K12 Career and College Readiness

2017–19 Biennium Budget

Decision Package

Agency: 350 Office of Superintendent of Public Instruction

Decision Package Code/Title: AH/K12 Career and College Readiness
Budget Period: 2017–19
Budget Level: PL

Agency Recommendation Summary Text:

This proposal would expand and strengthen specific K12 career guidance and CTE programs and services
that have proven to help students identify connections between their opportunities and efforts in school and
post–high school aspirations, and empowered students to capitalize on both. Students want their
educational experiences to be meaningful and relevant to their post–secondary life goals. Those who
believe that their efforts in school will benefit them beyond school stay engaged in their own learning and
are more likely to graduate and go on to post–graduate success. This request totals $9.2 million for the
2017–19 biennium.

Fiscal Summary: Decision package total dollar and FTE cost/savings by year, by fund, for 4 years.
Additional fiscal details are required below.

Operating Expenditures FY 2018 FY 2019 FY 2020 FY 2021

Fund 001–01 $4,565,939 $4,625,518 $4,877,519 $4,991,519
Total Cost $4,565,939 $4,625,518 $4,877,519 $4,991,519
Staffing FY 2018 FY 2019 FY 2020 FY 2021
FTEs 3.0 4.3 5.5 5.5
Object of Expenditure FY 2018 FY 2019 FY 2020 FY 2021
Obj. A $220,985 $311,556 $402,126 $402,126
Obj. B $108,236 $153,840 $198,695 $198,945
Obj. C $1,600,000 $1,550,000 $1,530,000 $1,530,000
Obj. E $119,699 $65,694 $73,982 $73,982
Obj. G $112,019 $28,178 $36,466 $36,466
Obj. J $15,000 $6,250 $6,250 $0
Obj. N $2,390,000 $2,510,000 $2,630,000 $2,750,000
Package Description

Background:

Career development is the lifelong process of managing progression in learning and work. The degree to
which students master this process significantly impacts the quality of their lives––the kind of people they
become, their sense of self and purpose, and their financial security. It also influences the social and
economic contribution they make to the communities and societies of which they are part.

According to the 2014 Healthy Youth Survey, 41% of 10th grade students surveyed said they are looking
forward to their future. Yet, in the same survey 26% of students reported they felt the things they are

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learning in school are not important for later in life. Students do better academically when they see a
beneficial relationship between schoolwork and their after–high school plans. The more direct and obvious
the connection—the stronger the likelihood of sustained student interest and effort.

Career and Technical Education (CTE) and Career Guidance programs focus on students’ career and
college readiness emphasizing the connections between schoolhouse knowledge and skill–building, and
success in life after high school. These programs are especially appealing to students looking for “real–
world”, proficiency–based learning experiences that clearly articulate to living–wage employability in
specific businesses or industry, or college programs with technical elements.

To reach all students, school districts need to offer a continuum of varied programs with student supports
that differ in intensity depending on the needs of the student. For some students a program that provides
general education and career knowledge and planning guidance is enough to support their post–high
school plans. Some students find meaning and success in school–to–career programs that tightly couple
high school learning to specialized skills that promise immediate employability upon graduation from high
school. Still other students need programs targeted specifically at removing academic and nonacademic
barriers to realize their learning and career ambitions.

Increased funding to support and expand comprehensive career guidance and CTE programs is needed to
reach more of the students who would benefit from these programs. Especially those students from poor
and underrepresented populations and those students struggling to find relevance in their educational
experience. In a study done by the Workforce Training and Education Coordinating Board (2015), results
found that in Washington, for every dollar invested in secondary CTE programs, taxpayers receive a $9
return on investment.1

Current Situation:

In 2014–15, the overall four–year graduation rate was 78.1%. Graduation rates for Career and Technical
Education (CTE) programs were higher than overall rates across all subcategories of students.

2014–15 State Graduation Rate Data

Student Group Overall Grad Rates CTE Program Grad Rates2
ALL STUDENTS 78.1% 87.26%
Male 74.7% 84.57%
Female 81.6% 90.25%
American Indian/Alaskan Native 56.4% 72.67%
Asian 87.8% 92.86%
Native Hawaiian/Other Pacific Islander 67.% 79.75%
Black/African American 68.8% 83.52%
Hispanic/Latino of any race(s) 69.6% 81.42%
White 80.9% 89.07%
Two or More Races 77.9% 85.20%
Limited English 55.8% 73.41%
Migrant 64.4% 78.70%

1Workforce Training and Education Coordinating Board. 2015. Workforce Training Results. http://www.wtb.wa.gov/Documents/WorkforceTrainingResults2015.pdf
2OSPI. 2014-15. Washington State Report Card: Carl D. Perkins Career and Technical Education Performance Measures.
http://reportcard.ospi.k12.wa.us/CTEPerkins.aspx?domain=CTE&groupLevel=District&schoolId =1&reportLevel=State&yrs=2014-15&year=2014-15

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Student Group Overall Grad Rates CTE Program Grad Rates

Special Education 57.9% 76.67%
Low Income 68.0% 80.15%

Each year, thousands of CTE students graduate from high school with career goals, job and leadership
skills, and a better idea of where they will go next to further their academic or professional goals. Career
and counseling centers also provide information to students about apprenticeships, industry standard
certificate programs, technical colleges, and specialized programs.

To graduate the remaining 21.9% of students, to address the many students who do graduate but do so
with no specific end in mind, and to provide support for all students, there is a need to not only maintain a
strong foundation, but also strengthen capacity for a responsive intervention system that includes CTE
program options and supports.

Proposed Solution:

This budget package proposes a comprehensive, statewide approach to career and college readiness
through improving student accessibility to successful programs such as Career Guidance Washington
(CGW), Jobs for Washington’s Graduates (JWG), Core Plus, and statewide course equivalencies, as well
as providing the means to track and assess student success related to industry credentialing. These
combined efforts will better support students in developing the skills and confidence necessary for
postsecondary and life success.

1. Career Guidance Washington:

Career Guidance Washington (CGW), is a career and college readiness program with proven success
when implemented school wide. The program is designed to provide all students with:

 High–quality information about post–secondary options and the educational programming available
to get there;
 Opportunity and assistance in developing individual and career management goals and skills; and
 Support in reviewing the options and converting information into personal action.

With support from their families and a school advisor, CGW curriculum and tools assist students to develop
and monitor progress on their High School and Beyond Plan (HSBP)—a state graduation requirement. The
CGW curriculum includes 30 lesson plans for each grade level (6–12). Lesson themes relate to: ownership
of learning, transitional skills, financial literacy, learning techniques, metacognitive skills, academic
eligibility, and career and college development.

The program has demonstrated positive impacts on student course–taking patterns, high school graduation
rates and student achievement, and the extent to which students attended and persisted in college after
high school. The resources requested in this proposal would be used to strengthen and expand the
program and includes:

 Funding to revise and then regularly update the CGW curriculum and resources and trainings to
school districts provided by OSPI on a regional basis to facilitate implementation of the revised
curriculum.

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 Competitive, need–based, start–up grants to districts/schools in the amount of $10,000 each to

implement or revitalize a CGW program.
 Adding a career guidance counseling program supervisor and .25 FTE support staff positions at
OSPI. This would allow the existing guidance and counseling program supervisor to support the
many other roles of the school counselor while the new position focuses specifically on statewide
career readiness planning and preparation programs. The two would work together to facilitate
improved coordination of student services and supports between general school counseling and
specialized career guidance counseling throughout the K12 system with an emphasis on at–risk
students.

CGW FY 2018 FY 2019 FY 2020 FY 2021

# of FTE 1.3 1.3 1.3 1.3
Contracts (CGW curriculum updates) $100,000 $50,000 $30,000 $30,000
Statewide Training $10,000 $6,000 $6,000 $6,000
Goods & Services $6,000 $6,000 $6,000 $6,000
Grants to districts $750,000 $750,000 $750,000 $750,000
OSPI Admin Costs $162,306 $155,886 $155,886 $155,886
Total $1,028,306 $967,886 $947,886 $947,886

2. Jobs for Washington’s Graduates

Jobs for Washington’s Graduates (JWG), the state adaptation of the national Jobs for America’s Graduates
(JAG), is a program that provides additional supports targeted to traditionally vulnerable youth (e.g., foster
care, juvenile justice, homeless) and those students struggling to stay on track to graduation. JWG provides
a competency–based curriculum and helps to identify and overcome barriers to student success. The
program also supports students through key transitions from middle school to high school and high school
to post–high school education or employment.

This proposal supports existing JWG programs and expands the program to new sites across the state,
offering more at–risk students access to:

 A skill–based curriculum that includes employability competencies and intensive career exploration
and development opportunities;
 Job opportunities for graduates and assistance to graduates in the exploration of post–secondary
education opportunities; and,
 A 12–month follow–up service and support to graduates for employment and/or postsecondary
enrollment.

Specifically, this request for resources needed to implement the JWG program statewide includes:

 Three–year, grants to districts with schools seeking JWG program implementation and support to
address dropout prevention and increase the graduation rate for vulnerable student populations.
This new funding model will be implemented for all (48) existing programs as well as up to (27)
additional new sites.

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o Sites will receive $15,000 per class, up to $75,000 in year one. Funding amounts
will be determined based on the scope and size of the program. In year two, the
funding level would be reduced to 75% of the year one award and then in year
three to 50% of the first year award. The district would be required to agree to
sustain the program for at least two years beyond the end of year three of the grant.
This tiered funding model requires schools to gradually and ultimately develop the
capacity to support the program at 100%.
o Where appropriate, new and existing JWG programs will be required to align their
courses with CTE program standards allowing them to secure CTE–enhanced
apportionment funding to help sustain their programs beyond the life of the grant.

 Increased regional program field specialist support to district programs phased in through the
addition of one new program manager position and .25 FTE support staff position per year until the
level recommended in the national JAG model of one specialist for every 15 programs is reached.
Regional field specialists work with and support sites to ensure the model is implemented
successfully.

 Professional learning opportunities for teams of 2–3 staff per site (approximately 100 state and
regional level staff per event) to attend a total of 4 trainings per year. The proposal would also
support 10 state and regional level staff members to attend the National Annual JAG Training at
$1000 per person.

Jobs for Washington’s Graduates (JWG) FY 2018 FY 2019 FY 2020 FY 2021

# of new FTE 1.3 2.5 3.8 3.8
Statewide Professional Learning $7,200 $7,200 $7,200 $7,200
National Annual JAG Training $10,000 $10,000 $10,000 $10,000
Grants to Support JWG models at District Level $750,000 $750,000 $750,000 $750,000
OSPI Admin Costs $159,807 $311,806 $463,807 $457,807
Total $927,007 $1,079,006 $1,231,007 $1,225,007

3. Core Plus

Core Plus is a direct ‘school–to–career’ program in its 4th successful year of engaging youth in learning
and motivating them to complete high school, resulting in employment in dynamic, high demand
industries with livable wages and career options, including the opportunity to continue on to
postsecondary education.

Through Core Plus partnerships, local business and industry employers work with school districts to
ensure that classroom learning in Core Plus programs produces job ready graduates.

This proposal would replenish consumable materials for existing Core Plus programs and provide
resources for opportunities to develop new Core Plus partnerships through the following:

 On–going grants to existing Core Plus programs (44) in the amount of $10,000 each year to sustain

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the supplies and materials necessary for the program and to provide professional learning for Core
Plus instructors.
 An additional $450,000 for competitive startup grants of up to $75,000 per site for school districts
and skill centers to develop new Core Plus programs.

Core Plus FY 2018 FY 2019 FY 2020 FY 2021

Grants to Existing Programs (@ $10,000/program) $440,000 $560,000 $680,000 $800,000
New Grants to Districts $450,000 $450,000 $450,000 $450,000
Total $890.000 $1,010,000 $1,130,000 $1,250,000

4. Industry Certification Exams

Industry certification exams are focused on CTE education courses. These post–course exams validate
students’ attainment of skills that meet industry standards providing students with certificates to
demonstrate proficiency for job interviews and resumes. OSPI’s current contract for these services
provides students with a limited number of opportunities to test for certifications and charges them fees
that are per student, and per assessment.

This proposal requests resources to expand these services statewide through a new state–level
contract and allow access for students to earn these certificates with no student fee.

Effectively utilizing this opportunity will require a 0.5 FTE Assessment and Accountability Data Analyst
position at OSPI to provide state–wide technical assistance, collect extensive data, and support the
director in reporting the results of this process.

Exams FY 2018 FY 2019 FY 2020 FY 2021

# of FTE 0.5 0.5 0.5 0.5
OSPI Admin Costs $70,626 $68,626 $68,626 $68,626
Contracts $1,500,000 $1,500,000 $1,500,000 $1,500,000
Total $1,570,626 $1,568,626 $1,568,626 $1,568,626

5. Statewide Course Equivalency

CTE high school course equivalency options are critical to the implementation of the 24–credit career–
and college–ready graduation requirements. While particularly important for students who are credit
deficient and working to get back on track for graduation, these requirements provide opportunities for
all students to enhance their preparation for careers and post–secondary education. To date, 36
statewide course equivalencies have been developed and approved.

This proposal requests resources for statewide development and implementation of additional CTE
course equivalency frameworks for math and science with would require the following:

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 Funding for OSPI to convene four meetings with a group of 10 classroom teachers and 3 OSPI
staff to develop additional course equivalency frameworks.
 Funding to support professional development for districts in implementing the new course
equivalency frameworks. For FY2018, this would include 3 regional trainings in Eastern
Washington, and 4 trainings in Western Washington.
 Total one–time (FY18) costs for goods, services, and travel – $150,000

Contact person
 Ken Emmil, Ed.D., Assistant Superintendent, Career and College Readiness, (360) 725–6256

Base Budget: If the proposal is an expansion or alteration of a current program or service, provide
information on the resources now devoted to the program or service.

The base (Carry–Forward Level) budget for programs related career and college readiness include:

FY18 FY19
STEM Lighthouse Projects $135,000 $135,000
Integrated Math/Science $125,000 $125,000
Computer Science Capacity $62,000 $62,000
Project Lead The Way $250,000 $250,000
Aerospace Assembly $150,000 $150,000
Skill Centers $300,000 $300,000
Career and Technical Ed Grants $1,677,000 $1,677,000
Career and Technical Ed $31,000 $55,000

Information about each proviso, include staffing levels and grants awarded, can be found at
http://www.k12.wa.us/Finance/AgencyFinancialServices/default.aspx.
Decision Package expenditure, FTE and revenue assumptions, calculations and details:
1. Career Guidance Washington
 1.0 FTE – Program Supervisor, .25 FTE – Admin Asst
 10 regional trainings (Approx. $1,000 per meeting for facility rental, supplies, materials, and
employee travel)
 Goods & Services: equipment, new computer, work station for staff

2. Jobs for Washington’s Graduates

 Additional 1.0 FTE Program Supervisor (Regional Field Specialist) and .25 FTE Admin Asst
each year at OSPI, until full staffing is reached in FY2020
 $750,000: three–year, tiered grants to districts. Grants would be reduced to 75% in year two,
50% in year three, and would require that the district agree to sustain the program for at least
two years beyond the end of the start–up grant. As programs become more self–sustaining,
funds will be redirected towards new sites;
 Goods and services for statewide professional learning includes roughly $1800 per event (4)
including employee travel, facility rental, and incidentals (light refreshments)–totaling $7200

3. Core Plus:
 Existing programs: 44 (current # of programs) x $10,000 = $440,000 for yr. 1 and would grow
each year by the number of new programs added in the previous year.

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 New Programs: $450,000

4. Industry Certification Exams

 Assumes up to a total of 318,000 post course assessments for students in middle– and high
school.
 Additional 0.5 FTE Assessment and Accountability Data Analyst position at OSPI

5. Course Equivalency
Framework Development:
 OSPI assumes four meetings of 10 classroom teachers and 3 OSPI staff. Funding will support
facility rental at ESD 121 ($600x4);
 Supplies and Printing of materials ($200 x4);
 Substitute reimbursement fee for release of 10 teachers, at the rate of $170 ($1,700 x4);
 Travel/mileage reimbursement for 10 teachers and 3 OSPI staff at an average rate of $50 per
meeting ($650 x4).
Equivalency training for Districts:
 7 trainings in FY18
 Facility rental (ESD) at a rate of $600 per training;
 Substitute reimbursement fee for release of 30 teachers, at the rate of $170 ($5,100 x7);
 Travel/mileage reimbursement for 30 teachers and 3 OSPI staff at an average rate of $50 per
meeting ($1,650 x7).

Decision Package Justification and Impacts

What specific performance outcomes does the agency expect?
OSPI expects several areas of improved performance:
1. Increased four–year and five–year graduation rates
2. A decrease in ELA, math, and science course failure rates in 9th grade
3. A decrease in suspensions and expulsions and in chronic absenteeism issues (especially in
regards to those who are transitional and/or of vulnerable student populations needing continuity
and an opportunity to assess their skills and obtain certification at no cost to them or their school
district)
4. An increase in the percentage of students who persisted in post–secondary programs and
completed certificates and degrees leading to gainful employment and lasting careers
5. A decrease in discipline issues due to a higher level of learner engagement.

Performance Measure detail:

 OSPI will administer a follow–up survey with districts to measure progress in implementing
comprehensive dropout prevention, intervention and reengagement programming, and the number
and percentage of all students with access to career pathways in high–skill, high–demand sectors.

In addition, we will be collecting data on the following:

 Number and percent of all students who completed one or more career pathways in high–skill,
high–demand industry sectors.
 Number and percent of all students who earn college credit that transfer to a higher education
institution.
 Number and percentage of all students who earn industry–recognized credentials in high–skill,
high–demand sectors.

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 The number and percentage disaggregated by subgroups of students enrolled in postsecondary

education within 12 months of high school graduation.

Fully describe and quantify expected impacts on state residents and specific populations served.
A coordinated effort capitalizing on the success of Career and Technical Education (see above), Jobs for
Washington’s Graduates (95% graduation rate), and a well–informed career guidance process will enable us
to ensure all students receive an opportunity to graduate high school career, college, and life ready.

Distinction between one–time and ongoing costs:

What are other important connections or impacts related to this proposal?

Impact(s) To: Identify / Explanation

Regional/County impacts? Yes Program is designed to match the interests and skills of high
school students to the workforce needs specific to each
community and by region.

Other local gov’t impacts? Yes Increased student engagement (decreased

truancy/discipline/juvenile justice involvement). Increased
graduation rate and a larger, more knowledgeable, and
skillful prospective workforce. Stronger local economic
indicators.

Tribal gov’t impacts? Yes We are planning to provide incentive to our Tribal teammates
to implement the career focused counseling with a JWG
program tailored to appropriate ‘social’ and ‘emotional’
learning gaps uniquely experienced by our Native American
student populations.

Other state agency impacts? Yes Program will result in positive impacts to the work of our
Foster Care system, the Department of Social and Health
Services in general, and the Juvenile Justice system to name
a few.

Responds to specific task No NA

force, report, mandate or exec
order?

Does request contain a No NA

compensation change?

Does request require a change No NA

to a collective bargaining
agreement?

Facility/workplace needs or No NA
impacts?

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Impact(s) To: Identify / Explanation

Capital Budget Impacts? No NA

Is change required to existing No NA

statutes, rules or contracts?

Is the request related to or a No Identify lawsuit (please consult with Attorney General’s
result of litigation? Office).

Is the request related to Puget No If yes, see budget instructions Section 14.4 for additional
Sound recovery? instructions.

Identify other important

connections

Please provide a detailed discussion of connections/impacts identified above.

Efforts are in place for local school districts, colleges, business industry, and workforce boards. Statewide
approach is to reduce dropout rates and improve graduation rates. These organizations have strong history
or working on initiatives and have developed a collaborative effort on JPMorgan Chase Grant the Career
Readiness initiative needs assessment action plan committed to dropout prevention rates and to improve
grad rates

All have committed to engage in a partnership which will result in: a permanent, cross system partnership
dedicated to transforming the way career readiness planning and implementation occurs in the State of
Washington; increases in the number of students who successfully complete career pathways that begin in
secondary school and culminate in postsecondary degree and/or industry credentials with labor market
value.

What alternatives were explored by the agency and why was this option chosen?
 In continuing our search for solutions to address our dropout rate, and based off of current data
that supports these programs, we chose to combine proven programs of focused student support
(Career Guidance), arguably the most successful resiliency building program available for at risk
youth (JWG at 95% graduation rate), and a highly successful career preparation program (Core
Plus). No other alternatives are available that will achieve desired results.
 Considering the cost of failure for our youth, our economy, and our society, the cost to benefit ratio
for implementing these programs will be extremely positive.

What are the consequences of not funding this request?

1. If this request is not funded, many or most of our state’s industry and manufacturing leaders will
continue to express concerns about the lack of a qualified employee pool.
2. Students around the state will not receive the support they need to become career, college, and life
ready. Many will continue to drop out of high school, resulting in added pressure to our state
assistance programs.
3. Most of our high school students who do graduate, have been convinced that anything outside of
acceptance to a four–year university is considered failure. Consequently, many of our young

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people who go to college either don’t graduate, or do graduate, but graduate with a degree that “no
end in mind”. The result is often, no job and tons of personal debt.

How has or can the agency address the issue or need in its current appropriation level?
We have been able to pilot programs successfully but have not been able to bring them to scale and they
do not involve the resources necessary to meet the present and/or future needs of our students and
industry.

Other supporting materials:

Activity Inventory: Work with your Budget Analyst for this Information
Activity Inventory Prog Staffing Operating Expenditures
Item FY FY Avg FY 2018 FY 2019 Total
2018 2019
A035 055 3.0 4.3 3.7 $4,565,939 $4,625,518 $9,191,457
Total Activities 3.0 4.3 3.7 $4,565,939 $4,625,518 $9,191,457

Information technology: Does this Decision Package include funding for any IT–related costs, including
hardware, software, services (including cloud–based services), contracts or IT staff?
☒ No
☐ Yes Continue to IT Addendum below and follow the directions on the bottom of the addendum to
meet requirements for OCIO review.)

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