HOUSE BILL REPORT

E2SSB 5327

As Reported by House Committee On:

College & Workforce Development

Title: An act relating to expanding career connected learning opportunities.

Brief Description: Expanding career connected learning opportunities.

Sponsors: Senate Committee on Ways & Means (originally sponsored by Senators Wellman, Zeiger, Keiser, Palumbo, Hunt, Rivers, Hawkins, Warnick, Carlyle, Conway, Dhingra, Frockt, Kuderer, Saldaña and Wagoner; by request of Office of the Governor).

Brief History:

Committee Activity:

College & Workforce Development: 3/19/19, 3/28/19 [DPA].

Majority Report: Do pass as amended. Signed by 15 members: Representatives Hansen, Chair; Entenman, Vice Chair; Leavitt, Vice Chair; Van Werven, Ranking Minority Member; Gildon, Assistant Ranking Minority Member; Bergquist, Kraft, Mead, Paul, Pollet, Ramos, Rude, Sells, Slatter and Sutherland.

Minority Report: Without recommendation. Signed by 1 member: Representative Young.

Staff: Trudes Tango (786-7384).

Background:

Career Connect Washington.

Career connected learning (CCL) focuses on combining classroom learning and work-based learning and can range from job shadowing to registered apprenticeships. In 2017 the Governor created the Career Connect Washington task force (CCW) to develop strategies for expanding CCL. The CCW task force members included representatives from business, labor, state government, nonprofit organizations, and education. The CCW task force issued its recommendation in 2018, which focused on: building community, education, and industry partnerships; ensuring students have more access to CCL opportunities, including registered apprenticeships; and building a systemic strategic plan to better connect Washington's youth with the education and training needed to fill employment gaps.

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Summary of Amended Bill:

The Legislature intends to create a statewide, sustainable CCL system. Career connected learning means a learning experience, integrated with work-related content and skills in the following three categories: (1) career awareness and exploration; (2) career preparation; and (3) career launch. Career launch programs (CLPs) are registered apprenticeship programs that combine: supervised paid work experience; aligned classroom learning to academic and employer standards; and culmination in a credential beyond a high school diploma or 45 college credits towards a two-year or four-year postsecondary credential.

Cross-Agency Work Group.

The CCL cross-agency work group ("work group") is created. The work group must consist of, but is not limited to, representatives from: (1) the Departments of Labor and Industries, Social and Health Services, Children, Youth, and Families, and Employment Security; (2) the Education Research and Data Center of the Office of Financial Management (OFM); (3) the Office of the Superintendent of Public Instruction (OSPI); (4) the State Board of Education; (5) the State Board of Community and Technical Colleges (SBCTC); (6) the Washington Student Achievement Council; (7) the Workforce Training and Education Coordinating Board (WTB); (8) the public baccalaureate institutions; (9) the independent four-year institutions; (10) the Office of the Governor; (11) the Office of the Lieutenant Governor; (12) organizations representing the trades in the construction industry; and (13) a business involved in the construction industry.

Subject to amounts appropriated, the work group must, among other things: (1) create guidance for endorsing CLPs; (2) implement marketing and communications; (3) mobilize private sector and philanthropic resources; (4) create a statewide inventory of existing programs; (5) develop websites and resources; (6) develop financial support services for underserved communities; (7) address transfer and articulation issues and work to expand portability of credits, in coordination with the Complete Washington Program when appropriate; (8) establish targets for equity; (9) develop data systems and protocols for evaluation purposes; and (10) make budget recommendations to the OFM.

Regarding budget recommendations, the work group must direct resources that, among other things: (1) support the K-12 system and the OSPI to increase student participation in CCL programs; (2) support expansion of programs for registered apprenticeships; and (3) support higher education institutions to build capacity at community and technical colleges, align the use of work-study with registered apprenticeships, and clarify financial aid issues for CLPs and registered apprenticeships.

The work group is also responsible for developing a data enclave to measure progress and ensure equity of opportunity, led by the OFM's Education Research and Data Center.

The work group must meet at least six times per year and report its progress annually to the Governor and appropriate committees of the Legislature.

Grant Program.

The CCL grant program is established to be administered by the Employment Security Department (ESD). The Office of the Governor must work with the ESD to establish grant criteria and guide the selection process, in consultation with the work group.

Grant funds must: (1) support regional networks in both rural and urban areas; and (2) support program intermediaries partnering with multiple employers, labor partners, and educational sectors to develop curricula for CCL programs.

Regional networks may include regional education networks, school districts, educational service districts, higher education institutions, workforce development councils, chambers of commerce, industry associations, joint labor management councils, multiemployer training partnerships, economic development councils, and nonprofit organizations.

Eligible applicants may include new or existing industry associations, state agencies, joint labor management councils, regional networks, postsecondary education and training institutions working with multiple employer partners, and other community organizations. Program intermediaries must work with regional networks, CCL coordinators, and industry and education partners to build curricula for CCL programs. Curricula created with public funds are open source curricula.

Career Connected Learning in K-12 and Higher Education.

Beginning in the 2019-20 school year, and subject to amounts appropriated, school districts must be funded up to 1.2 full-time equivalents for CLPs, to allow students to engage in learning outside the school day or in a summer program.

The nine K-12 educational service districts must each employ one full-time equivalent employee to support the expansion of CCL opportunities.

Subject to amounts appropriated, the SBCTC and the public four-year institutions of higher education must employ CCL coordinators that coordinate with regional networks and program intermediaries. The CCL coordinators must engage faculty and institution leadership to, among other things, create new program curricula and opportunities and expand the number of CCL program credits that may be transferred between degree programs in the different sectors.

Other.

The WTB must ensure that the expansion of K-12 and postsecondary opportunities for CCL is incorporated into the state plan adopted for federal Perkins funding.

The CCL account is created in the State Treasury.

Amended Bill Compared to Engrossed Second Substitute Bill:

The amended bill adds the Department of Children, Youth, and Families to the work group and clarifies that the persons hired by the educational service districts must support the expansion of CCL, rather than "manage and convene cross-industry networks."

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Appropriation: None.

Fiscal Note: Preliminary fiscal note available.

Effective Date of Amended Bill: The bill takes effect 90 days after adjournment of the session in which the bill is passed.

Staff Summary of Public Testimony:

(In support) The current system needs reforming because it does not work for many students. The bill creates a framework to change the system. The bill offers opportunities to students, creates more pathways to success, and is more equitable for all students. Apprenticeships in the retail industry, masonry, construction, and health care are important. The bill should not focus just on the construction trade. This bill will change the culture of what it means to have achieved higher education. It addresses the skills gap in the trades and other industries. It allows colleges to build on their current programs and expand what is being offered to more effectively serve students. Hands on learning experiences, such as ship maintenance, help students build connections with employers.

(Opposed) None.

(Other) The bill should be amended to add the Marysville regional apprenticeship pathway program, and a masonry regional apprenticeship pathway program. The amendment in the Senate adding more seats to the work group was not necessary.

Persons Testifying: (In support) Senator Wellman, prime sponsor; James King, Independent Business Association; Mark Johnson, Washington Retail Association; Michael Transue, Mechanical Contractors Association of Western Washington; Joe Kendo, Washington State Labor Council; Courtney Smith, Kaiser Permanente; LeAsia Johnson, Nika Gagugas, and Kidane Mengisteab, Seattle Goodwill; Maud Daudon, Career Connect Washington; Amy Anderson, Association of Washington Businesses; Michelle Willms, Association of General Contractors; Andy Shouse, Washington Science, Technology, Engineering, and Mathematics; and Nate Humphery, State Board for Community and Technical Colleges.

(Other) Russel Wiita, Snohomish County Council; Jason Thompson, Marysville School District; Leonard Kelley, Snohomish County Labor Council; and Matthew Carroll, International Brotherhood of Electrical Workers Local 89.

Persons Signed In To Testify But Not Testifying: None.