20210520 WILAC Meeting Minutes Draft

WILAC, May 20, 2021 / 1:00 pm Page 1 of 3

Work-Integrated Learning Advisory Committee

Meeting Minutes Regular Meeting

Via Zoom Meeting/May 20, 2021

Members in Attendance: Representative Sharon Tomiko Santos

Senator Lisa Wellman

Chris Alejano, representing Workforce Training and Education

Coordinating Board (WTB)

Denise Reddinger, representing school counselors

Derek Jaques, representing K-12 Career and Technical

Education (CTE) educators

Chelsea Mason-Placek, representing WTB

Krista Fox, representing community and technical colleges

Maddy Thompson, Governor’s Office

Rebecca Wallace, designee to the Superintendent of Public

Instruction (OSPI)

Members Not in Attendance: Senator Ann Rivers

Larry Brown, WTB

Gary Chandler, WTB

Staff to the Committee: Lance Wrzesinski, OSPI

Michelle Spenser, OSPI

Renee Lafreniere, OSPI

Roger A. Rich, Jr., OSPI

Susie Anderson, OSPI

Teri Lee, OSPI

Public Attendees: Al Audette, Building Industry Association of Washington

Alissa Muller, State Board of Education (SBE)

Ashley Garcia, Boys and Girls Club

Brianna Kirschenbaum, School’s Out Washington

Cara Buckingham, BIRCH Equipment

Christian Paige, Tacoma Public Utilities

Courtenay Gephart, Blue Sound Construction

Danny Salazar, Employee Security Department

David Beard, School’s Out Washington

Dennis Conger, ESD 101

Jacob Schmidt, Silicone Forest Electronics

Jody Robbins, Labor & Industries

Julanne Sandoz, Providence

Katya Miltimore, Boys and Girls Club

Kimberley Hetrick, OESD 114


Public Attendees continued: Maeghan Bowman, Auburn School District

Marie Bruin, State Board for Community and Technical

Colleges

Maud Daudon, Career Connect Washington

Mike Ankney, Inland Northwest AGC

Natalie Pacholl, SEH America

Nova Gattman, WTB

Peter Lamb, Auburn School District

Rachel McAloon

Rachel Stephens, International Rescue Committee

Randy Spaulding, SBE

Tim Knue, WA-ACTE

Tom Bajema, Andgar Corporation

Walter Jackson, PSESD

Wayne Bridges, ASA Northwest/iTAC

Land Acknowledgement: Recognition of the Traditional Territories of Indigenous Peoples was

delivered by Derek Jaques.

Call to Order: Co-chair Derek Jaques called the meeting to order at 1:04 pm on May 20, 2021.

Senator Wellman moved to approve the minutes. The motion was seconded by Maddy

Thompson. Prior meeting minutes from March 31, 2021, were approved unanimously by

committee members in attendance with three members absent at the time of approval. Denise

Reddinger moved to approve the agenda. The motion was seconded by Becky Wallace and

approved unanimously by committee members in attendance with three members absent at the

time of approval. Attendance was taken using a Chat box protocol and an audible roll call of

committee members. Attendees were invited to introduce themselves using a Chat box protocol.

No public comments were made.

Policy Update: Nova Gattman with WTB presented on legislative initiatives, referencing key bills

that have passed included as Attachment “A.” The 2021-23 Biennial Budget Provisos were also

reviewed and included as Attachment “B” WILAC – Budget Items – 5-20-21. The presentation

was followed by committee questions and discussion.

Spotlight on Existing Programs: Ashley Garcia with the Boys and Girls Club of South Puget

Sound and Christian Paige with Tacoma Public Utilities (TPU) provided an overview of their

partnership and explained how TPU Academy helps to connect children to real world

applications of STEM. The presentation is included as Attachment “C” – TPU Academy &

BGCSPS. Rachel Stephens with International Rescue Committee (IRC) provided an introduction

to the IRC Seattle Youth Programs explaining their vision of ensuring youth from refugee and

immigrant backgrounds will have the skills and resources necessary to achieve academic success

and ability to pursue a future of opportunity. The presentation is included as Attachment “D” –


IRC Seattle Youth Program Overview – WILAC. Each presentation was followed by committee

questions and discussion.

Community-Based Organization Panel: The presentations were followed by a panel

discussion. The panelists included: Ashley Garcia, Branch Manager, D.A. Gonyea Branch, Boys

& Girls Clubs of South Puget Sound; Christian Paige, Education Outreach Manager, Tacoma

Public Utilities; Rachel Stephens, M.S.Ed., Youth and Education Program Manager,

International Rescue Committee; Meaghan Bowman, 6-12 EL Coordinator, Auburn School

District; and Peter Lamb, K-5 EL Coordinator, Auburn School District.

Small Group Protocol: Attendees were assigned to small groups to reflect on learnings and

to discuss the importance of establishing and maintaining partnerships with community-

based organizations in order to offer work-integrated learning experiences for students. Small

groups also were asked to describe some of the barriers to systemizing partnerships between

community-based organizations and schools and to identify potential solutions.

Public Comment, Final Announcements and Conclusion of Meeting: No public comments

were made. Derek Jaques adjourned the meeting at 3:51 pm.

WILAC bills of interest. List may not exhaustive, and only includes bills passed in the 2021 Legislative Session. Updated 5/20/21

Bill Short Title

Description/Notes Final Status

1365 (Gregerson)

Schools/ computers & devices

States the intent of the Legislature is to accelerate student access to a “learning device”—a computer or a tablet—that allows the student to access the intent, coursework, and other opportunities—and that this provision is also accompanied by the appropriate navigation services for digital literacy, and training on this equipment. The bill charges the local Education Service Districts (ESDs) with technology consultation, procurement, and training, in cooperation with teacher-librarians. The bill permits cooperation of this requirement with multiple ESDs.

OSPI is charged to develop a technology grant program, with a goal of one device for every student, and including training and support for students, staff, and families in learning the technology. Priority for the grants is given in rank order, with prioritization for schools without a free device program and 30 percent or more students eligible for free or reduced lunch, and applicants with specialized technology needs. OSPI is further charged with developing a grant program focused at supporting media literacy and digital citizenship at the district level, with group meetings, and two regional conferences to share outcomes and highlight best practices. There is an annual reporting requirement on the progress towards the state’s student technology goals, including surveys to school districts, with reports due November 1, 2022 to start.

H: 59-39 S: 36-13 S Receded from amdts, Floor amdt adopted: 30-19H Concurrence:61-36-1Gov Signed: 5/13

5030 (Mullet)

School counseling programs

This bill charges districts to put together a written plan by the beginning of the 2022-23 school year for a comprehensive school counseling program. The bill states that as part of the plan, school counselors must spend 80 percent of their time providing direct or indirect services to students. The bill specifically defines direct and indirect services, and includes career and college planning and advisement as well as behavioral health counseling as direct service, and referrals or consultation as indirect services.

H: 82-16-0 S: 47-1-1 Gov Signed: 5/3

5080 (Carlyle)

Youth ed. Program-ming funds

This bill revises the distribution and use of repaid deferred local sales and use taxes dedicated to facilities used for youth educational programming in Seattle. In essence, the bill would allow for an expansion of a previous requirement for the deferred payments to be used for operational expenses (previously limited to capital expenditures), including mobile and virtual education programs.

S: 47-0-2 H: 95-2-1 Gov Signed: 5/3

5249 (Wellman)

Mastery-based learning

State Board of Education (SBE) request. The bill would make various changes to the Mastery-Based Learning Work Group, which began in 2019, including extending its duration, assigning new duties and report requirements, and expanding its membership. The bill charges the work group with creating a “profile of a graduate,” which should include the cross-disciplinary skills a student should have developed upon their high school graduation. The report of the group, including the profile and any recommendations developed as part of this work, is due Dec. 10, 2021, and a subsequent report summarizing a survey on new graduation pathway options is due December 10, 2022.

By December 31, 2022, in a report to the Legislature, the SBE shall review the profile, consider modifications based on public comment, and recommend alignment of graduation requirements with the profile. The bill states that recommendations on new pathway options, or changes to existing ones, must be done in statute, and not solely by rule.

S: 49-0 H: 98-0 Gov Signed: 4/26

5299 (Wellman)

Computer science/HS grad.

This bill would allow a student to use an approved computer science course in place of a 3rd year math or science credit for the purposes of meeting graduation requirements. The amendments passed in House Education states that students may only substitute a single course, and then with the permission of parent/guardian or school principal/counselor, and after receiving notification of potential consequences of the decision on postsecondary education opportunities. All substituted computer science courses must align with the student’s High School and Beyond Plan.

S: 46-2-1 H: 75-23 S Concurrence: 46-2-1Gov Signed: 5/13

Attachment A

Work-Integrated Learning – 2021-23 Biennial Budget Provisos

Prepared for the 5/20/21 WILAC meeting. List may not be exhaustive. Page 1 of 4

Project Name Agency Lead

Fund Source

Funding Amount Detail

Career Connected Learning Expansion ESD

Workforce Education Investment 1,500,000

Funding is provided for the Employment Security Department to increase Career Connected Learning curricula through program intermediary grants.

AIM Program OSPI General Fund 362,000

Additional funding is provided for the Academic, Innovation, and Mentoring (AIM) Program. (General Fund-State)

Be Great Initiative OSPI General Fund 70,000

Funding is provided for the Southwest Boys & Girls Club to provide community mentoring, academic intervention, and culturally specific supports through the "Be Great- Graduate Initiative" for a cohort of White Center youth identified as high risk. (General Fund-State) (One-Time)

Bilingual Environmental Education OSPI

General Fund 1,000,000

One-time funding is provided for the Office of Superintendent of Public Instruction (OSPI) to contract with a statewide nonprofit organization to promote equitable access in science, technology, engineering, and math education for migrant and bilingual students. (General Fund-State)

Career Preparation Launch Grants OSPI

Common School Construction (Capital) 2,000,000

The appropriation in this section is provided solely for the superintendent of public instruction to provide competitive grants to school districts to purchase and install career and technical education equipment that expands career connected learning and work-integrated learning opportunities. In consultation with school districts and WTB, OSPI will develop criteria and assurances to provide funding and outcomes for projects through the competitive grant program.

Career-Integrated Mentoring OSPI


Funding is provided for OSPI to contract with a nonprofit organization to facilitate one-to-one mentoring of students by blending technology with a focus on college readiness, workforce development, career exploration, and social emotional learning. Funding for the program may support expansion of programs with current school partners or provide start-up funding to expand across the state. (General Fund-State)

Counselors/High Poverty Schools OSPI


Funding is provided for an additional 0.5 FTE counselor per prototypical school for high-poverty schools beginning in the 2022-23 school year. (General Fund-State; WA Opportunity Pathways Account-State) (Custom)

Attachment B




Fund Source


CTE Student Leadership Orgs OSPI

General Fund 1,400,000 Increased funding is provided for CTE student leadership organizations. (General Fund-State)

E-sports Programs OSPI General Fund 500,000

Funding is provided for OSPI to contract with a career and technical student organization that specializes in using e-sports to engage students in seven career clusters to bring team-based, career and technical education (CTE) e-sports programs to each high school in the Battle Ground, Evergreen, and Vancouver school districts. (General Fund-State)

ESSER Set Aside - CTE/CCL OSPI Federal 4,000,000

Federal funding is provided to OSPI from ESSER III state amounts to support career and technical education and career connected learning in response to the COVID-19 pandemic. (Elementary and Secondary Sch EmergencyRelief III-Federal) (Custom)

FieldSTEM Program Increase OSPI

General Fund 500,000 Increased funding is provided for the FieldSTEM program. (General Fund-State)

Kitsap Apprenticeship Pathways OSPI


Funding is provided for South Kitsap School District for the controller programmers apprenticeship program. (General Fund-State)

Learning Device Grants OSPI


Funding is provided for each educational service district to provide technology consultation, procurement, and training required under Engrossed Second Substitute House Bill 1365 (schools/computers & devices). (General Fund-State) (Custom)

Media Literacy OSPI General Fund 446,000

Funding is provided for the implementation of Engrossed Second Substitute House Bill 1365 (schools/computers & devices) which, among other provisions, requires OSPI to administer a media literacy grant program. (General Fund-State) (Custom)

Northwest Education Association OSPI


Funding is provided for OSPI to contract with a nonprofit organization serving opportunity youth in Pierce, King, and Snohomish counties. The organization must assist traditionally underrepresented students on nontraditional educational pathways by providing mentorship and technical assistance in navigating higher education and financial aid. (General Fund-State) (Custom)




Fund Source


Regional Apprenticeship Marysville OSPI

Workforce Education Investment 1,500,000

Funding is provided for Marysville School District to collaborate with Arlington School District, Everett Community College, other local school districts, local labor unions, local Washington State Apprenticeship and Training Council-registered apprenticeship programs, and local industry groups to continue the Regional Apprenticeship Pathways program. (Workforce Education Investment-State) (One-Time)

Regional Apprenticeship Pathway OSPI

Workforce Education Investment 500,000

Funding is provided to establish a new apprenticeship pathways and career connected learning program in the skilled trades in the Federal Way School District. (Workforce Education Investment-State) (One-Time)

Residential Outdoor School OSPI Federal 10,000,000

One-time funding is provided for OSPI to contract with the Washington School Principals' Education Foundation to support pandemic-related learning loss through outdoor learning and overnight camp experiences. (Elementary and Secondary Sch Emergency Relief III-Federal) (Custom)

Salmon in the Schools OSPI Federal 1,000,000

One-time funding is provided for OSPI to contract with an organization that works directly with educators to secure salmon eggs, offer learning opportunities as the fry develop, and assist when students release the fry. (General Fund-State) (Custom)

School Counseling Programs OSPI

General Fund 27,000

Funding is provided for the implementation of Substitute Senate Bill 5030 (school counseling programs) which, among other provisions, requires OSPI to develop and distribute to school districts policy guidance for the development and implementation of a comprehensive school counseling program. (General Fund-State)

Skill Center Class Size OSPI 3,173,000

Skill center class sizes are reduced from 20 to 19 students per class for prototypical school formulas. (General Fund-State) (Custom)

So. King County Pre-Apprenticeship OSPI

General Fund 300,000

One-time funding is provided solely for the Highline School District to contract with an organization to offer pre-apprenticeship opportunities in the summer. (General Fund-State) (Custom)

Mastery-Based Learning SBE


Funding is provided to expand the research on graduation pathways, continue the Mastery-based Learning Work Group created in Chapter 252, Laws of 2019 (ESHB 1599), and propose changes to ensure a cohesive system of graduation requirements that align with mastery-based learning. (General Fund-State) (Custom)

General Fund




Fund Source


Mastery-based Learning Site Grants SBE


Funding is provided for implementation of mastery-based learning in school district demonstration sites. The funds must be used for grants to school districts, professional development of school district staff, and implementation support provided by the State Board of Education. The State Board of Education shall require grant recipients to report on impacts and participate in a collaborative to share best practices. Grants for mastery-based learning may be made in partnership with private matching funds. (General Fund-State)

Burke Museum Ed. Accessibility UW


Funding is provided for the Burke Museum to make education programs, offered by the museum, accessible to more students across the state, especially students in underserved schools and locations. (General Fund-State) (Ongoing)

WA MESA UW General Fund 300,000

Funding is provided for Washington Mathematics, Engineering, Science Achievement to implement program opportunities in science, technology, engineering, and mathematics. (General Fund-State) (Ongoing)

Career Connected Learning- Marketing WSAC

Workforce Education Investment 500,000

One-time funding is provided to develop and implement a Career Connected Learning marketing and communications plan to students, pursuant to Chapter 406, Laws of 2019 (E2SHB 2158).

Mastery-Based Learning WSAC

General Fund 32,000 One-time funding is provided for the implementation of Substitute Senate Bill 5249.

WA Award for Vocational Excellence WSAC


Funding is provided to continue the Washington Award for Vocational Excellence program. (General Fund-State)

Outdoor School Study WWU

General Fund 90,000

Funding is provided for a study to assess the feasibility and benefits of expanding outdoor residential school programs to all 5th and 6th grade students statewide. The report is due to the Office of the Governor, Office of Superintendent of Public Instruction, and the education committees in the Legislature no later than September 30, 2021. (General Fund-State) (One-Time)

TPU AcademyTacoma Public Utilities and Boys & Girls Clubs of South Puget Sound

A t t a c h m e n t C

Table of ContentsWhy TPU Academy?

Why Boys & Girls Club?

What is TPU Academy?

Goals, Barriers, and Planning

Part 1

Part 2

Part 3

Part 4

Why TPU Academy?

TPU Academy helps connect children in TPU’s s ervice territory to real world applications of STEM (Science, Technology, Engineering, Math). TPU has s hown commitment to the Boys & Girls Clubs STEM education through multiple STEM s pons ors hips in recent years . TPU Academy is the product of thos e engagements .

Science and mathematics achievement gaps along racial, ethnic and socioeconomic lines have widened s ubs tantia lly over the la s t 20 yea rs . Les s than 1 in 10 STEM profes s iona ls is a minority or a woman[1]. Engaging children in STEM ea rly in life will prepa re them to be s ucces s ful and crea te a pos itive impact in TPU’s workforce of tomorrow. Additiona lly, interacting with current TPU s ta ff s erving in STEM roles will provide a mentor re la tions hip and a warm welcome to explore potentia l ca reer futures with TPU.

Executing this programming with the Boys & Girls Clubs a llows for interaction with divers e popula tions , including thos e who may not be ins ide a traditiona l s chool s e tting.

TPU Academy also reinforces TPU’s commitment to Graduate Tacoma’s STEAM Network, of which the Boys & Girls Clubs are a member. TPU Academy helps meet Graduate Tacoma and WA STEM’s goal that 70% of Washington youth earn a STEM credential by age 26. (credentials include apprenticeship, certificate, as sociate’s degree or bachelor’s degree.)

[1] Women, Minorities , and Pers ons with Dis abilities in Science and Engineering: 2017, Na tiona l Center for Science and Engineering Sta tis tics Directora te for Socia l, Behaviora l and Economic Sciences , Na tiona l Science Founda tion.

Children fully enrolled in the Boys & Girls Clubs s pend more time in Club programming than they do in the ir traditiona l s chool s e tting each year. The Boys & Girls Clubs of South Puge t Sound works in partne rs hip with the Tacoma Public Schools (TPS) to offe r programming tha t s upplements the traditiona l s chool environment.

Why Boys & Girls Clubs ?

The Clubs a ls o have the flexibility of be ing unburdened by curriculum mandates in the ir programming. Club s tudents a re free to explore the ir inte res ts , and TPU s ta ff is able to de live r crea tive programming to he lp encourage TPU-s pecific STEM engagement and caree r deve lopment.

In 2017, during the Clubs ’ firs t year of a program called Summer Boos t, s ix school dis tricts provided certified teachers to the Clubs to deliver an innovative program to counteract summer learning loss . This program gave minority, low-income 4th graders who were below grade level a pathway to success . In that firs t year of the program, 83% of s tudents gained skills or held ground based on pre and pos t tes ting. The partnership between TPS and the Boys & Girls Clubs to support the education of the children in our community works .

What is TPU Academy?

TPU Academy will be a s ix s es s ion engagement with representation from each divis ion (Power, Water, Rail, and Cybersecurity). The s es s ions are 90 minutes , and provide hands on experience with the STEM-related work. Ses s ion will run for s even weeks with a caps tone field trip to Cowlitz (hatchery, dam & park).

The ta rge t cohort is twenty 4th & 5th grade s tudents a t each of the th ree des igna ted Boys & Girls Clubs branches in Tacoma.

Goals for the program

Support traditiona l c las s room teaching in STEM fie lds

Provide STEM learning opportunitie s ta ilored to TPU caree rs

Provide a pa thway to future employment opportunitie s in the ir community

Enhance employee engagement by way of teaching in the Academy

Help s tudents be tte r unders tand the wis e us e of power and wate r re s ources , and ra ilroad s afe ty

• It was difficult to have quality engagements during the school year. We had to cut several sessions or good learning opportunities short.

• Having the variety of programming helped ensure each student found something they were excited about.

• The hands -on experiments were favorable to a show-and-tell situation. Exception being field trips.

• The field trip to the Headworks was a huge hit, particularly because the students are studying salmon. They still ask about going back to see the fish!

Lessons Learned• Students were engaged in the hands -on learning

opportunities provided by real -world STEM experiences. We retained most of the cohort through the program, which is a significant measure of success. Unlike school, the students were not obligated to return week after week.

• We talked with students about the unique career opportunities at TPU.

• Engaging a diverse staff of instructors was vital to our success.

• Instructors enjoyed participating in the program, and most reported learning something new about the other utilities.

• We were able to weave in conservation and safety messages as we went.

Realities & Future Planning

Unexpected Outcomes

• We were able to show the human side of TPU. Several of the students were from households with a stressed relationship to TPU. TPU Academy helped change that narrative.

• TPU emerged a leader in STEM education in the Tacoma community.• The graduation with Mayor Woodards, Interim Director McCrea and family members was a hit.

The Mayor and TPU received public recognition. Family members in attendance thanked us for everything.

Thank you!

1

From Harm to Home | Rescue.org

IRC Seattle Youth Programs 2020 - 2021

Attachment D

2


International Rescue Committee

Founded in 1933 at the suggestion of Albert Einstein to help people affected by conflict and disaster to survive, recover and gain control of their future.

3


Where We Work• Global Work in 40+ countries

• Providing emergency relief, protecting and assisting refugees

• Post-conflict and disaster relief

• 25 field offices in the US (HQ in NYC, Advocacy in DC)

• Resettlement and immigration services

• Serving survivors of torture and trafficking

• Providing and offering referrals to community-based programs for adults and youth

4


The IRC in Seattle/SeaTac

• Opened in 1976• 25,000 refugees resettled from 35+ countries since 1976• IRC Seattle helps 2,500 community members annually• Resettled 341 refugees and 125 SIVs in FY2019 in Seattle area• Our programs welcome and support refugees, asylees, SIVs,

other immigrant community members and survivors of human trafficking

5


IRC Seattle Youth Programs

The vision of IRC Seattle’s Youth Program is that youth from refugee and immigrant backgrounds will have the skills and resources necessary to achieve academic success and pursue a future of opportunity.

6


Where We Work

7


IRC Seattle Youth Programs We serve an average of 350 - 450 students annually and seek to accomplish our overarching vision through the following programs: • Ready to Read! culturally responsive literacy program for newcomer elementary

students

• In-school and Extended Day literacy, math, and academic support programs for middle and high school students

• Individualized Academic Tutoring for K-12

• Youth Futures extended day and summer program that promotes high school completion, HSBP completion, college and career readiness, positive cultural identity

• Summer Programs including summer school, summer camps, and Youth Roots summer internship

• Refugee Youth Mentorship Program for refugee youth ages 18 – 24

• Social and Emotional Learning integrated throughout all programs

8


Relevant Programs

• Math Masters

• Youth Futures

• Refugee Youth Mentoring Program

9


Math Masters Program Overview

10


Program PurposeTo strengthen the math skills and confidence for youth K-8 from refugee and immigrant backgrounds;

Increase awareness and understanding of STEM careers and college pathways

11


Program Components

• Extended day Math and STEM workshops

• Individualized Math instruction and tutoring

• STEM Career Exploration and Career Panels

12


Youth FuturesProgram Overview

13


Program PurposeTo provide 11th and 12th graders the opportunity to reach their vision of success, building on current skills and strengths, and creating a community in which they feel safe, seen, and heard as they transition to life in Washington.

• High School and Beyond Plan exploration, completion and practical application

• Supporting students and families to understand post-secondary opportunities including financial aid, college applications etc.

• Exposing youth to a variety of career pathways though industry and community partnerships

14


Program Components

• Weekly Group Workshops

• Individual Coaching and Family Engagement

• College and Career Panels

15


Youth MentorshipProgram Overview

16


Program PurposeTo provide activities that support newcomer youth ages 18-24 years old to build healthy and prosperous lives by:

• Supporting individual educational and vocational advancement

• Promoting positive civic and social engagement

• Matching eligible refugee youth and positive adult mentors who will provide youth with personalized interactions, promote career and industry specific guidance, coaching and networking

17


Program Components

• Case Management

• Individualized Service Plan

• Mentorship

18


Barriers and Tips for Successful PartnershipsBarriers:

• Access to school/district platforms (ie: Career Cruising)

• Connections to CTE programs

• Funding

Tips for Success:• Strong district connections

and partnerships

• Funding that requires district and CBO partnerships

• Utilizing CBOs to bridge gaps and promote trusted community connections

19


For more information: Rescue.org/Seattle

Facebook.com/IRCSeattleTwitter: @NicksterSmith

Contacts:Rachel Stephens, Youth and Education Program Manager

[email protected]

Thank you!

mailto:[email protected]

Documents

20210520 WILAC Meeting Minutes Draft