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NCWE: National Council for Workforce Education  An affiliate council of the American Association of Community Colleges (AACC)  A national forum for administrators,

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Presentation on theme: "NCWE: National Council for Workforce Education  An affiliate council of the American Association of Community Colleges (AACC)  A national forum for administrators,"— Presentation transcript:

1 NCWE: National Council for Workforce Education  An affiliate council of the American Association of Community Colleges (AACC)  A national forum for administrators, faculty, business, labor, military, and government in workforce education, to affect and direct the future role of two-year and other post-secondary institutions in workforce education and economic development  The link between policy and workforce education and economic development by providing support, research, and critical information to members on current and future trends and policies.

2 THE MANY FACES OF I-BEST: WA, TX, MD AND KS Zoe ThompsonFaith Harland-White Director, Workforce Training & EducationDean Continuing and Professional Studies Kansas Board of Regents, KS Anne Arundel Community College, MD Linda Leto Head Nadezhda Nazarenko Associate Vice ChancellorExecutive Director Workforce Ed & Corporate PartnershipsCollege Preparation ProgramsLone Star College System, TX Mabel EdmondsDr. Darlene G. Miller Associate Vice President of InstructionNCWE Executive Director Clover Park Technical College, WA

3 A GENDA  Who is NCWE?  Defining the Issue  What is I-BEST  Research on the Effectiveness of I-BEST in WA  I-BEST at Clover Park Technical College  Texas I-BEST  Accelerating Opportunity in KS  MI-BEST: Maryland and I-BEST  Questions


5 OUR NATIONAL CRISIS By 2018, less than 30 percent of total jobs will require workers with a high school diploma or less  93 million adults with basic or below basic literacy  13% of adults ages have less than a high school credential  29% have a high school credential but no college  At least three out of every four students that come to our campuses are underprepared to succeed (ACT 2011)

6  Postsecondary credentials are the gateway to family- supporting wages that are critical to breaking the intergenerational transmission of poverty in America.  In , more than 2.3M students were enrolled in federally funded basic skills programs yet less than 2 percent made the transition to matriculation (US Department of Education, 2010; Wachen, Jenkins, Belfield and Van Noy, 2012)  Without some type of change in pedagogy, delivery, or structural reform, we will not increase the number of low-skilled adults transitioning to post-secondary education T HE S TARK R EALITY

7 WA SBCTC T IPPING P OINT S TUDY After 6 years, students with 1 year of college credits plus a credential had the most significant future earnings bump:  $7,000 more/year for ESOL students  $8,500 more/year for an ABE student  $2,700 more/year for workforce students entering with a GED  $1,700 more/year for entering with a HSD


9 WHAT ARE INTEGRATED CAREER PATHWAYS? Career pathways that integrate the teaching of basic literacy skills and technical education in order to accelerate the learner’s transition into and through a college-level career and technical education program of study.

10 WA I-BEST MODEL: INTEGRATED BASIC EDUCATION AND SKILLS TRAINING  A collaborative model in which basic skills and CTE faculty jointly teach, develop plans to achieve integrated program outcomes, jointly plan curricula, and jointly assess students’ learning and skill development.  I-BEST challenges traditional notions that students must complete all levels of Adult Basic Education before they can advance in workforce education training programs.  Students earn college-level credits that are part of a career pathway while at the same time as mastering critical basic skills identified by employers.

11 TEAM TEACHING IS THE CORE OF I-BEST Team teaching and learning in a cohort provides students with:  Twice the academic and content-specific support at no extra cost to the student  Targeted reading, writing, math, speaking and listening skills developed in an integrated and contextualized environment

12 OTHER IMPORTANT COMPONENTS OF THE I-BEST MODEL  Partnerships with local community-based organizations and other agencies to provide economic and social support services  Childcare  Housing  Transportation  Emergency Funds  Comprehensive Student Support Services  Navigation and Career Advising  Academic Advising  Financial aid advising

13 RESEARCH PROVEN SUCCESS I-BEST students were more likely than others to:  Continue into credit-bearing coursework I-BEST students were 90% likely to earn at least on college credit: non I-BEST were 67%  Earn a CTE certificate Chances of earning a CTE certificate was 55% for I-BEST and 15% for non I-BEST  Make point gains on the NRS 62% of I-BEST made point gains on the CASAS vs 45% of non I- BEST learners Educational Outcomes of I-BEST Washington State Community and Technical College System’s Integrated Basic Education and Skills Training Program: Findings from a Multivariate Analysis ; Davis Jenkins, Matthew Zeidenberg and Gregory Kienzl, 2009

14 I-BEST AT C LOVER P ARK T ECHNICAL C OLLEGE Mabel Edmonds Associate Vice President of Instruction

15 Clover Park Technical College Current Programs Nursing Assistant-Certified (NA-C) – Regular college program, 1 quarter, intensive; I-BEST program, 2 quarters; 50% overlap, ABE instructor for lecture classes and support Chemical Dependency Specialist (CDS) – Same length as college program, 3 quarters; ABE instructor 50% overlap in all classes for support Computer-Aided Design(CAD) – Same length as college program, 3 quarters; program reserves 6 spots in the regular program, each start for I-BEST students; ABE Instructor 50% overlap, helps all students as needed

16 Clover Park Technical College Program Qualifications Age 19+ No GED or High School Diploma required CASAS Score Range Reading and Math Commitment to success

17 Clover Park Technical College Developmental Education I-BEST Pilot Classes are academic bridge to help towards degree completion. Students can accelerate their pace through levels of Developmental Education. Classes are designed in modules. Modules are contextualized for the I-BEST Architectural CAD Drafting and Chemical Dependency Specialist Programs. Students move further and faster through pre-college math and English into degree programs.

18 Clover Park Technical College On-Ramp to I-BEST Program Intensive program for ABE and ESL students in Levels 1-3 to jumpstart their learning. I-BEST model with team teacher. Includes math and computers with intensive writing. 67% of students had at least a level gain in NRS levels in one quarter, 96% had at least a 5 point gain on CASAS scores. Program model is community partnership with Tacoma/Pierce County Goodwill Industries.

19 Clover Park Technical College Challenges/Opportunities/Results Navigator or I-BEST Specialist key to success. Instruction team work on incorporating contextualized basic skills instruction and integrated instruction. Funding sources identified – Self-Pay, Financial Aid, Opportunity Grant, TANF, WIA, Unemployment/WRT, Veteran’s Assistance. Student experiences are positive, causing retention rates to be higher than traditional programs – 80% for I-BEST. Programs provide pathway to Associate Degrees, if students wish to go beyond I-BEST certificate. Programs require additional resources, but are benefit to students, college, and community…..Return on Investment (ROI).

20 Create Your Own I-BEST Program Learning Outcomes and Assessments Integrated Teaching Campus Involvement Community Engagement Education and Career Pathways Labor Market Demand Student Success/Transition Tracking

21 The Comprehensive I-BEST Pathway

22 I-BEST Resources The I-BEST Model I-BEST Renaissance 2013 I-BEST Research I-BEST in the News I-BEST Videos Historical Resources Contacts Louisa Erickson Patricia Lange

23 A CCELERATE T EXAS Linda Leto Head Associate Vice Chancellor Workforce Education & Corporate Partnerships Nadezhda (Nadia) Nazarenko Executive Director College Preparation Programs Lone Star College System

24 State-wide initiative: 14 colleges participating state-wide The mentor college approach to scaling the programs throughout the state Technical assistance: Jobs For the Future (JFF) Evaluation team: Public Policy Research Institute from TX A&M. Results state-wide: –Over 3000 served in CTE programs –2000 received a industry recognized credential The top pathways: –Healthcare –Manufacturing –Transportation –Logistics 24

25 Accelerate Lone Star Goal: Creating pathways to careers and education Target Population: 18 yrs. and older Reading TABE test 6.0 grade level or higher Writing, reading and/or math below 9.0 grade level

26 Intake and Advising Concurrent Support class or GED class with College and Career Readiness Workforce class Advising Intervention as needed Tutoring Obtain Certificate Employment GED Credit course Our Model

27 Programs Programs of study  Certified Nurse Aide  Machining  Welding  Phlebotomy  Accounting Assistant  ECG Monitoring Technician

28 Pathways CONTINUING EDUCATION INTEGRATED PATHWAYS Skill Levels: 6 th to 9 th grade GED/HSD required: No CE Nurse Aid Certificate to CR Vocational Nursing / Cr EMT Certificate Welding CE Certificates to AAS Welding Technology Specialization CE Machining Certificates to CR Machinist I Certificate and CR Computer Numeric Control Operator/ Programmer II Certificate. CE Phlebotomy (required GED or HSD) to CR Vocational Nursing / Cr EMT Certificate Phlebotomy Cert. + C.N.A. Cert. + ECG Class + Professionalism in Health class= Patient Care Technician/CR Vocational Nursing / CR EMT Certificate

29 Sample of a Stackable Credential

30 DATA 398 students served to date 57 in progress 366 completed (92%) (85%) successfully completed and received certificates 77% of those completed report finding employment in field or entering into more education 30

31 Successes  High retention rate  Invited to implement program on other campuses  Mentoring other Texas colleges  Integration of credit classes (ENGL1301) with support classes for “bubble Students”  Cooperation with continuing education and credit advisors  Active learning environment through contextualized teaching

32 Student Testimonials 32

33 A CCELERATING O PPORTUNITY K ANSAS Zoe Thompson Director, Workforce Training and Education Kansas Department of Commerce and Kansas Board of Regents

34 Accelerating Opportunity: Kansas is all about jobs, prosperity for individuals and economic growth for Kansas Accelerating Opportunity: Kansas is all about jobs, prosperity for individuals and economic growth for Kansas

35 Why It’s Important to Kansas 237,000 Kansans lack high school diploma or GED or have less than 9 th grade education Another 60,000 limited proficiency English speakers Total Kansas population 2,885,905* *US Census 2012

36 Traditional Adult Basic Education/GED Programs Developmental Education Postsecondary Career Technical Programs Multiple loss points lead to low rates of program completion and credential attainment Disconnected

37 Adults Complete Programs and Earn College and Industry Credentials Leading to Careers Career Pathways Model Provides Educational and Social Supports Stackable Credentials With Employer Value Lead to Jobs and Careers Accelerated, Integrated Instruction of Basic Skills and Career Technical Skills Connected Pathways

38 OVER 27 CAREER PATHWAYS AT 13 COLLEGES Dodge City Community College Building Construction Technology Emergency Medical Technician Healthcare Welding Garden City Community College Emergency Medical Technician Fire Science Healthcare Welding Highland Community College Welding Healthcare Hutchinson Community College Allied Health Machining Manufacturing Welding Kansas City Kansas Community College Auto Collision Auto Technology Building and Property Maintenance Healthcare HVAC Welding Neosho Community College (includes Ft. Scott, Independence and Labette) Aero structures Emergency Medical Technician Healthcare Welding Seward County Community College Healthcare Machine Tool Technology Washburn Institute of Technology Advanced Manufacturing Healthcare Wichita Area Technical College Aero structures Composites Health Science Machining Technology Welding

39 Partnerships are the Key  Partnership between Board of Regents and Department of Commerce  Partnership with Department for Children and Families (TANF agency)  MOU supports AO-K (TANF eligible) enrolled students with tuition scholarships  Pays on COMPLETION of 12 credit hour pathway

40 Accelerating Opportunity Kansas Success

41 Accelerating Opportunity

42 Policy Changes Adult Education Mission Statement includes “career pathways’ “Kansas workforce”, “adults achieving industry credentials” (2012) Adult Education Performance Based Funding Formula revamped to include transition to postsecondary as funded outcome (2013) Dept Children & Families Provides tuition scholarship for TANF eligible AO-K students completing 12 credit hour pathway (2013)

43 AO-K Video

44 MI-BEST: M ARYLAND I-B EST Faith Harland-White Dean Continuing and Professional Studies Anne Arundel Community College

45 Rationale for MI-BEST: Scope and Scale of the Education, Skills and Language Divide million U.S. workers have at least one educational barrier Language and literacy barriers prevent millions of adults— many with children—from skills and education for career- track jobs By 2018, two-thirds of all jobs will require post-secondary credentials Post-secondary, adult education and skills-training programs present barriers to entry and completion for older adults with low language and literacy levels Demand: Adults currently working will be the primary source of employees until 2030, so low-skilled workers who increase their training and education can compete Potential Solutions: Bridge programs that integrate skills training for adults with reading and math instruction have emerged as effective approaches Platforms: Community colleges are innovating to better serve low-income, working adults who are often older, raising children and lacking literacy or English language skills PROBLEMS OPPORTUNITIES

46 Take a Look at What You Already Have….. Differently Step One: Seizing the Opportunity An Opportunity is an Opportunity…. …We started with a $25,000 exploratory grant from the Annie E. Casey Foundation

47 Moved from planning to pilots Step Two: Growing the Opportunity Pilots launched in five Maryland Community Colleges to leverage public/private funding to establish the Maryland Integrated Basic Education and Skills Training program (MI-BEST) Co-funding from The Annie E. Casey Foundation and the Maryland Department of Labor, Licensing and Regulation

48 MI-BEST Goal: Reducing barriers to career pathways for adults with language, literacy and skills barriers (e.g. *Adult Basic Education and English as Second Language) Who Are MI-BEST Students? 60% un/under employed 46% < high school diploma or GED 54% immigrants, some college but low level English 43% are parents supporting 313 children Average Age: 30 Years Step Two

49 Scaling Up MI-BEST in Maryland Replication and Sustainability Anne Arundel Baltimore City Baltimore County Carroll County Cecil County Charles County Howard County Montgomery County Prince George’s County Upper Shore (three counties) Sustainability: Co-investment by the Department of Labor Licensing and Regulation (DLLR) to spread MIBEST across the state Replication: Two-thirds of 16 community colleges/ workforce investment boards (WIBs) partnering = Community Colleges = WIBs 5 Community Colleges 0 WIBs 10 Community Colleges 10 WIBs Step Two

50 United States Department of Labor Workforce Innovation Fund Competition o $11.8 million dollar grant awarded Step Three: Seizing a National Opportunity Federal funding launches the Accelerating Connections to Employment grant (ACE) New element added: Randomization study The Partnership: 10 Community Colleges 9 Local Workforce Investment Boards 4 States Accelerating Connections to Employment

51 ACE Purpose & Unique Features 51 1.Utilizes the proven I-BEST model to simultaneously teach and train individuals with low basic skills 2.Connects I-BEST training at community colleges with Career Navigators at the Workforce Investment Boards to ensure employment connections after training 3.Training courses chosen are driven by employer demand, with assured employment available at many sites 4.ACE includes a rigorous evaluation component, Random Control Trial (similar to pharmaceutical trials), to demonstrate effectiveness of combining I-BEST with targeted employment services Step Three

52 WIB/Community College Partnerships Importance of Business Engagement Businesses must be engaged from beginning to end Step Four: Collective Impact Potential business engagement: o Industry Roundtable o Program Design o Guest Speakers o Work Experience o Mock Interviews o Employment Role of Partnerships

53 Ultimate Goals 1)Identify strategies that are powerful enough to move the needle for large numbers of low-income individuals 2)Build evidence on what works and build capacity to implement with fidelity 3)Develop a roadmap to scale for different approaches: expanding an idea, innovation, tool, policy, program 4)Cultivate partners who “own” the result, who measure and track progress and will take up and sustain the work 53

54 Learning to Earn Approaches such as MI-BEST and ACE = Making a Difference 54 Building MaintenanceBaking and Pastry CNA Training

55 United States Department of Labor Workforce Innovation Fund Competition o $11.8 million dollar grant awarded Step Three: Seizing a National Opportunity Federal funding launches the Accelerating Connections to Employment grant (ACE) New element added: Randomization study The Partnership: 10 Community Colleges 9 Local Workforce Investment Boards 4 States Accelerating Connections to Employment

56 Celebrating Success Anne Arundel Graduation Ceremony and Student Testimonials


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