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NCWE: National Council for Workforce Education

NCWE: National Council for Workforce Education. An affiliate council of the American Association of Community Colleges (AACC )

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NCWE: National Council for Workforce Education

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  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. http://www.ncwe.org/?page=ibest

  2. The Many Faces of I-BEST:WA, TX, MD and KS Zoe Thompson Faith Harland-White Director, Workforce Training & Education Dean Continuing and Professional Studies Kansas Board of Regents, KS Anne Arundel Community College, MD Linda LetoHeadNadezhdaNazarenko Associate Vice Chancellor Executive Director Workforce Ed & Corporate Partnerships College Preparation Programs Lone Star College System, TX Lone Star College System, TX Mabel Edmonds Dr. Darlene G. Miller Associate Vice President of Instruction NCWE Executive Director Clover Park Technical College, WA

  3. Agenda www.ncwe.org • 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

  4. Framing the Issue

  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 25-64 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. The Stark Reality • Postsecondary credentials are the gateway to family-supporting wages that are critical to breaking the intergenerational transmission of poverty in America. • In 2007-2008, 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

  7. WA SBCTCTipping Point Study 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

  8. What is I-BEST

  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 whileat the same time as mastering critical basic skills identified by employers.

  11. 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 TEAM TEACHING ISTHE CORE OF I-BEST

  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. ResearchPROVEN 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 atClover Park Technical CollegeMabel EdmondsAssociate 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 221-256 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 CollegeOn-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 CollegeChallenges/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 lerickson@sbctc.edu Patricia Lange patricia.lange@cptc.edu

  23. Accelerate TexasLinda LetoHeadAssociate Vice Chancellor Workforce Education & Corporate Partnerships Nadezhda (Nadia) NazarenkoExecutive DirectorCollege Preparation ProgramsLone 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

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

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

  28. Pathways

  29. Sample of a Stackable Credential

  30. DATA • 398 students served to date • 57 in progress • 366 completed (92%) • 312 - (85%) successfully completed and received certificates • 77% of those completed report finding employment in field or entering into more education

  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 http://www.youtube.com/watch?v=dVueu_0G_0w

  33. Accelerating OpportunityKansasZoe ThompsonDirector, Workforce Training and EducationKansas Department of Commerce and Kansas Board of Regents

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

  35. Why It’s Important to Kansas *US Census 2012

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

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

  38. OVER 27 CAREER PATHWAYS AT 13 COLLEGES 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 • 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

  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

  43. AO-K Video http://www.youtube.com/watch?v=VAqZV0egGYM

  44. MI-BEST:Maryland I-BestFaith Harland-WhiteDean Continuing and Professional StudiesAnne Arundel Community College

  45. Rationale for MI-BEST:Scope and Scale of the Education, Skills and Language Divide • Demand: Adults currentlyworking 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 • 80-90 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 PROBLEMS OPPORTUNITIES

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

  47. Step Two: Growing the Opportunity • Co-funding from The Annie E. Casey Foundation and the Maryland Department of Labor, Licensing and Regulation • Moved from planning to pilots • 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)

  48. Who Are MI-BEST Students? Step Two 54% immigrants, some college but low level English 43% are parents supporting 313 children Average Age: 30 Years 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) 46% < high school diploma or GED 60% un/underemployed

  49. Scaling Up MI-BEST in MarylandReplication and Sustainability Step Two Replication: Two-thirds of 16 community colleges/ workforce investment boards (WIBs) partnering Sustainability: Co-investment by the Department of Labor Licensing and Regulation (DLLR) to spread MIBEST across the state 2011 2013 • Anne Arundel • Baltimore City • Baltimore County • Carroll County • Cecil County • Charles County • Howard County • Montgomery County • Prince George’s County • Upper Shore (three counties) 10 Community Colleges 10 WIBs 5 Community Colleges 0 WIBs = Community Colleges = WIBs

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

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