Ramp up to I-BEST Walla Walla

1. Ramp up to I-BESTWalla Walla

2. Ramp up to I-BESTSkill Steps – Why this team? Blue Mountain Action Council has a mission to work with low-income people to achieve their self-sufficiency by providing vital, self-help techniques, advocacy and limited financial assistance Work Force Development Council has a mission to design and administer a system which effectively meets the workforce development needs for employers, workers, job seekers and youth Walla Walla Community College has a mission to inspire students to discover their potential and to achieve their goals by providing diverse and challenging learning opportunities.

3. Skill Steps- our shared vision To use our strong partnership and shared resources to meet the needs of a growing population of young adults who are often disconnected from education, viable career pathways and essential community benefits. To successfully establish a “learning community” of 18-24 year olds who gain- academic skills, persistence, knowledge about services, ability to advocate for themselves, time management skills, and organizational skills. To allow young people who might not have a vision for their future, an opportunity to see, touch, and experience success!

4. Why now? Labor Force - In Washington, young adults make up a disproportionately large percent of the unemployed; further more many of these youth are not in school, and bounce between unemployment and very low-wage jobs. Work Source Walla Walla All Seeker Demographic Data (November 2013)   13% have less than a HS Diploma or GED 38% have only a HS Diploma or GED       WorkSource Walla Walla Customer Demographics (November 2013) 38%   less than 30 years old 72% are white. 33% are Hispanic • Of all Jobs Listed through the local Work Source system, sampling reveals that only about 7% are available to candidates with less than a HS Diploma. • By some estimates,64% of jobs in 2018 will require more than high school.

5. Components - of Skill Steps Recruitment and Orientation to College to promote college-going aspirations Assessments- accurate placement and advancement Achievement Coaching and goal setting Career Coaching and job experience Instruction- reading, writing, oral communications, and math Transitions/Outcomes Mentoring and Job experience $1000 scholarship

6. Who are we serving? Students have one or more of the following barriers. • Poverty • Unemployment, or history of working in very low wage jobs • Dependent on social service subsides • Need help improving credit or learning better financial practices • Lack career goals or plans • Lack access to medical assistance • Lack computer skills • Single parents • Chemical dependencies • English Language Learners • Homeless • Criminal history • TANF recipients

7. Benefits of the Program

8. Skill Steps – Year One Overview Fall 2011 – 14 active, 8 co-enrolled in work experience (WIA), 2 GED certificates, 1 I-BEST (C.N.A), 1 taking college courses, 1 transitioned, 3 employed Winter 2012- 20 active , 1 GED certificate, 20 co-enrolled in WIA, 9 employed, 1 I-BEST, 3 taking college courses. Spring 2012 – 17 active, 1 GED certificate, 17 co-enrolled in WIA, 2 I-BEST, 1 taking college courses, 6 students took Compass placement assessment Summer 2012 – 7 active , 2 completing GED certificate, 17 co-enrolled in WIA, 9 employed, 2 attempted precollege course work (English and ARQ- Math 49,50 and study skills),3 ABE courses. Summary: 33 students registered in skill steps during the 2011-12 academic year. Of students eligible for post assessment- 80% showed a significant gain. 9 students attempted college courses (100 and above) registering in 131.7 credits. Courses taken include: auto body, carpentry, nutrition, English, psychology, job psychology, college experience, math, and Nursing Assistant.

9. Skill Steps – Gaining Momentum2012 to 2013 Summer 2012- Spring 2013 , 40 active, 77% improved basic skills, 5 GED certificates, 11 took one or more college classes, 2 earned certificates,5 enrolled in degree pathway programs, 18 participated work experience or co-enrolled in WIA Highlights:. 17 students have earned $1000 scholarship and have transitioned into career pathway programs. Level 3 ABE students gain the most momentum. Students in the Skill Steps cohort earn an average of 5.7 SAI Points per student compared to 1.8 SAI points for students in Non Steps courses. 100% made significant learning gains in their lowest skill area (math). 83% made a level gain 5.7 Average SAI points per person.

10. Bridge Programs as On-Ramps Peggy Heinrich, Dean of Adult Education

11. ICCB BRIDGE DEFINITION • Bridge programs prepare adults with limited academic or limited English skills to enter and succeed in credit-bearing postsecondary education and training leading to career-path employment in high-demand, middle- and high-skilled occupations. The goal of bridge programs is to sequentially bridge the gap between the initial skills of individuals and what they need to enter and succeed in postsecondary education and career-path employment. • Required Elements: • Contextualized Instruction • Career Development • Transition Services

12. ECC BRIDGE OVERVIEW • Health Care (for High Intermediate ESL, ABE High Int., and ASE) • Early Childhood Education (for Low Intermediate ESL, ABE High Int., and ASE) • Industrial Arts (for Low Intermediate ESL, ABE High Int., and ASE)

13. CONNECTION TO ACCELERATING OPPORTUNITY (A.O.) • Health Care Bridge Dental Office Aide A.O. Program (and BNA/Phlebotomy possibly coming next year) • Industrial Arts BridgeCNC and Welding A.O. Programs • Early Childhood Education Bridge does not connect to A.O. Programs (transitions students directly into E.C.E. program)

14. ECC BRIDGE OVERVIEW • Not all bridge programs in IL are alike. • All three bridges are designed for ABE, ASE, and ESL students combined. • Students must be dually enrolled in a regular ABE, ASE, or ESL class. • Must complete state (ICCB) bridge approval process • Offered as a free adult education course

15. Structure of Bridges • Bridge classes offered once per year (fall), unless high demand present • Three credit hour courses (45 contact hours) • 12-13 week sessions, two afternoons per week (M/W 12-1:35) – late start • 15 students per class • Recruit from early start ABE, ASE, ESL classes and student orientations

16. CURRICULUM DEVELOPMENT • Adult ed. and career technical faculty paid stipend to co-develop each bridge course • Brainstorming luncheon offered prior to developing bridge programs, inviting key industry leaders • Curriculum binder with reproducible activities created for each class for future faculty use • All bridge courses use D2L (Desire2Learn) to prepare students for postsecondary-level instruction

17. CONTEXTUALIZED INSTRUCTION • Guest Speakers and Panels • Multiple Internal/External Field Trips • Vocabulary Development • Abbreviations • Math (conversion, ratios, measurement, decimals, fractions) • Reading in context (regarding professions in cluster area, how to read academic texts) • Writing (e-mails, reports, summaries) • Note-taking and Study Skills • Computer Skills • Career Readiness Activities (career inventories/surveys, job search, applications, resumes, time-management) • Goal-Setting • Mock Interviews • Budgeting and Financial Planning

18. Transition and Support Services • Bridge students required to meet one-on-one with Transitions Coordinator to develop education plan • Three credit hour tuition waiver for GED graduates, Advanced ESL graduates, and students entering Accelerating Opportunity • Accelerating Opportunity Career Navigator meets with students ready to move into CNC, Welding, or Dental pathway • FAFSA and scholarship assistance provided • On-site WIA eligibility screening one day per week • Loaner textbooks for AO students

19. CHALLENGES/LESSONS LEARNED • Speak with Institutional Research early to set up system for tracking student outcomes • Spend time developing interactive and engaging recruitment presentations – be sure to hook them! • Avoid outsourcing curriculum development (co-develop with adult ed. and CTE faculty in-house) • Involve industry leaders in community development • Involve CTE faculty (ensure buy-in) • Choose faculty carefully • Partner up with others on campus to support program • Recruit early

20. Accelerating Opportunity Transition • Four health care bridge students have transitioning into Dental Office Aide A.O. program (many others into alternative health care pathways) • Of nine industrial arts bridge students in first cohort:

21. FUTURE OF BRIDGE PROGRAMS • Developing Bridge II in Health Care, focusing more heavily on academic preparedness (preparation for PSB entrance testing)

22. QUESTIONS ???