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I-BEST: Basic Skills and Beyond

I-BEST: Basic Skills and Beyond. Louisa Erickson Program Administrator, Workforce Education Washington State Board for Community and Technical Colleges. Why I-BEST.

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I-BEST: Basic Skills and Beyond

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  1. I-BEST: Basic Skills and Beyond Louisa Erickson Program Administrator, Workforce Education Washington State Board for Community and Technical Colleges

  2. Why I-BEST • In Washington state, over half of the students come to our community and technical college system with the goal of getting to work. • SBCTC research found that only 13 percent of ESL and less than one third of ABE students continued on to college-level work. • Only 4 to 6 percent, respectively, of the students ended up getting 45 or more college credits or earning a certificate or degree within five years. • Research cited: Building Pathways to Success for Low-Skill Adult Students: Lessons for Community College Policy and Practice from a Longitudinal Student Tracking Study (Prince, Jenkins: April 2005).

  3. Tipping Point 1 year of college credits + a credential 1 year + credential equals: • $7,000 more per year for ESL students • $8,500 more per year for an ABE student • $2,700 and $1,700 more per year for students with GED and diploma Jobs requiring college level credits + credential are those in greatest demand

  4. How could a solution be shaped? We developed Integrated Basic Education and Skills Training (I-BEST) together with the college system. • I-BEST sets aside traditional notions that students must first complete all levels of basic education before they can start vocational training programs. • It is designed to support basic education students to certificate and degree completion.

  5. It is an instructional model that pairs an instructor from basic skills and an instructor from a vocational program to jointly instruct together at least of 50% time. The programs must include college-level vocational credits. Students must qualify for federally supported levels of adult basic education. What is I-BEST? • Faculty must develop integrated program outcomes, jointly plan curriculum, and jointly assess student learning and skill development. • Wrap-around student service supports are provided. • The programs must appear on the demand list for the local area.

  6. Build the pathways for commuters.Run it on their schedules, accommodate lots of on and off traffic, facilitate good connections to long-term destinations. • Provide a full mapclearly in view for stops that really exist • Provide guidance and support so people don’t get lost • Anticipate different types of traffic - Who is already waiting at the 2nd stop; how many from the first stop will go to the 2nd? • Measure success in terms of a transport - lots of riders, lots of trips, all stops meaningful, many short trips but always set up to go further and faster

  7. Planning I-BEST to at least 15 college credits to start makes a substantial difference in how far students advance.

  8. Another part of the solution: Student Achievement Initiative The Student Achievement Initiative is a new performance funding system for community and technical colleges. Its purposes are to both: • Improve public accountability by more accurately describing what students achieve from enrolling in our colleges each year, • and to provide incentives through financial awards to colleges for increasing the levels of achievement attained by their students. This represents a shift from funding entirely for enrollment inputs to also funding meaningful outcomes.

  9. AchievementMeasures Measures are critical progression steps that move students, no matter where they start, forward towards greater achievement and completion Four categories of measures: 1. Momentum points that build towards college-level skills • Significant adult literacy or English language proficiency test score gains • Earning GED or high school diploma • Passing pre-college writing or math courses

  10. Achievement Measures continued… 2. Momentum points that build to Tipping Point and beyond • Earning first 15 college level credits • Earning first 30 college level credits 3. Earning college level credits in math • Computation requirements for applied degrees • Quantitative reasoning requirements for transfer degrees 4. Completions • Certificates (plus at least one year of college) • Associate degrees (technical and transfer) • Apprenticeship training

  11. Colleges have made promising gains in Student Achievement each year since the baseline.

  12. Total achievement increased 12% compared to 1% more students90% of growth due to more achievement per student10% of growth due to more studentsPromising evidence that students are progressing further and faster

  13. I-BEST is playing the major role increasing achievement beyond basic skills.

  14. Why does I-BEST matter for LPN degree students at Renton Technical College ?

  15. Why does I-BEST matter for LPN degree students at Renton Technical College ?

  16. I-BEST Programs Continue to Grow • Washington currently has over 170 approved I-BEST programs at our 34 Community and Technical Colleges • I-BEST FTES have grown substantially overtime. • This past year state enrollments were basically flat due to system budget cuts. • 2006-07 691 FTES • 2007-08 881 FTES 27% • 2008-09 1141 FTES 30% • 2009-10 1730 FTES 52% • 2010-11 1742 FTES 1% (3,342 Students)

  17. Why does I-BEST matter for faculty? • Skills in a different field • Strategies for working with different student populations • New teaching strategies and styles • Ability to work collaboratively • More effective in helping students • Higher retention rate and better results • Positive feedback from and about students

  18. What are the Challenges and Next Steps? • The CCRC’s evaluation of I-BEST further validated the earlier SBCTC findings. I-BEST moves low skilled students further and faster in college-level work. The study found that students participating in I-BEST did better than other basic skills students. I-BEST students were more likely than others to continue into credit-bearing coursework, earn occupational certificates, make point gains on basic skills tests, and I-BEST students had a higher probability of persisting into the second year. • However, not all pathways appear to be working smoothly to the degree.

  19. Beyond Basic Skills: Expansion Initiatives Promise More Access to I-BEST I-BEST pilot programs increase pathway options for all basic skills students. • I-BEST for Developmental Education pilot project • Academic I-BEST • On-ramp to I-BEST pilot project

  20. I-BEST for Developmental Education • This project extends I-BEST into developmental education by identifying new model(s) of instruction that focus on the redesign of developmental education curriculum/instructional practice and professional-technical curriculum/instructional practice. • The goal is to pilot strategies that move students further and faster toward the highest credential in the pathway. • I-BEST for Developmental Education models extend the pathways developed in approved I-BEST programs that were at least two quarters in length.

  21. I-BEST for Developmental Education (continued) • The programs are a continuation from the approved program to the next higher level of a career pathway with a clear articulation. • Both basic education and developmental education students are eligible to participate in these pilot programs. • The demonstration project allows colleges to test differing models for integrating curriculum that combine student services, revise curriculum design, and develop engaging instructional models.

  22. Expectations of Pilot Colleges • Curriculum: Design new curricular materials and approaches that integrate developmental education and professional-technical curriculum. Equal attention is to be paid to both disciplines resulting in a redesigned curriculum that includes active learning pedagogies. • Instructional Approaches/Teacher Support: Use data and a culture of evidence to modify, refine, and improve practices that advance student success. Provide shared/coordinated faculty [curriculum development and ongoing] planning time.

  23. Expectations of Pilot Colleges (continued) • Student Support: Provide learning opportunities that are contextual and integrated including integrated program outcomes, use cohort and learning community-type models, include multiple modes, methods, and pedagogical strategies that appeal to diverse student populations and provide clear career and educational pathways for students. • Institutional Support: Provide professional development tools and other resources necessary to help all students succeed with consideration on how to make necessary changes in structures, attitudes, paradigms, and strategies for student success by building on strengths of students, faculty, staff, and the institution–adopting a strength-based rather than a deficit approach to students, faculty, etc.

  24. Funded Projects • Bellingham Technical College – Team teach prerequisite courses including math, English, and science integrated with Practical Nursing in a “reverse integration model.” • Clover Park Technical College – Provide modular multi-level academic bridge courses focusing on communication and math to support integrated Architectural Computer Aided Drafting Grays Harbor College – Team teach developmental math and English courses integrated with Welding. • Highline Community College – Team teach general education or related instruction courses linked with an ongoing humanities seminar for Early Childhood Education.

  25. Funded Projects (continued) • Lake Washington Technical College – Team teach their developmental math sequence with Automotive Repair. • Lower Columbia College – Team teach outcomes-based Early Childhood Education cohort including three science courses for non-science majors and an Early Childhood Education created math project. • Shoreline Community College – Team teach an intensive, integrated, cohort-based 15 credit developmental education course for the Automotive Training Program. • Tacoma Community College – Team teach a combined reading and writing course as well as a math class for Medical Office that integrates ABE and developmental math outcomes.

  26. Emerging Practices • Accelerated Outcomes • Highly Contextualized

  27. Academic I-BEST Academic I-BEST programs provide educational access and support for adult ABE and ESL English and math students to progress further and faster along an academic or vocational transfer pathway to a four-year college or university. • Modeled after traditional I-BEST, students develop academic skills while earning college credit the direct transfer degree pathway • Academic I-BEST is approved for enhanced FTES, but the students are not eligible for Opportunity Grant funding.

  28. SkillUp On-ramp to I-BEST • On-ramp to I-BEST’s 4 pilot programs target young adults aged 18-24 years old who are interested in attending college but test at a basic skills level too low to enter and succeed in I-BEST-level courses. • On-ramp program goals are increased basic skills achievement and increased enrollment and persistence in I-BEST or other career pathway college programs within one year. • Pilots are managed by SkillUp Washington in partnership with the Workforce Investment Board, community-based organizations, and the Washington State Board of Community and Technical Colleges. • On-ramp to I-BEST is funded by the Bill and Melinda Gates Foundation through a grant to SkillUp Washington.

  29. Questions?

  30. Contact: Louisa Erickson Program Administrator, Workforce Education Lerickson@sbctc.edu (360) 704-4368

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