Washington's I-BEST Washington State Board for Community and Technical Colleges The Comprehensive I-BEST Pathway Models

A COMMUNITY AND TECHNICAL COLLEGE PROFESSIONAL/TECHNICAL AND ACADEMIC PROGRAMS Professional/technical land academic programs at all 34 colleges provide adults with skills, knowledge and certificates/degrees that lead to employment and additional education that allow students to become competitive in the global economy and workforce. ACADEMIC I-BEST PROGRAMS Academic I-BEST employs the same strategies as professional technical I-BEST and applies them to a to a 2-year degree pathway ensuring accelerated student progress through higher levels of ABE and precollege education and transition into 2-year degree programs. DEVELOPMENTAL EDUCATION I-BEST PILOTS These pilots move students further and faster through precollege hurdles in math and English and successfully into professional/technical and academic degree programs. PROFESSIONAL/TECHNICAL I-BEST PROGRAMS Professional/Technical I-BEST programs all result in recognized certificates that lead to employment and/or progression along a defined educational and career pathway. I-BEST programs are also offered at three correctional facilities. ON RAMP to I-BEST PILOTS (SkillUp, SBCTC, I-DEA, I-BEST at Work, ORIA) On Ramp pilot programs provide ABE and ESL students who demonstrate skills at federal levels 1-3 to acquire skills needed to participate in Professional/Technical or Academic I-BEST projects in 1-3 quarters. The Comprehensive I-BEST PATHWAY

On-ramp to I-BEST Programs integrate ABE/ESL with academic and/or workforce skills----that may include SCANS Skills Courses must be contextualized in academic content areas in preparation for transition into Academic I-BEST or contextualized in a workplace specific content in preparation for transition into professional technical I-BEST programs Courses are team-taught with a minimum of 50% overlap Program design and implementation must involve ABE, academic transfer, and/or professional technical and student services in a rigorous planning process to ensure student success Program results in educational delivery in both basic and content skill gains Programs use a cohort mode of instruction Students must qualify for federally supported Levels 1-3 basic skills upon enrollment based on the CASAS Students must be coded as basic skills students and pre & post tested

I-BEST professional technical programs/courses (CIP, EPC, title, & credits) must be included on the college’s official State approved professional-technical inventory Programs must appear on the local occupational demand list and qualify for Opportunity Grant funding All programs must include college-level professional technical credits An ABE instructor and professional-technical instructor must jointly plan and instruct at least one course critical to the pathway in the same classroom, or same online “classroom space” with at least 50% overlap I-BEST courses must include integrated outcomes with contextualized instruction A rigorous planning process involving ABE, Workforce, and student services administrators and faculty is used to ensure program success Student progress is evaluated jointly by ABE/ESL and professional technical faculty Team-taught classes are coded with a Fee Pay Status of 42. Students are charged the current tuition rate for professional-technical course credits. The ABE $25 tuition is not charged for ABE/ESL students when enrolled in an I-BEST program Students must qualify for federally supported Levels of basic skills upon enrollment based on the CASAS Students must be coded as basic skills students and pre & post tested Professional Technical I-BEST

I-BEST for Developmental Education Develop a model that extends I-BEST to Dev. Ed. (DE) with the explicit intention of moving students further, faster through DE to college level Math and English The college program must be on the college’s Workforce Inventory and have an existing I-BEST program Design new curricular materials and approaches that integrate DE and professional- technical curriculum. Use data and culture of evidence to modify, refine, and improve practices that advance student success. Provide shared/coordinated faculty curriculum development and planning time Provide learning that is contextual and integrated including integrated learning outcomes, cohort and learning community-type models Provide professional development tools and resources to help students succeed Emphasize the sustainability of the work

Provide access and support for ABE/ESL students to progress further and faster along an academic or vocational transfer pathway to a four-year degree Provide holistic, outcomes-based, contextualized learning that allow students to successfully bridge the gap between ABE/ESL, Dev. Ed., and college-level classes swiftly and efficiently Instruction requires at least a 50% overlap of instructors’ time Focus on the integration of college level English and/or quantitative skills and an additional course that is part of the DTA Course must be college-level and transcripted the quarter earned Design and implementation must involve ABE, academic transfer, professional technical, and student services in a rigorous planning process Students must qualify for federally supported Levels of basic skills upon enrollment based on the CASAS Students must be coded as basic skills students and pre & post tested Academic I-BEST

On-Ramp to I-BEST Check appropriate “Special Programs Box in WABERS+ (e.g., Skillup On- Ramp, I-DEA On-Ramp, etc.) Professional Technical Team-taught classes must be coded with: –Fee Pay Status of 42 (46 if contract or self support) –Institutional Intent of 21 Academic I-BEST Team-taught classes must be coded with: –Fee Pay Status of 42 (46 if contract or self support) –Institutional Intent of 14 I-BEST Coding

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