1. March 25, 2009

2. Slide 2 Learning Collaborative Roundtable Preparation for Jobs to Careers and Beyond Southeastern Pennsylvania Behavioral Health Initiative: Bridging Jobs to Careers Project Facilitated by: Cheryl Feldman, MSW Director, District 1199C Training and Upgrading Fund and KayLynn Hamilton, M.Ed. Project Director, Workforce Education Research Center, College of Education, Pennsylvania State University

3. Slide 3 Objectives Identify need for and importance of preparatory coursework for Work-Based Learning Explain how we analyzed employer’s and students’ needs, and how this informed preparatory curriculum and delivery Provide examples to show how the curriculum achieved the preparatory program’s objectives Provide tips based on lessons learned

4. Slide 4 Bachelor’s Degree in Behavioral Health Associate’s Degree in Health & Human Services Behavioral Health Technician Certificate Work Based Learning: Technician Certificate plus 21 credits Behavioral Health Education Ladder

5. Slide 5 Need for Remediation Three levels of analysis –Educational skills needed for work based learning –Educational skills needed for the workplace –Educational skills needed for post secondary transition Dealing with stigma and confidentiality

6. Slide 6 PA WIN Model: Process to Engage Employer and Worker Stakeholders Convening stakeholder group Needs analysis Establishing training goals and objectives Deciding on logistics or delivery Establishing curriculum design and delivery Evaluation

7. Slide 7 Convening Stakeholder Group Directors Supervisors Workers

8. Slide 8 Needs Analysis Employer Analysis Student Assessment –TABE scores: 4 to 10.6; average 8.5 –Writing pre-test –Reading pre-test –Educational background –Education and workplace goals

9. Slide 9 Needs Analysis Identification of Skills Gaps –Reading comprehension for gathering information –Grammar and spelling –Structure and components for writing short passages and essays

10. Slide 10 Establishing Training Goals and Objectives Improve critical thinking skills in obtaining and applying information Improving reading comprehension skills using authentic workplace materials Improving documentation skills in the workplace

11. Slide 11 Establishing Training Goals and Objectives Improving essay writing to improve skills needed for reflective writing Understanding charts and graphs used in the workplace Understanding key concepts of study skills

12. Slide 12 Deciding on Logistics for Delivery Class length, dates, times: 15 weeks, 2 hours per week Start date and calendar On the clock classes Recruitment Policies to support successful participation Ensuring confidentiality

13. Slide 13 Curriculum and Delivery Teacher selection and delivery Curriculum overview: –Main versus supporting ideas –Implied and inferred ideas –Opinion versus fact –Identifying patterns –Vocabulary and context clues –Presenting an argument –Editing for grammar and mechanics Examples: authentic materials and assignments

14. Slide 14 Evaluation Pre- and Post-TABE (reading) scores –1.76 grade level increase; 3.4 highest increase Reading comprehension pre-test, mid- term, and post test Writing assignments throughout program Student satisfaction

15. Slide 15 Evaluation Employer feedback –Employees appear more confident with writing –Quality of incident reports have increased significantly –Employees more self-confident; interact more with clients –Employees asking about tuition assistance program, furthering their education

16. Slide 16 Lessons Learned Establishing overall framework upfront Engaging workers and supervisors in the development process Engaging stakeholders, obtaining upfront agreement on outcomes, program design, logistics and delivery Ensuring classes are accessible to workers

17. Slide 17 Lessons Learned Establishing feedback process Upfront and ongoing support to ensure teacher connects learning to the workplace Sustaining and enhancing learning process following remedial program Importance of counseling component

18. Slide 18 Contacts Cheryl Feldman, District 1199C Training and Upgrading Fund –cfeldman@1199ctraining.orgcfeldman@1199ctraining.org KayLynn Hamilton, Workforce Education Research Center, Pennsylvania State University –klh267@psu.eduklh267@psu.edu