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 Overview Eloise Richardson Director of ABE/GED Mississippi Community College Board

What is I-BEST?  Integrated  Basic  Education 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 State Research 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). SBCTC: I-BEST - A PROGRAM INTEGRATING ADULT BASIC EDUCATION AND WORKFORCE TRAINING WTECB: Employers Having Difficulty Finding Qualified Workers. NCHEMS (National Center for Higher Education Management Systems) CLASP: The Language of Opportunity: Expanding Employment Prospects for Adults with Limited English Skills. JFF: Breaking Through - Helping Low-Skilled Adults Enter and Succeed in College and Careers oject=2 oject=2 MDRC: Improving Basic Skills - The Effects of Adult Education in Welfare-to-Work Programs

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 BASIC SKILLS CONTEXTUALIZED BASIC SKILLS INTEGRATED TECHNICAL & BASIC SKILLS Traditional ModelsIBEST 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 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 Credentials Grant 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 FinanceAlignment/”braiding” of funding from adult education, community college, workforce, employer and other funding streams to strengthen implementation and outcomes

Letter of Intent and Guidelines Dr. Joan Haynes Associate Executive Director for Academic and Student Affairs Mississippi Community College Board

CTE/Workforce TAA Grant Dr. Shawn Mackey Associate Executive Director for Workforce, Career and Technical Education Mississippi Community College Board

Questions?