Integrated Basic Education and Skills Training Overview of I-BEST Program And ABE to Credentials...
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Transcript of Integrated Basic Education and Skills Training Overview of I-BEST Program And ABE to Credentials...
Integrated Basic Education
and Skills Training
Overview of I-BEST Program
And
ABE to Credentials Implementation Grant
July 12, 2011
Today’s Agenda
Webinar Basics Dr. Robin Parker, MSU-RCU
ABE/I-BEST Overview Eloise Richardson, MCCB
Letter of Intent/Guidelines Dr. Joan Haynes, MCCB
CTE/Workforce/TAA Grant Dr. Shawn Mackey, MCCB
Questions
ABE/I-BEST OverviewEloise RichardsonDirector of ABE/GED
Mississippi Community College Board
What is I-BEST?
Integrated BasicEducation and Skills Training
Training that provides adult basic education and specific occupational skills at the same time.
Economics
Skills Gap: Employers can’t find qualified workers. Workers can’t find jobs.
Wage gap: Low education = low wages and high
unemployment. Family wage jobs = require some combination
of academic attainment and credential.
Many students lack skills needed to enter workforce education programs.
Too many students struggle and don’t complete.
Many students need additional support while in vocational training.
Challenges
A vocational credential, a good paying job, and a clear pathway to a better job.
Engaged employers and agency partners.
Partnerships across campus - professional technical, basic skills, and student services.
Deliberate recruitment, screening, and support.
Simultaneous workforce and basic skills instruction, with student gains in both.
What does the Washington State I-BEST program include?
I-BEST students earn more college credits than their peers in basic skills.
I-BEST students complete at a higher rate than other ESL or workforce students.
How does Washington State know that I-BEST works?
Washington StateResearch
The I-BEST program is a model bridge program that integrates education in basic skills with technical instruction.
According to Washington State research, the percentage of students who earn their first 15 college credits is substantially higher if they are part of the I-Best program (53%), compared to basic skills students who attempt college coursework in other ways (11%).
In addition, I-BEST students were substantially more likely to earn certificates during their first year.
Where is I-BEST today in Washington State?
140 programs approved Occupation clusters include:
Automotive technology/Engine repair Office support technology Manufacturing/Trades Early childhood education Health care Corrections/Law enforcement
Research Bibliography
SBCTC: Building Pathways to Success for Low-Skilled Adult Students: Lessons for Community College Policy and Practice from a Longitudinal Student Tracking Study (The “Tipping Point” Research) . http://www.sbctc.ctc.edu/data/rsrchrpts/Resh_06-2-TippingPoint.doc
SBCTC: I-BEST - A PROGRAM INTEGRATING ADULT BASIC EDUCATION AND WORKFORCE TRAINING http://www.sbctc.ctc.edu/Data/rsrchrpts/Resh05-2-I-BEST.doc
WTECB: Employers Having Difficulty Finding Qualified Workers. http://www.wtb.wa.gov/Documents/EmployerSurvey.doc
NCHEMS (National Center for Higher Education Management Systems) http://www.nchems.org/Staff/dennis.htm
CLASP: The Language of Opportunity: Expanding Employment Prospects for Adults with Limited English Skills. http://www.clasp.org/publications/LEP_report.pdf
JFF: Breaking Through - Helping Low-Skilled Adults Enter and Succeed in College and Careers http://www.jff.org/JFF_Pages.php?WhichLevel=3&lv1_id=3&lv2_id=33&lv3_id=36&ShowProject=2
MDRC: Improving Basic Skills - The Effects of Adult Education in Welfare-to-Work Programs http://www.mdrc.org/area_publications_4.html
What are the basics of an I-BEST Program?
Integrated Instruction – requires pairing an adult basic education instructor and a professional /technical instructor so the students gain both skill sets at the same time. (50% overlap)
Includes 3-5 hours a week of non-credit ABE instruction.
What is Integrated Instruction?
TECHNICAL
TECHNICAL
BASIC SKILLS
CONTEXTUALIZED BASIC SKILLS
INTEGRATED TECHNICAL & BASIC SKILLS
Traditional Models IBEST Model
How does an Integrated Class Work?
Collaborative planning between ABE and CTE/Workforce to incorporate basic skills competencies Curriculum Lesson Planning Assessment
How does an Integrated Class Work?
Both instructors actively involved When in content lectures, the Basic
Skills instructor may: Write key ideas on the board Re-phrase or ask questions about
concepts that may be difficult vocabulary
Ask students clarifying questions to make sure they are understanding
• Career exploration
• Contextualized learning
• Skill-building for post-secondary/career
success
• College & career counseling
• Accelerated skill-building integrated with credit
coursework
• Support through gate- keeper courses
• Intensive transition counseling
• Comprehensive supplemental services
• Intensive counseling
• Flexible program options
• Job placement
More Adult Learners Succeeding in ABE to Credential Pathways
Accelerated and
Integrated ABE and GED
programs
Articulated Career
Pathways
Stackable Credentials with Labor
Market Value
A National Need for Investment in ABE to Credential Pathways
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.
By 2018, only 36 percent of total jobs will require workers with just a high school diploma or less
Since 1979, investments in adult education and workforce development programs have declined in real terms by more than 70%.
Improving Student Experiences and Outcomes
What low-skilled, non-traditional students typically face:
ABE to Credential’s Solutions:
Confusing array of career programs
Transparent college prep and career pathways
General education focus as the default for programs and services
Programs and services specifically geared to career pathways
Long remedial education sequences
Acceleration, compression and dual-enrollment strategies
Inadequate or inaccessible support services
Array of support services, including intrusive advising
Programs not designed with career advancement in mind
Programs designed around labor market opportunities and needs
Four year initiative: an initial design year and three years for implementation
Targets states with ABE governed through postsecondary education
Target population: ABE, ASE, and ESL students with skills at grade 6 and above
10 states will receive design grants to develop ABE to Credentials pathways and develop blueprints for action.
Five states will pilot, refine, and scale ABE to Credential pathways in a critical mass of colleges statewide.
JFF ABE to CredentialsGrant Overview
Non-Negotiable JFF Program Elements
Explicit articulation of two or more educational pathways, linked to career pathways;
Evidence of strong local demand for the selected pathways;
Acceleration strategies, including contextualized learning and the use of hybrid (online and classroom-based) course designs;
Evidence-based dual enrollment strategies, including paired courses, I-BEST and I-BEST-like approaches;
Comprehensive academic and social student supports;
Achievement of marketable, stackable, credit-bearing certificates and degrees and college readiness;
Award of some college-level professional-technical credits;
Partnerships with Workforce Investment Boards and/or employers.
Non-Negotiable JFF Program Elements
8 colleges in each state implementing ABE to credential pathways at scale in multiple professional/technical areas
At least 3,600 students per state earning a marketable credential.
States will adopt policies and financing models to ensure that effective ABE to Credential programs are sustained and expanded.
States will engage other community colleges in a learning network to promote adoption and scale of effective approaches.
MCCB has partnered with MSU-RCU and nSPARC for data deliverables and career pathway development.
ABE to Credentials Implementation Grant Expectations from JFF
Policies Supporting Sustainability and Scale
Data and Performance Measurement
Setting goals and benchmarks for adult learner transitions. Alignment of data systems to measure student progress from pre-college programs to post-secondary career pathways to employment; Linking data to innovation to determine which models help get adult learners to what momentum points by when (disaggregated by population)
Program Re-design
Demonstration grants for accelerated learning options and comprehensive (academic and nonacademic) supports; incentives to link employers with community college credit programs
Aligned Expectations
Aligning standards and curricula of pre-college programs with college readiness; aligning non-credit to credit programs
Assessment and Referral
Dual enrollment for adult education and college programs; cross-walking assessments for basic skills and college; making adult education a placement option for some developmental education students
Finance Alignment/”braiding” of funding from adult education, community college, workforce, employer and other funding streams to strengthen implementation and outcomes
Letter of Intent and GuidelinesDr. Joan Haynes
Associate Executive Director for Academic and Student Affairs
Mississippi Community College Board
CTE/WorkforceTAA GrantDr. Shawn Mackey
Associate Executive Directorfor Workforce, Career and Technical
Education
Mississippi Community College Board
Questions?