2014 WDI Slides - National Council for Workforce Education

Report
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
THE MANY FACES OF I-BEST:
WA, TX, MD AND KS
Zoe Thompson
Director, Workforce Training & Education
Kansas Board of Regents, KS
Faith Harland-White
Dean Continuing and Professional Studies
Anne Arundel Community College, MD
Linda Leto Head
Associate Vice Chancellor
Workforce Ed & Corporate Partnerships
Lone Star College System, TX
Nadezhda Nazarenko
Executive Director
College Preparation Programs
Lone Star College System, TX
Mabel Edmonds
Associate Vice President of Instruction
Clover Park Technical College, WA
Dr. Darlene G. Miller
NCWE Executive Director
AGENDA
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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
FRAMING THE
ISSUE
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)
THE STARK REALITY
 Postsecondary credentials are the gateway to familysupporting 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
WA SBCTC
TIPPING 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
WHAT IS
I-BEST
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.
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 while at the same time as mastering critical basic skills
identified by employers.
TEAM TEACHING IS
THE CORE OF I-BEST
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
OTHER IMPORTANT COMPONENTS
OF THE I-BEST MODEL
 Partnerships with local community-based
organizations and other agencies to provide
economic and social support services
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Childcare
Housing
Transportation
Emergency Funds
 Comprehensive Student Support Services
 Navigation and Career Advising
 Academic Advising
 Financial aid advising
RESEARCH
PROVEN 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 IBEST 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
I-BEST AT
CLOVER PARK TECHNICAL COLLEGE
Mabel Edmonds
Associate Vice President of Instruction
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
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
Clover Park Technical College
Developmental Education I-BEST Pilot
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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.
Clover Park Technical College
On-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.
Clover Park Technical College
Challenges/Opportunities/Results
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Navigator or I-BEST Specialist key to success.
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Instruction team work on incorporating contextualized basic skills
instruction and integrated instruction.
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Funding sources identified – Self-Pay, Financial Aid, Opportunity
Grant, TANF, WIA, Unemployment/WRT, Veteran’s Assistance.
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Student experiences are positive, causing retention rates to be higher
than traditional programs – 80% for I-BEST.
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Programs provide pathway to Associate Degrees, if students wish to
go beyond I-BEST certificate.
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Programs require additional resources, but are benefit to students,
college, and community…..Return on Investment (ROI).
Create Your Own I-BEST Program
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Learning Outcomes and Assessments
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Integrated Teaching
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Campus Involvement
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Community Engagement
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Education and Career Pathways
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Labor Market Demand
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Student Success/Transition
• Tracking
The Comprehensive I-BEST
Pathway
I-BEST Resources
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The I-BEST Model
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I-BEST Renaissance 2013
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I-BEST Research
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I-BEST in the News
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I-BEST Videos
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Historical Resources
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Contacts
Louisa Erickson [email protected]
Patricia Lange [email protected]
ACCELERATE TEXAS
Linda Leto Head
Associate Vice Chancellor Workforce
Education & Corporate Partnerships
Nadezhda (Nadia) Nazarenko
Executive Director
College Preparation Programs
Lone Star College System
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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
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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
Our Model
Tutoring
Employment
Intervention
as needed
Intake and
Advising
Concurrent
Support class
or GED class
with College
and Career
Readiness
Advising
Obtain
Certificate
GED
Workforce
class
Credit
course
Programs
Programs of study
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Certified Nurse Aide
Machining
Welding
Phlebotomy
Accounting Assistant
ECG Monitoring Technician
Pathways
CONTINUING EDUCATION
INTEGRATED PATHWAYS
Skill Levels: 6th to 9th grade
GED/HSD required: No
CE Nurse Aid Certificate to CR Vocational Nursing / Cr EMT Certificate
Welding CE Certificates to AAS Welding Technology Specialization
CE Machining
Certificates to CR Machinist I Certificate and CR Computer Numeric Control Operator/
Programmer II Certificate.
CE Phlebotomy (required GED or HSD) to CR Vocational Nursing / Cr EMT Certificate
Phlebotomy Cert. + C.N.A. Cert. + ECG Class + Professionalism in Health class= Patient
Care Technician/CR Vocational Nursing / CR EMT Certificate
Sample of a Stackable
Credential
DATA
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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
30
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
Student Testimonials
http://www.youtube.com/watch?v=dVueu_0G_0w
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ACCELERATING OPPORTUNITY
KANSAS
Zoe Thompson
Director, Workforce Training and Education
Kansas Department of Commerce and
Kansas Board of Regents
Accelerating Opportunity: Kansas
is all about jobs, prosperity for
individuals and economic growth
for Kansas
Why It’s Important to
Kansas
237,000 Kansans lack
high school diploma or
GED or have less than
9th grade education
Another 60,000 limited
proficiency English
speakers
Total Kansas population
2,885,905*
*US Census 2012
Disconnected
Traditional Adult
Basic Education/GED
Programs
Developmental
Education
Postsecondary
Career Technical
Programs
Multiple loss points lead to low rates of program
completion and credential attainment
Connected Pathways
Accelerated,
Integrated
Instruction of
Basic Skills and
Career Technical
Skills
Career
Pathways
Model
Provides
Educational
and Social
Supports
Stackable
Credentials
With
Employer
Value Lead
to Jobs and
Careers
Adults Complete Programs and Earn College and Industry
Credentials Leading to Careers
OVER 27 CAREER PATHWAYS AT 13 COLLEGES
Dodge City Community College
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Building Construction Technology
Emergency Medical Technician
Healthcare
Welding
Neosho Community College (includes Ft. Scott,
Independence and Labette)
•Aero structures
•Emergency Medical Technician
•Healthcare
Garden City Community College
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Emergency Medical Technician
Fire Science
Healthcare
Welding
Highland Community College
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Welding
Healthcare
Hutchinson Community College
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Allied Health
Machining
Manufacturing
Welding
Kansas City Kansas Community College
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Auto Collision
Auto Technology
Building and Property Maintenance
Healthcare
HVAC
Welding
•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
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
Accelerating Opportunity Kansas Success
January 2012 - December 2013
155
292
786
251
384
1660
*all colleges not yet reporting
**enrollment headcount unduplicated
College Certificates
Healthcare
Welding
Manufacturing/Machining
Aerostructures
All Other
Accelerating Opportunity
3000
2500
2000
1500
1000
500
0
Cumulative to Dec 2013
Performance
Based Funding
Formula
revamped to
include transition
to postsecondary
as funded
outcome (2013)
Dept Children & Families
Mission
Statement
includes “career
pathways’
“Kansas
workforce”,
“adults achieving
industry
credentials”
(2012)
Adult Education
Adult Education
Policy Changes
Provides tuition
scholarship for
TANF eligible AOK students
completing 12
credit hour
pathway (2013)
AO-K Video
http://www.youtube.com/watch?v=VAqZV0egGYM
MI-BEST:
MARYLAND I-BEST
Faith Harland-White
Dean Continuing and Professional Studies
Anne Arundel Community College
Rationale for MI-BEST:
PROBLEMS
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80-90 million U.S. workers have
at least one educational barrier
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Language and literacy barriers
prevent millions of adults—
many with children—from
skills and education for careertrack jobs
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By 2018, two-thirds of all jobs
will require post-secondary
credentials
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Post-secondary, adult education
and skills-training programs
present barriers to entry and
completion for older adults with
low language and literacy levels
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Demand: Adults currently
working will be the primary
source of employees until 2030,
so low-skilled workers who
increase their training and
education can compete
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Potential Solutions: Bridge
programs that integrate skills
training for adults with reading
and math instruction have
emerged as effective
approaches
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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
OPPORTUNITIES
Scope and Scale of the Education, Skills and Language Divide
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Step One:
Seizing the
Opportunity
An Opportunity is an
Opportunity….
…We started with a $25,000
exploratory grant from the
Annie E. Casey Foundation
Take a Look at What You
Already Have….. Differently
• Moved from planning to pilots
Step Two:
Growing the
Opportunity
• Co-funding from The Annie E.
Casey Foundation and the
Maryland Department of Labor,
Licensing and Regulation
• 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)
Who Are MI-BEST Students?
Step Two
43% are
54%
parents
supporting
313 children
immigrants,
some college
but low level
English
Average Age:
30 Years
60% un/under
employed
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
Scaling Up MI-BEST in Maryland
Step Two
Replication and Sustainability
Replication: Two-thirds of 16 community colleges/
workforce investment boards (WIBs) partnering
2011
Sustainability: Co-investment by the
Department of Labor Licensing and Regulation
(DLLR) to spread MIBEST across the state
2013
5 Community Colleges
0 WIBs
= Community
Colleges
10 Community Colleges
10 WIBs
= WIBs
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Anne Arundel
Baltimore City
Baltimore County
Carroll County
Cecil County
Charles County
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Howard County
Montgomery County
Prince George’s County
Upper Shore (three
counties)
Step Three:
Seizing a
National
Opportunity
Accelerating Connections to Employment
• United States Department of Labor
Workforce Innovation Fund
Competition
o
The Partnership:
10 Community Colleges
$11.8 million dollar grant awarded
• Federal funding launches the
Accelerating Connections to
Employment grant (ACE)
9 Local Workforce
Investment Boards
4
States
• New element added:
Randomization study
Step
Three
ACE Purpose & Unique Features
1.
Utilizes the proven I-BEST model to simultaneously teach and
train individuals with low basic skills
2.
Connects I-BEST training at community colleges with Career
Navigators at the Workforce Investment Boards to ensure
employment connections after training
3.
Training courses chosen are driven by employer demand, with
assured employment available at many sites
4.
ACE includes a rigorous evaluation component, Random
Control Trial (similar to pharmaceutical trials), to demonstrate
effectiveness of combining I-BEST with targeted employment
services
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Role of Partnerships
Step Four:
Collective
Impact
• WIB/Community College Partnerships
• Importance of Business Engagement
• Potential business engagement:
o Industry Roundtable
o Program Design
o Guest Speakers
o Work Experience
o Mock Interviews
o Employment
• Businesses must be engaged from
beginning to end
Ultimate Goals
1) Identify strategies that are powerful enough
to move the needle for large numbers of
low-income individuals
2) Build evidence on what works and build
capacity to implement with fidelity
3) Develop a roadmap to scale for different
approaches: expanding an idea, innovation,
tool, policy, program
4) Cultivate partners who “own” the result,
who measure and track progress and will
take up and sustain the work
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Learning to Earn Approaches such as MI-BEST and ACE
= Making a Difference
CNA Training
Building Maintenance
Baking and Pastry
54
Step Three:
Seizing a
National
Opportunity
Accelerating Connections to Employment
• United States Department of Labor
Workforce Innovation Fund
Competition
o
The Partnership:
10 Community Colleges
$11.8 million dollar grant awarded
• Federal funding launches the
Accelerating Connections to
Employment grant (ACE)
9 Local Workforce
Investment Boards
4
States
• New element added:
Randomization study
Celebrating
Success
Anne Arundel Graduation
Ceremony and Student
Testimonials
https://ola.aacc.edu/video/?playlistfile=PREVIEW/MI-BEST.xml&width=720&height=406
QUESTIONS?
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
www.ncwe.org

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