Part 1: Key Facts
Student & Teacher Information
According to 2006-07 data from the U.S. Department of Education (the latest numbers publicly available), the total number of CTE students in Washington was 540,311. This includes the following:
Secondary: 333,670
Postsecondary: 206,641
Delivery System/School Information
At the secondary level, CTE is delivered through comprehensive high schools and through 10 Skill Centers – regional secondary schools that provide CTE programs to students from sending high schools.
At the postsecondary level, there are 34 community and technical colleges that provide CTE programs.
Funding/Financing for CTE
Federal: Washington is estimated to have received $21,965,335 from the Perkins Basic State Grant and $2,036,850 from Tech Prep in FY 2008. Of funds distributed by formula to local recipients, 44 percent go to secondary programs and 56 percent to postsecondary programs.
State: In Washington, every district receives Basic Education Financing that has enhanced funding for CTE enrollment. Currently, CTE funding is enhanced by multiplying the CTE student FTE by 1.6. One factor in the weighted funding is the difference between the ratios of CTE students to CTE teachers and academic students to teachers. There is a proposal to increase the weighting for CTE. Some school districts, especially those with Skills Centers, also do local tax levies to cover added CTE costs such as transportation. Washington also has an “equipment update and modernization” funding stream that is separate, but there are plans to integrate this into the basic funding for faster distribution of funds.
Washington requested over $8 million for fiscal 2008-09 in supplemental budget appropriations to fund innovative CTE programs to meet the demands of the state’s economy and changing workforce. Funds are needed to create “high demand” CTE programs, an “In Demand” Scholars program, a recruitment and training program for industry experienced instructors and the design of CTE as a delivery model of integrated curriculum.
In the 2009-2011 Biennial Operating Budget request, more than $9 million has been requested for Navigation 101 grants to help implement and expand the programs already in schools and start new Navigation 101 programs.
Part 2: State Administration
Key State CTE Contacts
Postsecondary:
Eleni Papadakis
Executive Director
Workforce Training and Education Coordinating Board
128 10th Avenue SW
PO Box 43105
Olympia, WA 98504-3105
Phone: 360-753-5660
Secondary:
Kathleen Lopp
Assistant Superintendent
Career and College Readiness
Old Capitol Building
PO Box 47200
Olympia, WA 98504-7200
Phone: 360-725-6256
State Agencies
In Washington, the Workforce Training and Education Coordinating Board (WTB) is responsible for all Perkins and Tech Prep funds and is the state board of CTE. The purpose of the board is to provide planning, coordination, evaluation, monitoring and policy analysis for the state training system as a whole and advice to the governor and legislature concerning the state training system.
The WTB partners with the Office of Superintendent of Public Instruction (OSPI) and the State Board of Community and Technical Colleges (SBCTC) to design programs that enable Washington to provide quality CTE to meet the needs of secondary and postsecondary students.
State Standards for CTE
Washington has CTE curriculum frameworks that are strongly recommended by the state for use at the local level. Each framework includes the following components as identified in the CTE Standards document:
performance assessments (or achievement standards)
industry-defined standards
essential academic learning requirements and grade-level expectations
thinking skills
leadership skills
employability skills
Program Approval/Quality Control
Both secondary and postsecondary state agencies have adopted standards for existing and new programs. The standards include an analysis of local labor market information to demonstrate how the program meets local economic needs for the development of a trained workforce.
Beginning in the 2006-2007 school year and continuing through the 2009-2010 school year, all CTE courses will go through a re-approval process. The purpose of this process is to insure that all CTE courses set high standards for all students. The standards are designed to ensure high quality, consistent and relevant CTE programs as essential components of educational and career pathways. Program foundations include:
Students will demonstrate occupationally specific skills and competencies
CTE programs are coordinated with other workforce development programs
Students who participate in CTE programs develop and apply skills and knowledge needed to live, learn and work in an increasingly diverse society
Leadership skills are integrated into the content of each course
Employability skills are integrated into the content of each course, and students in CTE programs participate in some form of work-based learning
CTE programs assist students with career planning and development, transitions, employment and postsecondary options
CTE instructional equipment, facilities and environment are comparable to those used in the workplace
The instructor holds a valid CTE teaching certificate for the content area in which he or she is assigned
CTE instructors are provided time and resources to connect student learning with work, home and community
CTE programs are structured so that supervision, safety and the number of training stations determine the maximum number of students per classroom
An advisory committee actively guides the relevance and continuous improvement of the program
CTE programs are reviewed annually and the results are used for continuous program improvement
Postsecondary districts develop curriculum based on the emerging industries within their workforce sector. The criteria for program approval include:
Narrative summary of need. The estimated output of the proposed program and similar programs statewide must not exceed projected employment need.
Potential career progression, including job titles.
Initial assessment of work-based learning/clinical sites (if applicable to the program).
Labor market projections and data for Washington and the region
Advisory committee minutes of meetings showing evidence that the committee determined there is a commitment in the geographic area to employ individuals who have been served by the program.
Part 3: CTE Initiatives & Related Policies
State Education & Workforce Agenda
At the beginning of 2007, Governor Christine Gregoire introduced her “Next Washington” plan for economic development. The first of three components of Next Washington is “Skills for the Changing Economy,” which includes five education priorities for Washington:
Undertake a major redesign of math and science programs and curricula
Personalize the delivery of education to match a student’s needs
Expand opportunities for students to access college and workforce training, especially in degree and certificate programs in high-demand career areas
Create accountability systems for schools
The governor has strongly supported apprenticeship programs at the high school and adult workforce level as a priority of Washington’s economic development. Running Start for the Trades provides grants to high schools, Tech Prep consortia and skills centers to establish and promote opportunities for secondary pre-apprenticeship programs and close collaboration benefiting students, school districts and apprenticeship programs. This program mandates teamwork and coordination between the OSPI, the Washington State Apprenticeship and Training Council and the Washington Department of Labor and Industries toward the goal of a seamless approach connecting secondary students to high-wage, high-skill apprenticeship training opportunities in the building and construction trades. The goal of the Running Start for the Trades initiative was to establish clear, articulated pathways for high school students to access registered apprenticeships upon graduation. The governor also has announced an increase of $3,000,000 for apprenticeship programs in the aerospace industries. These funds are intended to develop curriculum and purchase equipment for new apprenticeship programs.
The Washington legislature passed a comprehensive CTE bill in 2008 that has shaped the coming years for CTE in the state by directing the OSPI to:
Approve preparatory CTE programs leading to industry certification or allowing students to earn dual high school and college credit
Allow skills centers to enter into agreements to offer diplomas and CTE courses to students who have graduated but need to complete industry certifications
Cultivate partnerships with CTE marketing affiliates to develop a CTE Awareness Campaign for students, parents and schools in support of rigorous CTE programs
Be added to the list of priority endorsements for Future Teachers’ Scholarships
Issue grants to identify high-demand programs
The 2008 Legislature also provided $1,700,000 for one-time grants to middle schools, high schools or skills centers to develop or upgrade high-demand CTE programs. OSPI and the WTB propose an ongoing appropriation for high-demand program grants to meet the demand for these programs at the local level. The 2008 Legislature provided $250,000 for five grants to skills centers to develop integrated CTE, academic/basic education and English as a Second Language (ESL) instruction. OSPI proposes that CTE programs involved in Secondary Integrated Basic Education Skills Training or I-BEST programs be provided an additional certificated instructional staff (CIS) person for every 25 English language learners. The 2008 Legislature provided $500,000 for summer school funding for middle and high school students to explore career opportunities rich in math, science and technology, using CTE as the delivery model. OSPI and WTB propose that funding be provided for summer school CTE math, science and technology courses.
To continue the changes and enhancements to CTE, the WTB and OSPI have an aggressive legislative agenda planned for 2009 that has CTE as one of its major focuses. For secondary CTE programs, OSPI proposes that enhanced funding be provided for CTE students in grades seven through 12. A richer staffing ratio of 1:18.5 compared to the current ratio of 1:19.5 would be used in the funding formula. Skills centers would still use the current 1:16.67 ratio.
On January 14, 2009, new Superintendent Randy Dorn was sworn in and announced his agenda for education in Washington state. Among his five goals was a call for an expansion of CTE opportunities for Washington students. Specific actions within this goal include:
Continuing to fund the middle school career and technical program enhancements
Increasing opportunities for providing industry certification and other high quality CTE programs in comprehensive high schools
Funding skills center construction in the capital budget
Providing additional options for students to meet graduation and college entrance requirements through expanded equivalency crediting opportunities
Providing incentives for employers, labor organizations, educational institutions and Workforce and Economic Development Councils to use existing funds to build educational and employment pipelines to high-demand careers for at-risk high school students
On February 17, 2009, the Washington State Senate Higher Education and Workforce Committee adopted Senate Concurrent Resolution 8404 that formally endorses the state’s comprehensive plan for workforce development, High Skills, High Wages 2008—2018. The plan coordinates the efforts of seven state agencies that administer 18 education and training programs, serving everyone from youth and adults who need more education to earn a living wage to the recently laid off retooling for new careers.
In her 2009 State of the State address, Governor Christine Gregoire proposed a tighter budget, but one that still protects education and workforce development. The governor wants to ensure that Washington has enough STEM graduates to meet the growing needs of Washington’s economy and to expand the use of online courses at the state’s community and technical colleges. Currently, there are 18,000 full-time students earning credit online. To house this many students, Washington would have to build four new community colleges. To improve the state’s economic and workforce development, Governor Gregoire proposed to create new jobs by rebuilding roads and schools and using both state and American Recovery and Reinvestment Act funds to create a green economy for the 21st century. She also stated a desire to accelerate nearly $1 billion in public-works projects to quickly create thousands of new jobs and introduced the "Washington Jobs Now" plan, which, in combination with 1,400 transportation projects currently under way or about to start, would provide nearly 20,000 jobs over the next two years.
High School Redesign
Starting in 2008, all public high school students will be expected to meet new statewide requirements to earn a diploma. A student must earn a minimum of 19 credits in core courses (three in English; two and a half in social studies; two each in math, science and health; one each in performing/visual arts and occupational education; and five and a half of electives). Many local school districts require students to earn credits beyond the state minimum. The student must complete a Culminating Project to apply learning in a particular area of the student’s interests. The student must meet state standards in reading, writing and mathematics through either a Certificate of Academic Achievement (CAA) or a Certificate of Individual Achievement (CIA). The student must complete a High School and Beyond Plan.
To help students be better prepared for college and career, Washington is considering a switch to CORE 24, a new set of credit requirements for high school graduation. CORE 24 will require students to develop a plan for their future and choose classes to help them achieve their goals. CORE 24 requirements will provide students with a strong academic foundation, with flexibility that will prepare student for whatever path is chosen: workforce, an apprenticeship in the trades or a community or four-year college. Under Core 24, students would be required to earn four credits in English; three credits each in math, science and social studies; three credits of career concentration (CTE program of study); and two credits each of arts, health and fitness, world languages and electives. The High School and Beyond Plan completion would still be required, but students who are interested in entering the workforce or an apprenticeship program could modify the credit requirements to better fit their needs.
OSPI has reviewed the most current research available and distilled common threads that Washington feels highlight effective secondary schools. Project Graduation is an attempt by the state to identify the commonalities that represent the most effective practices for schools to improve student achievement and accomplish the stated goal. These evidence-based practices will be the foundation of renewal and re-invention of Washington high schools.
Role of Career Clusters
Washington uses the 16 national career clusters as an organizational tool for its secondary and postsecondary programs. Programs of study in Washington State are identified by both cluster and pathway in aligning secondary to postsecondary education.
Academic & CTE Integration
The state of Washington has several aspects to its CTE and academic integration program. First, in the curriculum frameworks provided for all CTE programs, Washington has crosswalks to the state’s academic standards. Second, there is growing interest in combining AP courses with CTE programs. A greater partnership between CTE programs and AP instruction was formed in 2007‐08. As of September 2008, more than 250 teachers have attended in‐service training on opportunities to add AP outcomes to CTE courses. There are also many opportunities for joint professional development between CTE and academic teachers.
Two years ago, the legislature mandated that a joint WTB and OSPI taskforce be created and work to gather best practices at the local level on cross-crediting programs so that CTE courses can count for academic credit. One of the products of this taskforce is the CTE Equivalency Credit Toolkit. The purpose of this toolkit is to be a resource guide for school districts initiating and implementing policies and procedures for establishing core academic credit equivalencies for CTE courses in accordance with Washington law. The next steps of the taskforce are to:
Solicit volunteer local districts to pilot CTE curricula that incorporate the enhanced and equivalent criteria
Identify additional CTE curriculum to be piloted in the fall of 2009
Compile a list of recommended CTE enhancement and equivalency curricula, reporting preliminary results of the initial pilots and making recommendations for the implementation of the 2009 pilots in a report to the legislature
Eventually an online repository of cross-credit curricula will be built for local districts to use as models for their own CTE programs.
Science, Technology, Engineering & Math Initiatives
In 2007, the legislature allocated two years of funding for the coordinated promotion and development of integrated science, technology, engineering and math (STEM) programs across the state. Thus far, through STEM funding:
Over 200 instructors have participated in pre‐engineering and math integration professional development.
Approximately 50 teachers have received middle school STEM training scholarships. This opportunity is ongoing.
The 2008 Legislature also provided $500,000 for summer school funding for middle and high school students to explore career opportunities rich in math, science and technology using CTE as the delivery model. OSPI and WTB propose that further funding be provided for summer school CTE math, science and technology courses.
The Washington STEM Initiative seeks to improve student achievement and opportunity in STEM areas that are critical to Washington’s economic prosperity. The initiative’s goals are to act as a catalyst for innovation in the state’s K-12 education system, improve teachers’ effectiveness in STEM fields, help students understand STEM areas and significantly increase the number of Washington students graduating ready for college and work and succeeding in STEM degree programs.
Secondary/Postsecondary Linkages
Programs of Study: The WTB convened a program of study workgroup with representation from OSPI, SBCTC, school counselors and Tech Prep programs. This group assisted in framing the steps that locals would take in defining programs of study and determining how the Tech Prep directors would facilitate where additional assistance may be needed. A programs of study template was adopted and a process identified for assuring that each local secondary and postsecondary district met the 2006 Perkins Act requirements.
The list of approved/recognized programs of study is shared between the secondary and postsecondary program delivery systems and is used during the local planning process. Local recipients’ plans must identify the approved programs of study that are offered, in order to establish eligibility for receipt of Perkins funding.
Guidelines for the development and implementation of programs of study included:
Primary responsibility for developing programs of study should be at the local level with a state determination that a program of study meets minimum standards through the Perkins grant approval process. The state will use the Tech Prep consortia coordinators/directors as facilitators of the programs of study development process.
Local schools and colleges are required to provide one program of study in the first year of the Perkins plan. Additional programs of study should be incrementally phased in, where attainable.
Minimum standards will be established by the state and must be met for a program of study to be approved by the state and will include:
Alignment with career counseling.
Appropriate Essential Academic Learning Requirements and Grade Level Expectations at the secondary level.
Rigorous academic, occupation-specific and industry-recognized skills and knowledge at the secondary and postsecondary level that lead to an industry recognized credential or certificate at the postsecondary level, an associate or baccalaureate degree or an apprenticeship.
The state should encourage secondary and postsecondary programs of study to exceed standards, by including the following components:
An opportunity to earn college credit (secondary component).
Alignment and articulation with baccalaureate programs (postsecondary component).
Alignment with a comprehensive school counseling program, such as Washington’s Navigation 101.
Linkages to skill panels and Centers of Excellence.
Self-employment and entrepreneurial opportunities in the pathway at multiple exit points.
Marketing and communications should be a critical part of the development of programs of study. The OSPI, SBCTC and Workforce Board should coordinate their marketing efforts in support of programs of study.
State leadership resources should be utilized to support programs of study implementation.
An approval process for programs of study will be developed by the WTB together with OSPI and SBCTC. OSPI and SBCTC will retain authority for approval of programs of study consistent with the state plan.
Tech Prep: Washington’s Tech Prep grant funds are administered through the SBCTC and through a grant application/planning process. Funds are allocated to 22 consortia. Each consortium is comprised of secondary and postsecondary partners, as well as business and labor representatives. Directors from each consortium participate in the state’s Tech Prep Directors Council, which meets throughout the year. SBCTC is the operating agency, and one community or technical college within the consortium is the fiscal agent for the grant funds.
Dual Enrollment & Articulation: Both tech prep and programs of study will include an emphasis on building articulation agreements with four-year baccalaureate programs. While articulation is not a required element of the program of study development, it is a component that has been identified as one that “exceeds minimums.” Postsecondary Perkins applications require each college to describe how they will develop and implement articulation agreements between their college and baccalaureate institutions.
In 2006, the Washington passed a bill enabling the two-year college system to move forward in creating opportunities for more students to access four-year degrees. The bill authorized the community and technical college system to pilot four applied bachelor’s degrees, thus expanding educational opportunities to students. The bill also expanded the role of the university branch campuses by allowing them to offer lower-division classes and increasing their capacity for community and technical college transfer students at the junior and senior levels.
Further opportunities for increasing transitions from sub-baccalaureate programs to baccalaureate degree options were established with the same legislation. The bill increased partnerships between the two-year and four-year institutions through contracted agreements. Students can now complete a bachelor’s degree, awarded by a public college or university, on a two-year college campus.
At the secondary level, there are three high demand areas mentioned in the comprehensive CTE bill—information technology, construction and health care—that are intended to have statewide articulation agreements. Beyond those three areas, standardized articulation agreements are being looked at based on the Tech Prep model and will be built around Washington’s credit-by-proficiency model. Since Washington has a strong local rule system, it will be up to the local district to decide to accept the articulation agreement and credit.
Career Guidance & Advisement
Navigation 101 is Washington’s life skills and planning curriculum for students in grades six through 12. It aims to help students make clear, careful and creative plans for life beyond high school and:
Encourages student engagement by building meaningful relationships between each student and at least one adult at school, thereby helping students remain engaged and motivated and lessening the chance for dropping out
Enhances student achievement by helping students evaluate their own skills, interests and accomplishments; successfully make the transition between middle and high school; take more challenging courses; and understand the relationship between school and life after graduation
Involves parents or guardians by engaging them in students’ decisions, sharing comprehensive information about students’ progress and inviting them to annual student-led conferences
Strengthens community within schools and in the neighborhoods in which students and their families live by offering students meaningful service-learning and leadership opportunities
To better help students prepare plan for their life and career, Washington continues to update and improve Navigation 101. In 2009, the course saw the linking of the Navigation 101 course to the framework of the American School Counselor Association’s National Model for a Comprehensive School Counseling Program (CSCP); continued work on a Navigation 101 Web site for students; and new lesson plans designed specifically to prepare students who will be the first in their families to go to college.
Navigation 101 was first developed by the Franklin Pierce School District. Because of its success there, the program was then replicated in a number of other districts around the state. In 2006, the Washington Legislature funded Navigation 101 so that any interested district could adopt it. The Washington State Office of the Superintendent of Public Instruction has used some of that funding to create sample lesson plans which provide a simple and clear way to implement Navigation 101 in any Washington school.
WOIS/The Career Information System is a private, nonprofit organization that has been providing career resources for schools, agencies and businesses in Washington State for 30 years. WOIS is a complete system of information on occupations, educational training programs and postsecondary schools. The system is designed to be easy to navigate and user friendly. Users of the WOIS system can find all the information they need about careers and the training required to enter those careers in one reliable source. WOIS has a variety of products that allow career exploration for a wide range of ages, from elementary students through adult career changers.
Technical Skills Assessments
In order to determine how to measure students’ technical skill attainment, Washington is convening a taskforce to see what local districts are already doing across the state; research what national industry certifications are available and are being used; and then develop end-of- program assessments. Washington is leery of using state-created industry certifications and tests since state certifications may not be recognized by other states. The state is looking to develop and use the most portable certifications for its students.
Business & Industry Involvement
Both secondary and postsecondary CTE programs seat advisory committees that advise, assist and provide support and advocacy for quality CTE programs. Committee members’ involvement is voluntary. Advisory members provide information about employer needs and community opportunities and increase the instructor’s knowledge and understanding of the job market. CTE advisory committees:
Provide information to update, modify, expand and improve the quality of programs
Support and strengthen the partnerships between business, labor, the community and education
Make recommendations that will strengthen and expand the CTE curriculum
Identify and validate academic and occupational competencies, determining priorities; and review and evaluate programs
Communicate long-term goals and objectives of the CTE programs to students, parents, employers and the community
Educator Development
Perkins funds are used at both the secondary and postsecondary levels to conduct professional development activities. At the secondary level, these activities include:
Implementation of adopted standards for CTE teacher preparation
Support for Central Washington University’s western Washington site for preparation of CTE instructors
Collaborative efforts with each four-year institution’s teacher preparation program
Annual CTE internship program for instructors interested in pursuing a director’s role
In-service activities for continued professional development
Collaboration with professional organizations in each of the CTE program areas in offering in-service opportunities as separate curriculum areas, as well as the coordination and implementation of an annual summer conference for secondary CTE educators
Support of in-service for current local directors of CTE through collaborative work with the secondary system’s Washington Association of CTE Administrators (WAVA) and the postsecondary system’s Workforce Education Council (WEC)
To help schools and districts implement Navigation 101, OSPI has an extensive set of professional-development materials on the five aspects of the course. The professional development also extends into grant writing and management, as well as specific design, implementation, evaluation and assessment ideas.
The Washington Center for Teaching Careers (WATeach) was established by OSPI to recruit qualified individuals to the teaching profession in order to alleviate the shortage of credentialed teachers in Washington. WATeach is a one-stop information and referral recruitment center for individuals who may be interested in a teaching career. WATeach offers a variety of informational and advisor-assisted services to prospective teachers.
At the postsecondary level, Perkins leadership funds are used to support industry-based professional development. This grant is available for professional-technical instructors, administrators and professional-technical/adult basic education teams engaged in acquiring new skills related directly to the business or industry in which they teach/supervise. The professional development activity is intended to allow the participant to stay current in the field/industry. Funding can be used by Adult Basic Education faculty or administrators to jointly attend professional development with professional-technical faculty or administrators with the intent to deliver integrated instruction. Industry-based professional development includes any return-to-industry field work experience or industry-sponsored training where the experience is directly related to the program being taught. The professional development is to be used to increase the participant’s knowledge of current practices and support attendance at recognized hands-on industry-sponsored training programs that result in industry certification or have a hands-on/practice component of sufficient length to result in an in-depth industry upgrade that will increase knowledge of current practices.
Part 4: Results
Coming Soon!
This state profile was developed by the Association of Career and Technical Education with the assistance of the Meeder Consulting Group, LLC. If you need further information or more specific details, please contact ACTE. Customized reports can be developed on specific topics or entities.
Last Updated May 26, 2009