WA State I-BEST Program Planning and Approval Louisa Erickson Program Administrator – Workforce Education WA State Board for Community and Technical Colleges
I-BEST Program Planningformat. Approval Click to edit the outline text and Second Outline Level Fidelity Third Outline Level Fourth Outline Level What do we mean by Fidelity? Fifth Outline Level Why Sixth Outline Level is it important? Seventh Outline Level How do we ensure Fidelity? Eighth Outline Level Ninth Outline Level. Click to edit Master text styles
I-BEST Program Planningformat. Approval Click to edit the outline text and Second Outline Level Program Planning: Selection Third Outline Level Fourth Outline Level Considerations Fifth Outline Level Sixth Outline Level For A. O. – 12 credits? Seventh Outline Level Pathway length, bridging the certificates Eighth Outline Level Enrollment Ninth Outline Level. Click to edit Master text Instructors/Potential Teams styles Labor Market
Programedit the outline text format Click to Planning and Approval Second Outline Level Labor Outline Level Third Market/Demand Fourth Outline Level Ultimate goal living wage job with Fifth Outline Level opportunities for wage progression Sixth Outline Level Seventh Outline criteria Establishing regional. Level Eighth Outline Level Employer needs, interest and buy off Ninth Outline Level. Click to edit Master Real demand data text styles Adhering to Demand (Fidelity)
Programedit the outline text format Click to Planning and Approval Second Outline Level SBCTC Program Approval Third Outline Level Fourth Outline Level Must have approved program on file with Fifth Outline Level SBCTC to generate enhanced FTE Sixth Outline Level Approved programs automatically eligible for Seventh Outline Level Opportunity Grant Eighth Outline Level Ninth I-BEST Level. Click to edit Master to track IOutline specific coding allows us text BEST student outcomes, allows us to styles recognize colleges coding for I-BEST not on approved list.
Professional-Technical Sign off at college level by both Workforce and ABE administrators Programs must be on the college’s Workforce Inventory Must be on the demand list with local data supporting demand. Local data defined as the actual number of job openings available for completers that are greater than the number produced by program colleges in the area
Basic Skills Students must qualify for federally supported level of basic skills education. Students must be pre-tested using CASAS at the start of the program and must be post-tested upon program completion or the end of an academic year, whichever occurs 1 st. CASAS results must be recorded in WABERS A plan for continued gains and reaching English language proficiency must be developed for students who transition into prof-tech programs who have not yet reached proficiency.
Instructional During a quarter, an instructor from basic skills and an instructor from the professional technical program must jointly instruct in the same classroom, the same students with at least 50% overlap of the instructional time.
Labor Market Demand Local and Regional Demand Data Evidence of exiting with ability to earn a living wage: $13. 00/hr. unless in King County, then $15. 00/hr. (exception: ECE) Evidence that local and regional businesses, labor, WDC, and CBOs are active in supporting the college’s effort to begin or expand this program. Partners must be listed.
Long-term results Allows SBCTC to track and monitor for student impacts Identify high performing (and low performing ) colleges and programs Positive results allow us to use data and information to cultivate stakeholder support Ensures certificates mirror traditional, “real” workforce pathways and certificates. Colleges provide consistent content delivery with different instructional model
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