Strategies for Expanding Career Pathways Programs

Strategies for Developing Effective
Community College Partnerships to
Support Career Pathways
Judith A. Alamprese
Principal Scientist, Abt Associates
2013 NCWE Conference
October 16, 2013
[email protected]
Today’s Presentation
 Role of partners in adult basic skills career pathways
 Strategies for developing and maintaining
 Case studies of community colleges’ partnerships to
support basic skills career pathways
 Policies to strengthen partnerships
Abt Associates | pg 1
Data Sources for Presentation
Abt Associates work on:
Adult Education Coordination and Planning Project, US Dept. of Education
Oregon Pathways for Adult Basic Skills Transition to Education and Work
(OPABS), Oregon Department of Community Colleges and Workforce
Development (2006-2013)
Reading for Transition to Postsecondary Education Project, US
Department of Education (2007-2012)
Policy to Performance Project (with Kratos Learning), US Department of
Education (2009-2012)
Points of Entry Project (with Kratos Learning), Open Society Foundations,
Abt Associates | pg 2
Why Community College Partnerships for
Adult Basic Skills Career Pathways?
 Linchpin to career pathways services—linking
systems and services
 Multiple components of coordinated services
required for effective adult basic skills (ABS) career
 Can result in leveraged expertise and resources that
support development and delivery of local career
pathways services
Abt Associates | pg 3
Partnerships to Support Local
Career Pathways Partnerships
Career &
Education (CTE)
Academic Depts.
Advising &
External to Community College
American Job Centers
Local Employers &
Adult Basic
Adult Basic
Within Community College
Community Agencies
Abt Associates | pg 5
Role of Partners in ABS Career
 Design and deliver integrated basic skills and
occupational instruction
– Collaboration between basic skills and CTE or academic
faculty in designing contextualized courses
– Co-teaching of courses by basic skills and postsecondary
– Use of CTE guest speakers in ABS transition courses
 Provide career awareness and planning
– Coordination between ABS (within, outside of college) and
college advising or counseling departments
– Coordination between ABS (within college) and other college
departments offering college orientation and success courses
Abt Associates | pg 6
Role of Partnerships in ABE Career
 Provide mentoring, shadowing, and internships
– Coordination between ABS and CTE/local employers
 Place clients into jobs
– Coordination between ABS and employment services,
American Job Centers
Abt Associates | pg 7
Strategies for Developing and
Maintaining Partnerships
 Forming partnerships
 Developing strong interpersonal relationships
 Building a process and structure
Abt Associates | pg 8
Strategies for Developing and
Maintaining Partnerships
 Forming partnerships
– Set goals and objectives that are concrete and attainable
– Develop a shared vision with agreed-upon objectives and
– Examine data to identify and/or support shared vision
 Developing strong interpersonal relationships
– Establish mutual respect, understanding, and trust
– Work to ensure that benefits of partnership are perceived as
offsetting costs—what partners have to gain in working
together is greater or equal to the effort they exert
– Be able to compromise and be flexible
Abt Associates | pg 9
Strategies for Developing and
Maintaining Partnerships
 Building a process and structure
– Ensure that partners “own” the process and structure
– Involve multiple organizational levels in the partnership
– Develop clear roles and guidelines
– Provide feedback on progress and outcomes from
Abt Associates | pg 10
Case Studies of Partnerships to
Support ABS Career Pathways
 Virginia: Plugged In VA—PIVA model (state and local
partnerships; college ABS and business)
 Washington: Renton Technical College’s Allied Health IBEST program (college ABS and CTE)
 Maryland: Montgomery College’s ESL Customer Service
Course (college ESL and American Job Center)
 Minnesota: Rochester School District and Rochester
Technical College
 California: Elk Grove Adult and Community Education,
Rio Cosumnes Correctional Center (RCCC), and
Cosumnes River College (CRC)
Abt Associates | pg 11
PluggedIn VA (PIVA) Career
Pathways Model
Intervention developed by local ABE community college grantee and ABE
professional development provider
Initial intent to develop technology skills of adults in southwestern VA to meet
industry needs along with GED credentialing; aligned with governor’s initiative
to encourage public-private partnerships & state’s promotion of GED completion
Local development team needed to customize curriculum to address industry’s
Four components of PIVA services (6-month intensive courses)
– GED curriculum/Career Readiness Certificate
– Occupationally contextualized curriculum (e.g., Allied Health)
– Professional soft skills
– 21st Century skills
– Earn GED, Microsoft Certification, industry certification, community college
Abt Associates | pg 12
VA State Expansion of ABE Career
 State ABE office and state partners participated in US
Dept. of Education’s Policy to Performance Project
 State Vision: ABE strategic plan outlined vision of ABE
learners participation in further education, employment;
positioned ABE as part of the state’s career pathways
 Initial Partnerships: Strengthened partnership with Virginia
Community College System (VCCS); worked within state
Dept. of Education & other agencies on longitudinal state
tracking system
Abt Associates | pg 13
VA State Expansion of ABE Career
 Local Career Pathways Services: Expanded PIVA under
Policy to Performance Project—two additional pilot sites
– Provided technical assistance
– Collected implementation and outcome data
 Technical Assistance
– Developed PIVA implementation manual
– Identified need to provide technical assistance in local
partnership development, work with business & industry to
customize curriculum (ways to leverage developed
Abt Associates | pg 14
VA State Expansion of ABE Career
 Policies
– New Request for Application (RFA) for ABE services for 2012—moved
to regional service delivery model in 8 areas; included career
pathways requirements
– RFA: partnerships with employers, local workforce systems; promotes
integration of ABE transition activities into operation of ABE services
 Leveraging Resources through Ongoing Partnerships
– Virginia Community College System (TAACCCT grant)—providing
career navigators who are expected to work with ABE learners
– ABE working Virginia Employment Commission (TAACCCT grant) &
VCCC to expand PIVA to lower skill levels of learners
– Line item in governor’s budget to fund PIVA sites—planning, start-up,
& maintenance in all 8 regions
Abt Associates | pg 15
WA: Renton Technical College’s
Allied Health I-BEST Program
 Approach for accelerating instructional time for ABS learners to
obtain Allied Health credentials
 Staff Partners: Nursing faculty and ABS reading faculty
 Instruction:
– Use of Reading Apprenticeship® (RA) in context of Allied Health professions
– RA used in ABE instruction and in I-BEST Allied Health courses—Certified
Nursing Assistant and Phlebotomy
– ABE and nursing instructors both trained in RA and co-teach Allied Health
– Emphasizes understanding medical vocabulary, navigating medical textbooks,
chart writing
– Includes college preparation class (note taking, time management, college
Abt Associates | pg 16
MD: Montgomery College’s ESOL
Customer Service Course
 Goals: Increase ESOL learners’ potential for employment
and provide educational opportunities for ESOL clients at
Job Center
 Data Examined:
– ESOL clients’ employment goals
– Local labor market data
– Community college’s training programs
 Partners:
– Montgomery College ESOL instructors
– Montgomery Works Sales and Service Learning Center staff
Abt Associates | pg 17
MD: Montgomery College’s ESL
Customer Service Course
Partnership Activities:
– Developed new recruitment strategies at Job Center involving college
– Revised Sales and Service Course developed by National Retail Federation to
increase ESOL content (MD ESOL standards) in context of sales and service
applications; incorporated job readiness content
– Offered college course at Sales and Service Learning Center—8 weeks, 100
– Developed new component “Support for Education and Employment”—facilitate
use of Job Center and job interviews
– College participated in job fairs conducted by Sales and Service Learning
Center Staff
– CASAS Reading and Listening Assessments: Pre-post gains after 100 hours of
instruction were statistically significant
– 43% of clients looking for work were hired or received a job offer
Abt Associates | pg 18
Rochester School District and
Rochester Technical College
 Goals: Transition ABE participants to postsecondary
 Partners: ABE Program, Rochester, MN School District
and Rochester Technical College (RTC)’s Developmental
Education Department
 Partnership Activities:
– Sharing of reading faculty to facilitate preparation of GED learners’
development of college-ready reading skills
– ABE program’s delivery of college and career awareness course
that is co-taught by ABE and college instructors
– ABE program part of RTC’s FastTrak state grant to develop
enhanced CNA program for the Mayo Clinic
Abt Associates | pg 19
Elk Grove ABE Program, Rio Cosumnes
Correctional Center, and Cosumnes River College
 Goals: Transition inmates from GED program to postsecondary
education and employment through the implementation of
career pathways services
 Partners: Elk Grove ABE Program, Rio Cosumnes Correctional
Center (RCCC) and Cosumnes River College (CRC)
 Partnership Activities:
– Elk Grove ABE provided ABE and GED instruction, and case
management at RCCC (facilitated by Sheriff’s Department)
– CRC sent two outreach specialists to RCCC monthly to provide
overview of college, assist learners with college assessment &
– Articulation agreements set up between CRC and RCCC for RCCC’s
Horticulture and Welding courses
Abt Associates | pg 20
Policies to Strengthen Partnerships
 State policies or guidance to support career pathways
services (depend on state approach to policy)
– WIA, Title II—state ABS office can embed requirements
for partnerships to support career pathways in Request
for Application for local adult education services—e.g.,
specify types of partners and required partnership
– State partner activities:
• Participate in longitudinal database development &
implementation for tracking ABS participants
• Use WIA, Title II, State Leadership monies or monies leveraged
from partners to test “models” of career pathways services in
local programs
Abt Associates | pg 21
Policies to Strengthen Partnerships
 State policies or guidance to support career pathways
services at local level
– Target population (Pre-Bridge, Bridge); whole system of learners
(overlapping populations with partners)
– Services to provide in addition to instruction (requires partners’
– Instructional services
• College & career awareness/readiness
• Accelerated instruction (expedited time & level of difficulty)
• Dual enrollment in ABE/ESL and CTE courses
– Data collection requirements—states developing longitudinal
data systems to track postsecondary outcomes can promote
local use of tracking systems to monitor services
Abt Associates | pg 22

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