDCs, WWA, CBOs, CBS
AEAC, SBCTC, DSHS, ESD, WDCs, WWA, WFB, CBOs, CBS
AEAC, SBCTC, DSHS, ESD, WDCs, WWA, WFB, CBOs, CBS
AEAC, SBCTC, CBS / 1.1a Comprehensive/ individualized career and trainingaction plan spanning K12-CTC completion.
1.2a Basic Skills included in all meta-majors as the foundation to Guided Pathways.
1.2b Basic Skills accepted as a critical design element of Guided Pathways.
1.3a Increased basic skills enrollment in college-level programming.
1.4a Participation of BEdA students in work experience/registered apprenticeship opportunities.
1.5a HS completion information sessions completed in all 12 workforce regions in WA and increased enrollment in basic skills programming.
1.5b BEdA listed on TAP PD plan.
1.5c BEdA students have a reference guide for navigation and frontline workers are trained.
1.6a Pilots/curriculum established for credit accrual options at lower levels
Goal 2: Advocate at the state and federal levels for a stable funding model for adult education.
Objective / Strategy / Group(s) Involved / Expected Outputs or Outcomes
2.1Advocate for BEdA in the SAI performance funding model
2.2Advocate for caseload funding to expand capacity in basic skills programming.
2.3Use data to inform advocacy for increased funding to basic skills.
2.4Advocate for more full-time basic skills faculty.
2.5Conduct equity analysis of new policies. / 2.1aProvide input on draft metrics and weighting
2.2a Work with SBCTC to include request in next legislative agenda
2.2b Develop the data and story to support the need for caseload funding
2.3a Provide quarterly data updates to AEAC.
2.3b Develop I-BEST Dashboard
2.3c Expand quarterly report card dissemination to include AEAC members
2.4a Work with the CTC system to advocate for increased full time faculty
2.5a SAI Taskforce membership to revise metrics to include equity as a Guiding Principle and support incentive for colleges to close the achievement gap for underrepresented students / AEAC, CBS, SBCTC
AEAC, SBCTC, CBS, WFB, SBCTC Research
SBCTC, AEAC, CBS, CBOs
AEAC, SBCTC, SBCTC Research
AEAC, SBCTC, SBCTC Research
AEAC, SBCTC, SBCTC Research
AEAC, SBCTC, CTC system
SBCTC, SBCTC Research / 2.1aSAI metrics and points incentivize enrollment and completions in certificate and degree workforce programming.
2.2a Caseload bill included in next legislative agenda
2.2b Support available on AEAC website
2.3a Data updates provided at all AEAC meetings
2.3b Provide link to I-BEST dashboard for AEAC members
2.3c Include AEAC in data dissemination.
2.4a Increased percentage of BEdA faculty are full time.
2.5a New/revised metrics to incent colleges to close the achievement gap; greater emphasis on milestone achievements and transition to college-level for Fed Aid eligibility under Ability to Benefit.
Goal 3: Work with system partners to ensure that every BEdA student is funded to complete their workforce education objectives.
Objective / Strategy / Group(s) Involved / Expected Outputs or Outcomes
3.1 Advocate for a system-wide solution to waiving the tuition for the first 6 collegecredits to move students onto the Ability to Benefit option to Federal Financial Aid.
3.2 Promote training for all stakeholders in the various financial aid funding sources available to BEdA students and support braided funding training across the workforce system.
3.3 Support cross-agency navigation.
3.4 Conduct equity analysis of new policies. / 3.1a Advocate with IC and act as a catalyst for moving the initiative forward
3.2aCreate a system to showcase effective college practices for onboarding and braided funding
3.3aAdvocate for ongoing cross-communication with partner agencies to ensure understanding of funding eligibility requirements and referral resources.
3.4a Review policies pertaining to BEdA students and programming to ensure equity / SBCTC, FAC,
CBS, IC Transitions Committee,FAC, Congressional Reps.
SBCTC; FAC; CTCs
SBCTC, CTCs, agency partnerships
AEAC, CBS / 3.1a Increased use of tuition waiver for first quarter of college classes to expand use of Ability to Benefit.
3.1b Increased levels of transition from Basic Skills to college-level classes/programs through to completion of certificate/degree.
3.2aIncreased awareness of successful Financial Aid practices for supporting student success to certificate/degree.
3.2b Increased levels of transition from Basic Skills to college-level classes/programs through to completion of certificate/degree.
3.3a Increased funding support for from Basic Skills to completion of college-level certificate/degree.
3.4a Regular review of new and revised policies
Goal 4: Implement proven marketing strategies to engage individuals, families, employers, and others in basic skills workforce education opportunities.
Objective / Strategy / Group(s) Involved / Expected Outputs or Outcomes
4.1Work with AEAC, SBCTC Communications, and identified stakeholders to get the word out about the array of free and low-cost options available to the nearly 600,000 individuals in Washington state who are in need of completing a high school credential.
4.2 Use social media to recruit / 4.1a Coordinate statewide information sessions to frontline staff of partner agencies.
4.1bShowcase HS completion options at stakeholder meetings and conferences across the state.
4.2a Utilize Facebook, Instagram, and other social media tools / OSPI; SBCTC; WWA; WDC; DSHS; Dept. of Commerce; Community Action Councils; Head Start;local CTCs; other partner agencies.
DSHS; Dept. of Commerce; WDC; Community Action Councils; Head Start
SBCTC BEdA and Communications staff / 4.1aIncreased awareness of HS completion options; higher HS completion rates.
4.1bIncreased levels of partnership between providers in aligning HS completion strategies.
4.2 Increased outreach to broader base of clients/students.
Goal 5: Promote relevant faculty, staff, and partner professional development in support of the implementation of the Talent and Prosperity for All (TAP) and Basic Education for Adults WIOA plan.
Objective / Strategy / Group(s) Involved / Expected Outputs or Outcomes
5.1 Train WDC, DSHS, and other stakeholder frontline staff as to the array of free and low-costoptions available to earn a high school diplomaor equivalent andpathway options for clients at all levels. / 5.1a Coordinate statewide information sessions to frontline staff of partner agencies.
5.1b Showcase HS completion options at stakeholder meetings and conferences across the state. / OSPI; WWA; WDC; DSHS; Dept. of Commerce; Community Action Councils; local CTCs; other partner agencies.
DSHS; Dept. of Commerce; WDC; Community Action Councils / 5.1aIncreased awareness of HS completion options; higher HS completion rates.
5.1b Increased levels of partnership between providers in aligning HS completion strategies.
Goal 6: Use data to ensure equitable student access, success, and completion in order to close the achievement gap for unserved/underserved populations.
Objective / Strategy / Group(s) Involved / Expected Outputs or Outcomes
6.1 Close the achievement gap for unserved/underservedpopulations.
6.2 Advocate for Faculty professional Development with a focus on culturally relevant curriculum & instruction; other related topics. / 6.1a Conduct professional development trainings for faculty and staff on I-BEST Guided Pathways and Navigator/Advising support.
6.1bConduct statewide professional development training on topics such as implicit bias; stereotype threat; race and white privilege.
6.2a Conduct statewide professional development training on culturally relevant curriculum and inclusive pedagogy / SBCTC; CBS; CTC faculty
SBCTC; CBS; CTC faculty
SBCTC; CBS; CTC faculty / 6.1a Increased awareness and implementation of BEdA strategies in alignment with statewide Guided Pathways initiative.
6.1b Increased levels of awareness and use of inclusive practices in the classroom.
6.2a Increase levels of awareness and use of inclusive practices in the classroom.
6.2b Higher retention levels of underserved and/or marginalized student populations.
Goal 7: Participate fully in local WIOA partnerships to identify, support, and meet employment and training needs of all WorkSource customers by working as one system.
Objective / Strategy / Group(s) Involved / Expected Outputs or Outcomes
7.1
7.2 / 7.1a
7.1b
7.2a / 7.1a
7.2b
7.2a
7.2b

Glossary of Terms:

Adult Education Advisory Council (AEAC):

The Washington State Adult Education Advisory Council (AEAC) is a Governor-appointed body whose members work collaboratively and as individuals to: 1) advocate forand ensure the availability and quality of adult literacy and basic skills services; 2) support, improve and expand partnership, collaboration and coordination among the state’s adult literacy and basic skills stakeholders, providers and external partners at every level; 3) influence planning at the local, state, regional, and federal levels as they recommend goals, priorities, and outcomes to include adult literacy and basic skills learners and services; and 4) identify and help secure resources for adult literacy and basic skills.

Workforce Innovation and Opportunity Act (WIOA):

Landmark legislation that is designed to strengthen and improve our nation's public workforce system and help get Americans, including youth and those with significant barriers to employment, into high-quality jobs and careers and help employers hire and retain skilled workers. WIOA was signed into law in 2014, reauthorizing the Workforce Investment Act (WIA) for six years, from 2015 through 2020. WIOA opens the door to states’ greater use of sector partnerships and career pathway models and includes higher levels of accountability and outcome data reporting.

State Board for Community and Technical Colleges (SBCTC):

The Washington State Board for Community and Technical Colleges (SBCTC) is led by a nine-member Governor-appointed board and advocates, coordinates, and directs Washington State’s system of 34 public Community and Technical Colleges (CTCs). The following departments, commissions/councils, and initiatives serve to guide educational and training activities throughout WA State’s CTC system:

Basic Education for Adults (BEdA):

SBCTC’s Basic Education for Adults (BEdA) department supports the premise that all 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.

Council of Basic Skills (CBS):

The Council for Basic Skills (CBS) comprises all basic skills education providers funded through the BEdA department at SBCTC. CBS meets quarterly to carry out its purpose: 1) assist and report to the Instruction Commission on issues affecting state, local or federally funded adult and family literacy programs and basic skills education issues; and 2) coordinate and improve basic skills instruction to promote student success, in accordance with state and federal guidelines for adult and family literacy education.

Workforce Education (WF):

SBCTC’s Workforce Education department addsto thestate's economic vitality andhelps build regional and statewide partnerships between two-year colleges and companies, labor organizations and industry associations.Workforce education programs are supported by state and federal funding streams that can be utilized to support tuition, books, and supplies for eligible students.

Workforce Education Council (WEC):

The Workforce Education Council (WEC) is acouncil of the Instruction Commission (IC) and the Washington Association of Community and Technical Colleges (WACTC).Membership is comprised ofthechief workforce education officerfrom each Washington state community and technical college.WECmeets on a quarterly basis and — in collaboration with representatives of SBCTC, organized labor, and the Association of Washington Business — explores and develops initiatives to improve access to workforce training, boost local economic development, and expand services for dislocated workers in the state.

Instruction Commission (IC):

The Washington State Instruction Commission (IC) exists to enhance instruction and library/media services within the Community and Technical Colleges (CTCs). The Instruction Commission is directly responsible to the Washington Association of Community and Technical Colleges' presidents (WACTC) through a liaison appointed by the president of WACTC. The liaison serves as the primary communication link between the Commission and WACTC.

Transitions Committee:

The Transitions Committee is a workgroup within the IC guided by the annual Work Plan and tasked with addressing issues related to transitioning students to and through the CTC pathways.

Washington State Student Services Commission (WSSSC):

The Washington State Student Services Commission (WSSSC) consists of the Chief Student Services Officer, or designee, from each CTC who provides the leadership, vision, and management to promote student development and success.The membership meets on a quarterly basis, and is supported by SBCTC’s Student Services department.

Financial Aid Council (FAC):

The Financial Aid Council (FAC) is a council of the Washington State Student Services Commission (WSSSC), an organization ofadministrators primarily responsible for student services within the community and technical college (CTC) system.

Ability to Benefit (ATB):

Ability to Benefit (ATB) is a term used in the context of postsecondary educationto refer to students who have sufficient competency to benefit from post-secondary education, but do not have a high school diploma or the Certificate of High School Equivalency. ATB, as assessed by government-approved tests, is required for receiving financial aid by most US public colleges that admit students without a high school diploma or the certificate of equivalency.

Adult career pathway models have emerged in over a dozen states to help lower-skilled, low-income adults earn credentials more quickly than in regular programs. Washington State’s I-BEST program provides students – many lacking high school credentials –with a sequence of education and training courses within specific occupations in partnership with employers and combined with support services. The I-BEST model is showing promising results for credit and credential attainment and, in many cases, out-performing traditional programs. Federal Pell Grant aid is a critical source of funding for students in these programs.

Braided Funding:

Braided funding is the weaving of multiple sources of fundingto assist college students at entry and through to completion of a postsecondary credential and/or degree.Funding sources are typically comprised of a combination of state, federal, and private streams, i.e. Opportunity Grant, WorkFirst, Worker Retraining, BFET, Federal Pell Grants, State Need Grants.

Guided Pathways:

The Guided Pathways Initiative is a statewide movement aimed at reducing and simplifying the number of choices about course selection a student must make, informing and supporting those choices, and directing students into an intentional, comprehensive program of study within one or two quarters. The process from college entrance to program selection to degree completion is streamlined, providing students with a much clearer, more efficient path to completion.Beginning in 2016, more than $7 million will be awarded from College Spark to 10 CTCs in Washington Stateto implement the Guided Pathways Initiative. It is expected to be fully scaled across all 34 CTCs in the system with ongoing facilitated support and technical assistance from SBCTC.