Recommendation 1-B Our Goal: Create a model for team-taught classes to serve students who need more preparation to succeed in Medical Careers and Business Application CTE clusters Subcommittee Members: Carolyn Chin ABE/ASE ● Andrea Girton CTE ● Paul Hallaman ESL ● Kelley Keith ESL ● Beth Silverstein CBET ● Mary Jo Schneider AWD 50+ ● Susan Svensson CTE

Our 2nd Model—I-BEST Stands for: Integrated Adult Basic Education and Skills Training Puts traditional notions to the test regarding when students can begin advanced workforce education training programs Designed to better support students in certificate and degree completion Distinction between I-Best and Chicago models: the I-BEST bridging system is more of a unilateral approach Developed by Washington State Board for Community and Technical Colleges (SBCTC) I-BEST stands for: Integrated Adult Basic Education and Skills Training Tests the notions that students must first complete all levels ESL or ASE before they can begin advanced workforce education training programs Designed to better support students in certificate and degree completion You need to understand the distinction here; this bridging I-BEST system is a “unilateral bridging system”

TEAM-TEACHING Designed to be part of a longer educational pathway for students The instruction component is based on the presence of two instructional members team-teaching in the classroom How is it structured? Unique instructional mode and support services are the two critical components 3

Instruction team collaborates to work on joint learning outcomes and assessments for the students Both are present in the classroom concurrently—teaching content, leading group discussions, and managing student projects I-BEST success hinges on both instructors working in a collaborative team to design and deliver Both instructors collaborate to work on joint learning outcomes and assessments for the students Both are present in the classroom, lecturing, leading group discussions, and managing student projects The adult education instructor ensures that the basic skills necessary are delivered to the students within the context of the workforce education content to understand concepts pronounce the vocabulary write reports The workforce education instructor focuses on the delivery of the workforce content 4

to understand concepts pronounce the vocabulary write reports The adult education (ABE) instructor ensures needed basic skills are delivered to the students within the context of the workforce education content to understand concepts pronounce the vocabulary write reports The workforce education instructor focuses on the delivery of the workforce content I-BEST success hinges on both instructors working in a collaborative team to design and deliver Both instructors collaborate to work on joint learning outcomes and assessments for the students Both are present in the classroom, lecturing, leading group discussions, and managing student projects The adult education instructor ensures that the basic skills necessary are delivered to the students within the context of the workforce education content to understand concepts pronounce the vocabulary write reports The workforce education instructor focuses on the delivery of the workforce content 5

Why do We Recommend It for OACE? Contextualized instruction Teaches both skill sets together, so that the student is learning to learn and learning to do Students can continue on in their training (or come back for additional training) after they go to work I-BEST is contextualized instruction that builds basic skills and vocational skills together Aims to provide just the right level of adult education in just the right amount for students to succeed in advanced workforce training programs Curriculum is tailored to teach both skill sets together, so that the student is learning to learn and learning to do Lays the groundwork so students can continue on in training or come back for additional training after they go to work

Student Gains! With our model (an example), students who have lower basic skill levels can succeed in completing a CNA course (with support) I-BEST provides effective communication, basic skills, and vocational education in one classroom

Why Does I-BEST Work? SBCTC evaluated the effectiveness of projects by looking at progression of the students in terms of accumulation of advanced workforce education and basic skills gains The evaluation found that students were 15 times more likely to complete workforce training than were traditional ESL students during the same timeframe with I BEST Washington state ran ten demonstration projects that resulted in the I-BEST model used today SBCTC used the state’s data system to evaluate the effectiveness of projects by looking at progression of the students in terms of accumulation of advanced workforce education and basic skills gains The evaluation found that I-BEST students were 15 times more likely to complete workforce training than were traditional ESL students during the same timeframe

Results! Washington's recently implemented student achievement measurement system indicates that I-BEST continues to show good results 55% increase in the number of students enrolled in advanced workforce education during the same year they enrolled in basic skills in the 24 programs offering I-BEST While the number of participating students was still relatively small, the first full year of implementation saw a 55% increase in the number of students enrolled in advanced workforce education during the same year they enrolled in basic skills in the 24 programs offering I-BEST

I-BEST in Action If you cannot vies the movie on the next slide, you can download it for viewing at: http://www.btc.ctc.edu/BasicAcademic/IBEST.asp

Sample Student Flyer from BTC’s I-BEST Program

Our Recommended Actions for Implementation SHORT TERM/IMMEDIATE ACTION: Create and offer a pilot CTE bridging class—specifically a CNA course—that serves ABE students who need basic writing and reading comprehension to succeed in the CNA program

Our Recommended Actions for Implementation Continued Other actions to be considered in support of this recommendation: Within orientation, have target students visit the program Form workplace literacy PLC to create targeted CNA program writing and reading curriculum that could be used in other medical cluster classes 14

Our Recommended Actions for Implementation Continued EXPLORE/PLAN NOW FOR IMPLEMENTATION AT A LATER DATE: Adapt I-Best concepts and approaches to extend beyond the pilot to include other student populations such as ESL, Parenting Ed., CBET, or Adults with Disabilities’ career-track students Create I-Best courses for other program areas beyond CNA and into the other CTE areas that need this type of support

“Where’s the Money,” You Ask . . . As a subcommittee, we agreed that this would be more expensive to deliver, but we believe when we weigh the student outcomes against the cost, we cannot afford not to try it out at least for one class that is well tracked and documented It may take time before we can afford to get it off the ground, but we believe it’s important for our students that we try 16

We hope to make it easier for students to reach their educational and career goals Many references here taken directly from CALPRO article Integrating Workplace and Basic Skills for ABE and ESL Students by Tina Bloomer