2a

workforce


Secondary:
During the 2021-22 school year nine school districts, and State-Tribal Education Compacts (STEC), and skill centers were funded $30,000 in Non-Traditional Fields Grant. Each of their plans/accomplishments focused on increasing enrollment of varying non-traditional and special student populations: -Developed an Automotive Maintenance Class for female students housed in the Grizzly Garage.
-Hosted an event during the school day for students from sending school districts to attend a skill center recruiting event for male and female students in nontraditional programs.
-Purchased anatomical sized models to teach and demonstrate human body systems, medical terminology, and anatomy with an engaging Health Science equipment. This increased female participation in the Health Science pathway by having more engaging materials during school hours, during club time and Futures Night.
-Created a district wide CTE event featuring female speakers from the trades.
-Integrated additional hands-on and project based learning opportunities into the Natural Resource pathway courses in an to recruit more female students.
-Developed the Saturday Experience program allowing female students to come into each CTE program for a hands on Field trips to the Puyallup Tribal Hatchery, Electron Dam, and the on-campus fish hatchery. Combined, these activities exposed students to the kind of work they will do in our Natural Resources pathway. In an all female environment, the goal was to break down some barriers, boosting participant confidence, and encourage enrollment and careers in the field.
-Created workshops focused in the trades and computer based programs for female students and healthcare and animal science programs for male students. These events created excitement for the programs and provided a safe space for students to overcome fears or insecurities associated with the use of equipment and tools in the specialized programs.
-Trained CTE staff on equity, inclusivity, and recruitment materials. Engaged student leaders from underrepresented populations to participate in the seminars and activities. This increased female participation and trained staff on equitable practices in enrollment.
-Closed the gap by tapping into female student creativity, provided encouragement, and connected computer science and STEM subjects to real world examples.
-Hosted a Trades Night Event for our students and community with a focus on female attendance and speakers at the event.
-With tribal consultation more Native American students were recruited into the CTE programs and will prepare them for leadership roles in Tribal entities connected to Natural Resources. 34 school districts and skill centers were funded $600,000 in High Demand Grants. The school districts and skill centers plans/accomplishments focused on the following: -Created a year long Career in Education course focusing on how students learn, developing lessons, organizing a classroom, develop a personal teaching philosophy, and a elementary or middle school practicum in a classroom. 45 hours per week of observation and then sharing your experiences in grade level team meetings. During this practicum, students will have the chance to plan, teach, and reflect on a lesson that they designed.
-Started a Viticulture program for students to participate in the upcoming industry in our region. Funds were dedicated to installing the greenhouse kit and from their growth and production labs as well as Heating and Cooling, Irrigation needs, etc. Land next to the school district was offered to utilize as our vineyard for production and sales of grape products, also mixing with the current apples and pears already produced.
-Grew the Automotive Technology program by purchasing three ProCut Oncar brake lathes (critical in proper brake systems service and repair). Students trained, practiced and certified on industry standard equipment preparing students for operations in nearly all auto dealerships and independent repair shops nationwide.
-Converted an existing trailer into a concessions trailer/food truck to prepare and serve Indigenous foods. The truck operated at school sports events, family nights, and community events (Pow Wows and farmers markets). Our CTE goal to connect classroom to culture and career was met by allowing students to gain work experience that linked classroom learning and future job opportunities. By serving Indigenous foods created a tribal connection, it made the project relevant to our community and a unique business model that quickly found traction in the Pacific Northwest.
-Purchased an additional welding simulator and multiprocess welding machines which enhanced the skills for the students and assisted with connecting the Carpenters Union, Sheet Metal Workers Unions, JAC Manufacturing Apprenticeships and careers within this wide open, high demand industry. The welding simulator increased the participation of female students into this industry and advanced students will be able to apply the skills in various projects they designed and created. Students competed in Skills USA competitions for welding, metal art, and sheet metal.
-Updated the Woods Manufacturing program with a laser cutter increasing our scholars learning CNC patternmaking skills. A laser cutter was vital to CNC woods manufacturing process and is a high demand skill our scholars need to learn. Our CTE Advisory Board recommended the need to understand how to safely operate this equipment due to the growth in this high demand area.
-Supplemented the current single woodworking course with the 712 Woodworking and Construction Trade program.
-Purchased equipment to allow inclusion of students with low motor skills a safe manner in which to participate. In addition, the purchase of these items allowed students to work on updated equipment which meets industry standards.
-Purchased additional updated welding stations allowing all students enrolled the courses to advance their welding skills.
-The Entrepreneurship class created and implemented a business plan focused on selling custom products made by construction, metals, and entrepreneurship class students. The outcomes include: skills, industry standards, dual credit opportunities, industry certifications, mock interview, industry mentors, competing in SkillsUSA, and supporting further student enrichment.
-Supplied a new automotive technology lab with modern equipment, tools, and diagnostics offering a three sequence automotive technology allowing students to explore the industry, build advanced skills, and prepared for ASE certification and/or earn CTE dual credit and placement from the automotive technology programs in post secondary. It increased CTE course offerings, credit equivalencies, and graduation pathways at the ILC, which serves a high percentage of special population students traditionally underserved by other district CTE programs.
-Upgraded welders to create a realistic work environment, minimizing the time it took students to cut multiple pieces of metal, and spend more times working on their skills.
-Purchased equipment to develop a six-year Computer Science program starting in middle school. It prepared students for a career in computer programming, web design, computer engineering, robotics, computer aided design, systems support and training, and more. There is currently a waiting list of participants representing 13% of our student body.
-Equipment to expand the IT, Cybersecurity, and Construction Trades curriculum with a focus on Fiber Optics Installation. Providing a seamless transition to industry certification, apprenticeships, direct employment and post-secondary education in Telecommunication Installation.
-Advanced the Microsoft Office Specialist courses with industry software, certifications, and dual credit fees.
-Expanded the Health Science program with additional equipment, updated curriculum, CTSO leadership opportunities, and educator professional development. The expanded program was in collaboration with both industry partners and postsecondary.
-Purchased an updated Plasma Cutting System exposing students to industrial machinery related to Computer Aided Drafting (CAD) course and learning the workflow similar to workforce (i.e, meeting customer needs, designing products, deadlines, testing, modeling, and troubleshooting).
-Purchased an Anatomage table for our Health Science and Agriculture Science courses. It allowed students to virtually dissect human and animal cadavers and connect the terms to a virtual example. Students saw the various systems with a body (human or animal) and broadened their minds to future employment possibilities.
-Recruited and retained students for the Maritime Vessel Operations program through media, field trips, updated curriculum, equipment, industry credentials, and dual credit opportunities.
-Updated computers allowing hardware upgrades to support business, finance, health care, engineering programs increasing the inclusion of our ELL students and underserved populations.
-Purchased industry standard Health Science equipment for students to showcase their learning in the capstone course. Upon their departure, students will be able to enter apprenticeships or post-secondary focus with the skills and knowledge necessary to take their health science career.
-The advisory board determined industry equipment upgrades and the inclusion of a mobile espresso cart with the intent to connect culinary arts to a business model is required. The mobile barista services and local catering services eventually providing food and drinks for the school store. Equipment upgrades will permit students to receive opportunities for higher level food handler certifications and experiences beyond basic licensure.
-The Automotive program prepares students in the specialized servicing and maintenance of all types of automobiles. The addition of an Automotive Electrical Training Simulator allowed students to receive the necessary training to locate and use current reference and training materials from industry resources to enter local internships leading to employment.
-The purchased curriculum and equipment will enhance the four-year cohort based Health Careers Academy program. The program focuses on equitable access, livable wages, sustained pathways and reduced barriers, collaboration, and industry workplace learning. Built into the program, students participate in field trips, job shadows, internships, and completing dual credit courses meeting post-secondary prerequisites.
-The Agricultural Mechanization courses updated equipment, materials, and supplies. Students designed mechanical products, analyze performance results, and maintain mechanical equipment and machinery resulting in the knowledge and skills for post high school transition to secondary education, training, or career in agricultural and industrial mechanics.
-Expanded the CTE course offerings to include Essentials of Computer Science and AP Computer Science Principles. With the addition of the computer and gaming lab, students acquired essential knowledge and skills in coding, video game programming, and web design. Students were able to earn multiple certifications and earned dual credit.

Postsecondary:
Three college projects were directly funded with Non-Traditional Employment and Training grants, including: Bellingham Technical College (BTC) provided resources for the Students Helping Build an Inclusive Future in the Trades (SHIFT) initiative, focused on increasing enrollment and retention rates of students in non-traditional fields supporting gender equity in BTC's professional technical programs.
The SHIFT faculty leader and committee members worked with BTC's Marketing and Communications team to create a non-traditional recruitment initiative, began collaborating with Washington Area Women in the Trades, and hosted a steelrose making event to raise awareness of SHIFT activities. The college also explored development of a pre-apprenticeship program for non-traditional students and worked closely with BTC's new Diversity, Equity and Inclusion to inform SHIFT planning and activities.
Clark College administered the Women in Advanced Manufacturing and Mechanical Event. The event exposes women to career opportunities available in the Advanced Manufacturing and Mechanical fields through hands-on workshops promoting Automotive, Diesel and Welding programs. Twenty-five women attended the event and three participants enrolled in the Welding program. Local industry partners provided scholarships for two students who attended and enrolled during the event.
Olympic College (OC) facilitated the WomXn in Film panel discussion providing access to current industry influencers offering information and encouragement to students who do not see themselves represented in the film making industry. The WomXn in Film panel discussion consisted of six industry professionals, two OC film professors, and 26 current and potential students. Each panelist spoke about their experience as an underrepresented professional in the film industry and their thoughts on the progress of inclusivity. The event was promoted to all eight high school Career and Technical Education programs and community connected organizations such as Kitsap Economic Development Alliance, Graduate Strong, and the Olympic Workforce Development Council.
The State Board for Community and Technical Colleges, in partnership with the state's eleven Centers of Excellence (COEs), invested $35,000 ($10,000 in Non-Traditional carryover funding and $25,000 SBCTC funding) to launch a statewide social media recruitment campaign. This campaign builds on the success of last year's efforts focusing on recruiting special and underserved populations. The COEs serve to link business, industry, labor, and the state's educational systems to create a highly skilled and readily available workforce. Each center is funded through SBCTC and is housed at a community or technical college. Centers of Excellence serve as statewide resources representing the needs and interests of a specific industry sector. Through an ongoing investment, Centers are charged with narrowing the gap between employer workforce needs and the colleges' supply of work-ready graduates. They are a critical component of the state's strategy of sustaining an innovative and vibrant economy. The ads were written, edited, and targeted to people in preparation of non-traditional fields.
This campaign created a shared website among the Centers of Excellence to coordinate messaging and link interested individuals directly to information and resources to support enrollment in career pathways. The campaign generated over 2.6 million impressions during fall term 2021 and over 2.95 million impressions during spring 2022 through targeted social media efforts to attract non-traditional populations into these high-demand career pathways. The following table outlines the Centers of Excellence and respective intended audiences of this campaign: The Leadership Block Grant application emphasizes access and equity and developing and improving CTE programs as high priorities for the community and technical college system and improves SBCTC's ability to track and evaluate efforts to leverage Perkins funding to support members of special populations through intentional practices. The following projects were accomplished with these funds: Lake Washington Institute of Technology focused their funds on accessible learning environments and toolkits for students of special populations.
Creating Accessible Learning Environments: Eight professional technical faculty participated in a 3-part series focused on how to make Word, PowerPoint, and Canvas pages accessible. In the feedback survey, responses from participants emphasized their increased understanding of the importance of accessibility, alignment of documents with screen readers, and the extent to which accessibility barriers impact student learning.

Toolboxes for Special Population Students:
A wide variety of tools were purchased in Auto Repair, Auto Body and Diesel Technology for low-income students to check out for classroom use while they are waiting for their financial aid packages to be awarded. These tools included screw drivers, wrenches, and ratchet sets, which are cost prohibitive for new students. The college reported success in assisting low-income students being able to start their programs without getting behind in the hands-on lessons that require tools.
Highline College's project, Sustainable Agriculture and Integrated Basic Education and Training, adapted existing college agriculture curricula to a new I-BEST teaching format. Many students in the agriculture program identify as immigrants and refugees, benefitting from more intentional support services. As a result of the investment, the Agriculture Program Manager was able to adapt 24 learning modules from the Sustainable Agriculture Program courses, into linguistically and culturally accessible materials for first generation immigrant students.
Seattle Colleges used Leadership Block Grant funds to staff a full-time Manager of Career & Employment Initiatives to carry out objectives related to work-based learning, internship infrastructure, and track graduate employment outcomes.

Work-Based Learning Environmental Scan-The
Manager conducted a work-based learning environmental scan across all three colleges in the district to gather baseline data about current work-based learning opportunities, the internship process, and employer engagement at the colleges. The findings were organized into six sections: campus staffing for internship support; internship process for students; employer engagement: marketing and communication; employer engagement: onboarding, training, and support; data tracking systems and tools; and internship goals. After the report was completed, the Manager hosted a meeting with the college staff to discuss areas for district-wide collaboration on internship infrastructure development.
Graduate Outcomes Tracking and Job Placement -The third initiative involved tracking graduate outcomes for job placement and wages. The Manager convened a district-wide stakeholder group to develop a campaign to encourage current students and recent graduates to join the platform. The next step was a coordinated effort with the Career Services engage employers and support the posting of job and internship opportunities.

Whatcom Community College (WCC) used leadership funding for an Analytics, Marketing, Research, and Strategy
project. WCC created specialty tracks in the Associate of Applied Science in Applied Business Management degree, including a digital marketing, business analytics, and specialized marketing certificate. The certificate focuses on building skills highly sought after in a variety of industries. The following courses were included in the updating process: Business, Human Resources, Digital Marketing, Data Analytics Business, Marketing Analytics, Marketing Certificate Research & Planning. The outcomes of the adaptation better equip applied business management program graduates for emerging careers in the region. WCC will evaluate the outcomes with the Perkins Indicator 1P1 examining the percentage of program completers who continue in education or are placed or retained in employment.
Edmonds College designated funds to develop content to enhance their Workplace Safety course for English Language Learner students. They offered the course during spring 2022. Based on the success of this change, faculty are interested in developing this course for all levels of ELL.

Secondary:
Chehalis school district updated their equipment and materials in the Automotive Mechanics and Collision Repair. These updates allowed students to participate in Industry Recognized Credentials such as Precision Exams in the automotive field and develop more post-secondary options for welding program students.
Naselle-Grays River school district used the funds for educator professional development opportunities, salaries and benefits, to ensure access to CTE courses (Small Engines, Natural Resources, Welding, and Computer Programming) for incarcerated youth.

Postsecondary:
During FY22, SBCTC subcontracted with eight community colleges to operate programs within Washington state prisons to provide education reentry services to incarcerated individuals. These programs were comprised of associate workforce degrees, vocational skills training, pre-college courses, basic education for adults, English as a second language/English language acquisition, and Associate of Arts programs. Second Chance Pell and private funds contributed to the support/completion of Associate of Arts degrees.
In addition to enrollment and completion targets, DOC, SBCTC and colleges worked to achieve seven primary goals during the 2021-22 year: -Offer workforce programs that are high-wage/high-demand, aligned to a career pathway, connected to apprenticeships where applicable, and achieving completion targets.
-Increase the number of individuals releasing from DOC with a High School credential.
-Build IT infrastructure that will allow education programs to deliver flipped classroom and web-enhanced instruction, while exploring secured internet access for education classrooms.
-Create a seamless pathway from prison to postsecondary education with points of contact on community and technical college main campuses, crosswalks for workforce programs and connections with community-based programs.
-Explore approval with DOC to provide digital literacy competencies for individuals as a reentry priority.
-Actively pursue opportunities to increase SBCTC's equity goals of providing delivery of anti-racism and anti-bias curriculum.
-Engage in professional education opportunities with emphasis on pedagogy.
Corrections Education programs at (Centralia, Edmonds, Grays Harbor, Spokane, Tacoma, and Walla Walla) served 2,453 students and utilized $136,099 in Perkins Leadership funds. The activities funded through Perkins Leadership include: -Centralia College funding purchased 33 secure student laptops from Justice Tech Solutions -Edmonds Community College funding purchased 32 Securebook 5.0 480GB laptops for vocational programs.
Edmonds was able to expand courses utilizing these laptops to ENGL& 101, a requirement for the AAS-T Business Management degree program. Students had all their curriculum available in one laptop, allowing them broader access, more study time, and the ability to work ahead on assignments.

-Grays Harbor College used Perkins funding to purchase 30 GEN II laptops for their Business Management and Human
Services programs. These laptops replaced the GEN I laptops their students were using previously. Students reported better functionality, faster processing times, and expanded storage to assist in their coursework.
-Spokane Community College purchased 32 Generation II laptops. The laptops were deployed into student's classes to minimize the disruptions caused by unpredictable class shutdowns due to COVID-19.
-Tacoma Community College transitioned a second vocational certificate program to a hybrid modality allowing access to new curriculum and training options. Funding to purchase 20 laptops allowed the expansion of course deliverables for reentry students to include expanded tech skill development necessary for school and work.
-Walla Walla Community College (WWCC) supported the purchase of 60 textbooks and nine laptops for their Small Business Entrepreneurship program. These laptops are increase access to new learning modes and options for homework completion. Students are able to complete their program more quickly, as they are not limited to prior COVID protocol restrictions. Additionally, WWCC purchased welding textbooks to integrate new curriculum.
Perkins funding supported diversity, equity, and inclusion in SBCTC's Corrections Education programs. Facilities stated they were able to serve historically underrepresented or underserved students in the following ways: -Expanding the number of students who receive laptops for CTE courses supports DEI initiatives. Many students have lacked access to current technology, or are unable to access technology. This project provides opportunities to all enrolled students to learn how to navigate technology, including the full Microsoft Office suite. Becoming proficient in computer technology allows those who may have been underserved in the community to compete for living wage jobs and careers.
-GEN II laptops screens are easier to view. Replacing laptops for students with visual impairments allows a more inclusive environment for learning.
-The purchase of additional laptops and offering hybrid modalities, addresses equity by providing access to tools, resources, and opportunity for incarcerated and marginalized populations that often need to prioritize work over education.
The community and technical college system continued to support faculty and staff professional development through culturally responsive educational and anti-bias teaching practices, as well as expand inclusive educational experiences. In FY22 the state community and technical college system hosted the Bi-Annual Basic Education for Adults (BEdA) Conference -Reflect, Recharge and Regroup, providing professional development for Corrections Education Basic Skills faculty. In addition, the system recognized the following accomplishments in Corrections Education programs: -Eighty students earned associate workforce degrees through Edmonds College (Monroe Correctional Complex), Grays Harbor College (Stafford Creek Correctional Center), and Walla Walla Community College (Coyote Ridge Corrections Center and the Washington State Penitentiary). Eighty-five students earned their high school diploma through the High School+ (HS+) competency-based degree program.
-Colleges expanded opportunities for training in high-demand, high-wage jobs and awarded 461 vocational certificates.
-Community-based college education reentry navigators reported serving 3,388 justice-involved individuals. Communitybased college education reentry navigators reported enrolling 844 students, with 76% continuing to subsequent quarter enrollment and 66 graduated and/or earned a certificate.
-Free unofficial transcripts will continue to be provided to students as outlined in the articulation agreement between the Department of Corrections and the State Board for Community and Technical Colleges.
-Second Substitute House Bill 1044 secured funding for two Department of Corrections (DOC) psychologists to provide assessments for accommodation requests for students with learning disabilities, traumatic brain injuries and other cognitive impairments to determine appropriate accommodations for individuals to effectively participate in educational programming.

Secondary:
OSPI supported the preparation and training of CTE educators, including educators, administrators, paraprofessionals, career and guidance counselors, and support staff through various trainings, professional development conferences and sessions, and programs. To support certification and recertification requirements of educators, OSPI often sponsored or co-sponsored professional learning opportunities providing clock hours that support teacher certification requirements in the state. Some examples of supported events include:

Postsecondary:
In 2021-2022, $117,073 in Perkins Leadership funding was awarded to faculty and staff professional development activities, however, only $85,830 was spent (73%) due to statewide travel restrictions and canceled trainings. In addition to supporting participation in outside trainings and return-to-industry experiences, Leadership funds were leveraged to implement system initiatives related to staff and faculty preparation and retention in the form of Special Projects. The most notable of these are:

Professional-Technical Faculty Boot Camps: Sponsored and administered by Olympic College, two levels of Faculty
Boot Camp are offered annually. A total of three intensive Basic Boot Camps were offered during the summer of 2021 and winter 2022 for 47 participants. Additionally, two more camps were offered for the Advanced Boot Camp in Fall 2021 and Spring 2022. Thirty-nine instructors participated between two camps. Offering the sessions online allowed for greater participation, especially for those instructors who may not have been able to travel during the pandemic.Adapted from the remote working environment, Basic Boot Camps are intensive, 4-day Zoom courses for professional-technical faculty who have limited or no teaching experience. Qualified instructors/facilitators introduced and modeled essential components of classroom management, adult learning, and facilitating skills. Emphasis is on practical and real-life applications. The courses were offered using the "Flipped Classroom" model. Participants gained access to the course materials one week prior to the course start and had a week afterwards to complete their assignments. Washington State Skills Standard for Professional-Technical Instructors and Industry Trainers: The Implicit Bias Institute provides an intensive, cohort-based learning platform for participants to develop working tools and processes to identify and reduce the unconscious biases that hinder student and faculty success in workforce education. The Project delivered three introductory topic webinars: (1) Introduction to Implicit Bias with Dr. Rita Cameron-Wedding; (2)

Postsecondary:
The Perkins-supported Program Administrator and Policy Associate for Workforce Education at SBCTC are the main points of contact for colleges with respect to Perkins-related matters; however, the Contract Specialist, Program Assistant, and Policy Associate for Fiscal Management also work closely with colleges in providing technical assistance. The State Board for Community and Technical Colleges provides scaffolded supports to assist college through timely and relevant communication, webinars and presentations, virtual office hours, and personalized feedback.
Communication: SBCTC Perkins staff communicate updates on Perkins-related matters through a listserv and specific concerns are addressed during Workforce Education Council (WEC) meetings where workforce deans and directors from the colleges come together quarterly or on a case-by-case basis.
Webinars/Presentations: During November 2021, SBCTC provided training to support colleges in completing their CLNA. The training was tailored to both staff that were new to Perkins/CLNA and veterans. Elements 3-5 of the CLNA were addressed in detail. Breakout groups were offered for the following: Making the Most of Consultants/Licensed Tools, Stakeholder Engagement, and Data Collection and Analysis. In response to the CLNA, SBCTC presented "Comprehensive Local Needs Assessment: Findings from 2020-2022" with challenges/needs and best practices from each element.
Virtual Office Hours: Over the course of seven weeks, during winter 2022, SBCTC Perkins staff promoted and offered six virtual drop-in sessions to colleges during the application period. This provided an opportunity for colleges to receive assistance with any of the Perkins grants or CLNA. Additionally, it created an avenue for colleges to collaborate and brainstorm about their application and CLNA.
Feedback: Each college was provided specific feedback for their Perkins Plan application and CLNA. The purpose of these responses was to assist colleges in submitting stronger applications as well as the CLNA and to remind colleges of their accountability to the performance indicators.
SBCTC continued to provide Perkins-related technical assistance individually and for groups throughout the year. Workforce Education Council Affinity groups continued to address many topics related to the changing economic and education landscape, including remote instruction, dual credit, professional development, the Comprehensive Local Needs Assessment and strategies for reallocating resources amid travel restrictions, event cancellations, and shipping delays.
After creating a crosswalk between the CAR Narrative questions and the information requested from SBCTC's Report of Accomplishment and annual grant reports, SBCTC streamlined the annual reports to reflect the CAR questions and creating an online form. The focus was on college's achievements to include measurable assessment and how they are preparing students to enter the workforce with the skills to obtain a high-wage job. Additionally, each report focused on access and diversity specifically for special populations and demographic subgroups.

C. Describe your process and priorities in making funds available for the recruitment of special populations to enroll in career and technical education programs. Indicate the major accomplishments as a result of using these funds. (Section 112(a)(2)(A) of Perkins V)
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, 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.
Perkins funding supported colleges to engage, recruit, and provide career and academic guidance to prospective students. The chart shows the method of outreach and percentage of colleges that used with Perkins funds. Overwhelmingly, high school visits were the most utilized way to recruit potential students. Bates Technical College-The addition of an advisor for Health Science/Business and Communication programs, all highly female populated, has given the College additional resources to recruit non-traditional students (males) to these programs.
Bellevue College-The Perkins team worked with Student Affairs and Information Technology Services (ITS) to translate several web pages into the languages most spoken in their service area: Spanish, Chinese, Vietnamese, Russian, and Korean. Because higher education is a family focused in many households, translation efforts focused first on web content aimed at prospective students and their families to reduce barriers to entry into the college. Information to parents on navigating the FAFSA/WAFSA was the first page translated. It took a significant amount of time and effort to set up the workflows needed to complete the translation work. However, now these workflows are in place and additional translation projects can proceed rapidly.

Bellingham Technical College-The Student Access and Success governance committee worked with BTC's Data and
Research staff to build an Applicant Milestones dashboard to help identify equity gaps. As a result of this work, Student Services staff (including Perkins-funded staff members) reexamined recruitment practices geared toward students of color. Employees revised communications strategies with undocumented students and students who complete the Washington Application for State Financial Aid (WASFA), working with them proactively and on an individualized basis.
Clark College-Perkins supported the development of four recruitment videos featuring CTE programs and one CTC overview video embedding inclusive messaging for students of color, students with disabilities, and students from lowincome households. Videos were created in partnership with current CTE students from special populations, as well as embedded culturally responsive practices to promote a sense of belonging and identity. These videos are now incorporated in information sessions, student orientations, and online presence to promote student awareness of career pathways.

Everett Community College-Since 2013, the Advanced Manufacturing Training and Education Center (AMTEC)
partnered with Goodwill's Youth Aerospace Program (YAP) in efforts to help first generation college bound students prepare for a career in aerospace. YAP is a two-year program providing students with a smooth transition through their senior year in high school towards college readiness. AMTEC hosts YAP students annually during the summer where students learn about the manufacturing industry and earn college credits towards a certification or ATA degree. Specifically, students are enrolled in a college level Composites Program course focused on the aerospace industry. An AMTEC College Completion and Career Readiness Coach, supported by Perkins V funding, is assigned to the group to help coordinate the summer experience and assist students in navigating the college's enrollment process inclusive of leveraging financial assistance and scholarships.
Seattle Colleges-Each of the Seattle Colleges partnered with United Way King County's Benefits Hub to provide service assessment and navigation support to students facing non-academic barriers to persistence and completion. UWKC provides AmeriCorps workers who provide students with barrier assessment and access to emergency financial assistance and social services, including housing support, transportation, health services, and food. Benefits Hub is helping students access community services on campus and keeping them enrolled and on track. These colleges offer onramp courses in partnership with community organizations to give potential students pre-college support for career discernment and preparing to enter a program. (ex. Airport Career Pathways program with Port of Seattle). Participants in on-ramp courses are often members of special populations.
Shoreline Community College-Perkins funds supported direct high school outreach to multi-language learning with a Spanish speaking outreach specialist who went into the two high schools within their district. The following support services were offered: Provide guidance for high school students on career pathway opportunities and associated postsecondary preparation, particularly in professional/technical fields.
Conduct presentations during and after the school day to students and families, small group and individual meetings with students, and consultations with counselors and school staff.
Provide documentation such as student guides relating to college programs, financial aid information, asynchronous presentations and videos, Canvas mini-courses, and documents to support high school counselors. Identify and address barriers to successful student transitions through postsecondary programs.
Skagit Valley College-Perkins funds supported student recruitment events such as Try and Trade 21-22, Institutional Resilience and Expanded Postsecondary Opportunity program, and collaborative work with the INVEST program to provide and meet the needs of students with disabilities enrolled in CTE programs. Their newly implemented program effectiveness reports will allow them to identify improvements and document student learning outcomes in a new, coordinated online system. They will be able to report data in the next reporting cycle.

Ensuring Equitable Access to Programs
Bellingham Technical College-To improve equitable practices in recruitment and outreach, BTC has shifted from reactive to proactive outreach practices and provides key outreach services to all students. BTC employees worked on automating and creating clearer, more accessible communications based on application responses to help prospective students navigate the admissions process.
Clover Park Technical College-By helping regional healthcare employers re-launch the former Nurse Camp into a more comprehensive and more inclusive event, CPTC opened doors to health careers for potential students previously unable to participate. There were 188 local students who participated in the five-day Sound Careers in Healthcare event.
Everett Community College-Provided funding for information sessions. During the COVID-19 pandemic, information sessions were exclusively online potentially creating a barrier to segments of Everett's population lacking the connectivity and tech resources necessary to access this information. The information sessions connected college faculty with the community with faculty taking the lead in presenting their training programs. The goals were to raise awareness, help prospective students better understand training outcomes, and help students navigate the college's enrollment process.
Grays Harbor College-Developed credit for prior learning process to increase access for out-of-workforce individuals and economically-disadvantaged. Program to start Fall 22.
Lake Washington Institute of Technology-Videos were produced to recruit students to each prof-tech School of

Instruction. These videos featured students pursuing non-traditional fields
Lower Columbia College-Leveraging the Perkins funded Outreach Navigator program, the college supports CTE students transitioning from high school to college, particularly for students in special populations. A new bilingual navigator was hired to provide additional support for students who are English learners in addition to other special populations. Additional promotion and other resources available in Spanish have been developed to support non-native speakers and their families. Enrollment for students who are former foster youth or unaccompanied homeless youth has continued to increase as a result of greater collaboration and outreach with community partners, school districts, and tribal partners. During the 2021-2022 year, the number of students identified as former foster youth or unaccompanied homeless youth increased by 67%. Workforce staff continue to build relationships with McKinney-Vento liaisons and other staff at the local high schools to identify and provide individualized outreach and support for students to apply for financial aid and get enrolled in a program of study.
Peninsula College-Implemented a Zoom drop-in lobby for students receiving Workforce Programs assistance. Eliminated unnecessary trips to campus, which has previously been a barrier for students with transportation issues, working students and economically disadvantaged families. The drop-in lobby has been tremendous in creating easier access to campus staff and programs, seeing over 30 students a week. While nursing, welding, and construction classes and labs remained on campus, several other programs were offered only online and still have strong demand for online.
Coming out of the pandemic, we have yet to see enough face-to-face demand to offer fully face-to-face sections for IT and Business programs. Informed by enrollment patterns from the year, they will offer hybrid and hyflex classes with drop-in lab sessions with faculty for students for next year.
Renton Technical College-A video project was funded using Perkins. This provided the funds to create eight videos geared toward recruitment of non-traditional and other special populations. These videos will roll out over the next few months as promotional videos to take to job and career fairs, videos on the RTC website, and potential TV spots (still under negotiation using college funds). Shoreline Community College-The Outreach and Recruitment Specialist focuses on adult learners to support enrollment in professional technical programs. This position has played a significant role in SCC's outreach and recruitment efforts. From creating events, to strategizing around engaging adult learners and professional technical pathways, there has been increased capacity to perform strategic and intentional outreach to marginalized communities. This position hosts virtual and in-person outreach events/sessions that assist prospective students in the admissions process, career exploration, funding resources, and student support resources. Following these events, students receive one-on-one navigation support as needed.

Spokane Community College-Applied funds toward recruitment of out of work individuals in Ferry, Stevens, and Pend
Oreille counties. Postcards were sent to 25,000 households in the tri-county area to promote enrollment in business and business technology programs at SCC's Republic, Inchelium, Colville and Newport campuses in summer 2021, for those out of work or looking to train for a new career. According to SCC Institutional Research staff, the number of students (167 unduplicated students) enrolled in those programs stayed the same from AY20-21 to AY21-22. As mentioned above, maintaining enrollment during this unprecedented is positive.
Spokane Community College-Utilized funds for non-traditional recruitment for Echocardiography, Nursing, Culinary/Baking, CIS/Networking, and Software Development programs. CIS increased enrollments of historically underserved populations during over the year before.
Spokane Community College-TV commercial, focusing on non-traditional populations, were used throughout summer 2021 for Water Resources and Natural Resources programs. According to SCC's Institutional Research office, both programs had a slight increase in unduplicated headcount from AY20-21 to AY21-22. Considering many programs at the college had a decrease due to residual COVID-19 enrollment issues, having a slight increase is considered positive. There was also a spike in new student enrollment in August 2021, that may be due to the TV commercials.
Tacoma Community College-The EMT program on the Eastside of Tacoma has contributed to ensuring equitable access to Tacoma's low-income community, increasing access of economically disadvantaged families. The number of females (non-traditional field for women) enrolled in this community-based program has increased by more than 4 times, with more than 40% of total enrollment being female over three academic quarters. Leadership and reserve funds were used for directed grants to school districts and STECs who missed the state target.

Walla Walla Community College-Perkins
Participation in on-grade testing in the 10th grade was negatively impacted by COVID as many (2022) students did not take the state assessment for Reading/Language Arts and Mathematics as the state was granted a federal waiver from assessment accountability requirements in the spring of 2020.
The following performance measures did not meet the state determined level of performance: 2S2, 4S1, 5S3 (see supporting document "2022 State Performance Measures not meeting SDPLs"). -Curriculum creation or revisions to respond to industry in filmmaking, agriculture, medical assisting, and construction technology (1P1 and 2P1) -Investment in software platform that highlights career pathways with visual templates (1P1, 2P1, and 3P1) -Articulation agreements with postsecondary partners to support seamless student transitions in professional-technical pathways (1P1 and 3P1)

Postsecondary: Perkins
-Technology investments to support teaching effectiveness and skill attainment (1P1, 2P1, and 3P1) -Provided supplemental instructional tools to enhance/support hands-on lab skill training for Nursing Assistant Certified and Electronics, Robotics, and Automation programs Rethinking credit for prior learning practices to increase program completion (1P1 and 2P1)

D.ii. Reducing disparities or performance gaps as described in section 113(b)(3)(C)(ii)(II) of Perkins V.
Secondary: Targeted investments for the data available measures were attempted by directed Perkins Reserve awards to school districts and STECs who did not meet the state target.
-Used funding to expand equivalency opportunities for students.
-Sponsored various technical assistance designed to meet the needs of the CTE community (see question 1(b)(iv) and the following activities -Allocated funds to school districts, STECs, and skill centers who did not meet state targets.
-Continued to expand equivalency opportunities to support concentrator math obtainment and performance.
-Reviewed equivalency options aligned with specific clusters.
-Provided additional allocation of funds for districts/STECs/skill centers targeting specific student populations for improved student outcomes.
-Used funds through targeted professional development and other permissible expenditures to support improvement.
-Ongoing review of state created CIP codes and work towards eliminating as many as necessary (to better align to federal list).
-Funds were awarded to school districts/State-Tribal Education Compacts (STECs)/skill centers through a Non-Traditional Fields Grant (see question 1(b)(i)).
-School districts/STECs/skill centers were able to utilize funds to support the Comprehensive Local Needs Assessment (CLNA) work in forming consortiums with each other.
Postsecondary: Specific projects, focused on system-wide improvement, funded in 2021-2022 included: Bellevue College: Collegiate DECA. DECA's programs aligns with business, marketing, and accounting, and delivers a variety of activities to serve diverse learning styles while also providing multiple assessment methods. These activities supported classroom instruction by applying learning to extracurricular case study competition. It also connected students with local businesses for networking and employment opportunities. Each Collegiate DECA Chapter provided students with leadership training and engagement within their respective business community. A new chapter from Highline College joined this year which is an Asian American and Native American Pacific Islander-serving institution. Continuing from previous years is Columbia Basin College which is a Hispanic-serving institution. The statewide organization represented at the International Career Development Conference with more than 75% of the students from all schools making it to the final round of competition and placing in the top 10 slots for their respective event. (1P1, 2P1, and 3P1) Seattle College District: Washington CTE Dual Credit Project-Phase II. The focus of this project was to investigate barriers to successful CTE Dual Credit completion, and produce recommendations to improve access to early college credit for students throughout the state. Although historically underrepresented and underserved students are wellrepresented in CTE dual credit programs compared to other dual credit programs in Washington, this project has highlighted participation does not necessarily translate to students going on to obtain a credential. Five workshops were held throughout the year to engage both the secondary and post-secondary stakeholders. RTI International was contracted to conduct national research on dual credit best practices and policies, summarized for state leadership which resulted in a comprehensive report of recommendations. Specific recommendations related to addressing equity in dual credit include the need for a robust data collection and reporting structure to track dual credit outcomes for various populations of students, as well as a recommendation to provide more student support, such as early advising so students can progress through their college pathway with efficiently, ultimately saving the student money and time.

Secondary:
Reserve funds were distributed through a separate application process which provided a grant overview, were either competitive, incentive, piloted, or directed, depending upon the project. The selection criteria were described within the application, and alignment of Perkins Reserve priority areas are described within the application.
Of the school districts, skill centers, and State-Tribal Education Compacts (STEC) who were eligible for Perkins Reserve grants (programs in rural areas, programs with high percentages or high numbers of CTE students, or areas with disparities or gaps in student performance), 156 school districts, skill centers, and STECs were awarded funds.
The Perkins Reserve grants supported school districts, skill centers, and STECs in the following ways:

Professional Development
For the CTE Instructors with an industry background, additional support with Universal Design for Learning (UDL) and lesson planning.
High School Counselor attended the statewide CTE Conference to broaden understanding of how to link career options with student High School and Beyond Plans (HSBP).
Counselor to attend a Pathway Conference to increase their knowledge in careers in pathways.
Provided apprenticeships with AJAC for the Core Plus program Instructors creating more employment opportunities for students participating in worksite and work based learning opportunities by creating partnerships through networking and site visits.
Local CTE collaboration with: -Special Education staff to improve CTE instruction for students with an Individual Education Program (IEP).
-Analyzed math standards with math department for the CTE courses to determine alignment beginning with Wood and Metal shop classes.
-Advisory Board members, academic instructors and administrators to review and evaluate CTE courses for course equivalencies.
CTE Instructors to attend the following opportunities: Hosted informational sessions creating opportunities for students to see nontraditional employees in their fields.
Provided CTE pathways connecting major tribal businesses with teachers focused on culturally responsive opportunities for native students and highlighting employment with the Tribe.
Field trips to colleges for students to explore nontraditional career pathways offered to align with the students' HSBP.
Informational materials to promote CTE programs to increase access and enrollment in nontraditional programs and overall CTE.
Paid for articulation agreement and dual credit consortium fees.

Funds assisted instructors to work on CTE equivalencies
Strengthen the success of EL students in CTE courses Strived to diversify the population of students earning an Industry Recognized Credential (IRC) Partnered with neighboring school district to support CTE partnership for native students interested in teaching with joint activities.
Curriculum and equipment for CTE courses:

Postecondary:
Ten percent of the postsecondary Perkins Plan grant is distributed by formula to rural colleges and those that have a high percentage of CTE participants. Defined as colleges that include counties with population densities of less than 100 persons per square mile within their service district boundaries, rural colleges receive 9% of the reserve funds. Colleges with a high percentage of CTE participants receive 1% of the reserve funds and are those that have 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. Bates Technical College, Bellingham Technical College, Clover Park Technical College, Lake Washington Institute of Technology, and Renton Technical College all receive a portion of the one percent of reserve funds set aside for college that serve a majority of CTE students.
As evidenced by this process, SBCTC prioritizes colleges serving rural communities and those with a high number of CTE concentrators in allocating reserve funding. Due to the low population density of their respective regions, the state's rural colleges are often under-resourced and disproportionately impacted by changing economic conditions. They often have lower enrollment overall and fewer full-time students, but comparatively greater demand for high-cost CTE programs based upon the economies of their service areas. As reserve funds are allocated by formula in combination with Perkins Plan awards, there are no means of accounting for exactly how reserve funds are utilized; however, many of the rural and smaller colleges invest significantly in CTE programs to serve their communities and rely on the allocation of reserve funding to maintain these programs.
Accomplishments from Perkins funding for rural areas or colleges with a high percentage of CTE concentrators: Bates In addition, they have active partnerships to bring underrepresented students, by gender, into non-traditional fields, including Tacoma School College Support Network and Ignite Worldwide (promotes economic equality and workforce development by cultivating a diverse pipeline of talent and supporting a sustainable future for girls and their families).
Clover Park Technical College: Palmer Pathways -CPTC partnered with Palmer Scholars, a non-profit serving community of color, which developed a pre-apprenticeship model feeding into high wage, high demand occupations in construction and the trades. Perkins funding help support participants and program development, and the program graduated its first two classes at the end of the 2022 fiscal year. Articulations established with several apprenticeship programs, including the Roofers program, also housed at the CPTC campus.
Lake Washington Institute of Technology: Perkins provided $10,000 for Supplemental Instruction (SI) for the Computing & Software Development and Behavioral Health programs where the extra supports brought course pass rates to 80% and 94% respectively. Pre-Nursing students supported with SI increased their pass rates by 17%.
Olympic College: CTE Dual Credit's "What's Next?" event took place in a live, virtual format in February of 2022. The live, virtual event supported two rural schools who have never been able to attend an on-campus event. Since there was no need to schedule time for movement between sessions, the program agenda able to offer three Professional-Technical break-out room session in which high school CTE students spoke with the faculty member/program of their choice in addition to participating in an employer panel session with guests from Kitsap and Mason counties.