Narrative: c.

FISCAL RESPONSIBILITY

1. Describe the criteria and process for how the eligible agency will approve eligible recipients for funds under this Act, including how—

PLAN CONTENT
Section 122 (d)(5)(A)

(a) Describe the criteria and process for how the eligible agency will approve eligible recipients for funds under this Act, including how— each eligible recipient will promote academic achievement;

SECONDARY

Funding allocations will be formula-based, as outlined in the Perkins Act. Continuing with the 2023-24 school year the districts/STECs will continue working on their Comprehensive Local Needs Assessment (CLNA). Districts/STECs will continue to evaluate all of the performance targets and identify improvement plans for any failed indicators. Results of the CLNA will inform local investment of Perkins funds.

POSTSECONDARY

Funding allocations to eligible recipients will be formula-based, as described in the postsecondary waiver request section. Each college will receive baseline accountability reports from the State Board for Community and Technical Colleges via the Perkins Dashboard. The dashboard includes college-specific and statewide performance indicator data disaggregated by student subgroups, special populations, and professional/technical programs offered at the colleges, since reporting year 2015-2016. The colleges will analyze the data and discuss findings with their stakeholder groups as part of their Comprehensive Local Needs Assessment. Performance will be addressed within a section of the local application. Colleges will be asked to identify strategies and develop a plan to lessen academic achievement gaps experienced by special populations, student subgroups, or students enrolled in specific programs that are performing poorly on 1P1, 2P1, and 3P1 indicators.

The application reflects the priorities and requirements of Perkins V. The Perkins Plan application focuses on the CLNA process; equity and access; evaluation of student performance, program size, scope, and quality; programs of study and pathways, and recruitment, retention, and professional development of CTE educators as well as questions that reflect the requirements of Section 134(b) of the Strengthening Career and Technical Education for the 21st Century Act. The application also includes a Budget Narrative section wherein colleges provide precise descriptions of how they will utilize Perkins funding in 16 categories. There are 16 questions in the Grant and Fiscal Accountability section and a required Perkins Plan Assurances document that must be signed by the college president.

SBCTC hosts, records, and posts to its website an annual training webinar to explain the application process and provide technical assistance to applicants. As applications are received, the Program Administrator and Contract Specialist provide substantial feedback to colleges, when applicable, to ensure that applications meet the requirements of Perkins V and expectations of SBCTC. Agency feedback is recorded in OGMS and revisions are required prior to approval.

PLAN CONTENT
Section 122 (d)(5)(B)

(b) Describe the criteria and process for how the eligible agency will approve eligible recipients for funds under this Act, including how— each eligible recipient will promote skill attainment, including skill attainment that leads to a recognized postsecondary credential;

SECONDARY

Funding allocations will be formula-based, as outlined in the Perkins Act. Districts/STECs will provide improvement plans for any failed indicators, and results of the CLNA will inform local investment of Perkins funds. For the 2023-24 application, the district/STEC will update the CLNA and describe specific plans to promote academic achievement. The Perkins application will include support on how the eligible recipient plans to promote technical skill attainment. This is further reinforced by the state’s CTE graduation pathway option which requires students that utilize this pathway to complete two credits of CTE through courses with access to dual credit or include or lead to an industry recognized credential of value.

POSTSECONDARY

Funding allocations to eligible recipients will be formula-based, as outlined in the Perkins Act. SBCTC provides a data dashboard displaying each college’s performance on each indicator that displays data disaggregated by student subgroup, special population, and CTE program, and is accessible to the colleges and the public. The dashboards are updated annually as enrollment and completion data from the previous year becomes available. The colleges will analyze the data and discuss the findings with professional/technical advisory committees and other stakeholder groups as part of their Comprehensive Local Needs Assessment. The college will also complete comprehensive reviews of their professional/technical programs on a periodic basis to ensure content is relevant to preparation for employment. Colleges will also analyze completion data to identify and mitigate barriers students may experience that negatively affect completions. Colleges will submit their strategic plan to promote skill attainment, including skill attainment that leads to a recognized postsecondary credential as part of their Local Application.

All Perkins applications include a discussion of employability skills and pathways-focused guidance and counseling services in the Size, Scope, and Quality section, and SBCTC has developed a monitoring rubric to enumerate the best practices being utilized at the local level. These include career exploration workshops, mock and on-campus interviews, resume workshops, credit-bearing career-readiness courses, online/interactive pathways tools, flipped classroom models, and contextualized instruction. A substantial number of these are features of two of the systems most comprehensive approaches to career and technical education – Guided Pathways and I-BEST.

PLAN CONTENT
Section 122 (d)(5)(C)

(c) Describe the criteria and process for how the eligible agency will approve eligible recipients for funds under this Act, including how— each eligible recipient will ensure the local needs assessment under section 134 takes into consideration local economic and education needs, including, where appropriate, in-demand industry sectors and occupations.

SECONDARY

Funding allocations to eligible recipients will be formula-based, as outlined in the Perkins Act. All eligible recipients must engage with their local employers through the advisory committee process and analyze labor market data as a component of course and program approval, and in consideration of program evaluation. Multiple data tools are available for local use, and economic data is provided quarterly by the Employment Security Department (ESD).

POSTSECONDARY

Funding allocations to eligible recipients will be formula-based, as outlined in the Perkins Act. All colleges must engage with their local employers and analyze labor market data prior to submitting a professional/technical program request for approval by the State Board for Community and Technical Colleges. As part of the approval process, the colleges are required to evaluate whether or not other public and private institutions in their geographic area offer similar programs. The colleges must assess work-based learning placement opportunities for the proposed program.

PLAN CONTENT
Section 122 (d)(6)

Describe how the eligible agency will support the recruitment and preparation of teachers, including special education teachers, faculty, school principals, administrators, specialized instructional support personnel, and paraprofessionals to provide career and technical education instruction, leadership, and support, including professional development that provides the knowledge and skills needed to work with and improve instruction for special populations.

SECONDARY

OSPI supports the recruitment and preparation of educators, administrators, and support personnel through a variety of methods. OSPI partners with the Washington Association of Career and Technical Educators (WA-ACTE) organization to provide statewide professional development opportunities. The WA-ACTE is an umbrella professional organization that includes; Washington Association of Career and Technical Administrators (WACTA), Washington Association of Agricultural Educators (WAAE), Washington State Business Education Association (WSBEA), Washington Career Counseling & Employment Readiness (WA-CCER), Washington Family and Consumer Sciences Educators (WA-FCSE), Washington Association of Marketing Educators (WAME), Washington Industrial Technology Education Association (WITEA), Washington Association of Skilled and Technical Sciences (WASTS), and Health Science Career and Technical Educators (HSCTE).

OSPI supports early career teachers, including CTE teachers both certificated and on conditional certificates, through a competitive grant program which serves 75 percent of Washington state’s first-year teachers. The Beginning Educator Support Team (BEST) grant supports districts in training mentor teachers and in the implementation of induction standards. The program is also collaborating with preparation programs to train mentors for pre-service teachers. Additionally, OSPI supports professional learning for all educators through Title II, Part A federal Title funds. These funds support CTE teachers, and all educators with both district/STEC level and state level professional learning opportunities.

As required by the Elementary and Secondary Education Act (ESEA) amended by Every Student Succeeds Act (ESSA), and our state equity plan under the Ensuring Equitable Access to Excellent Educators Initiative, OSPI’s Title II, Part A program office (TIIA) monitors certification requirements and teaching assignments for all educators including CTE. OSPI monitors CTE courses based on Classification of Instructional Programs (CIP) Code reported with state course code and V-Code matches (CTE specific teaching certificate endorsement(s)) and student grade level. Based on the teaching assignment, TIIA can provide information and data on CTE’s teacher shortage area and quantify the FTE needed to place fully qualified teachers for CTE courses in shortage area(s) by state, educational service district, local education agency, and school district/STEC level. Furthermore, this information could be used to communicate with post-secondary institutions to target and supply educator workforce candidates to fill specific shortage areas and geographical shortage areas in CTE. The collaboration with post- secondary institutions to fulfill teacher shortage area(s) is one of strategies identified to improve teacher shortage issues in Washington and is included in Washington’s State Equity Plan.

OSPI is a sponsor of both the fall and summer WA-ACTE conferences, and provides funds for school district/STEC employees to attend these and other professional learning opportunities. OSPI will continue to invest strategic professional learning funding; previous examples include targeted investments such as sponsorship of an annual CTE Boot-Camp, a professional development opportunity provided by the Southern Regional Educational Board (SREB), which was specifically intended for educators entering the field from industry – and focused on supporting pedagogy and classroom management. The investment of funds will be contingent on the providers meeting the definition of professional development found in Perkins V. OSPI will seek to provide funding to sponsor, or support the attendance of individuals at high quality development opportunities.

OSPI will continue to partner with preservice and continuing education preparation programs across the state to provide technical assistance and outreach. OSPI provides workshops, presentations, and webinars as requested at conferences of the professional organizations that serve educators in our state including the Association of Washington School Principals (AWSP), Washington State School Directors Association (WSSDA), Washington Association of School Administrators (WASA), and Washington State Counselors Association (WSCA). In addition, OSPI provides clock hours to many professional learning events, which supports certificate renewal requirements for CTE Directors and CTE Educators.

The Professional Educator Standards Board (PESB) is improving ability to collect and use data to identify preparation and educator shortage needs to better target and support educator preparation in those areas. Educator preparation programs are evaluated based on the percentage of educators prepared in educator workforce shortages, particularly special education. It is required that 20 percent or more of the certifications each year are in endorsements in shortage areas. PESB provides feedback to the providers that they should expand the number of endorsements offered in those identified shortage areas. This feedback loop has led to a statewide increase in the number of providers offering endorsements in shortage areas; and this process may be applied to help positively impact the shortage for CTE educators.

POSTSECONDARY

The State Board for Community and Technical Colleges will continue to support the recruitment and preparation of CTE faculty, administrators, and staff. Perkins Leadership funds will be allocated to each of the colleges to support industry-based professional development. Funding will be available to professional/technical faculty, administrators, staff, and professional/technical/adult basic education faculty teams to support new skill development directly related to the business and industry field(s) to which they are assigned. Funding is available to adult basic education faculty or administrators to jointly participate in professional development activities with professional/technical faculty or administrators to strengthen content knowledge and develop new skills in the field when an integrated instructional model is in place. The State Board for Community and Technical Colleges has championed the I-BEST model that uses a team-teaching approach to provide students with basic education instruction while they also receive instruction in career preparation in the field of their choice.

All professional/technical faculty and administrators must complete an initial three-year or on- going five-year professional development plan (PDP) to maintain their certification. Individual professional development activities must directly align with each instructor or administrator’s plan and increase their knowledge of current practices in the field. Professional development activities may also support participation in recognized industry sponsored training programs that result in industry certification or offer comprehensive skills training resulting in a better match between employer expectations and the program content. Washington State Skills Standards for Professional/Technical Instructors is currently being reviewed and updated to include DEI competencies. These new standards are expected to be introduced and adopted in spring quarter of 2024. The current Standards for Professional/Technical Instructors and Industry Trainers incorporated in the PDP process include:

• Manage Learning Environments
• Develop Outcomes, Assessment and Curricula
• Provide Student Instruction
• Develop and Review Programs
• Provide Student Instruction
• Create and Maintain a Professional Environment

The State Board for Community and Technical Colleges will continue to facilitate statewide training and professional development to enhance the recruitment and retention of CTE faculty, administrators, and staff. For example, in 2019, Perkins Leadership funds provided an in-depth presentation on Diversity and Equity in Hiring at the college system’s Workforce Education Council meeting.

Leadership funding was also used to provide an Implicit Bias Institute for workforce faculty, administration, deans, and leadership from the community and technical colleges and registered apprenticeship programs across the state. The Institute was designed to develop working tools and processes to identify and reduce unconscious biases that hinder student and faculty success and to enrich the overall campus climate. The project builds and sustains diversity and inclusion initiatives by building a cohort of campus experts to identify and strategically reduce bias at all critical decision points through the examination and implementation of policies and practices within each respective campus and apprenticeship program.

The Workforce Deans' Academy is also supported with Leadership funding. It is an in-depth, hands-on opportunity for new and aspiring workforce deans to experience situations and challenges they will face as administrators and practice the skills they will need before facing them on the job.

Boot Camps are intensive, hands-on courses for professional/technical faculty who have limited or no teaching experience. Qualified instructors/facilitators will introduce and model essential components of classroom management, adult learning, and facilitating skills. Emphasis is on practical and real-life applications.

Finally, SBCTC will continue to provide system convenings to more efficiently and cost- effectively deliver Workforce Education training, technical assistance, and professional development. In the past year, SBCTC and the Workforce Education Council have collaborated to provide Opportunity Gap Analysis training, bringing together teams from across our system to engage colleges in deep learning and practical application of new skills.

PLAN CONTENT
Section 122 (d)(7)

Describe how the eligible agency will use State leadership funds made available under section 112(a)(2) of Perkins V for purposes under section 124 of the Act. See Text Box 2 for the required uses of State leadership funds under section 124(a) of Perkins V.

Leadership funds will support the state’s subrecipient agencies, the State Board for Community and Technical Colleges (SBCTC), and the Office of Superintendent of Public Instruction (OSPI) to systemically invest leadership dollars. Leadership funding decisions include:

1. The state shall reserve not more than 10 percent of leadership funds to carry out the following activities:
   1. 1% of the allocation to serve individuals in state correctional institutions, juvenile justice facilities, and educational institutions that serve individuals with disabilities.

The allocation will be split 50% to SBCTC and 50% to OSPI.

1. 2. The state will set aside $60,000 for services that prepare individuals for non- traditional fields.

The allocation will be split 50% to SBCTC and 50% to OSPI. While the $60,000 represents the minimum allocation set-aside, additional leadership dollars will be prioritized for all members of special populations, so investment can be made towards increasing all underrepresented populations within non-traditional employment and not be restricted to gender data only.

1. 3. The state will set aside an amount equal to 0.1 percent to support the recruitment of special populations to enroll in CTE programs.

This allocation will be directed to the Workforce Board. The SBCTC and OSPI have prioritized spending to support special populations, which may include additional recruitment efforts, or other initiatives and activities based upon collected data.

1. 4. The remainder of the leadership funds will be administered by the Workforce Board, SBCTC, and OSPI in alignment with the General Authority and Permissible Uses of Funds articulated in the Perkins V Act.

In alignment with the Washington Perkins Mission, Vision, and Values, SBCTC and OSPI will commit to assessing and evaluating local and statewide performance data to identify performance and opportunity gaps and establish priorities for local and/or state funding. Highly informed by the local Comprehensive Local Needs Assessments (CLNAs), and state level data, and with a commitment to diversity, equity, and inclusion the SBCTC and OSPI will invest leadership funding in the following areas:

1. 1. 1. Developing High Quality CTE Programs: Examples include investing in the partnership to establish regional and statewide articulation agreements aligned with programs of study; supporting the adoption and integration of recognized postsecondary credentials and work-based learning into programs of study; and increasing access to high quality work-based learning. This would include, but not be limited to: expanding access to Career Connected Learning activities including career preparation and career launch programs, work-integrated learning activities, and other work-based learning programs as defined in the Perkins Act. These activities include sustained interactions with industry or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational institution that foster in-depth, firsthand engagement with the tasks required to a given career field, that are aligned to curriculum and instruction.
      2. Adapting Existing Programs: Examples include prioritizing program investment aimed at closing an opportunity or access gap; adapting programs to increase access to remote students including adopting hybridized learning models; increasing access to industry-recognized credentials; and adapting program offerings to meet employment trends in light of advancement in technology, automation, and artificial intelligence. Additionally, supporting investment in improved labor market tools that will support predicting new and existing employment opportunities and future trends.
      3. Improving Access and Outcomes for Special Populations: Examples include investing in programs and activities that increase student access, engagement, and success in programs that serve members of special populations. These may include but are not limited to: partnerships with tribes and tribal organizations and business, industry, and labor leaders; supporting participation for non-traditional employment; lowering barriers identified by school districts/STECs and colleges in rural communities; and activities that eliminate inequities in access to high- quality programs.
      4. Supporting Professional Development and Leadership: Examples include investing in professional learning opportunities for CTE educators, faculty, administrators, guidance counselors, and paraprofessionals. As required by the Perkins Act, activities must be high-quality, comprehensive, and support the most effective training options to individuals, and to the degree possible be coordinated with other professional learning opportunities. Additionally, investing in programs that serve students in alignment with the definition of CTSO; organizations for individuals enrolled in CTE programs, that engage in CTE activities as part of the instructional program. These investments will prioritize activities that support positive impacts to the performance indicators, and specifically serve students representing special populations.
      5. Supporting Statewide and Regional Partnerships: Examples include: incentivizing a regional and/or statewide approach to planning and activities related to expanding CTE dual credit access; review and development of CLNAs; developing statewide programs of study aligned with high-skill, high-wage, in demand, and emerging occupations; increasing community work-based learning opportunities for both secondary and postsecondary students; and facilitating career pathway development.
      6. Facilitating Opportunities for Technical Assistance: Examples include activities that promote leadership, CLNA preparation, and professional development as well improving the quality of career and technical education teachers, faculty, administrators, and counselors.

PLAN CONTENT
Section 122 (d)(8)(A)

Describe how funds received by the eligible agency through the allotment made under section 111 of the Act will be distributed— Among career and technical education at the secondary level, or career and technical education at the postsecondary and adult level, or both, including how such distribution will most effectively provide students with the skills needed to succeed in the workplace;

Approximately 85% of Perkins Basic Grant funds for Washington are distributed to the local level for required and permissive uses of funds. The Workforce Training and Education Coordinating Board, the eligible agency in Washington, determines the relative portion of funds provided to the secondary and postsecondary partner agencies, respectively the Office of Superintendent of Public Instruction and the State Board for Community and Technical Colleges.

In determining the secondary and postsecondary split, the Board examined enrollment and full- time equivalent counts for both systems’ career and technical education students, as well as compared the distribution splits in other states. Based on this analysis, the Board has determined that the split between secondary and postsecondary systems is set at 44/56 percent of Basic Grant funds, respectively. The Board retains the authority to reexamine the data should additional information become relevant to the issue.

OSPI, SBCTC, and the Workforce Board will jointly establish a workgroup to examine the existing funding split between secondary and postsecondary, with the delegated authority to amend the state plan. This group will develop proposals for formulaically maintaining and/or adjusting the funding split in future years, and come to a consensus determination to report to the Workforce Board. At a minimum, the workgroup will be comprised of representatives from OSPI, SBCTC, and the Workforce Board. The Workforce Board may elect to include other stakeholders as mandatory participants and will encourage broad stakeholder engagement in this process.

Formulaic proposals will be based on a data analysis that at a minimum examines the quantitative effects of adjusting the split, the number of students served by each sector as defined by both headcount enrollments and across sector normalized full time equivalents, and the existing level and availability of state and local funding support to CTE students in each sector. The analysis must further include an examination of the impact of changes on sub-recipients, especially rural serving institutions and school districts/STECs. Finally, formula proposals must include strategies such as ramped implementation to mitigate the effects of sudden formulaic changes to the funding split, achieved through a cap of the maximum percentage change in any given year. Workgroup partners will develop a rationale and “business rules” that specify the rationale for maintaining or modifying the split level and criteria for adjusting it in the future inclusive of the minimums enumerated above into a written report submitted to the Workforce Board.

The workgroup plans to conclude its planning by October 31, 2026 and will report to the state Workforce Board its recommendations for funds that become available July 1, 2027, along with their rationale and criteria for future split discussions, at a fall meeting of the Workforce Board.

PLAN CONTENT
Section 122 (d)(8)(B)

Describe how funds received by the eligible agency through the allotment made under section 111 of the Act will be distributed— among any consortia that may be formed among secondary schools and eligible institutions, and how funds will be distributed among the members of the consortia, including the rationale for such distribution and how it will most effectively provide students with the skills needed to succeed in the workplace.

The secondary system has 142 eligible recipients that meet the minimum $15,000 Perkins grant. Of those, all districts/STECs who apply for the grant request and are granted waivers. Presently, no consortia operate at the secondary level in Washington. OSPI has utilized Perkins Reserve funds in the past to incentivize small, rural districts/STECs to investigate possible consortia development, however there have been none established at this time. If a consortium is developed, the initial allocations based on the Perkins formula for all members will be combined and any incentive reserve dollars will be added to the consortium’s allocation. School districts/STECs that apply for the waiver to the minimum allocation must demonstrate ability to meet the requirements for size, scope, and quality to be eligible recipients.

The postsecondary system has only one institution that does not qualify (based on size of CTE enrollment) for a $50,000 minimum grant, so there are no postsecondary consortia in Washington.

PLAN CONTENT
Section 122 (d)(9)(A)

Describe the eligible agency’s program strategies for special populations, including a description of how individuals who are members of special populations—will be provided with equal access to activities assisted under this Act;

Equity, access, and inclusion are at the heart of Washington’s Perkins V Mission, Vision, and Values. These will be the foundation upon which we further develop strategies and identify promising practices that ensure all students have equal access and program opportunities that will help them succeed in CTE and beyond.

Our state’s Comprehensive Local Needs Assessment includes disaggregated data reviews of enrollment and outcomes as well as a full section on equity and access. This tool will help identify gaps in performance and outcomes, and will incent school districts/STECs and colleges to develop strategies and implement solutions that address the gaps and improve outcomes for all students.

Individuals who are members of special populations are guaranteed equal access to activities under Perkins V through compliance reviews conducted by staff whose role and responsibilities include oversight of Methods of Administration (MOA) for civil rights compliance in career and technical education. MOA administrators are engaged in onsite visits and/or desk audits, and providing technical assistance on civil rights compliance to community and technical colleges and school districts/STECs.

In addition, OSPI and BEdA have partnered to create a seamless pathway for out-of-school youth and adults lacking a high school diploma or its equivalent. The Open Doors re-engagement program administered through OSPI and the competency-based High School+ programs implemented across the community and technical college system provide students with a seamless pathway to high school completion. As students age out of Open Doors all credits and competencies earned count towards a high school diploma in the HS+ competency-based diploma program in Washington’s community and technical colleges.

The set aside for recruitment of special populations will be used for a CTE focused marketing campaign. The campaign will be designed to incent more special population participation in programs.

SECONDARY

OSPI ensures equal access to Perkins funded activities for all students, including members of special populations, through multiple monitoring activities. Compliance to federal and state laws is monitored through the Program Review & Support and Methods of Administration (MOA) processes. School districts, STECs, and skill centers provide evidence of access and support for all students, including members of special populations. MOA and Program Review administrators are engaged in desk audits, and providing technical assistance on civil rights and program requirement compliance to school districts/STECs. Equal access is additionally monitored and supported by the OSPI Civil Rights Department. Secondary Perkins applicants must complete an Agency Application Assurances for school districts/STECs, which includes alignment to all applicable state and federal laws. Perkins Reserve Fund Projects have prioritized service expansion to members of special populations to support closing opportunity and performance gaps.

POSTSECONDARY

As articulated in Washington’s Perkins V Mission, Vision, and Values Statement, SBCTC “prioritize[s] equity and access for individuals served by Perkins [by]…Leveraging and aligning federal and state policies and funding to improve student outcomes.” To that end, the postsecondary Perkins Plan funding formula incentivizes enrollment of students from special populations and benefits recipients that prioritize student support through the braiding of multiple funding sources. These include Pell/BIA, Opportunity Grant, Worker Retraining, Washington College Grant, WorkFirst, and BFET. Colleges demonstrating the greatest level of student need by effectively administering these programs receive greater proportions of Perkins Plan funding.

With respect to supporting equal access, the Opportunity Grant administered by SBCTC is noteworthy. Offered to low-income students (those with incomes at or below 200% of the federal poverty level), the state’s Opportunity Grant specifically supports individuals in high-wage, high-demand programs. Of students receiving Opportunity Grants, over 90% are typically enrolled in CTE programs and approximately 50% are students of color. Grant proposals require that colleges address skill gap shortages in a targeted industry, identify educational pathways linked to viable careers, demonstrate that completers will have job opportunities, and provide evidence of community partnerships. SBCTC approves only Opportunity Grant pathways that lead to minimum starting wages of $15/hour in King Country and $13/hour elsewhere in the state. In addition to providing funding for tuition, fees, and books, Opportunity Grant recipients are eligible for individualized tutoring, career advising, college success classes, emergency childcare, transportation, and an industry mentor through the Workforce Training and Education Coordinating Board’s Opportunity Partnership Program.

Washington’s commitment to Guided Pathways is also intrinsically tied to inclusion and equitable access to education. SBCTC’s Guided Pathways initiative is focused on helping more of our students — especially low-income, first-generation students and students of color — earn credentials to prepare them for entry into higher-paying, high-demand fields with value in the labor market. A research-based approach to advising and instruction, Guided Pathways simplifies choices for students by grouping courses together to form clear pathways through college and into careers.

Likewise, I-BEST is a nationally recognized model for engaging and supporting underserved and special populations, such as adult and out-of-school learners and English language learners. I-BEST utilizes a contextualized team-teaching approach to deliver basic English, reading, and math content and job- and college-readiness skills simultaneously. Reaching almost 6,000 students across the state (46% of whom are students of color) through 146 programs, Integrated Basic Education and Skills Training (I-BEST) is particularly well-suited to ESL, ABE, and GED students, teen parents, and returning adults and provide a dedicated pathway to Professional-Technical careers. Each I-BEST program is evaluated through a robust approval process that ensures a local and economic need is met in each in demand industry. The Workforce Development department also ensures living wages will be earned upon completion. The Basic Education for Adults department reviews curriculum in order to stay in alignment with industry standards and academic rigor. Examples of I-BEST programs include: Heating, Ventilation, Air Conditioning and Refrigeration, Allied Health Clinical Lab Assistant, Computer Network Technology, Viticulture, Composite Structures, Medical Reception, Facilities Maintenance Engineer, and Nurse Assistant.

PLAN CONTENT
Section 122 (d)(9)(B)

Describe the eligible agency’s program strategies for special populations, including a description of how individuals who are members of special populations—will not be discriminated against on the basis of status as a member of a special population;

By vigorously implementing Methods of Administration (MOA), all Washington students, regardless of race, color, national origin, sex, or disability, have equal access to high-quality career and technical education programs. The state agencies’ responsibilities under the MOA program are included in the Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in Vocational Education Programs (Appendix B of the Title VI regulation and the Section 504 regulation, and Appendix A of the Title IX regulation). These responsibilities include: conducting targeted compliance reviews of selected secondary and postsecondary schools that provide career and technical education; securing corrective action when civil rights violations are found; and reporting civil rights activities and findings to OCR.

SECONDARY

Under Washington Administrative Code (WAC) 392-190-060, all school districts must designate at least one employee to be responsible for monitoring and coordinating the district’s compliance with state nondiscrimination laws (chapters 28A.640 and 28A.642 RCW, and chapter 392-190 WAC). Federal nondiscrimination laws require each school district to designate an employee to coordinate compliance with Section 504 (34 C.F.R. §104.7), Title IX (34 C.F.R. §106.8), and Title II of the ADA (28 C.F.R. §35.107). The coordinator for state nondiscrimination laws may also serve as the Title IX and/or Section 504/ADA coordinator. Front office staff at all school buildings and the district office must be aware of the name and contact information of the compliance coordinator(s) so that they may inform students, parents, and others as needed. The compliance coordinators’ contact information must also be published with the school district’s nondiscrimination statement.

Each school district must submit an Equity Assurance Report on an annual basis. In this report, each school district evaluates its compliance with specific requirements under chapter 392-190 WAC. OSPI also regularly monitors and enforces school districts’/STECs’ compliance with state and federal nondiscrimination requirements through program monitoring, discrimination complaint investigations, and agency-initiated compliance reviews.

POSTSECONDARY

At the foundation of SBCTC is a focus on diversity, equity, and inclusion. The vision statement, “Leading with racial equity by working to dismantle racist policies and practices throughout our community and technical college system, and ensuring our students of color and other minoritized students reap the benefits that come with higher education: higher incomes, better health, and greater social and economic mobility that passes from generation-to-generation” serves as a framework for how we prioritize funding. One of the goals in the strategic plan is to “increase access and retention among populations who can benefit the most from college access. This includes young adults, working adults, low-income people, people of color, immigrants and single parents.” Additionally, the implementation of Guided Pathways, through our community and technical colleges, creates more inclusive campuses by focusing on increasing the diversification of students that access and earn credentials. These efforts are supported by legislative investments in our college system’s equity efforts with the passage of SB5227 requiring DEI training and assessments at institutions of higher education and SB5194 providing for equity and access in the community and technical colleges.

The commitment to fulfill the mission is evident with a section dedicated to improving equity and access in the Perkins Grant application and CLNA. Colleges requesting Perkins funds are required to provide information in relation to recruiting special populations in the application and CLNA including current projects, services, or initiatives, gaps and deficiencies, action plan and priorities, and evaluation of efficacy of strategies in recruiting. Prior to awarding funds, SBCTC reviews each college’s past and current efforts and initiatives, assessment of their success at recruiting and retaining special populations, as well as their plan to narrow any gaps for special populations by analyzing their performance indicator data. Additionally, SBCTC provides technical assistance, specific to this area, during monitoring visits.

SBCTC has also adopted and disseminated strategies and research on equitable hiring practices through the agency’s Diversity, Equity, and Inclusion (DEI) Committee and Workforce Education Council (WEC) in an effort to curtail discrimination by diversifying college faculty and staff. The tool was developed by the Diversity and Equity in Hiring and Professional Development (DEHPD) work group, which was formed in 2014 in order to address the low numbers of faculty, administrators, and staff of color and other underrepresented, marginalized groups throughout the CTC system.

PLAN CONTENT
Section 122 (d)(9)(C)

Describe the eligible agency’s program strategies for special populations, including a description of how individuals who are members of special populations—will be provided with programs designed to enable individuals who are members of special populations to meet or exceed State determined levels of performance described in section 113, and prepare special populations for further learning and for high-skill, high-wage, or in- demand industry sectors or occupations;

SECONDARY:

LEAs will work to eliminate barriers by:

• Reducing the amount of course fees to ensure that all students have equal access to CTE Programs;
• Offering the Graduation, Reality and Dual Roles (GRADS) Program, which helps teen parents continue their education by providing child care and support;
• Ensuring Career Guidance Centers are open to all populations and offer events that underserved populations may have a difficult time attending otherwise;
• Offering course equivalencies, which allow students to earn graduation credit for a course that may better align with their individual needs and pathways;
• Offering CTE Dual Credit, which allows students to earn high school credit while earning college credit at the same time. CTE Dual Credit helps those students who may not have any other route to earn college credits;
• Annually reviewing enrollment data for courses and programs, including CTE, disaggregated by race, sex, English-learner status, and disability, to identify and address any substantial enrollment disproportionalities and ensure they are not the result of discrimination.

POSTSECONDARY

As part of their Guided Pathways efforts in fields such as Business, Healthcare, Education, Social Behavior Science & Public Service, STEM, and Computer & Information Technology, colleges provide student success classes, intensive advising, support services, and early intervention to keep students on-track. Data, apps, and electronic tools help students, faculty, and advisors monitor progress, while technology integration, on-line course offerings, and modularized curricula provided increased access for career advancement and learning opportunities through short-term specialized training. Counseling and advising services for special populations are supported as well as integration of Adult Basic Education (ABE) and English as a Second Language (ESL) into CTE course offerings through the model for Integrated Basic Education and Skills Training (I-BEST). Supplemental instruction as well as applied math and writing courses support student success and completion. Funding is also expended for tutoring and interpretative services for student with disabilities.

Like Guided Pathways, I-BEST provides an accelerated and supportive college experience for special populations, and when coupled with High School Plus (HS+), has the potential to significantly impact the state’s goal of having 70% of 25- to 44-year-olds attain a postsecondary credential. Challenging the traditional notion that students must move through a set sequence of basic education courses before they can start working on certificates and degrees, I- BEST places adult education students directly into college credit-bearing career pathways that lead to high demand, living wage jobs. The combined teaching method at the heart of I-BEST allows students to work on college-level studies much more quickly than in traditional models, and the required navigational services connects students to resources and guides them to completion. Co-enrollment in our High School Plus (HS+) and I-BEST programs enables students to work on a secondary and postsecondary credential at the same time. HS+ is a competency-based high school completion program that results in a Washington state high school diploma. It awards credit for prior learning, military, training, and work experience. Because it is competency-based, students can complete coursework through I-BEST and have that same coursework count toward the completion of a high school diploma through HS+, saving the student both time and money and accelerating Washington state toward its completion goals.

Other statewide programs related to special populations’ preparation for high-skill, high-wage, and/or in-demand industry sectors include:

• Worker Retraining: The Worker Retraining program can help pay for training expenses at Washington state's community and technical colleges and selected licensed private schools for those who have lost their jobs due to economic changes and for those receiving Unemployment Insurance (UI) benefits. Community and technical colleges also receive Worker Retraining funding to improve programs that prepare people for work. Based on input from local employers, government, and community, these funds are used to update equipment, revise curriculum, develop work experience opportunities and hire staff to advise Worker Retraining students and coordinate Worker Retraining program.
• WorkFirst: WorkFirst is Washington state's welfare reform program that helps people in low-income families find jobs, keep their jobs, find better jobs and become self- sufficient. WorkFirst helps participants gain skills necessary for better jobs, higher wages and further advancement. As this goal is achieved, savings from reduced caseloads have been reinvested in targeted supports to help participants be more employable and move up the wage ladder.
• BFET: The Basic Food, Employment and Training program (BFET), Washington’s SNAP E&T, provides access and services to basic food assistance recipients in Washington state. Services include job search and job search training, education and skills training, and support services to Basic Food recipients not participating in the state’s Temporary Assistance for Needy Families (TANF) program.
• Achieving the Dream: Adopted by 21 colleges, Achieving the Dream is a national initiative to help more community college students — particularly low-income students and students of color — succeed. The initiative works on multiple fronts — including efforts on campuses and in research, public engagement and public policy — and emphasizes the use of data to drive change. Strategies identified to help more students continue their studies and earn certificates and degrees include: Helping students better prepare for college-level work by focusing on precollege (remedial/developmental) education; engaging students in the classroom through new instructional techniques that include team learning and combined subjects to make learning more relevant to students’ lives; and using student success courses to teach skills such as time management and effective study skills

PLAN CONTENT
Section 122 (d)(9)(D)

Describe the eligible agency’s program strategies for special populations, including a description of how individuals who are members of special populations—will be provided with appropriate accommodations;

SECONDARY

A school district/STEC cannot categorically deny admission to a student because the student needs English Language (EL) services or special education or related aids or services. A school district/STEC must provide all students an equal opportunity to meet any appropriate minimum eligibility criteria for admission. During the Program Review process, school districts/STECs must provide evidence of services provided to school districts/STECs, including CTE educator involvement in the Individualized Education Program (IEP) and 504 processes as well as demonstrate how they are providing language access for EL qualified students. In addition, districts/STECs may demonstrate the professional development teachers have received regarding differentiating instruction specific to language acquisition and development for EL students and other students who may need such supports.

Washington state tracks the involvement of students with an IEP in CTE courses and pathways, and has prioritized Professional Development (PD) and Technical Assistance (TA) in meaningful inclusion. This PD/TA is supported by the Center for Change in Transition Services (CCTS) at Seattle University, who is providing support to school IEP teams around consideration of services, accommodations, and transition plans to increase access to CTE pathways for students who have expressed an interest.

POSTSECONDARY

In addition to critical state-wide initiatives, colleges leverage Perkins funding along with other state and federal sources to provide a variety of services and programs to members of special populations. Means by which colleges utilize Perkins funding to support special populations include disability support personnel and adaptive technologies, early alert teams, policy and content translation, bi-lingual course content delivery, multicultural student services, veteran transition and re-entry specialists/navigators, affinity groups and student clubs, outreach to community-based organizations, etc. In addition, many colleges have adopted and provide training on principles associated with Universal Design for Learning (UDL), Transparency in Learning and Teaching (TILT), Open Educational Resources (OER), directed self-placement, Achieving the Dream, and Safe Zone. Among the many community-based and social services organizations with which the colleges partner to provide additional support and resources are the Urban League, Treehouse, YMCA, Blue Mountain Action Council, Year-Up, Gear-Up, RISE, the Hispanic and Native American Chambers of Commerce, Latinos Unidos Northwest Association (LUNA), All Within My Hands Foundation, the NAACP, and the Achieving the Dream Network.

SBCTC also provides support for accommodations, adaptive technologies, OER, UDL, distance learning, and the like through the Educational Technology and Open Education department, which is committed to building a system of shared resources and practices using system-wide tools, shared courses and programs, and open courses. Guided by the Strategic Technology Plan, its mandate is to "mobilize technology to increase student success…and create a culture of resource sharing with the goal of making cost-effective, innovative lifelong education available to every student in the state, anytime, anywhere.”

Finally, SBCTC’s policy manual reads:

Community and technical colleges shall provide students with disabilities the appropriate core service(s) to ensure equal access to higher education. Reasonable accommodation for students with disabilities shall be provided for all aspects of college life, including nonacademic programs and services (see RCW 28B.10.910 through RCW 28B.10.918). The State Board supports the colleges to provide services and reasonable accommodations to students with disabilities through an earmarked allocation.

Washington State community and technical colleges shall provide appropriate, effective, and integrated access to technology for students, employees, and external community members. This policy applies to the procurement, development, and implementation of instructional, administrative, or communications technologies and content. Further, the policy applies to both current and emerging technologies, including both hardware and software, in use or being evaluated for purchase or adoption throughout the community and technical college system. The policy encompasses, but is not limited to, college websites, learning management tools, student information systems, training materials, instructional materials, and assessment tools.

PLAN CONTENT
Section 122 (d)(9)(E)

Describe the eligible agency’s program strategies for special populations, including a description of how individuals who are members of special populations—will be provided instruction and work- based learning opportunities in integrated settings that support competitive, integrated employment.

The Workforce Training and Education Coordinating Board as well as both OSPI and SBCTC are represented on the legislatively-directed, cross-agency state work group supporting the Governor’s Career Connect Washington initiative. A movement that combines the efforts of all state agencies and external partners (including employer, community, labor, regional networks, and intermediaries), Career Connect Washington seeks to expand career-connected learning opportunities across all sectors. Including registered apprenticeships and other career-connected learning opportunities, this initiative provides opportunities for all Washingtonians to gain invaluable work experience and skills with an emphasis on providing equitable access to historically underserved individuals and members of special populations.

SECONDARY

Washington State Career and Technical Education (CTE) Program Standards define and require Work-Based Learning as a component of all CTE programs. It is an essential element of the total educational system and provides technical skills, knowledge, and training necessary to succeed in specific occupations and careers. It prepares students for the world of work by introducing them to workplace competencies in any career.

Strategies for Worksite Learning may apply to a wide range of students with special needs. Some students may have multiple disabilities and benefit from a variety of strategies. These need to be determined on an individual basis. Many of the strategies that are used in a school-based setting can be applied to the Worksite Learning situation as well.

It is important to provide opportunities that will enhance student success in the workplace. Some challenges can be addressed prior to initial placement while others will need to be addressed as the individuals are working/training at the worksite. Some of these considerations:

• Allow for additional time and effort to match training requirements with student abilities.
• Provide for more onsite supervision and assistance when initially placing a student on a job site.
• Provide reasonable accommodation and strategy information to each business—this will enhance student success.
• Provide information to the employer about student health conditions, behavioral issues, and physical concerns.
• Provide transportation to and from the worksite or facilitate a community transportation plan that will allow for independence.

POSTSECONDARY

All colleges partner with business and industry leaders, agencies, companies, and labor organizations to provide work-based learning opportunities for students. Many colleges have specific personnel dedicated to identifying and promoting these and offer registered apprenticeships and formal arrangements with employers to provide credit-bearing internships, practicum, job shadowing, mentoring, and clinical experiences.

To identify and market internship and work-based learning experiences, many colleges offer internship fairs and a significant number employ Perkins-funded personnel dedicated to coordinating internships.

In 2023, there are just over 145 active apprenticeships (Washington State and Federally Registered) that partner with 18 of the 34 Community and Technical Colleges. The Washington State Registered Apprenticeship Program provides both on-the-job training that is employer sponsored and supervised by a journey-level craft or trade professional for minimum 2,000 hours/year, and related supplemental instruction (RSI) provided by training agent for minimum 144 hours/year that develop highly trained, knowledgeable, and skilled professionals. WA Labor & Industry registers qualified apprenticeship sponsors/employers who partner with a variety of training agents, including employer-sponsored schools, union-sponsored schools and Washington state's community and technical colleges (more information at RCW 49.04 and https://secure.lni.wa.gov/arts-public/#/program-search). Federally Registered Apprenticeships comprise of industry-driven career pathways where employers can develop and prepare their future workforce, and individuals can obtain paid work experience, receive progressive wage increases, classroom instruction, and a portable credential. Programs are approved and validated by the U.S. Department of Labor https://www.dol.gov/agencies/eta/apprenticeship.

PLAN CONTENT
Section 122 (d)(10)

Description of the procedure the eligible agency will adopt for determining State determined levels of performance described in section 113, which, at a minimum shall include (a) a description of the process for public comment under section 113(b)(3)(B) as part of the development of the State determined levels of performance under section 113(b); (B) an explanation of the State determined levels of performance; and (C) a description of how the State determined levels of performance set by the eligible agency align with the levels, goals, and objectives of other Federal and State laws.

Washington’s 60-day public comment period for the performance indicators will be open on-line in late 2023/early 2024, prior to the plan’s submission. This meets the requirement process for public comment under section 113(b)(3)(B) as part of the development of the State determined levels of performance.

The Workforce Board will post notification of the open comment period on its website: www.wtb.wa.gov and through its newsletter.

For both 3S1 and 1P1, the state is not able to gather placement data of CTE concentrators who, in the second quarter after exiting from secondary or postsecondary education, are in military service or are volunteers as described in section 5a of the Peace Corps Act. This is a FEDES issue and one that comes under the direction of the Department of Defense (DOD). Because Washington’s plan has a focus on equity and access, it should be noted that the state recommends an expanded definition of “non-traditional” beyond gender, as defined by Perkins law. With the emphasis Perkins V places on closing performance gaps for sub-populations and special populations, it seems contrary to have a measure that is limited to only gender. SBCTC is working to implement a new gender option in data collection, allowing individuals to identify as gender X, male, or female. This is not an option when pulling or reporting data for federal programs. This will cause a disparity in our data collection.

SECONDARY

As the secondary system began the process of updating its performance indicators school districts/STECs across the state were included in the conversations. The indicators align with Washington’s ESSA goals for graduation and extended graduate rates. The definition of a CTE concentrator will be, “a student earns at least two high school credits in a single cluster within their four-year cohort.

The secondary system’s proposed targets for the next four years, including the corresponding methodology and reasoning for baseline and increases, may be found in appendix 1. (pg. 382)

See Appendix #1 for secondary performance indicators and proposed targets for the 2025-28 years, and corresponding methodology and reasoning.

POSTSECONDARY

SBCTC collaborated with its system’s data services and research staff in February 2023 to define terms found in the postsecondary performance measures definitions and how student data that is already being collected can be used to report performance results. SBCTC offered trainings related to data education and literacy: Perkins Data Dashboard and Perkins Data, Coding, and Award Formula.

In October 2023, SBCTC presented at the Workforce Education Council fall meeting to provide information about how SDPLs are created showing the most recent performance data. Attendees had an opportunity to ask questions and provide feedback. Additionally, an email was sent, in November 2023, to all Perkins contacts, Workforce Education Council members, Workforce Education listserv, and the Vice Presidents of Instruction listserv asking for feedback about the proposed SDPLs.

See Appendix #1 for postsecondary performance indicators and proposed targets for the next four years, and corresponding methodology and reasoning.

PLAN CONTENT
Section 122(d)(11)

A description of how the eligible agency will address disparities or gaps in performance, as described in section 113(b)(3)(C)(ii)(II), in each of the plan years, and if no meaningful progress has been achieved prior to the third program year, a description of the additional actions the eligible agency will take to eliminate these disparities or gaps.

SECONDARY

Through processing district, STEC, and skill center Perkins applications, reviewing local and statewide data, reviewing the CLNA, and the Perkins end-of-year reports, OSPI will closely monitor disparities or gaps in performance, as well as identified plans to make meaningful progress.

If a district/STEC/skill center fails to meet the state target by at least 90%, they will complete a Performance Improvement Plan, to address action plans related to the indicator. In the second year a district/STEC/skill center fails to meet a local target, they will review CLNA and student performance results to inform amendments to their application and plan, and will prioritize funding to address gaps. These will be prioritized for technical assistance outreach by OSPI. In the third year of a failed indicator, the state will require technical assistance interaction between OSPI and the district/STEC/skill center to support the area they have failed. This may be an in- person visit, webinar, professional development conference, or regular check-ins. In year 4 of a failed indicator, funding may be modified, withheld, or required to be used in a manner directed by OSPI. This will also be the basis to deny the approval or reapproval of one of more of the district/STEC’s CTE programs, as permitted by RCW 28a.700.040.

OSPI is also committed to consistently reviewing data methodology and variances to make improvements to collection methods, data guidance, and follow up reporting to ensure accurate and valid data is used to inform local and statewide decision making. Improvements in methods or guidance, or a developed understanding from baseline data and concurrent year data may result in amendments to state targets for future plans.

POSTSECONDARY

SBCTC will review college-level data, the colleges’ Local Comprehensive Needs Assessments, local applications, and annual performance snapshots to monitor progress on performance indicators. If a college fails to meet its negotiated target on one or more performance indicators, the college will be required to develop a performance plan related to that indicator(s) to address access/achievement disparities or gaps in the coming year. SBCTC will provide technical assistance as necessary. If a college fails to meet one or more performance indicators for three years in a row, the college will be required to reevaluate their current improvement strategies and Perkins allocation and percentages toward meeting SDPLs. In addition, SBCTC will increase support and monitoring, as deemed appropriate and necessary.

SBCTC provides a data dashboard displaying each college’s performance on each indicator, that displays data disaggregated by student subgroup, special population, and CTE program, and is accessible to the colleges and the public. The public dashboard masks counts less than 10 to protect student’s privacy and the protected dashboard is accessible only to authorized college staff. The dashboards are updated annually as enrollment and completion data from the previous year becomes available.

PLAN CONTENT
Section 122 (d)(12)

Describe how the eligible agency will involve parents, academic and career and technical education teachers, administrators, faculty, career guidance and academic counselors, local business (including small businesses), labor organizations, and representatives of Indian Tribes and Tribal organizations, as appropriate, in the planning, development, implementation, and evaluation of its career and technical education programs.

SECONDARY

School districts/STECs have identified new partnerships in light of the requirements of the CLNA. Prior state law required that advisory committees be made up of representatives of business, industry, and the local community. Additionally, representatives of labor and agriculture were specifically called out in state statute. While many school districts/STECs included CTE educators in the work of the advisory committee, many school districts/STECs have partnered to complete CLNA requirements. To eliminate duplication in requirements, many districts are expanding their advisory committees to include required stakeholders as described above.

POSTSECONDARY

Implementation of Perkins V has focused the colleges on their partnerships with a diverse range of stakeholders that are reflective of the communities they serve. The new Comprehensive Local Needs Assessment requires the colleges to seek meaningful input from stakeholders to help inform the colleges’ workforce education policies, practices, and program development. SBCTC has developed guidance to help the college ensure their stakeholders are well informed and prepared to provide thoughtful, reliable, and constructive feedback as part of a continuous improvement process.

Each college’s workforce education program is required to have an advisory committee made up of members representing employers, employees, labor and, as appropriate, apprenticeship programs within the field for which the program prepares individuals. A more detailed description of professional/technical advisory committees can be found in section 122(d)(4)(B)(i). Colleges are also soliciting input from their Worker Retraining and Worker Retraining Financial Aid advisory committees. Representatives on these committees not only include business and labor representatives, but members representing workforce development councils, economic development councils, and agencies working with dislocated workers. The colleges are reaching out to members of special populations, advocates for individuals facing barriers to employment, tribal leaders in their communities, and students enrolled in CTE programs through in-person meetings, community forums, virtual meetings, and survey instruments.

PLAN CONTENT
Section 122(d)(13)

The State plan shall include assurances that the State will comply with federal fiscal and programmatic elements of the State plan.

The Workforce Board will upload and sign electronically all required assurance forms into the Perkins portal website administered by the Office of Career, Technical and Adult Education (OCTAE).

PLAN CONTENT
Section 122(d)(14)

Describe opportunities for the public to comment in person and in writing on the State plan.

SBCTC and OSPI CTE staff worked with respective individuals from the postsecondary and K- 12 systems for the plan submitted in 2020. These individuals provided feedback as the plan was developed. They shared their colleagues’ input, which was brought before the plan-writing team for discussion and modifications.

The plan was also posted on the Workforce Board website to request public comment. Notification of this posting was announced in the Board’s newsletter. The public comment period for this plan was held in conjunction with the public hearings conducted under WIOA, as Perkins V was included in Washington’s comprehensive state plan, Talent and Prosperity for All (TAP).

The 2024-2028 Talent and Prosperity for All combined state plan will be made available for public comment starting in January 2024 on the website listed below. The deadline for feedback is in late March 2024. The notification of the posting will be announced once again in the Board’s newsletter.

https://wtb.wa.gov/planning-programs/washington-state-workforce-plan/

Include a copy of the local application template that the eligible agency will require eligible recipients to submit pursuant to section 134(b) of Perkins V.

See Appendix #2 for secondary local application. Note that the included application is under review/revision and are subject to change.

Also see Appendix #2 for post-secondary local application.

Include a copy of the comprehensive local needs assessment template and/or guidelines that the eligible agency will require of eligible recipients to meet the requirements of section 134(c) of Perkins V. See Text Box 3 for the requirements of the comprehensive local needs assessment under section 134(c) of Perkins V.

The comprehensive local needs assessment and guidelines can be found in the 2020 Perkins V plan.

Provide the eligible agency’s definition for “size, scope, and quality” that will be used to make funds available to eligible recipients pursuant to section 135(b) of Perkins V.

Washington state defines size, scope, and quality in the following way:

Size: Eligible recipients must demonstrate that enrollment in their programs sufficiently supports and justifies the operating costs associated with them. In addition, colleges, school districts, STECs, and skill centers applying for funds must demonstrate that:

1. An adequate number of qualified/certified instructors and support staff are associated with the programs to provide relevant instruction, quality student support, and appropriate course sequencing; and
2. The funding and resources available to the programs sufficiently supports their technology, equipment, facilities, and personnel needs and resources associated with outreach, recruitment, and program quality.

For secondary applicants only:

3. School districts/STECs that meet the criteria for size must only use federal Perkins funds to support CTE programs that offer a progressive sequence of courses, with at least two course options within the same program area.

Scope:

For postsecondary applicants:

Eligible recipients must offer a combination of SBCTC-approved, credit-bearing credentials, certificates, and degrees. Components of the approval process includes a demonstration of industry need and program sustainability, course and curriculum review, development of learning objectives, and an explanation of methods of delivery and administration, the details of which are available here.

For secondary applicants:

Eligible applicants must offer courses and programs that align with the CTE program standards, and are approved by OSPI. Requirements of the course and program approval system are available here. These components include approved course frameworks with integration of academic, industry, and leadership standards, extended learning, and work-based learning within all CTE courses. To maintain approval, state CTE programs must annually conduct program evaluations, to update the four-year plan each year. Evaluations must be completed by the advisory committee (as described in RCW.28A.150.500), and four-year plans must be approved by the local school board.

For all applicants:

Eligible recipients are expected to include the following elements in their program planning and implementation efforts:

1. Identify and communicate pathways to future education or employment;
2. Provide CTE-specific career and educational guidance and counseling;
3. Include multiple entry and exit points;
4. Incorporate rigorous, relevant, and contextualized academic content;
5. Work in partnership to establish and communicate programs of study and dual-credit articulations to engage, recruit, and expand access to secondary students; providing them with increasingly specialized instruction leading to the attainment of postsecondary credentials of workplace value; and
6. Provide exposure to all aspects of industry and employers through work-based learning and/or training in environments that replicate the workplace by featuring industry- standard equipment or simulated exercises.

Quality: Eligible recipients are expected to include the following elements in their program implementation and review:

1. Meet or make meaningful progress towards achieving the performance targets set for the postsecondary or secondary indicators required of Perkins V;
2. Evaluate the degree to which underrepresented students – including special populations and those in non-traditional fields – are provided with equitable access and opportunities and develop strategies for decreasing barriers and addressing achievement gaps in order to enroll and graduate a diverse cross-section of students representative of the communities in which they live;
3. Implement a comprehensive and reliable method of reviewing their programs and assessing their efficacy in preparing students for employment and alignment with the needs of industry;
4. Engage a diverse range of stakeholders in developing, evaluating, and improving their programs with an emphasis on labor market data and state or regional workforce priorities;
5. Ensure that all programs have active, well-functioning, and representative advisory committees consistent with the requirements of Perkins V and state law;
6. Demonstrate all CTE educators possess appropriate credentials and provide adequate support for faculty and staff professional development and return-to-industry opportunities to ensure that instruction and student services are current, relevant, equitable, and comprehensive;
7. Maintain in up-to-date and industry-standard equipment, technology, learning materials, and methods of delivery;
8. Programs offered consider labor market data and must align with in-demand occupations, as defined in the Perkins V plan; and

For secondary applicants:

1. Programs must be comprised of a sequenced progression of multiple courses that are technically intensive and rigorous and lead to credentials of value for employment, state or nationally approved apprenticeship programs or postsecondary education/ advanced training in a related field;
2. Programs must offer access to high quality extended learning opportunities associated with each CTE course offered, under the direction of a certified CTE instructor. Extended learning is demonstrated at the highest level through state-approved Career and Technical Student Organizations; and
3. Secondary CTE educators should possess an initial or continuing CTE certificate, including the V-code alignment with CIP code, and should be supported in pursuing professional development that allows for renewal of certificates. Educators placed on conditional certificates should be supported to transition to initial or continuing certification.

PLAN CONTENT
Section 131 (a)(3)

Describe how the eligible agency will adjust the data used to make the allocations to reflect any changes in school district boundaries that may have occurred since the population and/or enrollment data was collected, and include local education agencies without geographical boundaries, such as charter schools and secondary schools funded by the Bureau of Indian Education.

OSPI administers basic Perkins allocations to school districts/STECs that qualify, with a primary decision point being that approved state CTE programs are offered. At this time, there are no secondary charter schools that offer state approved CTE programs. If additional eligible sub- recipients are established, we would include the relevant data to determine new for all qualifying entities at the beginning of next allocation year. We would apply ratios using the Free and Reduced Price Lunch (FRLP) data to arrive at their federal census counts. This adjustment has not been needed in recent years, but would be an annual consideration based upon any new entities becoming eligible to receive federal Perkins funds.

Additional adjustments are necessary to provide funding to the state’s Skill Centers who act as regional career and technical schools. We will use FRLP percentages and enrollment data that are submitted by school districts which are sending students to the Skill Centers.

PLAN CONTENT
Section 131 (g)

(The Secretary shall collect information from eligible agencies regarding the specific dollar allocations made available by the eligible agency for CTE programs and programs of study under subsections a,b,c,d, and e and how these allocations are distributed to local educational agencies, area career and technical education schools, and educational service agencies, within the state in accordance with this section.)

For the upcoming program year, provide the specific dollar allocations made available by the eligible agency for career and technical education programs and programs of study under section 131(a)-(e) of the Act and describe how these allocations are distributed to local educational agencies, areas career and technical education schools and educational service agencies within the State.

The allocation model uses the Small Area Income and Poverty Estimates (SAIPE) on the Census website. The secondary distribution will be based on:

• 70 percent – the number of 5- to 17-year-olds who reside in the school district from families with incomes below the poverty line (as defined by the Office of Management and Budget); and
• 30 percent – the number of 5- to 17-year-olds who reside in the school district.

Adjustments to this formula only occur in order to drive the initial allocations of tribal compact schools that offer skill centers programs. After initial allocations are determined, school districts/STECs that do not serve high school students are not eligible for funding. Skill Center allocations are determined by considering the FTE as reported from each sending district. The initial allocations are redistributed to the school districts/STECs that serve 9th grade students. Allocations based upon census data are not available for STECs, extra steps are taken to proportionally distribute population data between the STEC and the district that they’re physically located at.

FY 24 Secondary Allocations

PLAN CONTENT
Section 132 (a)

For the upcoming program year, provide the specific dollar allocations made available by the eligible agency for career and technical education programs and programs of study under section 132(a) of the Act and describe how these allocations are distributed to eligible institutions and consortia of eligible institutions within the State.

Washington state proposes to distribute postsecondary Perkins basic grant as follows: ninety percent (90%) of funding will be distributed using a revised “Pell Plus” formula, nine percent (9%) will be distributed to colleges serving rural communities, and one percent (1%) will be distributed to colleges that have high CTE enrollments. The formula will use unduplicated enrollment data, analyzed annually from the two years preceding the current fiscal year with no caps. (For example, FY21 awards will be based on FY19 enrollment data.) All students coded with a workforce intent will be included in the data and the headcount will be determined for each postsecondary institution. Those institutions with a headcount that will result in an award of $50,000 or more will be allocated funds. The funds will then be distributed based on the percent of the total headcount. Currently, only one community college in Washington will not qualify for basic grant funding. The first ninety percent (90%) of funds to be distributed to the colleges will be based on the revised “Pell Plus” formula using enrollment and financial aid data. It is the intent of the State Board for Community and Technical Colleges to identify all students participating in CTE programs and receiving need-based financial assistance to determine equitable distribution of Perkins Basic Grant funds to the colleges. The revised “Pell Plus” formula is described in Section 131(a)(3).

The State Board for Community and Technical Colleges will utilize the ten percent (10%) reserve option from the basic grant funds to assist colleges identified as rural or with a high number or high percent of CTE students.

Nine percent (9%) of the funding will be distributed to colleges serving rural communities. Rural colleges are determined by using county-level data, based on population density, from the Office of Financial Management | Population density and land area criteria used for rural area  assistance and other programs | Office of Financial Management (wa.gov). The final one percent (1%) of funding will be distributed to colleges that have fifty percent (50%) or more of their student population enrolled in CTE programs. The percentage will be calculated from the number of students with a workforce intent code, divided by the college’s annual student headcount.

SBCTC – FY24 Perkins Grants
(includes Basic, Reserve & Carryforward)

If the eligible agency will submit an application for a waiver to the secondary allocation formula described in section 131(a)—

1. include a proposal for such an alternative formula; and
2. describe how the waiver demonstrates that a proposed alternative formula more effectively targets funds on the basis of poverty (as defined by the Office of Management and Budget and revised annually in accordance with section 673(2) of the Community Services Block Grant Act (42 U.S.C. 9902(2)) to local educational agencies with the State. (Section 131(b) of Perkins V)

Also indicate if this is a waiver request for which you received approval under the prior Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV).

Agency Response:

Not applicable at this time.

If the eligible agency will submit an application for a waiver to the postsecondary allocation formula described in section 132(a)—

1. include a proposal for such an alternative formula; and
2. describe how the formula does not result in a distribution of funds to the eligible institutions or consortia with the State that have the highest numbers of economically disadvantaged individuals and that an alternative formula will result in such a distribution. (Section 132(b) of Perkins V) Also indicate if this is a waiver request for which you received approval under the prior Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV).

Agency Response:

Washington state adjusted the “Pell Plus” formula to be inclusive of all CTE student enrollees who are receiving federal or state need-based financial aid. The previous “Pell Plus” formula included only three of the six need-based financial aid programs currently available to economically disadvantaged students. Enrollment data will capture an unduplicated count of students with a workforce intent who are Pell/BIA, Worker Retraining, Opportunity Grant, Washington College Grant, and WorkFirst or BFET recipients.

The state’s previous “Pell Plus” formula was approved by OVAE for use beginning with Perkins III and continued under Perkins IV. Pell/BIA, Worker Retraining, and/or welfare and former welfare recipients who were enrolled in CTE programs were included in the previous “Pell Plus” formula.

If the eligible agency will award reserve funds to eligible recipients under section 112(c) of Perkins V, describe the process and criteria for awarding those funds.

Agency Response:

SECONDARY

OSPI will continue to strategically invest reserve funds to incentivize progress in priority areas, as represented in the state’s leadership investment priorities. Reserve funds will be distributed to local programs for qualifying sub-recipients. Reserve funds may be distributed to districts/STECs/skill centers that qualify by offering programs in rural areas, programs with high percentages or high numbers of CTE students, or areas with gaps in performance between groups of students. These funds will be spent in alignment with the Perkins requirements to foster innovation and support programs of study that are aligned with high-skill, high-wage, or in-demand occupations or industries. Eligible recipients will meet the criteria above, and will have completed an approved Perkins application.

Reserve funds are distributed through grants are administered separate grant applications. The selection criteria are described within the application, and alignment of Perkins Reserve priority areas are described within the application. This process will continue to be used to award reserve funding.

POSTSECONDARY

Ten percent (10%) of the postsecondary Perkins Basic Grant is distributed using a formula to rural colleges and colleges that have a high percentage of CTE participants. Rural colleges receive nine percent (9%) of the reserve funds and are defined as those colleges that include counties with population densities of less than 100 persons per square mile within their service district boundaries. Population density determinations are based on data from the Washington State Office of Financial Management. Counties are prorated to reflect the portions of the counties that meet the rural definition. Colleges with a high percentage of CTE participants receive one percent (1%) of the reserve funds and are those colleges that have fifty percent (50%) or more of their student populations enrolled in CTE programs. The percentage is calculated from the number of students with a workforce education intent code, divided by the college’s annual student headcount.

PLAN CONTENT
Section 211 (b)(1)(D)

Provide the State’s fiscal effort per student, or aggregate expenditures for the State, that will establish the baseline for the Secretary’s annual determination on whether the State has maintained its fiscal effort, and indicate whether the baseline is a continuing level or new level. If the baseline is new, please provide the fiscal effort per student, or aggregate expenditures for the State, for the preceding fiscal year.

Agency Response:

The state will continue with the current baseline:

Aggregate non-federal (state money) outlays into the career and technical education system in PY22 totaled $783,762,040 in Total Basic Grant to States, this includes $628,220,614 Local Uses of Funds, $155,359,028 in Leadership Funds and $182,398 for state administration into the secondary system. For the postsecondary system $2275,338,264.00 in Total Basic Grant to States, this includes $274,909,648.00 Local Uses of Funds and $428,616.00 in state administration representing an aggregate expenditure level for the state of $1,059,100,304.