executive session and study session · the 2005 legislature required the state board to convene a...

Washington State Board for Community and Technical Colleges www.sbctc.edu | January 2017

Shaunta Hyde, chair ● Larry Brown, vice chair Elizabeth Chen ● Anne Fennessy ● Wayne Martin ● Jay Reich

Carol Landa-McVicker ● Phyllis Gutierrez-Kenney ● Fred Whang Marty Brown, executive director ● Beth Gordon, executive assistant

Statutory Authority: Laws of 1991, Chapter 28B.50 Revised Code of Washington

Jan. 18 Executive session and study session

1 p.m. Executive Session

3 p.m. Welcome and introductions Shaunta Hyde, chair

3:05 p.m. WACTC report Gary Oertli, WACTC president

Discuss

3:15 p.m. ACT report Jon Lane, ACT president

Discuss

3:30 p.m. Best practices John Boesenberg and Ed McCallister

Discuss Tab 1

4:15 p.m. Legislative update and SBCTC intern program report Arlen Harris and Edward Esparza

Discuss Tab 2

4:45 p.m. Executive director report Marty Brown

Discuss

5 p.m. Adjournment

5:30 p.m. Dinner for State Board Members Location: Anthony’s Hearthfire – 1675 Marine Drive NE, Olympia 98501

Jan. 19 Regular business meeting

8 a.m. Breakfast

8:30 a.m. Call to order and adoption of agenda

Action

STATE BOARD MEETING State Board Office: 1300 Quince Street SE, Olympia, WA 98504

4th Floor • Cascade Conference Rooms

Study Session: Wednesday, Jan. 18, 2016 Business Meeting: Thursday, Jan. 19, 2016 1 to 5 p.m. 8:30 a.m. to 12 p.m.

http://www.sbctc.edu/


8:35 a.m. Approval of consent agenda a. SBCTC meeting minutes, Nov. 17, 2016 b. Assessing the multiplier effect of Washington-focused post-secondary

investments Resolution 17-01-01

c. Authorizing Indemnification to the Attorney General’s Office Resolution 17-01-02

d. Centralia College – property acquisition, 810 Centralia College Blvd. Resolution 17-01-03

e. Clark College – local expenditure, STEM building Resolution 17-01-04

f. Lower Columbia College – reauthorization of financing authority, Main Building Resolution 17-01-05

g. Yakima Valley College – property acquisition, 1126 West Nob Hill Blvd Resolution 17-01-06

Action Tab 3

8:40 a.m. Capital projects scoring criteria Resolution 17-01-07 Wayne Doty

Action Tab4

9:20 a.m. Break

9:30 a.m. Baccalaureate degree proposal - Columbia Basin College, Teacher Education Joyce Hammer

Action Tab 5

9:50 a.m. Consideration of baccalaureate degree proposals Joyce Hammer

a. Highline College – Teaching and Early Learning Resolution 17-01-08

b. Lake Washington Institute of Technology – Nursing Resolution 17-01-09

c. Olympic College – Digital Filmmaking Resolution 17-01-10

d. Renton Technical College – Information Technology Networking: Network Architecture Resolution 17-01-11

e. South Seattle College – Workforce and Trades Leadership Resolution 17-01-12

f. Spokane Falls Community College – Cyber Security Resolution 17-01-13

Discuss Tab 6

10:55 a.m. Student Achievement Initiative progress report Jan Yoshiwara and Darby Kaikkonen

Discuss Tab 7

11:15 a.m. Public Hearing: Revisions to WAC 131-48 Governing the General Education Development (GED®) Resolution 17-01-14 Lou Sager

Action Tab 8



11:30 a.m. ctcLink report Mike Scroggins

Discuss

11:45 a.m. Chair report Shaunta Hyde

Discuss

11:55 a.m. Open public comment

Discuss

12 p.m. Adjournment Next Meeting: March 22-23, 2017 in conjunction with the All Washington Academic Awards

EXECUTIVE SESSION: Under RCW 42.30.110, an Executive Session may be held. Action from the Executive Session may be taken, if necessary, as a result of items discussed in the Executive Session.

PLEASE NOTE: Times above are estimates only. The Board reserves the right to alter the order of the agenda. Reasonable accommodations will be made for persons with disabilities if requests are made at least seven days in advance. Efforts will be made to accommodate late requests. Please contact the Executive Director’s Office at (360) 704-4309.


Best Employment Practices for Part-time Faculty Brief description The 2005 Legislature required the State Board to convene a taskforce to review and update a best practices audit, initially completed in 1996, on part-time faculty compensation and employment conditions. In developing the best practice principles, the taskforce was required to focus on the employment of part-time faculty including salary issues, provision of health and retirement benefits, the implications of increased reliance on part-time rather than full-time faculty, the implications of workload definitions, and tangible and intangible ways to recognize the professional stature of part-time faculty. The State Board was also required to use the best practice principles in the development of the system’s biennial operating budget request. During this presentation, the best practice principles and their application will be reviewed.

How does this link to the State Board goals and policy focus Consistent with the Mission Study recommendation to invest in sustaining faculty and staff excellence, the State Board has established the goal of adopting a system-wide approach to improving faculty and staff salaries and the ratio or “mix” of full- and part-time faculty. The Best Employment Practices for Part-time Faculty includes principles that address salary and mix issues as well as their general working conditions.

Background information and analysis Part-time instructors bring unique skills and expertise into workforce preparation and academic classrooms. Employing part-time instructors allows colleges to offer more classes, when and where students need them and the ability to respond to emerging student, community and business needs. However, reliance on part-time instructors to teach a significant number of students, low salary levels, variable working conditions have contributed to staffing concerns in Washington State and nationally. Based upon 2015 fall quarter data:

• There are 7,315 state funded part-time faculty (headcount). They teach 45.3 percent of the system’s effort (Full-time Equivalent Faculty), a decrease of .9 percent from fall 2014. This decrease is likely due to declining enrollments.

• Part-time faculty teach: o 70 percent of Basic Education for Adults courses, o 63 percent of Business/Accounting/IT/Secretarial courses o 52 percent of Humanities courses o 46 percent of Public Service courses o 44 percent of Social Science courses o 43 percent of Math courses o 41 percent of Science courses o 30 percent of Mechanics & Engineering courses

• Part-time faculty teach: o 45 percent of the daytime, on-campus courses o 85 percent of the evening, on-campus courses

January 18, 2017

Tab 1 Study Session

Tab 1

2

o 68 percent of the daytime, off-campus courses o 83 percent of the evening, off-campus courses

• 40 percent of part-time faculty (headcount) teach one-third or less of a full-time teaching load; 23 percent teach between one-third and two-thirds of a full-time teaching load and 37 percent teach two-thirds or more of a full-time teaching load.

• 57 percent of part-time instructors participate in retirement benefits and 44 percent receive employer paid health care benefits.

• Over the past five years, part-time faculty have been hired to fill 81percent to 88 percent of the vacant full-time faculty positions.

• The median age of system part-time instructors is 47; 12 percent are people of color and 60 percent are female. (The median age of full-time faculty is 52; 16 percent are people of color and 53 percent are female.)

The 1996 Legislature adopted provisions requiring the State Board to convene a Taskforce to identify the best practices related to part-time faculty compensation and working conditions. A Taskforce was established, the best practices listed and recommendations made to the college districts, State Board and Legislature. Legislation in 2005 required the State Board to re-convene a Taskforce that would review and update the best part-time faculty employment practices and make recommendations to the State Board. Representatives to the Taskforce were requested from and appointed by the stakeholder groups identified in the legislation. They included State Board members, full- and part-time faculty, trustees, and presidents. Taskforce members met regularly from summer through fall 2005 - focusing on understanding the assignment, reviewing data and the 1996 report, and updating the principles. As directed by the legislation, members of the Taskforce focused solely on part-time faculty issues with the intent of identifying overarching principles that represent the best practice in a given employment area. The legislation required the Taskforce to submit its findings to the State Board and other interested parties by December 1, 2005. Attachment A is the report submitted to the State Board and the Legislature in December 2005. Through adoption of Resolution 05-12-33, the State Board endorsed the Taskforce recommendations and the ten best practice principles. Those principles are listed below, followed by practices illustrative of the particular principle. As reflected in the report, the first three principles involve the State Board and require support from the Legislative. The remaining seven principles primarily occur through local decision-making and collective bargaining.

1. Salary. Part-time instructors should be paid a rate equal to that paid full-time faculty having the same qualifications and experience for doing the equivalent instructional and non-instructional work. Examples: System operating budget request includes funding that narrows the gap between full- and part-time faculty pay (“equity increases”); part-time faculty participation in increment

Tab 1

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funding; advocacy for requests; ensuring that salary increase funds provided for part-time faculty are expended on part-time faculty.

2. Benefit Participation. Eligible part-time faculty should receive all state mandated benefits, and college provided employee benefits proportionate to those received by full-time faculty.

Examples: Eligibility criteria is consistently applied to full- and part-time faculty; health care and retirement plan participation rate increase; sick leave accrual; pay dates consistent with full-time faculty.

3. Faculty Mix. The ratio of full- to part-time faculty at each college district should be based upon program and student need. The funding necessary to improve services to students through increasing courses taught by full-time faculty should be provided by the Legislature.

Examples: Operating budget requests for faculty conversion funds; local policies, discussions and decision making related to identifying an appropriate “mix” for a discipline or college; increased participation by (and pay for) part-time instructors in providing advising, holding office hours, and developing and updating curriculum.

4. Initial Recruitment and Selection. Part-time faculty should be selected through a structured professional process that is based on the same or similar criteria as applied to full-time faculty.

Examples: Same or similar qualification criteria applied; process steps include advertising, qualification and reference screening, and preliminary and final interviews. Subject matter experts are involved. If circumstances require last minute hiring, assistance is provided through mentoring, evaluation, etc.

5. Job Security. Upon successfully completing a review period, regularly employed part-time faculty should achieve a form of job security. Examples: Multi-quarter/annual contracts; early notice of continued employment; designation of associate/affiliate faculty that provides priority hiring, inclusion of names in class schedules, catalog, etc.

6. Performance Review. Part-time faculty should be evaluated using comparable criteria, standards and procedures which are applied to evaluate full-time faculty.

Examples: Part-time instructors’ teaching effort is reviewed through a variety of tools that include division chair/department coordinator evaluation; peer or mentor reviews; student and/or group evaluations. Assistance is provided through assigning mentors, referrals to teaching labs or on-line training. Performance recognition programs apply to both full- and part-time instructors and include cash awards; part-time instructor achievement is shared with campus and larger community.

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7. Professional Development. Colleges should assist part-time faculty to identify and address their development needs in ways which are accessible and affordable. Examples: Development activities/funding are open to full- and part-time faculty; professional development plans are used; part-time instructors are involved in developing activities/events; efforts are taken to ensure development programs are accessible, in terms of time and location, by part-time faculty.

8. Support Services. Part-time faculty should be treated with the same professionalism as full-time faculty and provided the necessary support services to do their jobs.

Examples: Office space is made available; rooms available for confidential student/teacher meetings; access to voicemail/e-mail accounts; access to individual or shared storage (lockers, desk drawers, closets, etc.); access to college support services (clerical, copying, printing, library/media services, etc.).

9. Communications. Part-time faculty should be afforded easy access to communications from the college and have the means to communicate with the college community.

Examples: Invited to college-wide events, division/dept. meetings; special meetings/printed information (newsletters, handbooks) for part-time instructors; access to routine college correspondence (e-mails, mailboxes, newsletters, etc.); special efforts taken to ensure evening/weekend/off-campus faculty receive information.

10. Best Practices Report. The best practice principles should be used in making state and local decisions and agreements affecting part-time faculty. The “Part-Time Faculty Best Practices Report” will be published and distributed to all college presidents, human resources directors, trustees, and local faculty union presidents. At least annually, each college should conduct a review of their actions related to achievement of these best practices.

Examples: Posted on State Board website; periodic survey of application of the practices; local collective bargaining agreement includes references to the best practices report and mutual agreement to routinely review the application of the principles.

Since adoption of the best practice principles in 2005, State Board staff has surveyed the colleges twice, in 2007 and 2015, to update awareness of the best employment practices and to share ideas on their local application. The survey results from 2015 are attached (Attachment B). Attachment C lists actions taken by the system to support the best practice principles at the system or state-wide level.

Potential questions • Are the best employment practice principles adopted by the State Board in 2005 still relevant

in 2017 or should they be updated? • Are there additional actions the State Board should take to encourage local application of the

best practice principles?

Tab 1

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• What is or should be the State Board’s role in advocating for change in the employment conditions for college employees?

Recommendation/preferred result Board members will have a better understanding of employment issues related to part-time faculty. Through the review of the best part-time faculty employment practices, State Board members will also have the opportunity to discuss part-time faculty working conditions and the State Board’s role and authority to influence. Policy Manual Change Yes ☐ No ☒ Prepared by: John Boesenberg, deputy executive director for business operations 360-704-4303, [email protected]

mailto:[email protected]

TAB 1, Attachment A

November 21, 2005 Page 1

2005 Best Employment Practices For Part-time Faculty

Taskforce Report and Recommendations

I. Participants

American Federation of Teachers - Washington: Phil Jack, Sandra Schroeder, Margaret West (Alternates: Sonnia Dailey, Wendy Rader-Konofalski, Annette Stofer)

Washington Education Association: Gerald K. Barrish, Mike Dodge, Ruth Windhover (Alternate: Gary King)

Trustees: Steve Koch, Helen Malone

Presidents: Linda Kaminski, Mark Palek

State Board Representatives: Jim Bricker, Al Link

State Board Staff Support: John Boesenberg, Deborah Frazier, Mary Alice Grobins, Susan Wanager Regular Contributor: Daniel Jacoby

II. Background Part-time instructors bring unique skills and expertise into workforce preparation and academic classrooms. Employing part-time instructors allows colleges to offer more classes, when and where students need them and the ability to respond to emerging student, community and business needs. However, low salary levels, variable working conditions and over-reliance on part-time faculty have contributed to staffing concerns in Washington State and nationally - as colleges and universities absorb greater numbers of students without appropriate funding. Responding to this concern, the 1996 Legislature adopted provisions requiring an audit of part-time faculty compensation and employment practices and the identification of “best practices” related to part-time faculty employment. A Taskforce was established, the best practices listed and recommendations made to the college districts, State Board and Legislature. Updates were reported in 1997 and 1998. Through adoption of Engrossed Senate Bill 5087, the 2005 Legislature renewed its commitment to understand and improve part-time instructors working conditions by directing the State Board for Community and Technical Colleges to convene a taskforce to review and update the best employment practices report completed by a 1996 Taskforce. Specifically, the legislation directed:

In performing the review and update of the audit, the task force shall focus on the employment of part-time faculty, and shall include the following issues in its deliberations: Salary issues,

TAB 1, Attachment A


provision of health and retirement benefits, the implications of increased reliance on part-time rather than full-time faculty, the implications of workload definitions, and tangible and intangible ways to recognize the professional stature of part-time faculty. The task force shall report its findings to the state board, local governing boards, and other interested parties by December 1, 2005. The report shall include recommendations on a review of the status of the set of best practices principles for the colleges to follow in their employment of part-time faculty developed in 1996. The state board for community and technical colleges shall adopt and periodically update a set of best practices principles for colleges in the community and technical college system to follow in their employment of part-time faculty. The board shall use the best practices principles in the development of each biennial operating budget request. The board shall encourage and, to the extent possible, require each local governing board to adopt, revise, and implement the principles.

Representatives to the Taskforce were requested from and appointed by the stakeholder groups identified in the legislation. Taskforce members met regularly from summer through fall 2005 - focusing on understanding the assignment, reviewing data and the 1996 report, and updating the principles. This report summarizes the Taskforce findings and recommendations. Early in their deliberations, Taskforce members developed a shared understanding of the assignment: To develop the best part-time faculty employment principles. These overarching principles serve as a guide to local collective bargaining negotiators, state board members, trustees and Legislators as they make decisions and agreements affecting instructors’ work lives.

As the Taskforce approached its assignment, members recognized that: Recommendations affecting salary, benefit participation, “faculty mix” or other high cost

reforms require support and action by the Legislature, State Board or other overseeing state agencies. Insufficient funding coupled with rising student enrollments have evolved into an over-reliance on a low paid, part-time teaching workforce. Reversing this trend requires significant funding.

Solutions affecting salary schedules and working conditions are subject to local collective bargaining and decision making. Identifying local influences, prioritizing and developing strategies to address desired changes are more effectively accomplished through local college decision making. Through local negotiations, strategies implementing the principles will inevitably differ between colleges.

Improvements in salaries, benefit participation and working conditions have occurred since the 1996 survey and report. While more needs to be done, the report should recognize improvements.

III. Best Employment Principles This section lists and describes the “best practice principles” identified by the Taskforce. Many of these principles are in place, in some locally defined form, at one of more college districts. Improvements made since the 1996 study, considerations and implementation strategies are also noted.

TAB 1, Attachment A


Best Practice 1: Salary. Part-time faculty should be paid a rate equal to that paid full-time faculty having the same qualifications and experience for doing the equivalent instructional and non-instructional work. Description: Similarly qualified instructors should be paid the same rate when performing the same work. This recommendation also recognizes the instructional and non-instructional components of an instructor’s workload. Decisions on work assignments, the monetary value of those assignments and the relative value of education/experience occur through local bargaining. Progress: Improving part-time faculty salaries has been and continues to be a top priority for the two-year college system and the Legislature has shown a commitment to equity funding. The Legislature appropriated and/or authorized expenditure of $36.1 million of additional funds to increase part-time faculty salaries during past four biennia (since 1996). Part-time salaries have increased over 37% since 1998. Consideration: Chronic under funding of the system has resulted in an over-reliance on lower salaried part-time faculty. Part-time instructors are currently paid, on weighted average, 57% (FY 2004) of the full-time faculty average salary. Recommendations to the Legislature: Increase salary funding to an amount based on the presumption that all students are taught by instructors paid the full-time faculty rate. This requires significant funding (approximately $115.5 million for the first biennium) and a commitment by stakeholders to continue strong, effective and determined advocacy for this goal. Recommendations to Local Negotiators: Though collective bargaining, develop part-time faculty pay rates and/or schedules comparable to full-time rates/schedules, including increment systems that recognize education and experience. Based on funding improvements and through collective bargaining, develop pay rates for additional assignments made to part-time instructors, such as curriculum development, participation in college governance, office hours and/or student advising. Take full advantage of funding or other legislative options made available to benefit part-time faculty. Best Practice 2: Benefit Participation. Eligible Part-time faculty should receive all state mandated benefits, and college provided employee benefits proportionate to those received by full-time faculty. Description: As college and state employees, part-time instructors should have the same access to employee benefits as provided to full-time faculty, proportionate to assigned workload where appropriate. Examples include participation in retirement plans, health and leave benefits, dependent care and other state or locally defined employment based benefits.

TAB 1, Attachment A


Progress: Since 1996, there have been significant improvements in the rate and maintenance of part-time instructor participation in: • Retirement Plan Benefits – The eligibility threshold for participation in the State Board sponsored

retirement plan was lowered in 1999 from 80% to 50% of full-time. • Health benefits – Participation in health care benefits care have increased through workload

calculations and have been extended to summer. • Sick leave – Part-time instructors earn sick leave at a rate proportionate to their workload and are

eligible to participate in the Attendance Incentive and Shared Leave programs. • Pay dates – Through local bargaining, part-time instructors can receive paychecks on the same dates

as full-time instructors. Consideration: Agreements have been made through collective bargaining that do not provide for sick leave accumulations to the fullest extent allowed by law. Uneven part-time instructor work patterns sometimes result in the loss of health care benefits – even for career part-time instructors. Recommendation to the Legislature and Health Care Authority: Establish a principle and provide funding that allows career part-time instructors’ to average workload accumulated over an academic year to maintain participation in health care benefits. Recommendations to Local Negotiators: Review sick leave and pay date options and negotiate solutions that provide these benefits to part-time instructors on a basis comparable to full-time instructors. Consider maintenance of established benefit eligibility in making workload assignments to part-time instructors. Best Practice 3: Faculty Mix. The ratio of full- to part-time faculty at each college district should be based upon program and student need. The funding necessary to improve services to students through increasing courses taught by full-time faculty should be provided by the Legislature. Description: There are a variety of program- or student-driven reasons for employing part-time instructors, including accessing special industry expertise, offering courses at community extension sites or in the evening, and responding to emerging industry or community needs. However, a strong core of full-time faculty is essential to maintaining a high quality educational environment. The lower salaries paid to part-time instructors allow college districts to offer additional courses to meet state enrollment demands at the funding level provided by the Legislature. While the classroom experience is comparable to that offered by full-time instructors, over-reliance on part-time instructors affects the level of support services afforded to students and increases the non-instructional responsibilities assigned to full-time instructors (i.e., advising, review and development of curricula and programs, accreditation review and maintenance, faculty hiring and evaluation, governance, etc.).

TAB 1, Attachment A


Progress: The two-year college system studied the ratio of full- to part-time faculty in 2001 and determined that, if funded by the Legislature, the college districts would add 361 full-time instructors – increasing the percent of courses taught by full-time instructors by 12%. A budget request to begin this conversion was developed and submitted to the Legislature. Through collective bargaining or Trustee policy, faculty mix issues have been considered at several college districts when determining course assignments and staffing levels. Consideration: The lack of legislative funding for the faculty “mix” issue has stymied any improvement in the ratio of part- to full-time faculty. Recommendation to the Legislature: Provide quality funding to improve the ratio of full- to part-time faculty. Recommendations to the College System: Continue requesting funds to increase the percentage of courses taught by full-time instructors. Stakeholders should actively support this request. Continue requesting special funding for new positions in high-demand fields that require a full-time position to attract and retain instructors from industry. Recommendation to Local Negotiators: Consider student and program needs and the goals established as part of the 2001 study in making teaching assignments. When possible, increase the percentage of courses taught by full-time instructors consistent with College District goals identified in the Faculty Mix Study. Review research addressing the impact of over-reliance on part-time faculty on student success and retention to inform decision making about appropriate levels of full- and part-time faculty staffing. Best Practice 4: Initial Recruitment and Selection. Part-time faculty should be initially selected through a structured professional process that is based on the same or similar criteria as applied to full-time faculty. Description: One of the first steps taken to ensure a high quality classroom experience occurs in teacher selection. The initial selection of part-time instructors should be undertaken with attention comparable to that taken in the selection of full-time instructors. Progress: Through a web based job bank, part-time instructors may review full- and part-time teaching opportunities in their field of expertise and post contact information to receive job announcements in their areas of interest.

TAB 1, Attachment A


Consideration: Last minute or emergency hiring of part-time instructors, while not always avoidable, affect the classroom experience for students – as the instructor becomes familiar with the curriculum, text book and develops lesson plans while conducting classes. Recommendations to Local Negotiators: When possible, avoid emergency hiring of part-time instructors. If circumstances do not allow for a structured selection process, implement a more rigorous evaluation and feedback process during the instructor’s first quarter of employment. Develop a job-based screening process that applies the same or similar criteria used in hiring full-time faculty. Best Practice 5: Job Security. Upon successfully completing a review period, regularly employed part-time faculty should achieve a form of job security. Description: Most part-time instructors are employed on quarter-to-quarter contracts that provide college districts the flexibility needed to adjust to evolving student and community needs. However, a number of part-time instructors teach the same classes at the same college, quarter-after-quarter. The limited employer commitment, translates into personal planning difficulties for and a limited commitment by the instructor – resulting in insecurity and turnover. Progress: Through local bargaining, several college districts have developed forms of job security applicable to a part-time instructors meeting certain locally defined criteria, including multi-quarter or annual contracts and priority hiring systems. Consideration: While there appears to be a core of part-time instructors that regularly teach, college districts are reluctant to commit to employment beyond one quarter – citing fluctuating enrollments, difficulty in tracking instructor work patterns and a need to retain flexibility. Recommendations for Local Negotiators: Develop tracking systems that accurately capture part-time instructor work patterns. Review part-time instructor work patterns to identify instructors with a history of re-appointments and consider providing early, multi-quarter or annual appointment contracts. Develop a review process and period that assesses the competence of part-time instructors and, if passed, confers an enhanced status that provides a greater level of job security through multi-quarter contracts, priority hiring lists, right of first refusal, designation as “Associate Faculty,” etc. A structured review process resulting in enhanced job security and improved teaching/accountability, also removes any stigma related to being selected through a process less rigorous than applied to full-time instructors. In addition to specifying criteria for inclusion, the negotiated system may address how names are removed for non-performance.

TAB 1, Attachment A


Through collective bargaining, develop provisions that compensate, through a salary or stipend payment, the preparation work completed by a part-time instructor whose class is canceled just prior to or after a quarter begins. Include the names of part-time instructors, who have passed a review process, in quarterly class schedules. Best Practice 6: Performance Review. Part-time faculty should be evaluated using comparable criteria, standards and procedures which are applied to evaluate full-time faculty. Description: Colleges use performance evaluations to ensure instructional quality and to provide feedback to instructors. While all colleges have some form of evaluation process applicable to part-time instructors, many rely on anonymous student evaluations. Progress: Through bargaining, agreements have been reached to provide some form of evaluation and feedback process ranging from reliance on student evaluations to elaborate processes that include mentors, self evaluations and committee evaluations. Considerations: Reliance solely on student evaluations may cause instructors to set less challenging class requirements to avoid the impact low student evaluations may have on future reemployment – potentially making rehiring more based on popularity than teaching quality. In addition, student evaluations provide limited feedback and no guidance on how to improve. Recommendations to Local Negotiators: If student evaluations are relied upon, create broader criteria for use in re-hiring decisions. Use multiple indexes of performance in periodic reviews, including self evaluation, peer evaluation, small group evaluations, etc. Mentor or separate from employment part-time instructors who do not successfully complete the review process or who receive poor evaluations. Include part-time instructors who have successfully completed the review process and exhibit teaching excellence in teaching awards available to full-time faculty. Best Practice 7: Professional Development. Colleges should assist part-time faculty to identify and address their development needs in ways which are accessible and affordable. Description: Continued professional development, in the instructor’s field and in teaching, translates directly into greater success in the classroom for students and the instructor. Progress: Part-time instructors participate in the fee waiver program available to State employees on the same basis as full-time instructors.

TAB 1, Attachment A


Since the 1996 study and through local decision making, part-time instructors may have access to a variety of training opportunities and funds, participate in the development of faculty training opportunities, and receive pay for participating in training. Consideration: Limited funding for professional development activities affects all instructors but has a greater impact on part-time instructor participation. Recommendations to Local Negotiators: Continue to develop, fund and/or expand training opportunities in ways that are accessible and motivate part-time instructor participation. Assist part-time instructors receiving multiple quarter or ongoing contracts to create a professional development plan. Through negotiations and in accordance with state law, provide access to professional leave on a comparable basis to full-time instructors. Involve part-time instructors in the planning of professional development activities and schedule events at times and places that part-time faculty could conveniently attend. Assign experienced part-time instructors as peer reviewers to newly hired part-time faculty. Best Practice 8: Support Services. Part-time faculty should be treated with the same professionalism as full-time faculty and provided the necessary support services to do their jobs. Description: Support services include access to computers, telephone/voicemail, clerical support, copying, office space, storage space, parking, etc. Due to space and cost limitations, part-time instructors are often required to share office facilities (office space, telephones, and computers). Enhancing an instructor’s ability to store and retrieve teaching related materials on-site eases difficulties in transporting materials, saves time, creates continuity and enhances instruction. Progress: Since the 1996 study, colleges report improvements to part-time instructor access of college support services, including shared office space, e-mail/voicemail accounts, clerical support, etc. Parking is available on same terms as for full-time faculty. Consideration: While there are many new buildings on college campuses, office space remains limited, causing more part-time instructors to share space and affecting their ability to have private student conferences. Recommendations to Local Negotiators: Provide part-time instructors access to office or conference space that affords the ability to confer with students in a way that protects the student’s privacy.

TAB 1, Attachment A


Access to college provided computers and the ability to have password protected storage of teaching related documents helps instructors stay connected and eases the burden of transporting. Provide part-time instructors access to secure storage for student files and classroom related materials. Best Practice 9: Communications. Part-time faculty should be afforded easy access to communications from the college and have the means to communicate with the college community. Description: Good and consistent communication ensures part-time instructors are aware of college policies, practices and expectations. It also helps instructors feel included in and connected to the college community. Due to the variety of part-time instructor work patterns and locations, use of a variety of communication tools will ensure the information reaches its audience. Progress: Colleges have developed a variety of information sharing tools specifically designed for part-time instructors, including handbooks, policy and benefit notices, orientations and e-mail accounts. Part-time instructors have assigned mailboxes and/or receive mail delivery that in many cases is comparable to that provided to full-time instructors. Consideration: While improvements have been made, part-time instructors still experience difficulty in receiving college communications and services – especially during evening and weekend classes. Recommendations to Local Negotiators: Provide letters of intent or appointment prior to the start of classes to allow for adequate preparation time. Invite and compensate part-time instructors’ attendance at college events such as opening day ceremonies, divisional meetings, professional development activities and/or graduation. Hold meetings specifically for part-time faculty about issues that concern them. Provide part-time instructors information about full-time position openings within their college districts. Develop information sharing tools that ensures off-site and evening part-time instructors have access to the same information available to instructors who teach on campus during the day. Best Practice 10: Best Practices Report. The best practice principles should be used in making state and local decisions and agreements affecting part-time faculty. The “Part-Time Faculty Best Practices Report” will be published and distributed to all college presidents, human resources directors, trustees, and local faculty union presidents. At least annually, each college should conduct a review of their actions related to achievement of these best practices. Description: In SB 5087, the Legislature recognized that improvement has been made since the initial work of the 1996 best practices Taskforce and that additional progress needs to be made. Distribution of

TAB 1, Attachment A


these recommendations and an annual review will help “institutionalize,” update and bring focus to part-time faculty issues. Recommendations to the State Board: Post the principles on your web site. Create an online reporting tool that tracks improvements made each year. Recommendation to Local Negotiators: Create a Best Practices committee to develop and oversee implementation strategies. IV. Conclusion Steps to address issues caused by reliance on a low paid, part-time teaching workforce are time consuming and require a long-term commitment by the state colleges, unions and Legislature. While Washington State has been a national leader in the improvement of part-time faculty salaries and working conditions, significantly more needs to be done.

TAB 1, Attachment B

1 August 2015

Best Employment Practices for Part-time Faculty

2015 Update on Implementation

Background: A state law adopted in 2005 required the State Board to convene a constituency taskforce to review and update the best part-time faculty employment practices identified in 1998 study. During its December 2005 meeting, the State Board adopted ten principles identified as best practices, based upon recommendations from that system taskforce. The principles were purposely broad, allowing for local negotiators to develop and implement specific practices that fit the local situation and culture. This report updates the application of those principles. Twenty-one of thirty college districts responded to a survey administered in spring 2015. Each of the ten principles identified by the 2005 taskforce is listed below. A brief description (taken from the 2005 report) follows along with the applicable survey questions and responses. If provided, additional comment information is included. More information on the 2005 taskforce and practices is available on the State Board’s website. The information in this update is intended to encourage local collective bargaining negotiators to review and identify practices that improve part-time faculty working conditions and increase student success.

Best Practice 1: Salary. Part-time faculty should be paid a rate equal to that paid full-time faculty having the same qualifications and experience for doing the equivalent instructional and non-instructional work. Description: Similarly qualified instructors should be paid the same rate when performing the same work. This recommendation also recognizes the instructional and non-instructional components of an instructor’s workload. Decisions on work assignments, the monetary value of those assignments and the relative value of education/experience occur through local bargaining. Q1: Although the State has not provided salary increase funds since 20091, have you increased part-time faculty salaries using local resources to recognize effort outside of the classroom? (21 Responses)

Yes 45.45%

No 54.55%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1 Data was collected prior to legislative action providing for salary increases during the 2015-2017 biennium.

TAB 1, Attachment B

2 August 2015

41.67%

16.67%

33.33%

33.33%

Q2: Have you negotiated a part-time faculty salary schedule? (21 Responses)

Yes 52.38%

No 47.62%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Q3: If you have a part-time faculty salary schedule, how do instructors advance? (12 Responses)

Longevity/ Seniority

Professional Development

Credits taught

Combination of above

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Best Practice 2: Benefit Participation. Eligible Part-time faculty should receive all state mandated benefits, and college provided employee benefits proportionate to those received by full-time faculty.

Description: As college and state employees, part-time instructors should have the same access to employee benefits as provided to full-time faculty, proportionate to assigned workload where appropriate. Examples of state mandated benefits include retirement plans, health and leave benefits and the dependent care program. Locally defined employment based benefits may include parking, professional leave and tuition waivers.

TAB 1, Attachment B

3 August 2015

Q4: If you provide some locally defined and provided benefits, please list. (i.e., paid meeting attendance, access to Professional Development funds, tuition waiver, etc.)

# Responses

1 Paid for meeting attendance; provided access to professional development funds.

2 Currently negotiating additional compensation for additional part time faculty assignments.

3 Paid for meetings; provided tuition waiver and access to professional development funds.

4 Paid for meeting attendance, access to professional development funds, tuition waivers.

5 Professional Development Funds; paid for select meeting attendance.

6 Adjuncts receive additional pay when required to participate in meetings, serve on committees, advising students. Adjuncts also qualify for professional development and tuition waiver, if they are teaching at least 50% in the current quarter.

7 Paid for meeting attendance, curriculum development, extended studies, employee educational benefit plan.

8 Tuition waiver, professional development and other case-by-case benefits, especially for those at or over 50% full time equivalence.

9 Paid for meeting attendance at the non-instructional rate. If benefits eligible, access to tuition waivers.

10 Paid for meeting attendance; access to professional development funds; tuition waiver once qualified for health benefits.

11 Paid for meeting attendance, in-service training. Part-time faculty are eligible for professional development funds.

12 Professional development stipend. Prorated personal leave. Pay for meetings and task force assignments. Eligible for special project stipends when assigned. Access to Employee Advisory Program.

13 Paid for orientation and department meetings; tuition wavier for those benefits eligible and continuing education classes for all (free); advising stipend of $2,000 annually; access to professional development funds and compensation for participation in structured programs; free wellness classes (all employees); reduced parking rates; reduced bus pass; bereavement leave; pro rata personal day per quarter; option to do college in the high school with stipend; senior associate status after completion specific of tasks.

14 Paid for some meeting attendance; access to tuition waivers and professional development funds.

15 Professional development funds; 100 slots for increased professional responsibilities with pay; tuition waivers.

16 Access to some professional development funds; some meeting attendance is paid.

17 Access to professional development funds; Employee Tuition Payment Program for part -time instructors over 50%; Payment for office hours for instructors over 50%; Payment for mandatory training attendance.

Best Practice 3: Faculty Mix. The ratio of full- to part-time faculty at each college district should be based upon program and student need. The funding necessary to improve services to students through increasing courses taught by full-time faculty should be provided by the Legislature.

Description: There are a variety of program- or student-driven reasons for employing part-time instructors, including accessing special industry expertise, offering courses at community extension sites or in the evening, and responding to emerging industry or community needs. However, a strong core of full-time faculty is essential to maintaining a high

TAB 1, Attachment B

4 August 2015

9.52%

80.95%

19.05%

quality educational environment. The lower salaries paid to part-time instructors allow college districts to offer additional courses to meet state enrollment demands at the funding level provided by the Legislature. While the classroom experience is comparable to that offered by full-time instructors, over-reliance on part-time instructors affects the level of support services afforded to students and increases the non-instructional responsibilities assigned to full-time instructors (i.e., advising, review and development of curricula and programs, accreditation review and maintenance, faculty hiring and evaluation, governance, etc.).

Q5: Have you had local conversations (discussion/negotiations with faculty, unions, trustees, administrators) concerning the mix of full-time and part-time faculty? (21 Responses)

Yes 90.48%

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Q6: Have you a policy or process that’s applied when determining how faculty positions will be filled? (21 Responses)

Yes

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

# If Yes, please describe:

1 Based on review of program needs.

3 Case-by-case, based on the needs of the college.

4 Administration and faculty work together to establish program needs and criteria for position.

5 A job description for the position shall be written and recommended by the Division Chair and Appropriate Dean, who shall submit it to the Vice President of Instruction and the Office of Human Resources.

6 Recommendation by Deans & VPI, based upon evaluation of program needs.

7 Review occurs through Personnel Request Form, which is completed and approved by President with VP and Dean input.

TAB 1, Attachment B

5 August 2015

77.78%

38.89%

33.33%

38.89%

55.56%

66.67%

8 Division Chairs receive feedback from their areas and do a ranking system as a group. VP for Instruction, Dean for Instruction, Dean for Workforce Education have ability to propose other ranking rationale before going to cabinet for approval.

9 Reviewed with Instructional council and department chairs; priorities set in a 4 year planning document based upon needs and growth potential; the recommendations are then forwarded to cabinet for evaluation with budget projections.

10 Process involves analysis of program staffing and enrollment trends to identify areas most in need of FT faculty positions. New positions are ranked in order of priority and go through college's planning and budgeting process for approval.

11 Search Committee makes a recommendation to the VPI.

12 Departmental prioritization of vacancies that is then considered in college prioritization. Annually contracted positions are filled competitively; part time positions are not filled through competitive process.

13 Our Instructional Council reviews requests for faculty positions and prioritizes the needs and submits recommendations to the VP of Instruction and the President.

Q7: To mitigate perceived impacts of reliance on part-time faculty, this district . . . (Check all that apply) (18 Responses)

Opens/promotes learning labs

Pays for office hours

Pays part-time faculty to advise

Promotes availability of full- time faculty

Pays part-time faculty to update curriculum

Other

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

# Other, please describe (i.e., tutoring centers, pay for meeting attendance, professional development on teaching, etc.):

1 Pay for attending meetings; ability to attend workshops on campus.

2 Pay for meeting attendance, professional development.

3 Professional development funds specifically allocated for part-time faculty use - meeting attendance/select, program review and curriculum development.

4 Professional development and special project stipends, per hour rate for non-instructional assignments including meeting attendance.

5 Part-time faculty are used to supplement the tutoring center & assist where full-time faculty are at capacity.

TAB 1, Attachment B

6 August 2015

6 Tutoring centers; paid for meeting attendance and professional development.

7 Tutoring centers; part-time faculty orientation and quarter long cohort training; all other professional development options.

8 Tutoring centers; Pay for some meeting attendance and offer professional development opportunities.

9 Part-time faculty are hired as department coordinators; tutor, paid for certain meetings, offered professional development opportunities, and can apply for Increased professional responsibilities, priority hire faculty can become paid peer observers.

10 Learning labs and tutoring center. May offer pay for meeting attendance and some professional development for part-time instructors.

11 Hires part time faculty to work in learning labs; pays part-time faculty to be engaged in new initiative implementations; hires part-time faculty in coordinator roles.

Best Practice 4: Initial Recruitment and Selection. Part-time faculty should be initially selected through a structured professional process that is based on the same or similar criteria as applied to full-time faculty.

Description: One of the first steps taken to ensure a high quality classroom experience occurs in teacher selection. The initial selection of part-time instructors should be undertaken with attention comparable to that taken in the selection of full-time instructors. Q8: When initially filling faculty positions, do you apply similar qualification criteria to full and part-time faculty? (21 Responses)

Yes 100.00%

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

TAB 1, Attachment B

7 August 2015

85.71%

14.29%

94.44%

50.00%

83.33%

44.44%

77.78%

88.89%

38.89%

Q9: Do you have a formalized screening and/or hiring process that’s typically applied when filling part-time teaching opportunities? (21 Responses)

Yes

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Q10: If the response above is "Yes," check the appropriate components: (18 Responses)

Advertising

HR Qualification Screening

Subject Matter Screening

Preliminary Interview

Final Interview

Reference Screening

Other 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

# Other steps, please describe:

1 Background check.

2 Typical hiring process, however, if it is a last minute hire the process will be substantially modified.

3 Advertising, HR qualification screening, additional interviews (all as needed).

4 Department review of qualifications & authorization to teach (subject to administrative review).

5 Criminal background check.

6 Adopted a policy for hiring part-time instructors but process remains less formal than for a full-time instructor.

7 Require transcripts.

TAB 1, Attachment B

8 August 2015

Q11: If circumstances require the last- minute hiring of a part-time instructor, does your district provide any special assistance, tools, evaluation or feedback? (21 Responses)

Yes 66.67%

No 33.33%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

# If "Yes," describe (i.e., orientation, mentoring, evaluation/feedback, etc.):

1 Provide assistance and orientation with classroom technology (i.e., Canvas).

2 Informal orientation and mentoring.

3 Specialized divisional assistance.

4 Review orientation packet, mentoring, evaluation and feedback.

5 Deans offer assistance/resources as needed.

6 Dean and/or full-time instructors assist with course preparation, setting outcomes, etc.

7 Orientation and student evaluations.

8 Special orientation; assign mentor.

9 Orientation for part-time faculty and mentoring along with the faculty handbook.

10 Best practices and boilerplate syllabi training. Mentoring assignment. Formal evaluation including feedback/counseling sessions.

11 Orientation, mentor relationships, and student evaluations.

12 30- 45 minute orientation, shown around various areas of the college (classrooms, service center), shown the intranet and directed where to get I.D. badge; in class evaluation and feedback done by the dean.

13 Orientation, student evaluations. We do this regardless of whether or not it is a last minute hire.

Best Practice 5: Job Security. Upon successfully completing a review period, regularly employed part-time faculty should achieve a form of job security.

Description: Most part-time instructors are employed on quarter-to-quarter contracts that provide college districts the flexibility needed to adjust to evolving student and community needs. However, a number of part-time instructors teach the same classes at the same college, quarter-after-quarter. The limited employer commitment, translates into personal planning difficulties for and a limited commitment by the instructor – resulting in insecurity and turnover.

TAB 1, Attachment B

9 August 2015

72.73%

27.27%

11.76%

35.29%

23.53%

35.29%

41.18%

35.29%

52.94%

47.06%

47.06%

Q12: Do you provide some part-time instructors, meeting certain criteria, a locally defined form of assurance of continued employment beyond the current quarter? (21 Responses)

Yes

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Q13: If you responded "Yes” above, check all that apply. (17 Responses)

Multi-quarter contracts

Annual contracts

Seniority-based assignments Priority hiring based on seniority “Associate” or “Affiliate” designation Early notification of contract renewal Posting name in class schedule Routine provision of “reasonable assurance”

Other

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

# Other/Comments:

1 Associate Status.

2 Attempt to have the majority of part-time faculty contracts mailed out prior to the start of the quarter; Affiliate faculty status currently in the union contract.

3 Confirmation letter with a general quarter for the upcoming quarter.

4 Notification to teach next quarter goes out to faculty member one week prior to the end of current quarter.

TAB 1, Attachment B

10 August 2015

50.00%

5 Longevity salary schedule step if 50% or more for 9 of last 12 quarters. Associate 1 step/status if 50% are more for 18 of last 21 quarters, with good faith conditional assurance of continuing contracts that academic year. Associate 2 step/status if 50% or more for 27 of last 30 quarters with good faith conditional assurance of continuing contracts that academic year. Reasonable assurance of contract renewal for next fiscal year for all Associate.

6 After three years of a mentored performance review process, the part time instructor can earn Senior Associate status. That status guarantees .666 load annually; extra compensation up to $1,500 per quarter and preferred assignments over other part time faculty.

7 Faculty can attain priority hire status which provides a guaranteed percentage of load each quarter and a guaranteed contract unless notified 30 days prior to the end of the current quarter that the guarantee is being cancelled.

8 We provide special designation, annual contracts, and early notification (June) for part time faculty awarded Associate status.

Q 14: Do you provide letters of intent or appointment notices prior to the start of classes? (21 Responses)

Yes 61.90%

No 38.10%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Best Practice 6: Performance Review. Part-time faculty should be evaluated using comparable criteria, standards and procedures which are applied to evaluate full-time faculty. Description: Colleges use performance evaluations to ensure instructional quality and to provide feedback to instructors. While all colleges have some form of evaluation process applicable to part-time instructors, many rely on anonymous student evaluations. Q15: If you have a priority hiring process, do you have a process for removing poor performers? (14 Responses)

Yes 50.00%

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

TAB 1, Attachment B

11 August 2015

71.43%

# If Yes, briefly describe

1 Contract non-renewal.

2 Performance evaluation.

3 Contract non-renewal.

4 Initially handled at the Dean level with assistance from HR.

5 Due process during the term of the quarterly employment contract.

6 Dean meets with faculty; nonrenewal if no improvement.

7 Discussion with Dean; non-renewal of quarterly contract if no improvement.

8 Loss of status when there is unsatisfactory performance or misconduct and when an instructor fails to give 15 days-notice of non-availability 3 times.

Q16: If a class is canceled, do you provide compensation (salary, stipend, etc.) for the instructor’s preparation work? (21 Responses)

Yes

No 28.57%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

# If "Yes," please describe:

1 Compensation is based on when the class was cancelled.

2 Varies depending on the cancellation lead time to the class start date.

3 Provide a stipend.

4 Some compensation for classes cancelled too late.

5 When it is a new class, requiring curriculum development, the instructor receives some pay. If it’s an existing class, we do not pay for instructor's prep work if the class does not run.

6 If class canceled for non-illness, faculty may use three pre-approved paid leave days per contract, allowing them to receive regular salary amount for three days.

7 Compensation is provided only for late cancellations; $120 without 3 working days- notice, and actual hours or $120 - whichever is higher - if the instructor meets the first class.

8 $150 if there's less than a week's notice.

9 We pay a $50 cancellation fee.

10 We provide a stipend if the class is cancelled within five days of the start of the quarter.

11 8% of salary if cancelled under a week prior to start of quarter.

TAB 1, Attachment B

12 August 2015

100%

14.29%

42.86%

28.57%

19.05%

19.05%

76.19%

23.81%

Q17: Do you have a performance evaluation process for part-time instructors? (21 Responses)

Yes 100%

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Q18: If you responded "Yes" to Q17, check all that apply. (21 Responses)

Student Evaluations Department Coordinator Evaluations Division Chair Evaluations Self Evaluations Peer Evaluations Group Evaluations Mentor Review/ Feedback Evaluations occur on periodic basis Other

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

# If “Other,” briefly describe:

1 Division Administrator evaluations.

2 Dean evaluations.

3 Dean evaluations.

4 Dean and student evaluations occur each of the first three quarters and then one per academic year thereafter.

5 Evaluation completed as part of a 5 year professional development plan.

TAB 1, Attachment B

13 August 2015

Q19: For part-time instructors who receive poor evaluations, do you have processes in place to help address areas needing improvement? (21 Responses)

Yes 71.43%

No 28.57%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

# If "Yes," please describe

1 Meet with Division Administrator to identify options for improvement.

2 Counseling and/or corrective action plan developed by the supervisor in collaboration with the instructor.

3 Mentoring, Evaluations and Feedback.

4 Deans work with faculty.

5 Feedback and suggestions for improvement, followed by additional evaluation(s).

6 Meeting at the Dean level.

7 Discussions with Department/Division Chair to identify areas needing improvement.

8 Coaching by professional partner (mentor) and supervising administrator.

9 Varies, but can include mentorship, training.

10 Optional assistance available from associate dean of teaching and learning via cohort program.

11 Conversations with Dean, Division Chair, and/or Mentor.

12 The dean will meet with the instructor and address areas of concern and outline plan to improve.

13 Work with faculty mentors and peer observers.

14 Informally, the dean will mentor the instructor, view the class and offer feedback.

15 Associate dean meets with instructor and mentors. Q20: If you have programs or processes in place (i.e., mentor program, “senior teacher” program, etc.) to help instructors improve teaching efforts, please describe: (9 Responses)

# Responses

1 Professional activities offered to all faculty.

2 Professional development referrals to identified opportunities outside the college.

3 Faculty are assigned mentors to help with delivery of instruction.

4 Mentor program with tenure track faculty.

TAB 1, Attachment B

14 August 2015

40.00%

100.00%

53.85%

61.54%

38.46%

30.77%

5 Informal mentor program.

6 Professional partner program provides mentoring, evaluation and feedback for a minimum of two quarters for adjuncts without previous teaching experience.

7 We have a variety of programs. Implementation is dependent upon circumstances.

8 We recently implemented a mentor program.

9 Dean will meet with instructor to do mentoring, view the class and offer feedback. These are not formal processes.

Q21: Do you have recognition/awards programs applicable to part-time instructors? (20 Responses)

Yes 60.00%

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Q22: If you responded "Yes" above, check all that apply. (13 Responses)

Program applies to all faculty Program applies only to part-time faculty Program provides a cash award or gift certificate Program provides a “certificate of achievement” type award Program promotes winner’s achievement Additional program not described above

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

# Additional program not described above:

1 Department and college recognition based on individual cases.

2 Longevity certificates 5, 10, 15, 20, 25 years....

3 Gifts at 20, 25, 30, 35, etc. (i.e., pen/pencil sets, clocks, portfolios).

4 Local partner provides cash award to one full-time and one part-time instructor. Part-time faculty are eligible for Excellence Award, which includes a cash award and parking pass.

TAB 1, Attachment B

15 August 2015

9.52%

Q23: Do you terminate or not renew contracts with part-time instructors who poorly perform? (21 Responses)

Yes 100.00%

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Best Practice 7: Professional Development. Colleges should assist part-time faculty to identify and address their development needs in ways which are accessible and affordable. Description: Continued professional development, in the instructor’s field and in teaching, translates directly into greater success in the classroom for students and the instructor.

Q24: Do you have professional development programs in place applicable to part-time instructors? (21 Responses)

Yes 90.48%

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

TAB 1, Attachment B

16 August 2015

26.32%

47.37%

Q25: If you answered "Yes" above, check all that apply. (19 Responses)

Program applies to all faculty 73.68% Have program specific to part-time faculty Program applies to all faculty but has specific elements for part-time 21.05% Part-time instructors have access to training funds like full-time faculty Specific funds are earmarked for part-time faculty 15.79% Professional development plans are developed for some part-time 47.37% Specific activities for part-time faculty 36.84% development Part-time instructors are involved in planning 36.84% development activities Have a mentor or peer 31.58% program for part-time instructors Other, please describe: 15.79%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Q26: Do part-time instructors have access to your professional leave (sabbatical) program? (21 Responses)

Yes 4.76%

No 95.24%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

# If Yes, is it paid leave? If so, please describe:

1 Provided on the same basis as that for full-time faculty.

TAB 1, Attachment B

17 August 2015

42.11%

Q27: Are development activities scheduled at times and places easily accessible to part-time instructors? (18 Responses)

Yes 94.44%

No 5.56%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Q28: If you have a supervisor/peer evaluation process, does it include a section addressing professional development needs? (19 Responses)

Yes 57.89%

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Best Practice 8: Support Services. Part-time faculty should be treated with the same professionalism as full-time faculty and provided the necessary support services to do their jobs. Description: Support services include access to computers, telephone/voicemail, clerical support, copying, office space, storage space, parking, etc. Due to space and cost limitations, part-time instructors are often required to share office facilities (office space, telephones, and computers). Enhancing an instructor’s ability to store and retrieve teaching related materials on-site eases difficulties in transporting materials, saves time, creates continuity and enhances instruction.

TAB 1, Attachment B

18 August 2015

Q29: Are part-time instructors provided access to office space? (21 Responses)

Yes 100.00%

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Q30: Is confidential meeting space available that allows part-time instructors to meet privately with a student? (21 Responses)

Yes 100.00%

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

TAB 1, Attachment B

19 August 2015

95.24%

80.95%

Q31: Check all that apply - Part-time instructors have . . . (21 Responses) 100.00%

Access to computers

Individual e-mail 100.00% accounts Access to a phone

Individual voice mail accounts Shared voice mail accounts 23.81% Access to secure storage (i.e., locker) 76.19% Clerical support the same or similar to 76.19% full-time faculty Access to copy 95.24% services Access to Other support services 23.81%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

# Other support services, please describe:

1 IT, eLearning support, workshops on campus, annual in-service (paid, as with other professional development activities).

2 Access to the Employee Assistance Program on same basis as other employees.

3 Dependent on need and program, part-time instructors have offices and/or access to location bound equipment, etc.

4 IT support.

5 Have IT support on same or similar basis as full-time faculty.

Best Practice 9: Communications. Part-time faculty should be afforded easy access to communications from the college and have the means to communicate with the college community.

Description: Good and consistent communication ensures part-time instructors are aware of college policies, practices and expectations. It also helps instructors feel included in and connected to the college community. Due to the variety of part-time instructor work patterns and locations, use of a variety of communication tools will ensure the information reaches its audience.

TAB 1, Attachment B

20 August 2015

100.00%

85.71%

28.57%

100.00%

95.24%

Q32: Check all that apply (21 Responses)

Part-time instructors are invited to college-wide events Part time instructors are invited to division meetings Meeting are held periodically for part-time faculty Part-time faculty have access to college communications via e-mail accounts College newsletters are routinely sent to part-time faculty

Additional communication strategies exist to ensure 23.81% week-end and evening faculty receive communications Specific communications have 38.10% been developed for part-time faculty 57.14% Part-time instructors are paid to attend certain functions

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Best Practice 10: Best Practices Report. The best practice principles should be used in making state and local decisions and agreements affecting part-time faculty. The “Part-Time Faculty Best Practices Report” will be published and distributed to all college presidents, human resources directors, trustees, and local faculty union presidents. At least annually, each college should conduct a review of their actions related to achievement of these best practices. Description: In SB 5087, the Legislature recognized that improvement has been made since the initial work of the 1996 best practices Taskforce and that additional progress needs to be made. Distribution of these recommendations and an annual review will help “institutionalize,” update and bring focus to part-time faculty issues.

TAB 1, Attachment B

21 August 2015

76.19%

Q33: Does faculty leadership have a copy of the Best Practice Recommendations? (21 Responses)

Yes 14.29%

No 9.52%

Do not know

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Q34 Has the Best Practice report referenced in your CBA or in negotiations? (21 Responses)

Yes 9.52%

No 90.48%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Q35: Have you or the local faculty union established a committee charged with addressing part-time faculty issues or best practice implementation strategies? (21 Responses)

Yes 28.57%

No 71.43%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

TAB 1, Attachment B

22 August 2015

Q36: Describe a particular program or practice that you believe represents your institution’s best effort to address the needs of your part-time instructors not mentioned in your responses. (10 Responses)

# Responses

1 New faculty institute.

2 We provide our adjuncts with office space, phones, computers, desks and access to all of the resources available to our full-time faculty.

3 We are in the process of creating a more robust part-time faculty quarterly orientation.

4 Adjunct faculty advisory committee and a dean are committed to all transfer adjuncts so that they receive the same information and are treated the same fashion.

5 Deans work closely with individual departments to provide consistency and quality by having full-time faculty coordinate curriculum and outcomes closely with part-time faculty. Student success is tracked and measured for all part-time faculty in the same way it is for full-time faculty.

6 Included in the Collective Bargaining Agreement and advocated by the faculty and negotiation team.

7 Professional development fund for adjuncts; professional partner; adjunct salary schedule.

8 Increased professional responsibilities provides those selected with an increase closest to $1,000 in their base salary. Also our “Priority Hire Status” affords greater security.

9 5 star consortium is collaborating on part-time faculty onboarding and on-going training processes.

10 Adjunct faculty salaries were enhanced during our last session of collective bargaining. Adjunct positions that are deemed "hard to fill" receive a higher rate.

Tab 1, Attachment C

Activities Affecting Part-time Faculty

1

Year Activity/Bill Number

Description

2006 Supplemental Budget

Supplemental Budget. Provides for part-time faculty pro rata participation in increments. (Supported by System/Passed)

HB 2583 Provides an “averaging” mechanism that allows part-time faculty to maintain eligibility for health benefits during the summer and the subsequent academic year. (Supported by System/Passed)

SB 6396 Provides part-time faculty the ability to accumulate sick leave beyond the quarter or year. (Supported by System/Passed)

2007-09 Biennial Operating Budget Request

Requested $11.9 million to continue improvement in part-time faculty salaries. (As adopted, budget provided for part-time faculty participation in increments and $11.25 million for part-time faculty salary improvement.)

2007 Best Practice Survey Update

Surveyed the colleges in fall 2006 on implementation of the best practice principles. Report published in January2007.

2007 HB 1644 Perfects HB 2583, adopted in 2006 – clarifying the calculation methodology applied to part-time faculty maintenance of health care benefits through averaging workload. (Supported by System/Passed)

2008 Supplemental Budget

Supplemental Budget provides $500,000 to convert part-time positions to full-time ($25,000 per) in the English, Math, ABE, ECE and Science Departments. Requires the State Board to consult with labor unions in making its allocation decision. Resulted in 20 conversions at districts most reliant on part-time faculty. (Supported by the System/Passed)

2008 Salary Study State Board sponsors a taskforce to study salary issues and develop recommendations. Study included part-time faculty compensation issues and the taskforce included part-time faculty representatives. Results are reflected in the 2009-11 Operating Budget Request.


1. $5.1million to convert 102 part-time faculty positions to full time. 2. $22.5 million for part-time faculty salary equity. 3. Part-time faculty included in increment request. (No funding was provided.)


1. $5.1million to convert 102 part-time faculty positions to full time. 2. Part-time faculty included in increment request. (No funding was provided.)


Requested $9.4 million to convert 180 part-time faculty positions to full time. (No funding was provided.)

2015 Best Practices Update

Through survey, updated information on the implementation of the best practice principles for the employment of part-time faculty. Presented to SBCTC and provided copies and discussed with colleges to share ideas and encourage implementation.

Tab 1, Attachment C

Activities Affecting Part-time Faculty

2

2016 HB 2615 Converts 200 part-time faculty positions to full time positions in each of the next 3 biennia (600 in total). Conversion of 100 positions costs $2.6 million. (Supported by System/Bill did not pass)


Requested $16.1 million that could be used by colleges for increments (including part-time faculty), conversions or part-time faculty pay equity.

Legislative update and SBCTC intern program report Brief description The State Board will be briefed on the status of the 2017 legislative session including priority legislation and progress toward reaching key priorities for the community and technical college (CTC) system.

How does this link to the State Board goals and policy focus Creating a robust advocacy plan that identifies targeted, key messages throughout the legislative session and supports the 2017 SBCTC legislative agenda approved by the board in November 2016:

• Corrections Education: Legislative policy request o National research shows that prison education reduces recidivism rates and frees public

funds for other important priorities. A statutory change is needed to allow the use of existing state funds for academic degree programs within corrections institutions.

• Bookstore Tax Issue: Legislative policy request o A number of colleges contract with for-profit vendors to operate bookstores. The

Department of Revenue has issued decisions stating this arrangement would be subject to leasehold excise tax. A statutory change is necessary to clarify that contracts with vendors are for services, not for commercial enterprise.

• Customized Training Program o The Customized Training Program is set to sunset on July 1, 2017. A request to the

legislature is necessary to extend or lift the sunset. • Sustainable Operating Budget ($200 million):

o The 2017-19 operating budget request is designed to produce the diverse talent pool needed to fill thousands of jobs and grow Washington State’s economy. New investments would increase completion and retention rates, producing over 15,000 additional degrees and certificates over the next two years.

o The funding requests include: Guided Pathways MESA Expansion I-BEST Opportunity Grants Investments in College Faculty and Staff Campus Safety

o SBCTC also supports the WSAC request for a fully funded State Need Grant • Capital Request ($338 million):

o Funding our complete capital budget request would ease a backlog of projects so more students could learn in modern, well-maintained buildings that meet their educational needs. Every college would receive funding to maintain, repair and make minor improvements to existing facilities.

January 18, 2017

Tab 2 Study Session

Tab 2

2

Background information and analysis To assist with meeting legislative goals adopted by the CTC system, a coordinated advocacy plan has been launched. In addition, there are multiple ways in which the CTC system is impacting legislative issues. The legislative session began Monday, Jan. 9 and is expected to last 105 days with the possibility of a special session depending on budget discussions between the Governor, Senate and House. The CTC system is conducting legislative outreach on multiple levels and in a variety of ways. We have renewed interest in participation from presidents, trustees and board members which is appreciated.

• Testimony: CTC representatives will present before legislative committees multiple times regarding issues such as the Governor’s budget proposals, an overview of the CTC system and legislative priorities as well as the WACTCSA legislative priorities.

• Meetings: In addition to members of the state board, the executive director and legislative director, college representatives and CTC students will be meeting with legislators to discuss the system’s legislative priorities and promoting the value of a college education as a critical step in strengthening the state’s economy and workforce.

• Monitoring legislation: SBCTC Government Relations and policy staff are monitoring a number of bills that, if passed, would impact our colleges and service delivery in a variety of ways.

• System communication: A number of efforts to communicate, at least weekly during session, are used by the SBCTC Government Relations and Communication teams:

o Thursday Legislative Strategy meeting State Board Staff

o Friday Joint Legislative Committee call Leadership from the State Board, WACTC, ACT, and key State Board Staff

o Friday WACTC call o Friday WACTCSA Call (new 2017)

Led by student interns o Friday FACTC Call (new 2017)

Organized by SBCTC staff and legislative team o Tuesday lunch with representatives from WEA and AFT (new 2017) o Weekly Legislative News blog

Produced by SBCTC communication team • Student perspective by legislative interns (new 2017)

o Social Media – Facebook, Twitter Legislative internship To help in organizing the legislative agenda, two interns have been added to the SBCTC Government Relations team. The SBCTC legislative internship is an opportunity for community and technical college students to learn about the legislative process, gain professional work experience, and earn college credit towards a certificate or degree.

Tab 2

3

Based at the State Board office and the Capitol in Olympia, interns will be responsible for tracking legislative proposals, advocating for two-year college student priorities, and interacting with elected officials. Work includes attending and participating in legislative committee hearings, monitoring floor action, and ensuring CTC students are represented throughout the legislative session. Our two interns are: Katelyn Hummel, Pierce College – Fort Steilacoom. Kate is the current Associated Student President for Pierce College Ft. Steilacoom. In addition she is the Editor, and Web Manager for the campus newspaper, Pioneer. She has been active member with the Washington Community and Technical College Student Association (WACTCSA). Brenda Pararo, South Puget Sound Community College. Brenda has worked as a volunteer with CIELO, a nonprofit organization serving English Language Learners in the South Puget Sound area. Her advocacy work has been working with Hispanic youth as a mentor and tutor at CIELO and her church. Brenda will provide our Legislative office opportunity to utilize her bilingual skills through her work with economically disadvantaged and immigrant populations. Legislative Open House This year’s CTC Legislative Open House is scheduled for Feb. 28, 2017 in the Columbia Room of the Legislative Building. College programs chosen to be featured include:

• Dental Laboratory Technology – Bates Technical College • Auto Collision Repair Technology – Bellingham Technical College • Aviation/Unmanned Aerial Systems – Big Bend Community College • Augmented Reality Software – Centralia College • Culinary Program – Edmonds Community College • Carpentry Technology – Grays Harbor College • Integrated Digital English Accelerated Curriculum – Pierce College • Cardinal Craft Brewing – Skagit Valley College

Potential questions • Does the State Board have feedback or questions about progress towards meeting system wide

legislative goals?

Recommendation/preferred result The State Board will PLEASE provide feedback as to adequate information sharing and agenda support. Policy Manual Change Yes ☐ No ☒ Prepared by: Arlen Harris, legislative director 360-704-4394, [email protected]


Washington State Board for Community and Technical Colleges www.sbctc.edu | Nov. 2016

Shaunta Hyde, chair ● Larry Brown, vice chair Anne Fennessy ● Wayne Martin ● Elizabeth Chen

Jay Reich ● Carol Landa-McVicker ● Phyllis Gutierrez-Kenney ● Fred Whang Marty Brown, executive director ● Beth Gordon, executive assistant

Statutory Authority: Laws of 1991, Chapter 28B.50 Revised Code of Washington

State Board members present Shaunta Hyde, Larry Brown, Elizabeth Chen, Anne Fennessy, Wayne Martin, Jay Reich, Carol Landa-McVicker and Phyllis Gutierrez-Kenney and Fred Whang

Call to order and welcome Chair Shaunta Hyde called the meeting to order at 9:30 a.m. welcomed those present, and asked for audience introductions.

Adoption of regular meeting agenda

Motion: Moved by Larry Brown and seconded by Jay Reich and unanimously approved by the Board that the State Board adopt its November 17, 2016, regular meeting agenda as presented.

Adoption of consent agenda (Resolution 16-06-26 and 16-06-30)

Motion: Moved by Elizabeth Chen and seconded by Wayne Martin and unanimously approved by the Board that the State Board adopt the consent agenda for its June 23, 2016, regular meeting as presented:

a. SBCTC meeting minutes, Sept. 28, 2016 b. Centralia College, property acquisition, 920 West Pear, 918 West Walnut, and 0 Walnut, Centralia

Resolution 16-11-55 c. Clark College, local expenditure authority for student recreation center certificate of participation

reauthorization Resolution 16-11-56

d. Seattle Central College, local expenditure authority for Siegal Center envelope energy updates Resolution 16-11-57

e. Skagit Valley College, local expenditure authority for soccer field improvements Resolution 16-11-58

f. Community Colleges of Spokane, surplus real property to City of Spokane Resolution 16-11-59

STATE BOARD MEETING Meeting Minutes

South Seattle College ~ Georgetown Campus

Tab 3a


Washington State Board for Community and Technical Colleges www.sbctc.edu | Nov. 2016 | Page 2

Capital budget development and enrollment projections For several years, the capital budget has provided funding for routine facility maintenance and utility costs, unanticipated repairs, minor planned repairs and program improvements at every college. The budget has also included major projects at some colleges. In 2008 the state board adopted two Mission Study goals for capital. The goals are to have all facilities in adequate to superior condition and to have wireless access by the year 2030. Between 2008 and 2015 the facilities in adequate, or better, condition increased from 42 to 63 percent. During the same period, the portion of facilities with wireless access has increased from 40 percent to over 95 percent. The state board’s goals for the 2015–16 academic year are to raise educational attainment, open more doors to college education — particularly for Washington’s fast-growing adult population — and build upon our tradition of excellence. To turn those goals into action, the state board has adopted the following policy focus areas; promote student achievement and success, increase access to post-secondary education, and build on the system’s strengths and successes. The major project scoring criteria are consistent with these goals. State Board members had an opportunity to discuss with staff policy questions related to the development of the 2019-21 capital budget and the major project selection process.

Legislative report and consideration of 2017 legislative agenda (Resolution 16-11-60) The 2017 legislative session will focus on fully funding K-12 Education in response to the McCleary decision by the Washington State Supreme Court. Priorities for the community and technical college system include a fully funded maintenance level budget, filling skill gaps in the workforce, promoting student success, investing in community and technical college faculty and staff, creating a safe learning environment, and capital projects as outlined in the 2017 legislative agenda. Motion: Moved by Larry Brown and seconded by Phyllis Gutierrez Kenney and unanimously approved by the

Board that the State Board adopt Resolution 16-11-60 approving the 2017 Legislative agenda.

ctcLink report Deputy Executive Director of Information Technology, Mike Scroggins and his staff gave an update on the ctcLink project. He discussed the FirstLink colleges and the Wave One college preparation process.

Chair report State Board Chair, Shaunta Hyde, along with Executive Director, Marty Brown, announced that Marty would be retiring in June of 2017. The Board thanked him for his service and noted that they would begin to develop a Executive Director search committee as soon as possible. Open public comment Mark Hamilton from WFSE noted his support for corrections education legislation during the 2017 session.


Washington State Board for Community and Technical Colleges www.sbctc.edu | Nov. 2016 | Page 3

Adjournment/next meeting There being no further business, the State Board adjourned its regular meeting of November 17, 2016, at 12 p.m. The State Board will hold its next meeting on January 18-19, 2016.

Attest:

Marty Brown, secretary Shaunta Hyde, chair


Assessing the Multiplier Effect of Washington-Focused Postsecondary Investments Brief description In December 2016, SBCTC was awarded a grant from the Bill & Melinda Gates Foundation to evaluate the cumulative effect of three grants aimed at increasing student completions. This item seeks Board approval to award a contract to a third party evaluator to conduct the assessment.

How does this link to the State Board goals and policy focus The grant is in alignment with the Board’s goals to raise educational attainment and promote student achievement and success.

Background information and analysis Over the past year, SBCTC has been awarded three grants focused on increasing student completion rates. The purpose of the Assessment grant is to provide a developmental evaluation over an 18 month period that looks at the leveraging effect of these grants and to provide feedback on the integration of our efforts for a greater impact. Guided Pathways. In Fall 2015, College Spark Washington approved a $7 million, eight-year initiative to implement guided pathways in the college system. Over the next eight years, College Spark is awarding five-year grants to five colleges in 2016 and five colleges in 2018 to create metamajors, redesign program maps, class schedules, student onboarding processes and advising, and to eliminate equity gaps for underrepresented students of color, low income and first generation college students. College Spark is also providing annual grants to SBCTC through 2023 to provide robust data support to the colleges, planning retreats for cohort colleges, guided pathways workshops for all colleges and to develop a cadre of change leadership facilitators in the college system. Student Success Center. In December 2015, Jobs for the Future awarded SBCTC a $500,000 two and a half year grant to implement a statewide Student Success Center aimed at increasing completion rates for all students, closing equity gaps for underrepresented, low-income and first-generation college students, supporting professional development opportunities for college staff on student success strategies and building capacity for change leadership. The Center grant from Jobs for the Future is supported by funding from the Bill & Melinda Gates Foundation. New Mathways Project. In December 2015, the Dana Center at the University of Texas, Austin, selected SBCTC as one of five state systems to implement math pathways, to provide students with choices among rigorous math course sequences aligned with guided pathways and students’ majors. This project supports implementation of the Board’s Math Strategic Plan adopted in May 2015. Completion of college level mathematics is a key hurdle to successful completion of college degrees at both the associate and bachelor’s degree levels. The New Mathways Project is supported by funding from the Gates Foundation. Staff recommends entering into an evaluation contract agreement with Bragg and Associates, Inc for $275,000. Dr. Debra Bragg was the founding director of the Office of Community College Research and

January 19, 2017

Tab 3b Consent Item (Resolution 17-01-01)

Tab 3b

2

Leadership at the University of Illinois, Urbana Champaign. She has been the principal investigator for policy research on transformative change in community colleges, reverse transfer and community college baccalaureate degrees for the Lumina Foundation and the Gates Foundation among others. Her evaluation team includes Joe Lott, professor in the UW College of Education specializing in equity studies, educational leadership and higher education; Heather McCambly, higher education and equity consultant on the Transformative Change Initiative; and Bob Watrus and Deena Heg, evaluation consultants for Washington colleges participating in Achieving the Dream, a national student success and completion initiative. Bragg and Associates will provide a developmental evaluation to SBCTC over the next 18 months, and help develop a theory of change, theory of action and equity framework for our student success strategies. They will provide real time feedback to SBCTC on the progress and integration of the three grant initiatives via quarterly “critical friend” memos and meetings with SBCTC staff and funder program officers.

Potential questions • Are the objectives of this grant consistent with the policy goals of the Board to improve student

success? • Is the proposed evaluation consultant well positioned to conduct the evaluation?

Recommendation/preferred result Staff recommends approval of Resolution 17-01-01, approving a contract with Bragg and Associates, Inc to conduct a developmental evaluation of the Board’s grant funded student success initiatives. Policy Manual Change Yes ☐ No ☒ Prepared by: Jan Yoshiwara, deputy executive director for education services 360 704-4353, [email protected]


Tab 3b

3

State of Washington State Board for Community and Technical Colleges

Resolution 17-01-01 A resolution relating to the December 2016 Bill & Melinda Gates Foundation grant. WHEREAS, the State Board has the authority to award grant funds from the Bill & Melinda Gates Foundation to Bragg and Associates, Inc. WHEREAS, Bragg and Associates, Inc will evaluate the cumulative effect of three grants from the Gates Foundation aimed at increasing student completions, WHEREAS, the contract with Bragg and Associates aligns with the Board’s goals to raise educational attainment and promote student achievement and success. THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges approves contracting with Braggs and Associates to spend up to $275,000 in grant funds for the purpose of providing a developmental evaluation and feedback on the integration of our efforts at leveraging the effects of Guided Pathways, Student Success Center and New Mathways Projects. BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the executive director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the Governor, legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law. APPROVED AND ADOPTED on January 19, 2017. ATTEST: Marty Brown, secretary Shaunta Hyde, chair

RESOLUTION AUTHORIZING INDEMNIFICATION

NO. WHEREAS, a legal action, as designated below, has been commenced involving this institution of higher education; and WHEREAS, the officers and employees of the institution designated below have requested the Board to authorize their defense under RCW 28B.10.842; and WHEREAS, the Board has made a determination that such designated individuals were acting in the performance of their duties and in good faith; Now Therefore BE IT RESOLVED that the Board hereby specifically finds that the individuals designated below acted within the scope of their authority and in good faith with regard to the conduct alleged by the plaintiff to be wrongful, and the Board specifically authorizes their defense and approves their indemnification by the State pursuant to RCW 28B.10.842. Done in Open Meeting by the Board this ______ day of _________________, 20___. WASHINGTON STATE BOARD OF COMMUNITY AND TECHNICAL COLLEGES By:___________________________________ Chairman of the Board Title of Action: Carlos E. Castillo v. Washington State Board of Community and Technical

Colleges, Pierce College District 11, et al. Cause No: U.S. Dstrict Court Cause No. 3:16-cv-06007-RBL Individuals Indemnified: Marty Brown, Executive Director Lou Sager, State GED Administrator Sandra Main Jon Kerr Michael Scroggins I, the below-named Assistant Attorney General assigned to the college, have reviewed the facts and circumstances involving the request for indemnification and I concur in the determination by the Board. Dated this _______ day of __________________, 201__. _______________________________ David Stolier,WSBA No. 24071 Assistant Attorney General

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Tab 3c

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Centralia College – property acquisition, 810 Centralia College Boulevard, Centralia, Washington Brief description Centralia College seeks to purchase the property located at 810 Centralia College Boulevard in Centralia, Washington to be used for parking. This is part of the parking mitigation plan for the new Student Services project. Approximately $105,000 in local funds will be used for this acquisition.

How does this link to the state board goals and policy focus This acquisition and subsequent parking will improve student access to education.

Background information and analysis The City of Centralia has required the college to add parking to mitigate the parking spots lost due to placement of the new Student Services building and address the existing parking shortage. The increased parking capacity is expected to alleviate congestion in residential areas. The property at 810 Centralia College Boulevard consists of .15 acres and a 1,452 square foot home built in 1920. This parcel is located inside the boundaries of the college’s 2010 Facilities Master Plan. The college already owns parcels on each side of this property. The existing building will be razed and surface parking will be created. The total estimated cost for this purchase is $105,000. Centralia College’s vice-president of finance and administration under delegated authority from Centralia College Board of Trustees approved this request on December 12, 2016. See attachment A for property location.

Potential questions Is the acquisition consistent with the State Board’s goal of finding more and better ways to reduce barriers and expand opportunities so more Washingtonians can reach higher levels of education?

Recommendation/preferred result Staff recommends approval of Resolution 17-01-03, giving Centralia College authority to spend up to $105,000 in local funds for the purchase of the property located at 810 Centralia College Boulevard in Centralia, Washington. Policy manual change: Yes ☐ No ☒ Prepared by: Wayne Doty, capital budget director (360) 704-4382, [email protected]

January 19, 2017 Tab 3d Consent Item (Resolution 17-01-03)


Tab 3d State of Washington

State Board for Community and Technical Colleges Resolution 17-01-03

A resolution relating to Centralia College’s request to purchase the property located at 810 Centralia College Boulevard in Centralia, Washington, to be used for parking.

WHEREAS, the college has critical parking needs which acquisition of this property helps to address; and WHEREAS, the purchase of the property will enable the college to incorporate this site into its overall master plan and alleviate congestion in residential areas with the increased parking capacity; and WHEREAS, the college already owns parcels on both sides of this property; and WHEREAS, Centralia College’s vice-president of finance and administration under delegated authority from the Centralia College Board of Trustees approved this request on December 12, 2016. THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges authorizes Centralia College to spend up to $105,000 in local funds to purchase the property located at 810 Centralia College Boulevard in Centralia, Washington. BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the executive director to make adjustments to this action, including any necessary changes to the state board’s policy manual, as necessary, for actions taken by the governor, legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law. APPROVED AND ADOPTED on January 19, 2017. ATTEST:

_______________________________ __________________________________ Marty Brown, secretary Shaunta Hyde, chair

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Clark College – local expenditure authority for science, technology, engineering, and math (STEM) building Brief description Clark College is seeking approval to spend up to $1,218,000 in local funds to supplement state funds for project 20082705 for the construction of the STEM building.

How does this link to the state board goals and policy focus This project will help Clark College increase access to post-secondary education by expanding educational opportunities in the science, technology, engineering, and math fields of study.

Background information and analysis Construction funding was appropriated for this project in the 2013-15 biennium. The project budget for design and construction currently is $39,252,000. This includes the state appropriation for construction of $37,052,000; $500,000 from the State Board’s Hazardous Material Mitigation Pool; and $1,700,000 in local expenditure for the project authorized in State Board resolution 14-09-55. The college is requesting $1,218,000 in additional local expenditure authority for additional hazardous material abatement efforts and equipment to be installed. The total project budget with this authority will be $40,470,000. The college’s president under delegated authority from the Clark College Board of Trustees approved this request November 22, 2016.

Potential questions Is the additional expenditure authority consistent with the State Board’s goals to increase access to post-secondary education?

Recommendation/preferred result Staff recommends approval of Resolution 17-01-04, giving Clark College authority to spend up to $1,218,000 in additional local funds for the completion of the project. Policy manual change: Yes ☐ No ☒ Prepared by: Wayne Doty, capital budget director (360) 704-4382, [email protected]

January 19, 2017

Tab 3e Consent Item (Resolution 17-01-04)


Tab 3e State of Washington


A resolution relating to Clark College’s request to use additional local funds to supplement state funding for their science, technology, engineering, and math (STEM) building project.

WHEREAS, the project budget for design and construction currently is $39,252,000. This total includes state appropriations and local funding; and WHEREAS, the State Board previously authorized the college to spend up to $1,700,000 in local funds on the project in resolution 14-09-55; and WHEREAS, Clark College is now requesting another $1,218,000 in local expenditure authority for additional hazardous material abatement efforts and equipment to complete the project; and WHEREAS, the college’s president under delegated authority from the Clark College Board of Trustees approved this request November 22, 2016; and THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges authorizes Clark College to spend up to an additional $1,218,000 in local funds for the construction of their STEM building project. BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the executive director to make adjustments to this action, including any necessary changes to the state board’s policy manual, as necessary, for actions taken by the governor, legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law. APPROVED AND ADOPTED on January 19, 2017. ATTEST:


Lower Columbia College – reauthorization of financing authority for renovation of the Main Building Brief description Lower Columbia College is requesting the State Board seek legislative request reauthorization of a $3,000,000 certificate of participation for design and renovation of the Main Building on their Longview campus.

How does this link to the state board goals and policy focus This project will promote student achievement and success and increase access to post-secondary education by accommodating more math classes on campus.

Background information and analysis All capital financing by state agencies requires legislative approval. This approval is usually requested and granted in the biennial capital budget. These approvals expire at the end of each biennium. The State Treasurer’s office usually sells the certificate of participation bonds twice a year; in March and September. The State Board approved Resolution 14-05-23 on May 8, 2014, to include a $3,000,000 certificate of participation for the design and renovation of the Main Building project in the 2015-17 capital budget request. The facilities master plan identified the college’s next highest priority is to renovate the second floor of the west wing of the Main Building. This area was used for biology, anatomy/physiology, lab prep, cadavers, and chemical storage. All of these programs moved into the new Health and Science Building during the summer of 2014. The college is proposing to renovate the areas that were vacated when programs moved into the new Health and Science building for more math classrooms and learning areas in alignment with their campus initiatives to increase the math performance of their students. The college needs to have the construction bid in hand about a month before the State Treasurer’s office markets the bonds, but the State Treasurer’s office plans on going to market for the last time this biennium in early February. Lower Columbia College asks the State Board to add the request for reauthorization of the $3,000,000 certificate of participation to the 2017-19 capital budget request. The board of trustees approved the request on December 14, 2016.

Potential questions Is this project consistent with the State Board’s goal to promote student achievement and success and increase access to post-secondary education by accommodating more math courses?

January 19, 2017

Tab 3f Consent Item (Resolution 17-01-05)

Tab 3f Recommendation/preferred result Staff recommends approval of Resolution 17-01-05, requesting that the legislature reauthorize the college to finance $3,000,000 with a certificate of participation backed by local funds for the design and renovation of the Main Building in the 2017-19 capital budget request. Policy manual change: Yes ☐ No ☒ Prepared by: Wayne Doty, capital budget director (360) 704-4382, [email protected]


Tab 3f State of Washington


A resolution relating to Lower Columbia College’s request that a $3,000,000 certificate of participation be reauthorized for the renovation of the Main Building on their Longview campus.

WHEREAS, Resolution 14-05-23 was approved on May 8, 2014, to include a $3,000,000 certificate of participation for the design and renovation of the Main Building project in the 2015-17 capital budget request; and WHEREAS, the facilities master plan identified the Lower Columbia College’s next highest priority is to renovate the second floor of the west wing of the Main Building; and WHEREAS, constructing more math classrooms and learning areas is in alignment with the college’s campus initiatives to increase the math performance of their students; and WHEREAS, the Lower Columbia College Board of Trustees approved the request on December 14, 2016; THEREFORE BE IT RESOLVED, the State Board for Community and Technical Colleges add a $3,000,000 certificate of participation to their 2017-19 capital budget request for Lower Columbia College to apply toward design and renovation of the Main Building. BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the executive director to make adjustments to this action, including any necessary changes to the state board’s policy manual, as necessary, for actions taken by the governor, legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law. APPROVED AND ADOPTED on January 19, 2017. ATTEST:


Yakima Valley College – property acquisition, 1126 West Nob Hill Boulevard, Yakima, Washington Brief description Yakima Valley College seeks to purchase an 8,035 square foot parcel located at 1126 West Nob Hill Boulevard, Yakima, Washington to be used for campus parking. Approximately $200,000 in local funds will be used for this acquisition.

How does this link to the state board goals and policy focus This acquisition and subsequent parking will improve student access to education.

Background information and analysis Yakima Valley College has been acquiring residential properties that fall within their 2004 board approved master plan boundaries. This property will be used for campus parking. One of Yakima Valley College’s access core themes includes, “Yakima Valley College increases access through programs and services that address the diverse challenges, learning styles, goals, and schedules of students in the district.” The parcel at 1126 West Nob Hill Boulevard currently includes a 2,958 square foot two-family residence and 8,035 square foot lot. The estimated total cost to acquire the property, including closing costs, appraisal, and site assessment fees is $200,000. The residence and garage will be demolished at a later time to create a pay-to-park lot. A map illustrating the property location relative to the college is in attachment A. The Yakima Valley College Board of Trustees approved the 2004 master plan including the acquisition of residential properties within the master plan boundaries as they became available. Yakima Valley College’s vice-president for administrative services under delegated authority from the Yakima Valley College Board of Trustees approved this request on November 14, 2016.

Potential questions Is the acquisition consistent with the State Board’s goal of finding more and better ways to reduce barriers and expand opportunities so more Washingtonians can reach higher levels of education?

Recommendation/preferred result Staff recommends approval of Resolution 17-01-06, giving Yakima Valley College authority to purchase the property located at 1126 West Nob Hill Boulevard, Yakima, Washington, for up to $200,000 to be used for campus parking. Policy manual change: Yes ☐ No ☒ Prepared by: Wayne Doty, capital budget director (360) 704-4382, [email protected]

January 19, 2017

Tab 3g Consent Item (Resolution 17-01-06)


Tab 3g State of Washington


A resolution relating to Yakima Valley College’s request to purchase an 8,035 square foot parcel located at 1126 West Nob Hill Boulevard in Yakima, Washington, to be used for parking.

WHEREAS, the college has critical parking needs which acquisition of this property helps to address; and WHEREAS, the purchase of the property will enable the college to incorporate this site into its overall master plan and alleviate congestion in residential areas with the increased parking capacity; and WHEREAS, Yakima Valley College Board of Trustees approved the 2004 master plan including the acquisition of residential properties within the master plan boundaries as they became available; and WHEREAS, Yakima Valley College’s vice-president for administrative services under delegated authority from the Yakima Valley College Board of Trustees approved this request on November 14, 2016. THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges authorizes Yakima Valley College to purchase an 8,035 square foot parcel at 1126 West Nob Hill Boulevard in Yakima, Washington, to be used for parking with up to $200,000 in local funds. BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the executive director to make adjustments to this action, including any necessary changes to the state board’s policy manual, as necessary, for actions taken by the governor, legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law. APPROVED AND ADOPTED on January 19, 2017. ATTEST:


Proposed Acquisition 1126 W Nob Hill

As of October 2016

W Pra sc h

Tab 3g Attachment A

Regular Item (Resolution 17-01-07) January 19, 2017

2019-21 Major Capital Project Scoring Criteria Brief description The State Board is asked to adopt selection criteria, identify colleges eligible to compete, and set a minimum score for major projects to be added to the pipeline of projects for the State Board’s 2019-21 biennial capital budget request. State Board members will also be briefed on the status of their 2017-19 request.

How does this link to the system direction, mission study and policy focus There is a mission study goal to build a 21st century learning infrastructure. This includes having all facilities in adequate, or better, condition and increasing the use of online learning to reduce the need for capital and maintenance of buildings. Also, creating and maintaining high-quality learning environments allows the colleges to meet the goals expressed in the State Board’s system direction: meeting economic demand; increasing student success and educational attainment; and using innovation to meet economic demands and increase student success.

Background information and analysis Update on 2017-19 capital budget request The Governor released his capital budget proposal on December 14, 2016. The governor’s proposed 2017-19 capital budget for SBCTC would provide $277.6 million, or 82 percent of the $337.8 million in new appropriations requested for our system’s prioritized capital list. The proposal fully funds all of the minor projects and the first ten of the nineteen major projects on our list. These major projects are at Edmonds, Wenatchee, Whatcom, Olympic, Pierce Fort Steilacoom, Big Bend, South Seattle, Spokane, Highline, and Bates colleges. Funding for the project at Edmonds Community College is subject to the results of a budget evaluation study. The proposal also includes authority to locally finance all five of the projects requested. These authorities are subject to State Finance Committee and legislative approvals. These projects are at South Seattle, Cascadia, Renton, Clark, and Shoreline colleges. The capital proposal includes construction of three projects which are expected to be completed during the biennium. However, there is no funding for the maintenance and operation of these new facilities in the operating proposal. These projects are at Edmonds, Whatcom and Highline colleges. The proposal includes sufficient reappropriations for all of the current major projects and, as expected, no reappropriations for minor projects. There is a side by side comparison of the requested and proposed new appropriations and authorities in attachment A.

Tab 4

Tab 4

2

Strategies for managing the pipeline Over the past several years, capital projects added to the State Board’s budget request have stayed in the pipeline until funded. Future major projects were added below it, in rank order from the selection, and each biennial request was sized to be obtainable within projected funding levels. The projected funding levels were based on the recent share of the state bond capacity applied to the projected bond capacity. This was added to projected revenue from the building fee portion of tuition. These strategies have allowed colleges to plan with more certainty, reduce funding gaps between design and construction of a project, and provided a consistent message about system priorities to the legislature. However, despite state revenue increases, recent funding levels are the lowest they have been for several years. Recent request and funding levels relative to state general fund revenue:

Selection criteria review Selection criteria are used to prioritize college requests for major projects relative to the system’s policy objectives. The criteria are reviewed and updated every two years in response to new objectives, experience and external interests. Over the last couple years, the Washington Association of Community and Technical Colleges (WACTC) and State Board staff have refined the strategy in response to the recent funding levels. To continue encouragement of thoughtful and complete planning, WACTC recommends every proposal that gets at least 70 points be added to the pipeline for 2019-21.

Tab 4

3

Based on the last two selections using similar criteria, it is likely most, if not all, of the 2019-21 proposals will meet the 70-point threshold. This will show more of the system’s need for capital. If funding levels do not increase, this strategy will increase the risk of gaps between the design and construction phase funding for major projects and, on average, major projects will be in the pipeline longer. However, the goal is to get higher funding levels in the future and this is the best strategy to achieve that goal. Policy objectives in the proposed major project selection criteria The system’s capital budget request has historically been shaped by an overarching policy set by the State Board, with specific workforce and programmatic needs identified at the local level. During the selection and prioritization process, colleges must justify the addition of new space using a combination of existing space utilization and forecasted new enrollments. The selection process for major capital projects is designed to balance several, often competing policy objectives. Criteria are selected to be relevant to each type of proposal and to differentiate the proposals based on the relative value of each objective. Due to the diverse needs addressed by the proposals, not all policy objectives are applicable to every proposal. The criteria proposed for 2019-21 have been grouped into eight policy objectives: Objective – Student focused capital projects All proposals are to be consistent with prior planning and are scored based on their ability to address student need. Proposals containing new area can maximize points by showing they have a need for more space that cannot be met within existing facilities. Proposals renovating or replacing existing space get more points if the space is for classrooms, laboratories, student services or libraries than if they are for faculty offices or administrative space. Proposals with matching funds maximize points by improving program access or serving another critical need on the campus. Objective – Address facilities in the worst shape Proposals to replace existing space maximize points when the building being replaced needs so much work that is it more cost effective to replace than to renovate. Renovation proposals get more points the worse shape the existing building is in – up to the point it would be more cost effective to replace it. Relative to the funding needed to repair and/or replace building infrastructure, projects with the greatest savings from avoided maintenance and repair costs will get the most points. Objective – Sustainable and environmentally friendly designs Proposals need to be both environmentally sustainable and sustainable from a budget or cost perspective. To this end, all proposals are required to include many best practices to reduce greenhouse gas emissions and to have costs that are reasonable for the type of need being served. Objective – Taking care of existing facilities

Tab 4

4

Proposals for renovation or replacement of existing space maximize points by addressing all of the deficiencies in the existing facilities. Comprehensive campus planning is important in proposals with new area. A proposal to add or replace infrastructure maximizes points if it can serve the college for at least 30 years. Objective – Repair/replace older facilities Proposals to repair or replace facilities and infrastructure get more points as the age of the existing facilities and infrastructure increases. Objective – Effective use of space The scoring of all proposals includes consideration of how well existing campus space is being used. The more a proposed renovation extends the useful life of a building, the more points it earns. Proposals that increase the amount of square footage on a campus maximize points by demonstrating the new area will optimize the utilization of all space on the campus. Objective – Partnerships with K-12 and business All proposals can earn more points by having partnerships with local businesses or K-12. Proposals with matching funds are also evaluated based on the likelihood of raising the funds in a timely manner. Recommendation to adopt 2019-21 major project scoring criteria State Board staff worked with college presidents, business officers, student services, instruction, facilities staff and researchers to improve upon the criteria used for the selection of major projects for the 2017-19 capital request. Over the last eight months, State Board members were updated on the efforts to improve the criteria and their feedback was used to improve the alignment between the criteria and their underlying policy objectives. The potential for a campus to have already exceeded recommended utilization levels of their facilities and the need to move exterior circulation areas inside when replacing a facility were addressed in the proposed criteria. The WACTC and State Board staff recommend adoption of the criteria as presented in Attachment A. Because the last two competitions for new major projects were limited to colleges that were not already in the pipeline, it is further recommended that all colleges be eligible to submit one proposal for consideration. Finally, it is recommended that every proposal receiving at least 70 points based upon the new criteria should be added to the pipeline for the 2019-21 request.

Tab 4

5

Once criteria are adopted, there will be east-side and west-side workshops on how to prepare the 2019-21 proposals for colleges and their consultants. Major project proposals will be due in December 2017 followed by minor project proposals around March 2018.

Potential questions

• Is the recommended 2019-21 major project scoring criteria consistent with the State Board’s policy objectives and goals?

• Should the competition for 2019-21 new major projects be open to all colleges?

• Should proposals that get at least 70 points using the new criteria be added to the pipeline in rank order, below the existing projects in the pipeline?

Recommendation/preferred result The State Board will vote on the adoption of the major project selection criteria and the 70-point threshold for new major projects to be added to the pipeline for the State Board’s 2019-21 capital budget request. Policy Manual change Yes ☐ No ☒ Prepared by: Wayne Doty, capital budget director 360-704-4382, [email protected]


Tab 4


Resolution 17-01-07

A resolution relating to the development of the 2019-21 capital budget request.

WHEREAS, the State Board adopts policies to guide the development of college budget requests and the allocation of resources; and WHEREAS, capital projects that include appropriated funding and cost $5 million or more compete against each other to receive limited state resources; and WHEREAS, State Board staff have worked with the system’s stakeholders over the past eight months to update the scoring criteria in response to policy objectives, market conditions and other administrative and legislative requirements; THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges adopt the Project Development Guidelines for 2019-21 (Attachment B); and BE IT FURTHER RESOLVED, that all colleges are eligible to submit a major project proposal for consideration; and BE IT FURTHER RESOLVED, that all college proposals that score at least 70 points will be added to the pipeline of projects for the 2019-21 capital request; and BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the executive director to make adjustments to this action, including any necessary changes to the State Board’s policy manual, as necessary, for actions taken by the governor, legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.

APPROVED AND ADOPTED on January 19, 2017. ATTEST:


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Tab 4Attachment A

State Board for Community and Technical Colleges

2019-21 Project Development Guidelines

Project Request Report

When developing the Project Request Report (PRR), the following items should be addressed:

1. Executive Summary

1.1. Problem statement/type of project request

1.2. Proposed solution

1.3. Programs addressed by project

1.4. Probable cost summary and comparison to benchmark (reasonableness of cost)

1.5. Project schedule

1.6. Funding (state funds, local funds, COPs)

2. Problem Statement, Opportunity or Program Requirement

2.1. Short description of the project and its benefits

2.2. How this project relates to:

2.2.1. Facilities master plan

2.2.2. Strategic plan

2.2.3. Institutional goals

2.3. How this project relates to the SBCTC System Direction goals for Economic Demand,

Student Success, and Innovation

2.4. Table showing a summary of program and related space

2.5. Increased Type 1 and Type 2 Full Time Equivalent Students 1 accommodated by this

project

2.6. Table of affected existing buildings with their Unique Facility Identifiers, dates built and

square footages

3. Analysis of Alternatives

3.1. Define the capital problem in terms of building age, condition, functionality, health,

safety, code issues, etc.

3.2. Describe the obvious and critical needs that are driving the project. For example:

3.2.1. New space for enrollment demand

3.2.2. Renovation/replacement

3.2.2.1. Program mix changes

3.2.2.2. Simplifying space relationships

3.2.3. Accreditation needs

3.3. Alternatives considered

3.3.1. Programmatic and facility related

3.3.2. Consequences of doing nothing

3.3.3. Cost estimate for each alternative

4. Project Planning of Preferred Alternative

4.1. History of building and original funding source, if applicable

4.2. Useful life of proposed facility

4.3. Discussion of sustainability – LEED Silver Standard required

4.4. How this project will impact deferred maintenance and repair backlog

4.5. Acquisition needs

4.6. Mitigation and neighborhood related issues

1 To account for online students in space planning we have defined two types of FTES:

Type 1: Day On Campus w/o Online Category 3N – Used for sizing classrooms and labs.

Type 2: Day On Campus plus Online of regardless of time of day – Used for everything else.

NEW

Add requirement

for consistency

with OFM

predesign report.

WACTC recommended December 3, 2016 Tab 4Attachment B

2

4.7. Parking expansion directly related to the project

4.8. Permit issues, variances required

4.9. Utility and other infrastructure needs

4.10. Storm water and other environmental issues

4.11. Roads and traffic signals

4.12. Department of Archaeology and Historic Preservation and tribal reviews

4.13. Provide fall 2014 utilization of classrooms, laboratories and all instructional areas on

campus. See Appendix C for guidelines on determining existing utilization.

4.14. New programs; changing mix of programs

4.15. New space and what happens to vacated space – is it renovated or demolished?

4.16. Comparison of existing and new spaces to the capital analysis model in Appendix F.

4.17. Need and availability of surge space

4.18. Flexibility and adaptability of proposed space

5. Project Budget Analysis of Preferred Alternative

5.1. Prediction of overall project cost

5.2. Comparisons of $/FTE to similar Washington community and technical college projects

5.3. Anticipated annual impact on the college’s operating and maintenance budget in both

Program 090 FTES and M&O cost, including but not limited to:

5.3.1. Janitorial costs

5.3.2. Utility costs

5.3.3. Technology – infrastructure and technician support; voice, data and video

communication

5.3.4. Capital maintenance, general repair and furniture/equipment replacement

5.3.5. Roads, walks, landscaping and grounds maintenance

5.3.6. Security

5.3.7. Administration

5.3.8. Justification for desired method of construction – Design-Bid-Build, GC/CM, or

Design Build

6. Required Attachments

6.3. Cost estimates on OFM C100 form in Excel format

6.4. Completed Project Parameters form

6.5. Minimum and Overarching Criteria form with college responses

6.6. DAHP and Tribal review of proposed project as required under Executive Order 05-05

6.7. Completed LEED checklist

6.8. Estimating documents supporting special needs, mitigation or extenuating

circumstances associated with the project

6.9. Site map showing project location

6.10. Preliminary drawings and sketches

7. Appendices (required where cited in proposal)

7.3. Any site-specific materials important to the project – structural engineering report,

geotechnical report, traffic studies, etc.

7.4. Selected material from Facility Condition Survey

7.5. Selected material from the master plan and strategic plan that ties directly to the scoring

criteria

7.6. Other relevant material where referenced in proposal may be included as appendices

3

PRR Format and Expectations

Narrative should follow headings from this set of guidelines.

Length should not exceed 20 pages, single-spaced (excluding project cost, diagrams and

sketches, appendices, cover sheet, title page and table of contents); type font should be

Times New Roman 12 point and margins should be one inch.

Colleges should provide hyper-links between claims and data in the proposal.

Colleges should submit proposals in editable electronic formats (PDF, Excel, Word, etc.)

to SBCTC Capital Budget Director for distribution to the evaluation team. The project

narrative and cost estimates should not be scanned (raster) documents nor should they

have a security feature that makes it difficult to copy information from them.

SBCTC may forward copies of the Project Request Reports to OFM, WSAC and

legislative staff upon completion of the selection process.

4

Project Parameters

Type of Space Square Footage Percent

Renovation of Existing (S1)

New Space (S2)

Exterior Circulation of Existing. See Appendix H. (S6)

Demolished Area (S3)

Total Affected Area (S4 = S1 + S2)

Net Area Change = New – Demo – Circulation S5 = (S2 – S3 – S6)

Costs Dollars Percent

Acquisition

Consultant Services

Construction Contracts (w/o eligible Infrastructure) Ca

Eligible Infrastructure Contracts (from C100) Cb

Equipment

Artwork

Other Costs

Project Management

Total Project Cost (C1)

Funding Dollars Percent

State Appropriation

Financed – backed by State Appropriation

Local Funds – Cash (see list of qualifying funds) Ma

Financed – backed by Local Funds Mb

Total Project Funding (F1)

Matching (Ma+Mb) (Ma+Mb) / F1

Variance = Cost – Funding (C1 – F1)

Project Weighting Equivalent Area Percent

Matching (M4 * S4) M4 = 2 * (Ma+Mb)/F1

Infrastructure (I4 * S4) I4 = min(Cb/(Ca+Cb),(1-

M4))

Renovation (R4 * S4) R4 = (S1 * (1-M4-I4))/

(S1+S5+min(S2,S3))

Replacement (P4 * S4) P4 = (min(S2,S3) * (1-M4-

I4))/(S1+S5+min(S2,S3))

New (N4 * S4) N4 = ((S5)*(1-M4-I4))/

(S1+S5+min(S2,S3))

Total S4 M4+R4+P4+N4

NEW Adjust net new

area for exterior

circulation of

buildings being

replaced. See

Appendix H

5

2019-21 Category Weighting

The following values represent a system without any differential category weighting.

Overarching Weighting (O2) 1.00

Matching Fund Weighting (M2) 1.00

Infrastructure Weighting (I2) 1.00

Renovation Weighting (R2) 1.00

Replacement Weighting (P2) 1.00

New Area Weighting (N2) 1.00

6

2019-21 Minimum and Overarching Criteria Points

Evaluation Criteria Scoring Standard

College Response Affected buildings are at a single site. Yes / No

College Response Project does not include improvements to

temporary or portable facilities. Yes / No

College Response Project is not a gymnasium or recreational

facility. Yes / No

College Response Project is not an exclusive enterprise function

such as a bookstore, dormitory or contract food

service.

Yes / No

College Response Project is not dependent on another project in

the current request. Yes / No

College Response Project meets LEED Silver Standard

requirements. Yes / No

College Response College has a Greenhouse Gas Emission

Reduction plan. Yes / No

College Response The facility is state-owned or a condominium

interest is held (state capital funds cannot be

spent on leased space).

Yes / No

College Response Project will take more than one biennium. And,

project costs at least $5,000,000 and does not

exceed 70,000 gsf without WACTC Capital

Budget Committee approval.

Yes / No

College Response If project includes renovation or replacement,

then affected buildings have been owned by the

college for 20 years at the time of the request.

Yes / No

College Response If project includes renovation, then the project

extends the useful life of the affected building at

least 20 years.

Yes / No

College Response If project includes renovation, then the cost does

not exceed 80% of the current replacement cost. Yes / No

Effective use of existing facilities

See Appendix C for guidelines on

determining existing utilization.

Fall 2014 space utilization relative to standards

and other proposals. Standards are:

Classroom seats used 22 hours per week.

Laboratory seats used 16 hours per week.

Up to 9 points

Ability to enhance state and

institution’s achievement of goals

Add up points from each category: (Max 14)

Directly tied to facilities master plan

Directly tied to objectives in strategic plan

Include clear and succinct description of the

relationship between the project and its impact

on partnerships with K-12, 4 yrs, business, etc.

This may be supported by letters from partners

describing how the project will benefit the

partnership.

4

4

4

Project includes at least seven of the best

practices identified in Appendix A to reduce

greenhouse gas emissions.

2

Overarching Subtotal (O1)

Overarching Weighting (O2)

Overarching Weighted Subtotal (O3 = O1 x O2)

Overarching Portion of Project (O4)

Overarching Points (O5 = O3 x O4)

Revised

description

to improve

clarity and

reduce

variability

in scoring.

7

2019-21 Matching Fund Points

(use when project includes non-state resources)


Project clearly benefits students


Increases program access

Increases efficiency

Improves service to students

Simplifies space relationships

3

3

3

3

Demonstrated need Serves a critical need

Enhances program delivery

Improves space

Not addressed

20 10

3

0

Reasonableness of cost

See Appendix B for determining

expected costs.

Total project cost is less than or equal to the

expected cost per square foot for the facility

type, escalated to the construction mid-point.

7

Project cost is between 100% and 137% of

expected cost. 3

Project cost is more than 137% of expected

cost. 0

Project completion timeline

All matching funds available at time proposal

is submitted.

All matching funds will be raised before

construction is completed.

Matching funds will continue to be raised

after construction is completed.

10

3

0

Project schedule

Project and funding milestones are clearly

identified.

Project schedule w/o a funding schedule.

Schedule is uncertain or not evident.

10

3

0

Project feasibility

Assessment of the likelihood of success and

good local participation Up to 18 points

Matching Fund Subtotal (M1)

Matching Fund Weighting (M2)

Matching Fund Weighted Subtotal (M3 = M1 x M2)

Matching Fund Portion of Project (M4)

Matching Fund Points (M5 = M3 x M4)

Qualifying Non-State Resources Non-Qualifying Resources

Foundation Resources S & A Balances or Fees

Cash Donations Enterprise Funds

Private Grants Parking Fees

Federal Funds awarded for COP Funds

Capital Construction

8

2019-21 Infrastructure Points

(use when project includes qualified site costs)


Program need

Serves new building area in this

proposal or existing college

facilities. Existing college need is

measured as gross square footage

of existing buildings served by

infrastructure relative to entire

college gross square footage.

Infrastructure serves new building area

constructed in this proposal. Or, serves 100%

of the existing college.

20

Serves 80% or more, and less than 100% of

the existing college. 15

Serves between 40% and 80% of college of

the existing college. 10

Serves 40% or less of the existing college. 0

Reasonableness of cost

Provide a separate C100 for the

Infrastructure work.

Provide detailed log from previous

year(s) with costs for maintenance

and repair if replacing existing

infrastructure.

Infrastructure costs less than 5% of the total

project. Or, infrastructure cost divided by

previous average annual costs is twenty, or

less.

30

Infrastructure costs 5%, or more, and less than

10% of the total project. Or, infrastructure

cost divided by previous average annual costs

is greater than twenty and less than fifty.

15

Infrastructure costs 10%, or more, and less

than 15% of the total project. Or,

infrastructure cost divided by previous

average annual costs is fifty, or more, and less

than one hundred.

5

Infrastructure costs 15% or more of the total

project. Or, infrastructure cost divided by

previous average annual costs is one hundred,

or more.

0

Risk mitigation

Age of infrastructure being

replaced at the date of the proposal

relative to average life of type of

infrastructure. See Appendix E for

average lives.

Infrastructure serves new area building

constructed in this proposal. Or, infrastructure

age is at least 200% of the average life.

12

Infrastructure is 100% to 200% of average

life. 6

Infrastructure is less than 100% of average

life. 0

Suitability for long term financing

Average life of new or replaced

infrastructure. Provide engineer’s

opinion of average life if not

replacing entire infrastructure with

new. See Appendix E for

calculating average lives.

Average life of new infrastructure is more

than 30 years. 15

Average life of new infrastructure is more

than 25 years and less than 30 years. 10

Average life or new infrastructure is 20

through 25 years. 5

Average life of new infrastructure is less than

20 years. 0

Infrastructure Subtotal (I1)

Infrastructure Weighting (I2)

Infrastructure Weighted Subtotal (I3 = I1 x I2)

Infrastructure Portion of Project (I4)

Infrastructure Points (I5 = I3 x I4)

9

Qualifying Infrastructure

Electrical, potable water, sewer, natural gas,

storm water, fire protection, emergency

access roads, and communication work more

than five feet outside of a building’s

foundation, unless it is connecting to a

building with no other work in the project in

which case the infrastructure may terminate

inside the building.

Non-qualifying Infrastructure

Landscaping that is not disturbed by

qualifying infrastructure work, roads (except

emergency access), driveways, parking lots

and walkways.

10

2019-21 Renovation Points

(use when project includes renovated space)

Evaluation Criteria Scoring Standards

Age of the building or portion

of building being renovated

Over 50

41 – 50

36 – 40

31 – 35

26 – 30

20 – 25

< Less than 20 years

16

13

11

8

5

2

0

Condition of the building or

portion of building being

renovated

Greater than 600

526 - 600

476 - 525

451 - 475

351 - 450

276 - 350

0 - 275

2

11

16

11

2

0

-5

Reasonableness of cost of the

renovated portion of the

building

See Appendix B for

determining expected costs.

Total project cost is less than or equal to the

expected cost per square foot for the facility type,

escalated to the construction mid-point.

10


expected cost. 8


expected cost. 2

Project cost is more than 137% of expected cost. 0

Program related

improvements in the

renovated portion of

the project

(Assignable Square Feet)

Classroom, labs

Student Services

Library

Childcare

Faculty offices

Administrative

Maintenance/Central Stores/Student Center

Percentage of

total

x score

13

13

13

11

8

5

2

Total

Significant health, safety and

code issues addressed in the

renovation

Add up points from each category (Max 8)

Seismic issues (documentation by a Structural

Engineer is required)

Life safety

ADA access (provide recent compliance review)

Energy code issues

2

2

2

2

Extension to renovated portion

of building’s life

31 + years

26 – 30 years

20 – 25 years

8

5

2

Fitness for Use of the renovated

portion of the project

To what extent does the proposed renovation

address the existing deficiencies and project

objectives?

Up to 7 points

Renovation Subtotal (R1)

Renovation Weighting (R2)

Renovation Weighted Subtotal (R3 = R1 x R2)

Renovation Portion of Project (R4)

Renovation Points (R5 = R3 x R4)

11

2019-21 Replacement Points

(use when project includes demolition)


Age of the building or portion

of building being replaced

Over 50

41 – 50

36 – 40

31 – 35

26 – 30

20 – 25

< Less than 20 years

14

12

9

7

5

2

0

Condition of building or

portion of building being

replaced

681 – 730

601 – 680

526 – 600

476 – 525

451 – 475

351 – 450

276 – 350

0 – 275

14

12

9

7

5

2

0

-5


replacement portion of the

project

See Appendix B for


Total project cost is less than or equal to the expected

cost per square foot for the facility type, escalated to

the construction mid-point.

16

Project cost is between 100% and 111% of expected

cost. 12


cost. 5


Program related

improvements in the

replacement portion

of the project

(Assignable Square Feet)

Classroom, labs

Student Services

Library

Childcare

Faculty offices

Administrative

Maintenance/Central Stores/Student Center

Percentage of

total

x score

12

12

12

9

7

5

2

Total

Significant health, safety and

code issues addressed by the


project

Add up points from each category (Max14)

Seismic issues (documentation required)

Life safety

ADA access

Energy code issues

5

5

2

2

Fitness for Use of the


project

To what extent does the proposed replacement address

the existing deficiencies and project objectives? Up to 7 points

Replacement Subtotal (P1)

Replacement Weighting (P2)

Replacement Weighted Subtotal (P3 = P1 x P2)

Replacement Portion of Project (P4)

Replacement Points (P5 = P3 x P4)

12

2019-21 New Area Points (use when project has a net increase in area)


Efficient use of space – future

utilitzation

See Appendix D for guidelines

on determining future

utilization and Appendix G for

guidelines on enrollment

projections

If either Lab utilization will be more than 17 or Class

utilization will be more than 23. 18

If Lab utilization will be at least 15 but less than 17 and

Class utilization was at least 21 but less than 23

24

If Lab utilization was at least 12 but less than 15 and

Class utilization was at least 19 but less than 21

12

If either Lab utilization will be less than 12 or Class

utilization will be less than 19. 0

Program related

improvements in the

new area portion of

the project

(Assignable Square Feet) Percentage of

total

x score Total

Classroom, labs 12

Student Services 12

Library 12

Childcare 9

Faculty offices 7

Administrative 5

Maintenance/Central Stores/Student Center 2

Comprehensive project

planning for new area

Add up points from each category:(Max 24)

Space improves program delivery and student support

Programs and student support space are identified by

usage and square footage

Location of project is identified by site

Special initiatives beyond participation rates

Reasonable cost estimate and building efficiency

Expected building life – 50 years or greater

Up to 10

Up to 5

2

2

3

2


new area – efficient utilization

of funds for building being

proposed

See Appendix B for



Total project cost is less than or equal to the expected

cost per square foot for the facility type, escalated to

the construction mid-point.

17


cost. 12


cost. 5


New Area Subtotal (N1)

New Area Weighting (N2)

New Area Weighted Subtotal (N3 = N1 x N2)

New Area Portion of Project (N4)

New Area Points (N5 = N3 x N4)

New criterion for New

Area. Identical to

Replacement criterion.

Now based on future

utilization. Replaces

enrollment trend,

efficient use of new

area, efficient use of

existing space, and

project cost per

projected net new FTE

criteria.

NEW

NEW

13

Appendix A – Best Practices to Reduce Greenhouse Gas Emissions

System / Best Practices Included

in Project?

Mechanical

Solar water heating

Above code HVAC system efficiency

Use natural gas instead of electricity for heating

Geothermal heat pump

Post occupancy commissioning

Interconnectivity of room scheduling in 25Live and HVAC

controls

Electrical

Photovoltaic energy systems

Time of day and occupancy programming of lighting

Efficient lighting

Envelope

Minimize building surface area for necessary floor area

Roofing materials with high solar reflectance and reliability

Green roofs to absorb heat and act as insulators for ceilings

Site

Orient building for natural light and reduced heating and cooling

loads

Trees and vegetation planted to directly shade building

Paving materials with high solar reflectance, enhanced water

evaporation, or otherwise designed to remain cooler ore require

less lighting than conventional pavements

Increase transportation choices – drive, walk, bike or public

transit

Total number of these best practices included in project:

NEW

14

Appendix B – Expected Cost Ranges

EXPECTED PROJECT COSTS IN 2008 DOLLARS

The following data is from the Facilities Financing Study dated December 10, 2008, prepared by

Berk & Associates, http://www.ofm.wa.gov/budget/capital/higher_ed_capital_finance_study.pdf.

This study was completed in response to Engrossed Substitute House Bill 3329, enacted by the

2008 Legislature. The CTC Libraries data are based on recently completed projects at

Washington State’s community and technical colleges.

Facility Type

Number

of Data

Points

Construction Costs / GSF Total Project

Costs / GSF

Std Dev Best Fit Expected Cost

Classrooms 19 $57 $297 $420

Communications buildings 5 $68 $267 $378

Science labs (teaching) 16 $66 $309 $437

Research facilities 12 $61 $440 $623

Administrative buildings 9 $36 $218 $309

Day care facilities 4 $24 $199 $283

CTC Libraries 4 $56 $255 $361

ADJUSTING EXPECTED COSTS TO CONSTRUCTION MID-POINT

The following data is based on the May 2012 Global Insight forecast for state and local

government spending and is to be used for adjusting the expected costs from July 1, 2008, to the

mid-construction date for comparison to project estimates.

Mid-construction Date Expected Cost Multiplier Mid-construction Date Expected Cost Multiplier

7/1/2008 1.000 8/16/2017 1.350

5/16/2014 1.204 11/15/2017 1.358

8/16/2014 1.215 2/14/2018 1.365

11/15/2014 1.227 5/16/2018 1.372

2/14/2015 1.240 8/16/2018 1.379

5/16/2015 1.253 11/15/2018 1.386

8/16/2015 1.266 2/14/2019 1.392

11/15/2015 1.279 5/16/2019 1.398

5/15/2016 1.302 8/16/2019 1.404

8/15/2016 1.313 11/15/2019 1.410

11/14/2016 1.323 2/14/2020 1.416

2/14/2017 1.333 5/15/2020 1.422

5/16/2017 1.342 8/15/2020 1.428

Update with latest Global Insight forecast.

http://www.ofm.wa.gov/budget/capital/higher_ed_capital_finance_study.pdf

15

SAMPLE PROJECT FOR DEMONSTRATION OF EXPECTED COST RANGES

Construction Mid-point: 5/16/2018

Expected Cost Multiplier: 1.372 from Appendix B

Project GSF: 65,000 S1 + S3 from Project Parameters

Facility Type Expected Cost

/ GSF in 2008$

Expected Cost

/ GSF

GSF by

Type

Expected Cost Point

Thresholds

Classrooms $420 $576 39,000 $ 22,473,360

Communications buildings $378 $519 - $ -

Science labs (teaching) $437 $600 13,000 $ 7,794,332

Research facilities $623 $855 - $ -

Administrative buildings $309 $424 13,000 $ 5,511,324

Day care facilities $283 $388 - $ -

CTC Libraries $361 $496 - $ -

65,000 $ 35,779,016 100%

$ 39,714,708 111%

$ 49,017,252 137%

The Project Cost (C1) less the Infrastructure Cost is compared to the Expected Cost for determination of

Reasonableness of Cost points. When submitting a proposal with Infrastructure, please provide a separate C100

for the Infrastructure work so the costs can be easily identified.

Expected Cost / GSF = Expected Cost / GSF in 2008$ * Expected Cost Multiplier

GSF by Type = ASF by Type / Sum(All ASF) * GSF

Update with latest Global Insight forecast.

16

Appendix C – Existing Utilization

Utilization is used to compare the level of use of instructional facilities at different locations. The

methodology is based on the 1994 Higher Education Coordinating Board standards for classroom

and laboratory facility utilization available here-

http://www.wsac.wa.gov/sites/default/files/FacilitiesEvaluationandPlanningGuide.pdf.

The contact hours are totaled for classrooms, laboratories and other facilities used for instruction

in the first week of the preceding fall quarter and compared to the capacity of these spaces. The

weekly utilization rate is equal to the contact hours divided by room capacity during a forty-five

hour week. The college can identify which forty-five hours represent the peak use of their

facilities for the calculation. The capacity is generally the number of student seats designed to be

available in the space. If another standard is used it should be described in the analysis.

For example, if there is a room used for classroom instruction with one instructor, the

maximum student-to-faculty ratio is twenty-five by contract, or policy, and the room has

twenty-eight student seats, then the capacity of the room is limited by the contract, or

policy, to twenty-five students.

The capacity of non-traditional classrooms will be the maximum number of students that can be

accommodated by the space at a given time. The capacity of these spaces may also be limited by

contract, or policy. Here are some examples:

If there is a space used for hands-on automotive repair instruction, two students can work

on an automobile at a time, and the space can hold ten automobiles, then the capacity of

this space would be twenty students.

If there is a space used for instruction of computer controlled machining that is used by a

single student cohort that includes sixteen student computer workstations and six

computer controlled machines for which two students can work on at a time, then the

capacity of this space is limited by the number of machines to twelve students.

The analysis will include a note about why any physical workstations were not included in the

analysis and how the college plans to use the space more efficiently in the future.

Colleges can either calculate their facility utilization using the room scheduling software in

ctcLink, called 25Live, or with a spreadsheet provided by the State Board. Currently, the

standard utilization reports in 25Live do not offer as much flexibility as allowed by the adopted

methodology.

The adopted methodology, a spreadsheet that calculates utilization consistent with the adopted

methodology, and a spreadsheet with sample data are available here –

http://www.sbctc.edu/colleges-staff/programs-services/capital-budget/capital-budget-

development.aspx

IMPROVED

New

example

New

example

http://www.wsac.wa.gov/sites/default/files/FacilitiesEvaluationandPlanningGuide.pdf

http://www.sbctc.edu/colleges-staff/programs-services/capital-budget/capital-budget-development.aspx


17

Contact Hours Workstations Utilization

Classes 20,344.70 787 25.87

Labs 8,485.20 415 20.47

Campus 28,829.90 1,201.00 24.00

Appendix D – Future Utilization

The utilization of campus classrooms and laboratories in the future is the projected number of

contact hours divided by the future number of workstations. This can be estimated by adding the

number of workstations in the proposed project to the existing number of workstations and the

net new Type 1 enrollment to the existing Type 1 enrollment.

Start with the existing utilization, as determined in Appendix C, the number of Type 1 FTE in

the corresponding fall quarter, and the projected Type 1 FTE as determined in Appendix G.

For example, given the following:

Existing Weekly Utilization Summary Table

Class Workstations in Project = 350

Lab Workstations in Project = 600

Net New Type 1 FTE = 500

We can convert the Net New FTE into class and lab FTE by recognizing each lab workstation

produces one-half the credits per hour as a class workstation does;

Projected Net New Class FTE = (Net New Type 1 FTE) x Class Workstations in Project /

(Class Workstations in Project + (Lab Workstations in Project / 2))

= 500 x 350 / [350 + (600 / 2)] = 269.23

Projected Net New Lab FTE = (Net New Type 1 FTE) x (Lab Workstations in Project / 2) /

(Class Workstations in Project + (Lab Workstations in Project / 2))

= 500 x 600 / 2 / [350 + (600 / 2)] = 230.77

Next converting the FTE to contact hours;

Projected Net New Class Contact Hours = Projected Net New Class FTE x

15 Classroom Contact Hours per FTE

= 269.23 x 15 = 4,038.46

Projected Net New Lab Contact Hours = Projected Net New Lab FTE x

30 Lab Contact Hours per FTE

= 230.77 x 30 = 6,923.08

NEW

18

Contact Hours Workstations Utilization

Classes 24,383.16 1,137 21.45

Labs 15,408.28 1,015 15.19

Campus 39,791.44 2,151.00 18.50

We get the new numerator for utilization by adding the net new contact hours to the existing

contact hours;

Projected Class Contact Hours = Existing Class Contact Hours +

Projected Net New Class Contact Hours

= 20,344.70 + 4,038.46 = 24,383.16

Projected Lab Contact Hours = Existing Lab Contact Hours +

Projected Net New Lab Contact Hours

= 8,485.20 + 6,923.08 = 15,408.28

We get the new denominator for utilization by adding the number of net new workstations to the

existing number of workstations;

Future Class Workstations = Existing Class Workstations + Net New Class Workstations

= 787 + 350 = 1,137

Future Lab Workstations = Existing Lab Workstations + Net New Lab Workstations

= 415 + 600 = 1,015

The future utilization can now be estimated as;

Future Class Utilization = Projected Class Contact Hours / Future Class Workstations

= 24,383.16 / 1,137 = 21.45

Future Lab Utilization = Projected Lab Contact Hours / Future Lab Workstations

= 15,408.28 / 1,015 = 15.19

Future Weekly Utilization Summary Table

A spreadsheet that calculates utilization consistent with this methodology, and a spreadsheet with

sample data, are both available here – http://www.sbctc.edu/colleges-staff/programs-

services/capital-budget/capital-budget-development.aspx



19

Appendix E – Average Useful Life of Infrastructure

The following average useful lives are used in accounting for depreciating assets. Since this is an

average, about half of the infrastructure is expected to last longer. Projects involving

infrastructure with different average lives shall use a cost weighted average life for scoring

relative to the criteria. If replacing existing infrastructure, the proposal will have both the cost

weighted average useful life of the existing and proposed infrastructures.

Infrastructure

Average Useful

Life 1 Estimated Cost

Cost Weighted

Life

Electrical Service/Distribution –

underground

20

Electrical Utility Pole 20

Electrical Transformer – pad mounted 5

Electrical Transformer – in vault 5

Electrical Generator – free standing 5

Potable Water – piping 25

Potable Water – meters 25

Sewer lines – concrete 50

Sewer lines – brick 90

Sewer lines – metal 40

Storm drains – plastic 25

Storm drains – cast iron 30

Storm drains – metal corrugated 30

Storm drains – concrete 40

Storm drains – ditch/trench 100

Telecommunication – fiber optic

conductors

5

Telecommunication networks between

buildings2

7.5

Inter building communication

infrastructure3

25

Other 4

Subtotals A = sum of

Estimated Costs

B = sum of Cost

Weighted Lives

Cost Weighted Average Useful Life B / A

Notes: 1 Average Useful Life in years is from Section 30.50.10 of the State Administrative &

Accounting Manual Issued by Office of Financial Management unless otherwise noted. 2 California State University Capital Asset Guide, April 2012.

3 University of New Mexico Design Guidelines for Information Technology Infrastructure

Facilities. 4 Provide copy or link to Other data used in analysis.

20

Appendix F – Capital Asset Model

The following Capital Asset Model was adopted February 7, 2013.

Assignable Square Feet per FTE Student

Type of Space

FTE

Type

Academic FTE Vocational FTE Basic Skills FTE

First

1,000 Additional

First

1,000 Additional

First

1,000 Additional

General Classroom 1 12.4 12.4 7.5 7.5 N/A N/A

Basic Skills 2 N/A N/A N/A N/A 27.6 27.6

Science Lab 1 6.0 6.0 3.5 3.5 N/A N/A

Computer Lab (open) 2 3.2 3.2 3.2 3.2 3.2 3.2

Music 2 A one-time allowance of 4,000 asf @ CCs only

Art 2 A one-time allowance of 6,000 asf @ CCs only

Drama 2 A one-time allowance of 5,000 asf @ CCs only

Physical Education ** 2 26.0 10.0 N/A N/A N/A N/A

Library 2 16.8 8.5 16.8 8.5 16.8 8.5

Faculty Office 2 8.1 8.1 10.8 10.8 8.1 8.1

Admin/Student Services 2 8.98 5.13 8.98 5.13 8.98 5.13

Student Center & Related 2 13.19 7.97 13.19 7.97 13.19 7.97

Childcare 2 3.4 3.4 3.4 3.4 3.4 3.4

Central

Stores/Maintenance 2 7.0 4.0 4.0 4.0 7.0 4.0

Auditorium 2 A one-time, total space of 9,000 asf @ CCs and TCs

FTE Type 1: Day On Campus w/o Online (Category 3N)

FTE Type 2: Day On Campus plus Online of same intent regardless of time of day

* Vocational space will be included in the CAM based on a formal analysis of space needs by program

and projected enrollment growth.

** Calculation based on first 500 FTE.

21

Appendix G – Enrollment Forecasting

The State Board staff will provide a ten-year enrollment forecast for each college based on the

previous fall quarter enrollment adjusted for expected population changes over the next ten

years. There will be a total enrollment projection, a projection for sizing classrooms and labs

called “Type 1” FTE, and another for sizing other facilities on a campus called “Type 2” FTE

that includes online enrollment.

The State Board projections include enrollment for academic transfer, workforce and basic skills

courses. The projections exclude enrollment for continuing education courses and courses taught

in prisons.

The Type 1 and Type 2 projections for sizing facilities are based on the peak need for space on

the campus so they exclude evening and weekend enrollments.

High school students taking for-credit classes on the campus during the day through the Running

Start program are included in the State Board enrollment projections.

In general, the State Board’s population-based enrollment projections have been fairly accurate,

but individual college projections can be off by large enough amounts to have an impact on

capital project scoring.

The projections are for a ten year period to account for the time it can take for a capital project to

be funded, designed and constructed. The State Board projections will be provided in early 2017.

If a college would like to provide an alternative ten-year projection for their Type 1 or 2 FTE,

then it should be submitted to the State Board’s capital budget director before May 2017 so it can

be reviewed by State Board staff and a task force from the Research and Planning Council (RPC)

by the end of June 2017.

The RPC task force will provide qualitative feedback on the proposed projection relative to the

following goals:

Consistency with definition of Type 1 or Type 2 FTE

Use of strong and non-derivative data sources

Having a minimum of 10 years of source data

Use of valid statistical approach for building the forecast

Inclusion of “what if” scenarios that explain what may affect the projection

Additional g additional guidance on developing enrollment projections would be provided at the

capital budget development workshops in early 2017.

Time permitting; the RPC task force will review multiple iterations of a college’s projection.

If the college chooses to include the alternative enrollment projection in the PRR, the RPC

feedback will be provided to scorers of the major project proposals for their consideration.

NEW

22

Appendix H – Exterior Circulation Space

The area of a replacement project can be bigger than the building area being replaced by an

amount equal to the exterior circulation area of the building being replaced. The exterior

circulation area is the length of each exterior wall that has at least one classroom door that is the

only student-access to the classroom, time ten-feet. See illustration below.

Roof Overhang

Exterior Wall

Interior Corridor

Classroom Classroom Classroom

Classroom Classroom Classroom

Exterior Circulation Area

10 feet

NEW

23

Appendix I – Allowable Scope Changes after Scoring

Generally, colleges should make every effort to complete the project as proposed.

A college can make changes, for reasons internal to the operation of the college, which are not

likely to have changed the project’s score by following these steps:

1. Describe the proposed change to the State Board’s capital budget director.

2. The State Board’s capital budget director will assess the potential impact of the proposed

change on the objective and subjective criteria used to score the original proposal.

3. If the change would only impact objective components of the criteria; like facility

condition scores, square footage, building age, cost, or utilization; and, if the proposed

change is not likely to have reduced the total score of the objective criteria, the proposed

change will be allowed. The capital budget director will then report the approved change

to WACTC’s capital committee at their next regularly scheduled meeting.

4. If the change could impact the more subjective criteria, the State Board’s capital budget

director will work with the college to provide information to WACTC’s capital

committee for evaluation of the potential impact on the original proposal’s score. If the

WACTC capital committee decides the change it not likely to have reduced the score, the

proposed change will be allowed.

A college has even more flexibility when the project needs to be changed in response to an

external cause.

External causes include, but are not be limited to, construction funding below the requested

level, delays in state funding, unforeseeable mitigation requirements from permitting authorities,

unforeseeable code changes, and unforeseen archaeological impacts. A college can propose a

change due to an external cause by following these steps:

1. Describe the external cause and proposed change to the State Board’s capital budget

director. This may require some documentation to substantiate the cause.

2. The State Board’s capital budget director will work with the college to preserve the scope

and cost of the originally proposed project while mitigating the external cause of the

change.

3. The capital budget director will then report the approved change to WACTC’s capital

committee at their next regularly scheduled meeting.

Neither the capital budget director nor WACTC’s capital committee can create an obligation for

additional state funding for the project. Based on the nature and timing of the change, it may

need approval from the Office of Financial Management or the Legislature.

NEW

Regular Item January 19, 2017 Tab 5

Baccalaureate degree proposals Brief description A conceptual discussion will occur among the State Board for Community and Technical Colleges along with community and technical colleges proposing to offer applied baccalaureate degrees. The Statement of Need document addresses six areas:

• Relationship to institutional role, mission and program priorities • Support of the statewide strategic plans • Employer/community demand for graduates with baccalaureate level of education proposed in the

program • Applied baccalaureate program builds from existing professional and technical degree program

offered by the institution • Student demand for program within service area • Efforts to maximize state resources to serve place-bound students

How does this link to the State Board goals and policy focus The State Board goals are “designed to raise education attainment, open more doors to education–particularly for our fast-growing adult population–and build upon our tradition of excellence.” Colleges offering applied baccalaureate degrees meet the needs of changing economies by increasing the number of skilled employees in the areas of greatest need. Through applied baccalaureate degrees, colleges create greater access to higher education by enrolling underserved populations, particularly place-bound working adults, and ensure community and technical colleges are affordable and accessible for students. The following three goals are addressed through the approval process of applied baccalaureate degree programs:

• Promoting student achievement and success by increasing the number of applied baccalaureate degrees conferred;

• Increasing access to post-secondary education by enrolling more underrepresented, first generation and adult students, active military, veterans and their dependents, and develop means to attract former students needing credits for degrees, certificates, or credentials;

• Building on the system’s strength and successes by ensuring balance among mission areas: basic skills, workforce, transfer and applied baccalaureate.

To date, the State Board has approved 75 applied baccalaureate/baccalaureate degree programs at 27 colleges with students currently enrolled in 45 programs at 19 colleges. Twelve proposals are engaged in the approval process, and eight colleges have expressed interest in 19 additional programs. (Attachment A: Applied baccalaureate degree programs)

Background information and analysis 5a) Columbia Basin College – BAS in Teacher Education Columbia Basin College proposes a Bachelor of Applied Science in Teacher Education beginning fall 2018 leading to Washington Residency Teacher Certification with an endorsement in elementary education (K-8) to prepare students for teaching positions in Benton and Franklin Counties. This degree

Tab 5

2

creates a pathway for para-educators, preschool teachers, and childcare providers to use their Associate of Applied Science degree in Early Childhood Education as a foundation for broader job opportunities and higher wages. By enhancing already strong institutional links with target districts (Richland, Kennewick, and Pasco) that are experiencing teacher shortages as the population increases, this program will assist in the development of teachers in high-need areas that are primarily from local diverse communities. This proposed degree would be Columbia Basin College’s seventh applied baccalaureate degree.

Potential questions • Does the college proposal for applied baccalaureate degree meet the vision, mission and goals of their

respective college? • Does the proposed applied baccalaureate degree serve the current and future needs of the colleges’

region and the state? • Does the proposed applied baccalaureate degree support the State Board for Community and Technical

College goals and policy focus?

Recommendation/preferred result Staff will provide a brief overview of the applied baccalaureate degree proposal. Board members will have an opportunity to discuss the applied baccalaureate proposal with college representatives in the context of meeting college and system goals. Policy Manual change Yes ☐ No ☒ Prepared by: Joyce Hammer, director of transfer education

360-704-4338, [email protected]

Tab 5 Attachment A

Page 1 of 5

Washington’s Community and Technical Colleges Applied baccalaureate degree programs January 2017

College BUSINESS/MANAGEMENT Status Outcomes thru September 2016

Projected Cohort Size

Annual FTE 2015/16

Bates Public Safety Administration Intent expressed Bellevue Applied Accounting Began fall 2015 14/52 FTE 12 Bellevue Digital Marketing Beginning winter 2017 15 FTE Bellevue Applied Business Management Intent expressed Bellingham Operations Management Beginning fall 2016 25/57 FTE Centralia Applied Management Began 2012 70 graduates 30/62 FTE 56 Clark Applied Management Beginning fall 2016 33/99 FTE Clover Park Operations Management (formerly Manufacturing

Operations) Began 2014 8 graduates 25/50 FTE 13

Clover Park Facility Management Intent expressed Columbia Basin Applied Management Began 2009 222 graduates 35 FTE 87 Columbia Basin Project Management Began 2013 48 graduates 40 FTE 71 Grays Harbor Organizational Management Began fall 2016 25 FTE Green River Marketing and Entrepreneurship Began winter 2015 10 graduates 48/72 FTE 58 Green River Applied Management Intent expressed Highline Global Trade and Logistics Began 2014 10/15 FTE 14 Lake Washington Transportation, Logistics, & Supply Chain

Management (formerly Transportation and Logistics Management)

Began 2014 5 graduates 25/50 FTE 16

of 5

Olympic Organizational Leadership & Technical Management Began fall 2015 20 FTE 24

Peninsula Applied Management Began 2007 143 graduates 20/40 FTE 52 Seattle North International Business Began 2013 18 graduates 50 FTE 45 Seattle North Residential and Commercial Property Management Beginning Fall 2017 20 FTE Seattle South Hospitality Management Began 2007 161 graduates 20 FTE 50 Seattle South Workforce and Trades Leadership Board Review May

2016 20 FTE

Spokane Falls Applied Management Beginning fall 2016 20 FTE 3 Yakima Valley Applied Business Management Began 2014 23 graduates 28/60 FTE 55 Walla Walla Applied Management & Entrepreneurship Intent expressed College ENVIRONMENT, NATURAL RESOURCES, &

OTHER STEM Status Outcomes

thru August 2016


Bellevue Molecular Biosciences (STEM) Beginning fall 2016 9/31 FTE

Bellingham Engineering Technology Beginning fall 2016 15 FTE Cascadia Sustainable Practices (STEM) Began fall 2015 66 FTE 16 Centralia Diesel Technology Began fall 2014 5 graduates 24/53 FTE 18 Columbia Basin Engineering Technology Intent expressed Columbia Basin Nuclear Technology Intent expressed

Green River Aeronautical Science Began spring 2016 20/40 FTE 5 Green River and Grays Harbor (Joint)

Forest Resource Management Began winter 2016 48 FTE 3

Skagit Valley Environmental Conservation Began fall 2014 5 graduates 20 FTE 21 Seattle South Sustainable Building Science Technology Began fall 2014 6 graduates 20 FTE 20

Walla Walla Applied Sustainable Agricultural Systems Intent expressed

of 5

Wenatchee Valley Engineering Technology Beginning fall 2016 15 FTE

College HEALTH CARE/WELLNESS Status Outcomes thru August 2016


Bellevue Radiation and Imaging Sciences Began 2007 97 graduates 20 FTE 24 Bellevue Healthcare Infomatics (formerly Healthcare

Technology and Management) Began 2011 27 graduates 30/61 FTE 57

Bellevue Nursing RN-B Began 2012 39 graduates 20/30 FTE 24 Bellevue Health Promotion and Management Beginning fall 2016 15/30 FTE Bellevue Healthcare Management and Leadership Beginning fall 2016 34/60 FTE Clark Dental Hygiene Began summer 2015 25 graduates 17/53 FTE 62 Columbia Basin Nursing RN-B Beginning fall 2016 18/36 FTE Columbia Basin Dental Hygiene Beginning fall 2017 18 FTE Columbia Basin Health Care Administration Intent expressed Green River Nursing LPN-BSN Intent expressed Highline Behavioral Science - Youth Development Began fall 2014 15 FTE 26 Highline Respiratory Care Began fall 2014 8 graduates 15 FTE 10 Lake Washington Behavioral Healthcare Board Review Sept.

2016 15 FTE

Lake Washington Funeral Service Education Board Review Sept. 2016

15 FTE

Lake Washington Public Health Administration Began fall 2014 16 graduates 35 FTE 32 Lake Washington Dental Hygiene Beginning summer

2017 30/60 FTE

Lake Washington Nursing BSN Board Review May 2016

24/96 FTE

Lake Washington Exercise Science Intent expressed Olympic Nursing RN-B Began fall 2007 188 graduates 70 FTE 34 Pierce Homeland Security-Emergency Management Beginning winter 2017 20/30 FTE Pierce-Ft. Steilacoom

Dental Hygiene Beginning fall 2016 20/40 FTE

of 5

Seattle Central Behavioral Sciences Began fall 2009 124 graduates 20/40 FTE 45 Seattle Central Allied Health Science Began fall 2014 32 graduates 30/179

FTE 76

Seattle Central Nursing RN-B Began fall 2017 18/60 FTE Spokane Respiratory Care Beginning fall 2017 20 FTE Tacoma Community Health Board Review Sept.

2016 12 FTE

Tacoma Health Information Management Beginning fall 2016 15/30 FTE

Wenatchee Valley Nursing RN-B Beginning 2017 25/38 FTE Yakima Valley Dental Hygiene Beginning fall 2016 18/24 FTE College INFORMATION TECHNOLOGY Status Outcomes

thru August 2016


Bellevue Information Systems and Technology Began fall 2013 20 graduates 50 FTE 48 Bellevue Data Analytics Began fall 2014 20 FTE 25 Bellevue Computer Science (BS) Beginning fall 2016 60 FTE Bellevue Digital Media Arts Intent expressed Cascadia Information Technology: Application Development Board Review Sept.

2016 18 FTE

Centralia Information Technology: Application Development Beginning fall 2016 20 FTE Centralia Information Technology: IT Networking Intent expressed Clover Park Computer Integrated Manufacturing Intent expressed Columbia Basin Cyber Security Began winter 2013 16 graduates 40 FTE 59 Columbia Basin Information Technology Beginning fall 2017 20 FTE Green River Information Technology: Network Administration and

Security Began fall 2013 41 graduates 48 FTE 61

Green River Information Technology: Software Development (STEM)

Began fall 2014 12 graduates 48 FTE 45

Highline Cyber Security and Forensics Began winter 2014 7 graduates 15 FTE 30 Lake Washington Applied Design Began 2009 103 graduates 22 FTE 44

of 5

Lake Washington Information Technology: Application Development-Software Development

Beginning winter 2017 25 FTE

Lake Washington Digital Gaming and Interactive Media Beginning fall 2017 20/40 FTE Olympic Digital Filmmaking Board Review Sept.

2016 15 FTE

Olympic Information Systems (STEM) Began fall 2014 7 graduates 20 FTE 31 Renton Application Development (STEM) Began winter 2015 20 FTE 15 Renton Information Technology: Networking Board Review Feb.

2016 10 FTE

Seattle Central Information Technology: Networking Beginning fall 2016 20 FTE Seattle North Application Development Began fall 2014 11 graduates 20 FTE 35 Spokane Falls Cyber Security Board Review Sept.

2016

Spokane Falls Information Systems & Technology Began winter 2016 15 FTE 5

Whatcom Information Technology: Networking Beginning fall 2017 15 FTE Yakima Valley Information Technology: Networking Began fall 2015 12 FTE 17 College EDUCATION Status Outcomes

thru August 2016


Centralia and Grays Harbor

Teacher Education: Elementary Education and Special Education

Beginning fall 2017 15 FTE

Columbia Basin Teacher Education 30-Day Review 20/50 FTE Edmonds Child, Youth, and Family Studies Beginning spring 2017 20-25 FTE Green River Early Childhood Education Intent expressed Green River and Highline

Teacher Education Intent expressed

Highline Teacher Education/Early Childhood Education Board Review Sept. 2016

15 FTE

Lake Washington Early Childhood Education Intent expressed Pierce Teaching Beginning winter 2017 15/48 FTE

of 5

Seattle North Early Childhood Education Beginning winter 2016 20/50 FTE 13 Seattle South Professional Technical Teacher Education Began fall 2012 12 graduates 12/20 FTE 21 Yakima Valley Teacher Education Board Review Sept.

2016 25 FTE

College OTHER Status Outcomes thru August 2016


Bellevue Interior Design Began fall 2009 211 graduates 44/83 FTE 72 Green River Court Reporting and Captioning Intent expressed Columbia Basin Criminal Justice Intent expressed Total 1720

graduates

Applied Baccalaureate Degree Program

Statement of Need

Columbia Basin College Bachelor of Applied Science

Teacher Education

October 23, 2016

COVER SHEET

STATEMENT OF NEED Program Information

Institution Name: Columbia Basin College

Degree Name: BAS Teacher Education CIP Code:

Name(s) of existing technical associate of applied science degree(s) that will serve as the foundation for

this program:

AAS Early Childhood Education CIP Code: 13.1210 Year Began: 1975

CIP Code: Year Began:

Proposed Start Implementation Date ( i.e. Fall 2014): Fall 2018

Projected Enrollment (FTE) in Year One: 20 Full Enrollment by Year Four: 40

Funding Source: State FTE: ☒ Self-Support: ☐ Other: ☒

Mode of Delivery

Single Campus Delivery: Combination of on campus and hybrid courses

Statement of Need: Page Limit: 20 pages

Contact Information (Academic Department Representative)

Name: Daphne Larios

Title: Dean Transitional Studies

Address: 2600 N. 20th Ave., Pasco, WA 99301

Telephone: 509-542-4562

Email: [email protected]

Chief Academic Officer

Vice President for Instruction

Virginia M. Tomlinson, Ph.D.

Date


Columbia Basin College BAS in Teacher Education Statement of Need Page 1

Table of Contents

APPLIED BACHELOR DEGREE STATEMENT OF NEED ..................................................................................... 2

Introduction .............................................................................................................................................. 2

Criteria 1: Relationship to institutional role, mission, and program priorities. ....................................... 2

Mission .................................................................................................................................................. 2

BAS Degree in Teacher Education Student Outcomes .......................................................................... 4

Criteria 2: Support of the statewide strategic plans. ............................................................................... 4

Criteria 3: Employer/community demand for graduates with baccalaureate level of education

proposed in the program. ......................................................................................................................... 5

Criteria 4: Applied baccalaureate program builds from existing professional and technical degree

program offered by the institution. .......................................................................................................... 9

Criteria 5: Student demand for program within the region................................................................... 10

Enrollment Projections ....................................................................................................................... 11

Criteria 6: Efforts to maximize state resources to serve place-bound students. ................................... 12

Place-Bound Students ......................................................................................................................... 12

Regional Teacher Education Programs ............................................................................................... 13

Conclusion ............................................................................................................................................... 14

Appendix A .............................................................................................................................................. 15


APPLIED BACHELOR DEGREE STATEMENT OF NEED

Introduction

Tri-Cities is the third largest metropolitan area in Washington and still growing. While population growth is occurring throughout the Mid-Columbia region, nowhere is the growth more apparent than in schools of the Tri-Cities. The three largest school districts in the region, Richland, Kennewick, and Pasco, are scrambling to build schools and find teachers. Examples of growth include:

“Pasco ranks No. 10 for population growth in Washington.” July 2, 2016 Tri-City Herald1 Richland school district is petitioning for changes to State Growth Management Act so they can keep up with the need to build new schools. Forecasts are predicting increases of 400-500 students each year. September 28, 2016 KONA Radio 2

The growth in the region along with the state-wide teacher shortage has created a need for more teacher education options in the Mid-Columbia.3 Columbia Basin College serves Benton and Franklin counties, home of the Tri-Cities. CBC proposes a new option for teacher education with the creation of the Bachelor of Applied Science in Teacher Education (BASTE). The new program will build on the current Associate of Applied Science in Early Childhood Education. CBC has the capacity to deliver a bachelor degree in teacher education using existing facilities. Current faculty are qualified to deliver upper division courses needed for the BASTE degree. CBC currently offers five BAS degrees and will begin offering the BSN in Spring 2017. CBC is prepared to add this program in Teacher Education.

Criteria 1: Relationship to institutional role, mission, and program priorities.

Mission

CBC exists in an environment of diversity, fairness, equity and sustainability to ensure that the people of Benton and Franklin counties have access to educational programs providing sufficient knowledge for higher educational achievement, meaningful employment, basic skills development, cultural enrichment, and physical and emotional well-being.

A major part of CBC’s mission is to provide access to educational opportunities in our service district which allow our population to gain meaningful employment. One of CBC’s priorities is to build on current AAS programs which allows local employees the opportunity to return to

1 http://www.tri-cityherald.com/news/local/article87445537.html

2 http://www.rsd.edu/media/316/kona928.mp3

3 http://www.k12.wa.us/LegisGov/2016documents/SubShortageSurvey.pdf

http://www.tri-cityherald.com/news/local/article87445537.html

http://www.rsd.edu/media/316/kona928.mp3

http://www.k12.wa.us/LegisGov/2016documents/SubShortageSurvey.pdf


CBC for advanced degrees and/or increased skills. The bachelor degree programs are created strategically to meet Benton and Franklin counties’ economic and workforce development needs. The Tri-Cities – Pasco, Kennewick, and Richland, is a leading economic growth area in Washington State.4 Because of the growth in the area and increased population, the need for qualified K-8 teachers is critical. Based on the recommendations of the Early Childhood Education Advisory Board and input from local school districts, CBC has chosen to create the BAS Degree in Teacher Education. This degree will provide the knowledge and experience necessary to prepare students for teaching jobs in Benton and Franklin Counties. Columbia Basin College provides access to education for a diverse population of students. Rural, first generation, non-traditional and second-career students who typically stay and work in the Tri-Cities and their communities attend CBC. Students who graduate from the Early Childhood Education (ECED) Program are consistently hired by childcare facilities in the area. Table 1 shows the number of ECED AAS graduates that transferred into teacher education programs at universities in recent years. Table 1

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 Total

13.0101 19 19 25 17 15

95

13.1001 1

5

2

3 11

13.1200 3 4 1 3 1 9 17 38

13.1300 4 10 10 5 7 6 7 49

Total 27 33 41 25 25 15 27 193

CIP Code Catagories: 13.0101 Education, General 13.1001 Special Education and Teaching 13.1200 Teacher Education and Professional Development, Specific Levels and Methods 13.1300 Teacher Education and Professional Development, Specific Subject Areas

Most school district employees working as aides and paraeducators have an AAS degree, which is a not a transfer degree. Because of their experience working with children in the schools, they understand what it takes to be a teacher and are ready to take on the challenge. The BASTE will give them a path to a bachelor’s degree which accepts their ECED AAS credits toward degree requirements, rather than attend a transfer institution where their credits may be accepted as elective credit.

4 http://www.tridec.org/site_selection/tri-cities_economy/ 1.6.15

http://nces.ed.gov/ipeds/cipcode/cipdetail.aspx?y=55&cipid=88108



http://www.tridec.org/site_selection/tri-cities_economy/


The BASTE will prepare college students to become Washington State certified teachers in K-8 classrooms. The degree emphasizes early developmental processes and principles that apply to children starting at birth. Successful completion of the program leads to a recommendation from CBC to receive a Washington State Teacher Certification as well an endorsement in elementary education (K-8).

BAS Degree in Teacher Education Student Outcomes

1. Communicate and collaborate effectively with children, parents/guardians, peers, administrators and the community.

2. Recognize individual differences and learning styles and modify activities to meet the learner’s needs.

3. Design, facilitate, and evaluate age and developmentally appropriate learning exercises for students in K-8.

4. Use assessment data to profile student learning and communicate information about student progress and achievement.

5. Analyze the relationship between instruction and student learning in order to improve teaching practice.

6. Foster positive, inclusive, learning settings in cognitive, behavioral, language, physical, and social domains.

7. Integrate and model the use of technology in the classroom.

Criteria 2: Support of the statewide strategic plans.

By developing the BAS in Teacher Education, CBC continues to support the statewide strategic plan and mission goals. The following table describes how additional BAS degrees support specific challenges as described in the SBCTC Mission Study. Table 2: BASTE Degree Program Response to SBCTC Mission Study

Challenges Selected from the Ten

Challenges in the 2008/2010 SBCTC

Mission Study

CBC BAS-TE Response to Key Areas of the

Ten Challenges

Challenge #1. Serve more people,

including groups who have been

underserved in the past.

CBC has been recognized as a Hispanic-serving institution, or HSI, since 2012. To qualify as an HSI the college must have at least 25 percent Hispanic student population. “Franklin County is the first county in the region to have a majority of Hispanics in its population.” (Franklin County Profile, May 2012). In 2010, the Franklin county Hispanic population was 51.2% of the population compared with 11.2% in the state (Franklin County Profile, May 2012). 76% of CBC’s Hispanic students (as opposed to 28% of CBC’s Caucasian students) are first generation students. Historically, first generation students are an underserved


population. This population also tends to be place bound due to family obligations. The more local BAS programs that are available to these students the more likely they will be to continue their education past a certificate or an AAS degree.

Challenge #4. Contribute to the

production of more baccalaureate

degrees.

The BAS Degree in Teacher Education provides an additional opportunity for place-bound citizens and currently employed school district personnel to complete a baccalaureate degree and meet local employment demands.

Challenge #8. Build a 21st century

learning infrastructure.

Courses will be supported with the most current technology including: multi-media, on-line resources and a student friendly Learning Management System (LMS). Distance technologies will be supported by the campus e-learning team.

The new BAS in Teacher Education program will also add to the number of adults in Washington who have a postsecondary credential. Increasing this number directly contributes to the Washington Student Achievement Council goal of at least 70% of Washington adults, ages 25-44, having a postsecondary credential by the year 2023.5 In summary, Columbia Basin College recognizes the need for the BASTE degree to meet school district needs in our region along with the statewide teacher shortage. The BASTE faculty will collaborate with and support school districts within the region by preparing highly trained professionals to meet employment needs. The BASTE program is the next step on the Teacher Education career pathway providing CBC graduates and local school district employees an alternative for completing a bachelor’s degree and promoting the ideal of lifelong learning.

Criteria 3: Employer/community demand for graduates with baccalaureate level of education proposed in the program. The Tri-Cities – Pasco, Kennewick, and Richland, is a leading economic growth area in Washington State.6

“The comparatively robust economy we continue to enjoy would be the

envy of many a community across this nation. And it's expected to get

5 http://www.wsac.wa.gov/the-roadmap

6 http://www.tridec.org/site_selection/tri-cities_economy/ 12.2.13

http://www.wsac.wa.gov/the-roadmap

http://www.tridec.org/site_selection/tri-cities_economy/


even better. Business leaders see job growth ahead in the categories of

tourism, health care, retail, manufacturing and agriculture.”7

From 2010 - 2014, West Richland and Pasco grew 11 percent, Richland grew 9 percent and Kennewick, 4 percent.8 All of this growth has created a demand for more schools and teachers.

School Districts in CBC Service Area: # of students as of May 20169

Finley School District 921

Kennewick School District 17,858

Kiona-Benton School District 1,467

North Franklin School District 2,096

Pasco School District 17,409

Richland School District 13,324

Total 53,075

According to the U.S. Bureau of Labor Statistics, elementary and middle school teacher positions will see a 6% growth nationwide (table 3). These occupations are listed as in demand occupations throughout Washington including Benton and Franklin counties.

Table 3 Benton Franklin Counties WDA Occupational Outlook

Avg Annual Openings 2014-2024

Long Term Trend

Elementary school teacher not special education10

128 6% Growth

Middle school teacher not special education11

52 6% Growth

Total Average Opening 2014-24 180

The school districts are in desperate need of teachers. The three largest school districts, Richland, Pasco and Kennewick, have all held job fairs in October to hire teachers the following fall. Districts recruit new teachers and current students who will graduate by the next school year. In some instances, school districts have hired students before they have completed their

7 http://www.tri-cityherald.com/2014/02/17/2833369_our-voice-economic-outlook-

bright.html?rh=1#storylink=cpy

8 http://www.tri-cityherald.com/news/local/article32225670.html 9 http://reportcard.ospi.k12.wa.us/summary.aspx?groupLevel=District&schoolId=1&reportLevel=State&yrs=2015-

16&year=2015-16

10 https://fortress.wa.gov/reports-publications/occupational-reports/occupations-in-demand/occupation-

detail?soc=252021&area=000011

11 https://fortress.wa.gov/reports-publications/occupational-reports/occupations-in-demand/occupation-

detail?soc=252022&area=000011

http://www.tri-cityherald.com/2014/02/17/2833369_our-voice-economic-outlook-bright.html?rh=1#storylink=cpy

http://www.tri-cityherald.com/2014/02/17/2833369_our-voice-economic-outlook-bright.html?rh=1#storylink=cpy

http://www.tri-cityherald.com/news/local/article32225670.html

http://reportcard.ospi.k12.wa.us/summary.aspx?groupLevel=District&schoolId=1&reportLevel=State&yrs=2015-16&year=2015-16

http://reportcard.ospi.k12.wa.us/summary.aspx?groupLevel=District&schoolId=1&reportLevel=State&yrs=2015-16&year=2015-16

https://fortress.wa.gov/reports-publications/occupational-reports/occupations-in-demand/occupation-detail?soc=252021&area=000011





student teaching requirement. Some districts have gone as far as offering hiring bonuses. District representatives regularly attend job fairs outside the area to attract new teachers. However, this approach has not been fruitful. Because of the nationwide teacher shortage, potential hires can find jobs in their own areas and do not need to relocate. In the last few years, emergency hiring has been required to fill teaching positions in this region. These emergency hires only have a bachelor’s degree without any teaching experience, and many lack basic teaching credentials. This situation is distressing for district HR departments.12 CBC contacted the local school districts to inquire of the number of teachers hired recently. Two of the largest districts, Kennewick and Richland, responded (D. Larios, personal communication, October 10, 2016). Richland School District Teachers Hired

Grades 2015-16 2016-17

K-5 76 57

6-8 24 18

Kennewick School District Teachers Hired

Grades 2014-15 2015-16 2016-17

K-5 19 62 48

6-8 11 32 25

Pasco School District Teachers Hired

Grades 2015-16 2016-17

K-12 90 106

Doug Christensen, the Assistant Superintendent of Human Resources at Kennewick School District, added to his response “Anything you can do to train more teachers would be great!” (D. Larios, personal communication, October 10, 2016). Contributing to the teacher shortage is the lack of interest in pursuing teaching as a career. Teacher advocates say stagnant pay and challenging working conditions have driven veteran teachers to retire and students to choose other careers. 13 CBC’s marketing efforts will focus on the availability and affordability of degrees in education and the extra benefits of pursing education as a profession. Loan forgiveness programs are in place to reward and encourage individuals to enter and stay in the teaching profession. Students could be eligible for loan forgiveness of amounts up to $17,500.14 Teachers can choose to pursue a Master’s degree in Education or National Board Certification which will qualify them for additional pay. After having taught, teachers can also apply to participate in mentoring programs for new incoming teachers in local districts. Other aspects of teaching will be highlighted to increase interest in the profession, including the school schedule and the fulfilling nature of preparing the next

12

http://www.tri-cityherald.com/news/local/education/article39656778.html

13 http://www.tri-cityherald.com/news/local/education/article39656778.html

14 https://studentaid.ed.gov/sa/repay-loans/forgiveness-cancellation/teacher




generation of citizens. CBC is committed to marketing not only the teacher education degree, but also to marketing the additional benefits of teaching as a rewarding profession.

Supply/Demand Gap Analysis

Within the region, Washington State University-TriCities and Heritage University offer teacher education bachelor’s degree programs with an average combined total of 50 graduates per year. As shown in Table 4, even with the addition of the CBC program, the supply gap will remain sizable.

Table 4: Supply Gap Analysis

Year Demand CBC Service District Openings (1.7% Growth Rate)15

Supply Gap

2016 128 50 -78

2017 137 50 -87

2018 146 50 -96

2019 157 50 -107

2020 168 75* -93

2021 180 90 -90

2022 192 90 -92

*First CBC graduates introduced into supply. According to Economic Modeling Specialists Inc. (EMSI), the predicted growth of teaching jobs in the region will be 1.7% per year. Given the predicted growth of the region, the demand for teachers in Benton Franklin counties, and the educational expectations for employment in this field, the BASTE degree is an excellent option for local students and residents. In addition, the graduates from the BASTE program will contribute to closing the need gap for teachers in Washington. The Washington Office of the Superintendent of Public Instruction surveyed principals of Washington Elementary schools. The results show the critical need for more teachers in the state.

“According to a survey of principals conducted in November 2015, 45% of them were not able to employ all of their needed classroom teachers with fully certified teachers who met the job qualifications. More than 80% were required to employ individuals as classroom teachers with emergency certificates or as long-term substitutes. Ninety-three percent indicated that they were “struggling” or in a “crisis” mode in finding qualified candidates.”16

15

Demand increase based on SOC 25-2021 Elementary School Teacher not Special Education EMSI data for Benton

and Franklin counties https://w.economicmodeling.com/analyst/?t=261GV#h=6gJvt&page=occupation_report

16 http://www.k12.wa.us/LegisGov/TeacherShortage.aspx

http://www.k12.wa.us/LegisGov/TeacherShortage.aspx


Criteria 4: Applied baccalaureate program builds from existing professional and technical degree program offered by the institution.

The proposed BAS Degree in Teacher Education will build on the established Early Childhood Education AAS degree. Early Childhood Education (ECED) is designed to prepare students for employment in a variety of early childhood settings. Course content focuses on the educational and developmental needs of children from birth to age eight. The ECED program combines theory and practical experience with emphasis placed on active student involvement. Coursework includes participation, observation, and practical experience. Students may enroll in the ECED program at the beginning of any quarter on either a full or part-time basis. Most courses are offered in the evenings or on Saturdays to accommodate the varied schedules of working students. CBC has had an active ECED program since 1975. The program has one full-time instructor who is endorsed to teach K-8. She also serves as the faculty advisor. In addition, the program has a full-time program coordinator. CBC utilizes community professionals to teach specialized courses. For example: a nurse teaches the health, safety, and nutrition course, and a librarian teaches the children’s literature course. The CBC Early Childhood Education program also has strong ties to the community. Many child care centers request that CBC students complete required practicums at their facilities. The advisory committee is comprised of ECED professionals from large private preschools, home childcare centers, head start, and the local educational service district. ECED Program Goals Upon completion of the early childhood education program, successful students demonstrate both practical skills and foundational knowledge of best practices in early care and education in order to:

Understand and apply the principles of child development and learning for children birth to age eight

Create a nurturing child-centered environment that considers the needs of the whole child

Design curriculum and assessments that are developmentally appropriate and responsive to the diverse needs of children

Practice current first-aid, health, and safety techniques Demonstrate the ability to select guidance strategies tailored to the unique needs of

each child Utilize core knowledge of the early childhood field to demonstrate intentional decision-

making about policies and practices for children Engage with children, families, colleagues, community, and society ethically and

professionally Enter the workforce prepared to deliver quality services to young children and their

families in a variety of settings


By building the BASTE program on the foundation of the ECED AAS, the degree program will attract students who are already interested in teaching and have knowledge of early childhood development. Specifically, these students will have basic knowledge of curriculum development, language and literary development, exceptional child strategies, child development, child family community relationships, and classroom management. These topics provide the foundation for the outcomes of the BASTE degree. There is a natural fit between the students’ prior learning and the expected outcomes of the baccalaureate degree. Washington State Department of Early Learning regulates the laws for early childhood education and requires stackable certificates which can lead to an ECED AAS degree. These certificates are offered within the CBC ECED degree program. Each certificate is aligned with the early childhood education degree and provides a clear pathway for students. Students have the option to focus on a specific subject within ECE such as family childcare, school age care, and early learning facility administration. Unique to CBC’s program is the multicultural education course which focuses on diversity in the classroom. This subject is important for graduates because of the demographics of Benton/Franklin Counties. The general education requirements are comprised of transfer level courses so the students can easily utilize their general education courses in a baccalaureate program. The instructor for the Early Childhood Education department is a member of the National Association for the Education of Young Children (NAEYC) and the Washington Association for the Education of Young Children (WAEYC). The full-time ECED instructor attends the NAEYC and WAEYC conferences to keep up-to-date with changes in the industry. The CBC Early Childhood Education program has a history of offering quality instruction taught by highly skilled instructors. The importance of degree completion is stressed to all students, and students are supported throughout the program to enable them to complete degrees. Graduates of the program quickly find jobs and some start their own home childcare business. This support and encouragement will continue as the standard for the BASTE degree.

Criteria 5: Student demand for program within the region.

To determine student interest in a BAS Degree in Teacher Education, a survey was administered to CBC Early Childhood Education students. Seventy-four students completed the survey. Particularly enlightening questions and responses are provided below:

1. Do you intend to obtain a 4-year degree from any college? 39 (58%) students responded yes.

2. When asked to rate the influence items would have on their decision to enroll in the BAS Degree program in Teacher Education, the top answers were: Job Marketability 74% Career Advancement 81%


3. Please respond to the items below regarding your opinions about the Bachelor of Applied Science degree in Teacher Education. 44% (31) students replied: I would like to enroll in the Teacher Education Bachelor's degree program.

4. How likely is it you would pursue a Bachelor of Applied Science Degree in Teacher

Education at CBC? 67% (49) responded that they would definitely or probably pursue a Bachelor of Applied Science Degree in Teacher Education at CBC. Of these, 45 students requested more information regarding the degree.

Enrollment Projections

Graduates of the Early Childhood Education AAS degree will be eligible to apply for the BASTE degree. A large number of qualified students will serve as the pipeline for the BAS Degree in Teacher Education program. Students who have completed certificates in ECED could return to CBC, finish the AAS ECED, and then transition into the BASTE program. Table 5 provides an overview of the AAS Early Childhood Education completions for the past six years.

Table 5 AAS Early Childhood Education Completions

Academic Year ECE Certificate Completions ECE AAS Degree Completions

2010-11 9

2011-12 18 10

2012-13 0 13

2013-14 14 12

2014-15 13 13

2015-16 91 8

Total 136 65

.

The 2010-2016 data reveal 65 students, graduates from the CBC Early Childhood Education program, will be eligible to proceed directly into the BASTE program. Additionally, 136 students have completed ECED certificate programs. These students could finish their AAS in ECED and then enter the BASTE program. Individuals currently employed as paraeducators in the local school districts are also potential students. Most paraeducators have an AAS in Paraeducation or Early Childhood Development.


Because an AAS in Paraeducation is a terminal degree and not tranferable, the only option for paraeducators to pursue teaching is to complete a four-year program. The BASTE will provide a new pathway for these individuals and an attractive option because the program will be designed for working adults.

School Districts in CBC Service Area: # of Paraeducators as of October 2016

Finley School District 17

Kennewick School District 268

Kiona-Benton School District 22

North Franklin School District 13

Pasco School District 271

Richland School District 241

Total 832

The ECED office gets many inquiries regarding a teacher education pathway. Interested students are referred to teacher education programs at other colleges or universities and informed that all programs do not accept ECED credits toward degree requirements in transfer. Based on the number of ECED graduates and underserved populations, Table 6 lists the BASTE enrollment projections for the first five years of the program.

Table 6: BASTE Enrollment Projections

Year 2018-2019 2019-2020 2020-2021 2021-2022 2023-2024

Full-Time

Students 15 26 30 40 40

Part-Time

Students 10 24 10 10 20

FTE’s 20 38 50 50 50

BASTE

Graduates 0 25 40 50 50

Criteria 6: Efforts to maximize state resources to serve place-bound students.

Place-Bound Students

Working adults in the region will benefit from a local BASTE degree because they will be able to continue working while going to school. The ECED program has always offered evening courses


because most of the students are working in childcare during the day. As with other BAS degrees at CBC, the courses in the BASTE degree program will be scheduled for the working student. A combination of on-ground and hybrid classes, meeting one night a week and utilizing the course management system, will be offered. Hybrid courses allow students to receive face-to-face guidance from the instructor and network with other students as well as use technology to minimize travel to campus. Current BAS students in other CBC BAS programs respond favorably to the hybrid schedule.

Regional Teacher Education Programs

CBC leadership have met with WSUTC and Heritage University leadership and discussed this proposed BAS in Teacher Education. Both institutions have expressed concerns with CBC offering this applied baccalaureate degree and the potential impact on their own teacher education programs. WSUTC recently received a grant to develop a new bachelor’s pathway for paraeducators with transferable associate’s degrees. WSUTC, however, does not currently accept in transfer any Early Childhood Education courses to satisfy degree requirements in their Education program. As described earlier, the proposed BASTE is built on our AAS in Early Childhood Education, which is not a transferable degree. The path proposed by this BASTE provides a unique path for graduates of the ECED program and fills a gap in education options for our service area.

CBC continues to have conversations with WSUTC about the unique nature of the BAS degree. The BAS degree is built upon a degree (AAS) that is not recognized by the university as preparation for upper-division status. CTCs are authorized to provide the BAS pathway which recognizes the foundational knowledge and experience gained through completion of the AAS degree.

Heritage University currently accepts credits from our Early Childhood Education program. The proposed BASTE degree, preparing students for certification in k-8, is an option provided by Heritage. Heritage also offers certification in secondary and early childhood education. One strength of the Heritage program is its focus on second language instruction. CBC will continue to refer students to Heritage for whom second language instruction is a priority.

CBC will continue to refer students to WSUTC who have earned a transferable degree from CBC. Students with the AAS from CBC and who wish to pursue secondary certification or earn a second language focus will be referred to Heritage University.

All three institutions, WSUTC, Heritage and CBC, have a common goal to prepare qualified teachers and to meet the documented need for teachers in Benton and Franklin counties. Even with the addition of this BAS, maximum enrollment in teacher education programs at all three institutions will not meet the need for teachers in Benton and Franklin counties. Currently, approximately 30 students graduate from the WSU program each year, and approximately 20 students graduate from the Heritage program. The new CBC BASTE program plans to graduate 50 students annually. Again, the total number of graduates of all three programs will still be insufficient to meet current and projected demand for teachers in this region. CBC Early Childhood Education AAS graduates will be able to continue on to the BASTE without taking additional courses. Graduates from nearby Walla Walla Community College (approx. 45


miles), Big Bend Community College (approx. 78 miles), and Yakima Valley Community College (approx. 88 miles) will also be able to transfer directly into the BASTE program after receiving an AAS in ECED at their colleges. CBC’s Early Childhood Education Department collaborates with the CTC Center of Excellence for Careers in Education by attending Center sponsored events and using Center provided instructional resources. The department personnel are also active on the Early Childhood Teacher Preparation Council. Contact has been made with the informal statewide BAS in Teacher Education group. This group is available to all colleges interested in starting a BAS in Teacher Education. The purpose of the group is to share curriculum and best practices so there is consistency throughout the state BASTE programs. CBC personnel attended a new program approval orientation meeting presented by the Public Education Standards Board (PESB) on October 6, 2016. CBC will work closely with the PESB to complete the PESB program approval process to become an approved teacher education program in Washington.

Conclusion

CBC’s service district of Benton and Franklin counties has a documented need for elementary and middle school teachers. CBC’s diverse population consists of students who typically stay and work in the community after graduation. Graduates from the BASTE program will likely know the children, know their culture and have strong community connections. These potential graduates live in the community and will stay in the schools, once hired. They will be committed to being excellent teachers who will work to ensure strong academic achievement for children in this region. Columbia Basin College is prepared and experienced in offering Bachelor of Applied Science degrees. The addition of a BAS Degree in Teacher Education will allow students to reach another level of education in this field of study. Successful graduates will be qualified to fill current and future teaching positions in the Benton/Franklin county region.


Appendix A

BAS Teacher Education Student Survey

1. Do you intend to obtain a 2-year Associate's Degree?

Answer Options Response Percent Response Count

Yes 83.8% 57

No 16.2% 11

answered question 68

skipped question 5

2. Do you intend to obtain a 4-year Bachelor's Degree?


Yes 58.2% 39

No 41.8% 28


skipped question 6

3. Please respond to the items below regarding your opinions about the Bachelor of Applied Science degree in Teacher Education.


I would like more information about this degree program.

65.7% 46

I would like to enroll in the Teacher Education Bachelor's degree program.

44.3% 31

This program would help me meet my educational needs.

31.4% 22

If I had this degree, I would likely receive a higher salary.

42.9% 30

If I had this degree, I would have a greater chance for promotion or career advancement.

40.0% 28


skipped question 3

4. How likely is it you would pursue a Bachelor's degree in Teacher Education at CBC? Circle your answer.



Definitely 41.1% 30

Probably 26.0% 19

Might 23.3% 17

Not interested 9.6% 7


skipped question 0

5. Would you prefer to attend full-time or part-time?


Full-time 45.6% 31

Part-time 54.4% 37


skipped question 5

6. If you were to start a bachelor's degree in teacher education at CBC, in which academic year (fall through spring) would you probably start?


2018-2019 56.5% 39

2019-2020 14.5% 10

2020-2021 2.9% 2

Later Date 5.8% 4

Don't know/not sure

20.3% 14


skipped question 4

Answer Options Very Important Somewhat Important

Affordability 56 10

Career Advancement

60 6

Graduate School Options

44 17

Increased Job Marketability

56 11

Internships 35 24

Answer Options Not at all Interested Slightly Interested

Face-to-face classes only

9 2

Distance learning classes only

30 9

Hybrid class on a day schedule

27 7


Hybrid class on an evening schedule

18 8

Hybrid class on a weekend

27 5

9. Would you like us to send additional information to you about the BAS in Teacher Education Program at CBC? If so, please provide contact information (name, address, email address, phone number).

Answer Options Response Count

45


skipped question 28

Regular Item (Resolutions 17-01-08 – 17-01-13) January 19, 2017 Tab 6

Final consideration of applied baccalaureate degrees Brief description In September 2014, the State Board for Community and Technical Colleges adopted a revised approval process, selection criteria and application materials for community and technical colleges seeking to offer an applied baccalaureate program. The final step in the approval process requires State Board action on the college’s application to offer the proposed applied baccalaureate degree.

How does this link to the State Board goals and policy focus State Board goals are “designed to raise education attainment, open more doors to education–particularly for our fast-growing adult population–and build upon our tradition of excellence.” Colleges offering applied baccalaureate degrees meet the needs of changing economies by increasing the number of skilled employees in the areas of greatest need. Through this, colleges create greater access to higher education by enrolling underserved populations, particularly place-bound working adults, and ensure community and technical colleges are affordable and accessible for students. The following three goals are addressed through the approval process of applied baccalaureate degree programs:

• Promoting student achievement and success by increasing the number of applied baccalaureate degrees conferred;

• Increasing access to post-secondary education by enrolling more underrepresented, first generation and adult students, active military, veterans and their dependents and develop means to attract former students needing credits for degrees, certificates, or credentials;

• Building on the system’s strength and successes: by ensuring balance among mission areas: basic skills, workforce, transfer and applied baccalaureate.

Background information and analysis 6a) Highline College – BAS in Teaching and Early Learning Highline College proposes a Bachelor of Applied Science degree in Teacher Education and Early Learning beginning fall 2017 leading to Residency Teacher Certification with endorsements offered in Elementary (K-8) and Early Childhood Education, as well as a non-certification degree option in Education and Early Childhood Education. This degree creates a pathway for para-educators, preschool teachers, and childcare providers to use their Associate of Applied Science degree in human services, early childhood education, or para-education as a foundation for broader job opportunities and higher wages. By enhancing already strong institutional links with target districts (Auburn, Federal Way, Highline, Kent, Renton, and Tukwila), this program will assist in the development of teachers in high-need areas that are primarily from local communities. This proposed degree would be Highline College’s fifth applied baccalaureate degree. 6b) Lake Washington Institute of Technology – Bachelor of Science Nursing Lake Washington Institute of Technology proposes a Bachelor of Science Nursing (RN to BSN) degree beginning fall 2017 that will build off of its existing Associate Degree in Nursing (ADN) and reflect the growing national demand for nurses with bachelor’s degree credentials. The program will be designed to address the needs of adult post licensure nurses who are grappling with the demands of work, family and educational goals and aspirations. Students enrolled in the program will (a) integrate liberal arts, nursing science, and related disciplines to promote well-being through a generalist practice; (b) demonstrate critical thinking attitudes, skills, and abilities in clinical decision making and evaluation of evidence-based nursing practice; (c) use interpersonal communication, collaboration, and organizational skills to work in partnerships with clients, families, communities, and the health care team; (d) integrate

Tab 6

2

technology and information management in a variety of health care settings; and (e) apply leadership principles and quality improvement techniques to influence health policy, regulations, and the provision of care to ensure quality and safety. The degree program will have rolling admission and be administered in a hybrid format of onsite instruction combined with online learning. If approved, this proposed degree would be Lake Washington Institute of Technology’s seventh applied baccalaureate degree. 6c) Olympic College – BAS in Digital Filmmaking Olympic College proposes a Bachelor of Applied Science degree in Digital Filmmaking beginning fall 2017. This applied baccalaureate degree would prepare students for positions in the rapidly changing field of digital film, including jobs in video production, directing, cinematography, screenwriting, and performance. This proposed degree would build on the existing Olympic College’s Associate of Applied Science-Transfer degree in Digital Filmmaking. The Bachelor of Applied Science in Digital Filmmaking would build on the technical expertise required to thrive in commercial video production, incorporate the artistic sensibilities needed for visual storytelling, and add preparation in areas such as project management, advertising and marketing, business, and interpersonal communication. This proposed degree would be Olympic College’s fourth applied baccalaureate degree. 6d) Renton Technical College – BAS in Information Technology Networking – Network Architecture Renton Technical College proposes a Bachelor of Applied Science degree in Information Technology Networking - Network Architecture, beginning winter quarter 2018, in a field that represents a rapidly evolving discipline in computer network architecture and system administration. The proposed applied baccalaureate degree is built on Renton Technical College’s Associate in Applied Science Computer Network Technology degree and would meet the demand for trained professionals in the networking field and also expand its connections with the K-12 school districts within its service area. The degree will mainly prepare a graduate to work as computer network architects, engineers, and in some cases, as network managers in a wide range of organizations and industries. Traditional course delivery and online-hybrid learning formats will be used. If approved, this proposed degree would be Renton Technical College’s second applied baccalaureate degree. 6e) South Seattle College – BAS in Workforce and Trades Leadership South Seattle College proposes a Bachelor of Applied Science in Workforce and Trades Leadership beginning winter 2017 with the intent to equip qualified trades men and women and technologists with the knowledge and skills necessary to become effective team leaders, supervisors and managers within the fields of construction and manufacturing. The proposed degree is the result of a multi-year initiative to coordinate the efforts of the public workforce system to support sustainable development in our most critical industries: clean energy, construction and advanced manufacturing and builds off the college’s Associate in Applied Science-Transfer degrees in Multi-Occupational Trades and Welding Fabrication. Graduates of the Bachelors of Applied Science in Workforce and Trades Leadership will be prepared to (a) lead and oversee complex projects from conception to completion; (b) work effectively with advanced technology, monitor safety and regulatory guidelines; (c) exercise superior judgment in management disputes, negotiate agreements, contracts, and permits; and (d) make expert assessments in the field. As a national collegiate leader, South Seattle College pledges to work with all programs recognized by the Washington State Apprenticeship and Training Council to formulate graduate transition plans so apprentices will be able to enroll in this BAS program. If approved, this degree would be South Seattle College’s fourth applied baccalaureate degree.

Tab 6

3

6f) Spokane Falls Community College – BAS in Cyber Security Spokane Falls Community College proposes a Bachelor of Applied Science in Cyber Security beginning fall 2017 and is designed to meet the needs identified by employers for network and computer systems administrators, information security analysts, data specialists, and computer network support specialists by providing a pathway to an applied baccalaureate degree for students with two-year technical degrees in information technology. Graduates of the Bachelor of Applied Science Cyber Security program will have a broad base of theoretical and technical knowledge, as well as specialized knowledge in areas such as encryption, risk management, compliance and regulation, ethical hacking, and security policy. The proposed degree will allow students to focus their learning and skills on an important emerging field within the dynamic world of digital information exchange and commerce. This proposed degree would be Spokane Falls Community College’s third applied baccalaureate degree.

Potential questions • Do these degrees meet criteria established by the State Board for Community and Technical

Colleges?

Recommendation/preferred result These proposals meet criteria established by statute and board policy based on staff review and feedback from peer reviewers from the community and technical college system. Staff recommends State Board action on the following: • Resolution 17-01-08 approving Highline College’s Bachelor of Applied Science in Teaching and

Early Learning • Resolution 17-01-09 approving Lake Washington Institute of Technology’s Bachelor of Science in

Nursing • Resolution 17-01-10 approving Olympic College’s Bachelor of Applied Science in Digital

Filmmaking • Resolution 17-01-11 approving Renton Technical College’s Bachelor of Applied Science in

Information Technology-Computer Network Architecture • Resolution 17-01-12 approving South Seattle College’s Bachelor of Applied Science in Workforce

and Trades Leadership • Resolution 17-01-13 approving Spokane Falls Community College’s Bachelor of Applied Science in

Cyber Security Policy Manual change Yes ☐ No ☒ Prepared by: Joyce Hammer, transfer education director 360-704-4338, [email protected]


Resolution 17-01-08

A resolution to approve Highline College’s application to offer a Bachelor of Applied Science in Teaching and Early Learning degree upon recommendation of the State Board for Community and Technical Colleges staff. WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State Legislature, authorizes the State Board for Community and Technical Colleges to approve all applied bachelor’s degree programs offered by community and technical colleges; and WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board developed objective criteria for the approval of community and technical college applied bachelor’s degrees; and WHEREAS, the State Board for Community and Technical Colleges staff found that Highline College’s application provided evidence that met or exceeded all objective selection criteria and will expand bachelor degree capacity in the state; THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges approves the recommendation to authorize Highline College’s Bachelor of Applied Science in Teaching and Early Learning. BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the executive director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the governor, Legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.




Resolution 17-01-09

A resolution to approve Lake Washington Institute of Technology’s application to offer a Bachelor of Science Nursing degree upon recommendation of the State Board for Community and Technical Colleges staff. WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State Legislature, authorizes the State Board for Community and Technical Colleges to approve all applied bachelor’s degree programs offered by community and technical colleges; and WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board developed objective criteria for the approval of community and technical college applied bachelor’s degrees; and WHEREAS, the State Board for Community and Technical Colleges staff found that Lake Washington Institute of Technology’s application provided evidence that met or exceeded all objective selection criteria and will expand bachelor degree capacity in the state; THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges approves the recommendation to authorize Lake Washington Institute of Technology’s Bachelor of Science in Nursing. BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the executive director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the governor, Legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.




Resolution 17-01-10

A resolution to approve Olympic College’s application to offer a Bachelor of Applied Science in Digital Filmmaking degree upon recommendation of the State Board for Community and Technical Colleges staff. WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State Legislature, authorizes the State Board for Community and Technical Colleges to approve all applied bachelor’s degree programs offered by community and technical colleges; and WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board developed objective criteria for the approval of community and technical college applied bachelor’s degrees; and WHEREAS, the State Board for Community and Technical Colleges staff found that Olympic College’s application provided evidence that met or exceeded all objective selection criteria and will expand bachelor degree capacity in the state; THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges approves the recommendation to authorize Olympic College’s Bachelor of Applied Science in in Digital Filmmaking. BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the executive director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the governor, Legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.




Resolution 17-01-11

A resolution to approve Renton Technical College’s application to offer a Bachelor of Applied Science in Information Technology Networking- Computer Network Architecture degree upon recommendation of the State Board for Community and Technical Colleges staff. WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State Legislature, authorizes the State Board for Community and Technical Colleges to approve all applied bachelor’s degree programs offered by community and technical colleges; and WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board developed objective criteria for the approval of community and technical college applied bachelor’s degrees; and WHEREAS, the State Board for Community and Technical Colleges staff found that Renton Technical College’s application provided evidence that met or exceeded all objective selection criteria and will expand bachelor degree capacity in the state; THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges approves the recommendation to authorize Renton Technical College’s Bachelor of Applied Science in Information Technology Networking- Computer Network Architecture. BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the executive director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the governor, Legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.




Resolution 17-01-12

A resolution to approve Spokane Falls Community College’s application to offer a Bachelor of Applied Science in Cyber Security degree upon recommendation of the State Board for Community and Technical Colleges staff. WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State Legislature, authorizes the State Board for Community and Technical Colleges to approve all applied bachelor’s degree programs offered by community and technical colleges; and WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board developed objective criteria for the approval of community and technical college applied bachelor’s degrees; and WHEREAS, the State Board for Community and Technical Colleges staff found that Spokane Falls Community College’s application provided evidence that met or exceeded all objective selection criteria and will expand bachelor degree capacity in the state; THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges approves the recommendation to authorize Spokane Falls Community College’s Bachelor of Applied Science in Cyber Security. BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the executive director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the governor, Legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.




Resolution 17-01-13

A resolution to approve South Seattle College’s application to offer a Bachelor of Applied Science in Workforce and Trades Leadership degree upon recommendation of the State Board for Community and Technical Colleges staff. WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State Legislature, authorizes the State Board for Community and Technical Colleges to approve all applied bachelor’s degree programs offered by community and technical colleges; and WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board developed objective criteria for the approval of community and technical college applied bachelor’s degrees; and WHEREAS, the State Board for Community and Technical Colleges staff found that South Seattle College’s application provided evidence that met or exceeded all objective selection criteria and will expand bachelor degree capacity in the state; THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges approves the recommendation to authorize South Seattle College’s Bachelor of Applied Science in Workforce and Trades Leadership. BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the executive director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the governor, Legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.



Student Achievement Initiative progress report Brief description The Student Achievement Initiative (SAI) is the performance funding system for the community and technical colleges. It has been in place since 2006 and underwent a five-year review in 2012. The review was consistent with national experts’ recommendations for continuous evaluation of performance funding systems in order to ensure the overall goals and principles are being met. In 2016 the State Board and college presidents agreed to conduct another five-year review with the same goal. This is an update on the progress of that review which began in November and is scheduled to conclude with recommendations to WACTC at their summer retreat in July, and to the State Board in September.

How does this link to the State Board goals and policy focus The Student Achievement Initiative is the guiding framework for the Board’s goals around student success. SAI emphasizes student momentum for college success by both building college readiness (such as basic skills gains and completion of developmental education) and earning college credits, including college math. In this way, SAI captures critical educational gains made by all students, from those who come in the least prepared to those who are college ready. This progressive continuum of points recognizes the system’s strategic goal of increased educational attainment for all residents by not placing all of the emphasis on completions, but also supporting the key milestones that students make along the way to completion.

Background information and analysis In January of 2012, a system-wide task force came together for a nearly year-long process of making revisions to the Student Achievement Initiative. In the 2012 revision, the focus on completions was raised in response to the growing national spotlight on higher education outcomes through the Completion Agenda. However, to meet the policy goals of serving historically under-represented students, extra incentives were placed on students who begin in basic skills and precollege to not create a disincentive for serving these students with a long path ahead of them to completion. Another area of increased focus was the second year, with points added for retention and moving along a specific pathway (45 credits) towards a transfer or professional-technical degree program. In the funding model, the total amount of performance funding was divided into separate pots with completions accounting for 10 percent of the SAI allocation. Recommendations for adjustments to the achievement metrics and funding model were made to WACTC in November 2012 and approved by the State Board in December 2012. The recommendations for change reflected a shift in both student success and fiscal policy to recognize both the growing national emphasis on the completion agenda as well as the constrained resource environment caused by the Great Recession. For fiscal year 2017 the Board approved the new allocation model for the system. As a result, the SAI metrics now account for approximately five percent of the system allocation, up from less than one percent before the change. The achievement points, funding metrics, and method of distribution remained the same but became a larger part of the total allocation.

January 19, 2017

Tab 7 Regular Item

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In November 2016, the system began another five-year review. The advisory committee tasked with the review is comprised of three representatives each from WACTC educational services and operating budget committees; the instruction, student services, research and planning, and business affairs commissions; and state board staff. The review is separated into two phases with an evaluation of the achievement points first and the funding metric second. The advisory committee began the work with a review of performance funding best practices and policy guidance at a national level and the history of Washington’s community and technical college experience since 2006. Following the overview, the group had a lengthy discussion about issues with both the achievement points and funding metrics to frame the problem statements for review. Some questions to consider around the identified issues for the achievement points include:

1. The current metrics do not explicitly address the equity gap. Is this something to consider, and if so, which groups should be included in a separate category?

2. Is there a way to capture the progression of students in basic skills and precollege that aligns with other student success frameworks (i.e., Workforce Innovation and Opportunity Act and Guided Pathways)?

3. Are there other gatekeeper courses besides math and English that research shows are either launch points to completion or barriers that require additional support for students?

4. Should a time factor be applied to milestone achievement? 5. Should transfer and employment (without a completion) be considered an achievement point?

In addition, the advisory group reviewed the current principles for the system to make sure they were still relevant. At this time, the group is recommending adding a principle that makes closing the equity gap a more explicit goal of the system. The principles will continue to be reviewed throughout the process in conjunction with any recommended changes to the achievement points and/or funding metrics. The next advisory committee meeting will be held February 1, 2017, where the group will discuss possible new or revised achievement points and draft recommendations to share with WACTC and the commissions at their winter meetings.

Potential questions • Are there any issues with the Student Achievement Initiative in its current state that have not been

addressed so far in this review that the Board would like to see studied?

Recommendation/preferred result The goal is that the Board provide input for the review to ensure policy priorities are reflected in the revision of the performance funding system. Policy Manual Change Yes ☐ No ☒ Prepared by: Darby Kaikkonen, policy research director,

360-704-1019, [email protected]

Regular Item (Resolutions 17-01-14) January 19, 2017 Tab 8

General Education Development (GED®) WAC changes Brief description RCW 28B.50.912 authorizes the State Board for Community and Technical Colleges to adopt rules governing the eligibility of persons sixteen years of age and older to take the general education development (GED®) test subject to the rules adopted by the State Board of Education. Staff proposes to amend WAC chapters 131-48-080, compliance with rules, 131-48-100, eligibility to take the high school equivalence certificate, and 131-48-110, eligibility for award of high school equivalency certificate to allow the state’s 1418 Open Door program be a GED® options program.

How does this link to the State Board goals and policy focus State Board goals are “designed to raise education attainment, open more doors to education–particularly for our fast-growing adult population–and build upon our tradition of excellence.” Through this, we create greater access to higher education by enrolling underserved populations.

Background information and analysis Rule changes are needed to assure the GED® Testing Service will allow our state’s 1418 Open Doors program to be a GED® Options program. The publisher of the high school equivalency tests does not allow students enrolled in any type of high school program to take the tests, unless it is a GED® Options program. Our current rules require any student in a high school program to be released from the high school before testing, unless they meet certain criteria. The rules need to reflect the change to allow students in 1418 Open Doors programs to test for the high school equivalency credential without having to be released from the school district as high school equivalency test preparation is a required component of the 1418 Open Doors program. Adding this criterion will allow students to remain in the program and test when they are ready instead of having to be released to take one or two tests, re-enrolled to prepare for the remaining tests, and released again to finish testing.

Potential questions • Do these rule changes accommodate our approval from the GED® Testing Service to have our state’s

1418 Open Doors program be a GED® Options program?

Recommendation/preferred result Staff recommends approval of these WAC changes and recommends the Board make amendments to the WAC’s by adopting Resolution 17-01-14 per Attachment A. Policy Manual change Yes ☐ No ☒ Prepared by: Lou Sager, database specialist 360-704-4321, [email protected]



Resolution 17-01-14

A resolution relating to amending all relevant Washington statutes to accommodate our approval from the GED® Testing Service to have our state’s 1418 Open Doors program be a GED® Options program.. WHEREAS, RCW 28B.50.912 authorizes the State Board to adopt rules governing the eligibility of persons sixteen years of age and older to take the general education development (GED®) test subject to the rules adopted by the state board of education; and WHEREAS, Rule changes are needed to accommodate our approval from the GED® Testing Service to have our state’s 1418 Open Doors program be a GED® Options program; THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges approves the recommendation to authorize amendment of chapter 131-48 WAC (Attachment A) to accommodate our approval from the GED® Testing Service to have our state’s 1418 Open Doors program be a GED® Options program.



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