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Start with the End in Mind: A Case Study of Adult Education as a Path to Career Training Pathways to Healthcare Program: Health Profession Opportunity.

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Presentation on theme: "Start with the End in Mind: A Case Study of Adult Education as a Path to Career Training Pathways to Healthcare Program: Health Profession Opportunity."— Presentation transcript:

1 Start with the End in Mind: A Case Study of Adult Education as a Path to Career Training Pathways to Healthcare Program: Health Profession Opportunity Grant

2 Jodi Perin, Christopher Parisoff, and Carlos Cocio Pima Community College Tucson, Arizona Start with the End in Mind: A Case Study of Adult Education as a Path to Career Training

3 Question What do you hope to learn from this presentation?

4 Agenda  Background/national context  Health Profession Opportunity Grant  Federal level  Tucson, AZ  Overview of our ABE/ASE (“College Readiness”) classes  Lessons learned/tips  Questions

5  National unemployment rate  Growing need for skilled, educated workforce (Community College Times March 7, 2012)  Health Care (regulations/certifications)  Many adults even with high school diplomas lack basic skills in reading, writing, and math  E.g. New York 2010 – only 37% h.s. graduates are “College Ready” (NY Times June 14, 2011)  States and others defunding adult education Background/national context

6  5-year grant through U.S. Dept. of Health and Human Services  Assist low-income populations to transition into careers in health care  Variety of services  0Directory/GranteeMap.aspx 0Directory/GranteeMap.aspx Health Profession Opportunity Grant: federal level

7 Health Profession Opportunity Grant: Tucson, AZ  County One Stop (unemployment services) serves as entry point; provides intake, case management, career counseling, employment services and assistence, supportive services (multiple sources, e.g. WIA)  Community College provides adult education, college advising, funding for tuition, and college-track or career training education

8 HPOG grant: The Pathways Model  remove barriers  give training in health care field  student gets job  student can come back for additional training and continue on “pathway”

9

10  Supportive services for students Case management through One Stop “College Readiness” classes = adult education Designated advisors at Community college  Employability Services and Assistance  Limited financial assistance for students Emergency assistance, bus passes, etc. Unemployment Insurance Tuition (total or partial) Books and supplies No living stipend Health Profession Opportunity Grant: Tucson, AZ

11 Health Professions Opportunity Grant at Pima Community College  Eligibility criteria  documented U.S. and county residents  70% of poverty level or receiving unemployment/TANF  Desire to pursue career in health care  College Readiness students demographics  Most have high school diplomas  Mostly women  Age range  With and without experience in health care  Varied academic needs  Some receiving Unemployment Insurance

12 History: “Contextualized” adult education classes first developed for displaced workers, later classes focused on green energy, machine tool technology, former construction workers, and healthcare Health Profession Opportunity Grant: Tucson, AZ

13 College Readiness classes  TABE 4th grade and above  Reading  Math  Writing/Language  Two formats:  Classroom, 24 hours per week (80% attendance required)  Open laboratory, up to 24 hours per week (flexible attendance)

14  Prepare students to take the Accuplacer exam  Nursing Assistant: R7, M6, L6  Practical Nurse: R12.9, M9, L10  Medical Assistant: R9, M9, L9  College and Career Success – career exploration and soft skills  Combination of classroom instruction and educational software (Skillstutor and New Century)  Excerpts from health care textbooks used in reading and language curriculum College Readiness classes

15 Example of a Training Textbook

16 College Readiness classes: Preliminary Successes  Retention rates –82%  81% advanced at least one level in the TABE test after completing a 10-week class  Transition to Community College Programs – 56% within 6 months of completing College Readiness class  College/career success skills  Soft skills instruction  Guest speakers  Field trips

17  Student Recruitment  Timeline of College Readiness and career training programs  Wait period based on training program start  Varied student academic needs  Student personal challenges College Readiness classes: Preliminary Challenges

18 Lessons learned/tips  Value of experience working with low- income/marginalized populations  Allow paid instructor time for on-going curriculum development, including coordination with career area experts and partners (advisors, etc.)  Set clear expectations with students (e.g. syllabus)  Attendance expectations  Class goals  Instructor role  Community College advisor role  One Stop role  Timelines for entering training

19  Student goal-setting and monitoring (tracking tools/mechanisms)  Shift from crisis to planning  Discuss training start dates early on to avoid frustrations regarding wait period. Also, while waiting students may:  Attend the “open lab” to maintain skills  Go to “student lounge” (in future)  Partnership is critical – instructor, advisor, and One Stop--Communication is key Lessons learned/tips: Communication

20 Lessons learned: Participatory Approach  Foster student ownership of classroom and class agenda  Solicit class feedback  Ask students what they need more practice with  Regular journaling/reflection  Students’ past experiences/anxieties (e.g., with math, school)  Class activities, guest speakers, field trips

21 Lessons learned: Participatory Approach  Class discussions, structured and spontaneous  Create an environment conducive to expressing doubts/frustrations  Two-part class contract

22 Lessons learned/tips: College Success  Connect students to college norms and life  Campus visits  Guest speakers  College/Career Success skills: note-taking, studying, test-taking, etc.  Provide opportunities for career exploration (explicit and implicit)

23 Being part of a family: value of the cohort model  Importance of personal relationships for students (see Community College Times March 2, 2012)  Students have expressed being “part of a family”  Establish friendships and build networks that can help support them during difficulties and after session ends  Teacher models desired behaviors  Community building activities:  End of session celebration potluck or restaurant outing  Watched movies based on class readings

24 Being part of a family: value of the cohort model  Acknowledge and praise student successes  Encourage students to share what they are doing at school with their family  A shared homework time with their children

25 Questions

26 Testimonial  Sergio, a current HPOG College Readiness student

27 Contact information  Jodi Perin,  Christopher Parisoff,  Carlos Cocio, Please Jodi or Chris or if you would like a copy of: Sample class syllabus Sample goal setting and goal tracking tools


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