Accelerating Opportunity/ Integrated Career and Academic Prep System (I-CAPS)

1. Accelerating Opportunity/Integrated Career and Academic Prep System (I-CAPS)

2. Presenters: Jennifer Foster, VP Adult Education and Workforce Bevan Gibson, Director Southern IL Professional Development Center Peggy Heinrich, Dean of Adult Education, Elgin Community College Diana Glosser, Director of Perkins Programs, Lake Land College Valorie Harris, Associate Dean of Adult Education, Lewis and Clark Community College Lyn Buerkett, Director of Adult Education and Literacy, Lincoln Land Community College

3. Accelerating Opportunity • Gates Foundation Initiative – “A first for the ICCB” • Uses the Washington State’s “IBEST” - Integrated Basic Education Skills Training initiative as a model of implementation in each state. • Illinois is One of Eleven States selected to participate in the Design Grant • Build on the Strengths of the “Shifting Gears” – Joyce Foundation Initiative • Builds on the Strengths of the Illinois Adult Education Strategic Plan • “Creating Pathways for Adult Learners” • Brings much needed attention to the Adult Education Population

4. Illinois Model – “I-CAPS” • Integrated Career and Academic Prep System • Selection of 8 colleges to participate: • City College of Chicago – Daley College, College of Lake County, Danville Area College, Elgin Community College, Lake Land College, Lewis and Clark Community College, Lincoln Land Community College, and McHenry County College

5. Outcomes and Deliverables: • Produce a total of 3,600 credential (8 colleges) • Transcripted college level professional-technical credit in the semester in which it is earned • Achievement of marketable, stackable, credit bearing certificate and degrees. • Demonstrate college readiness, by passing developmental education. • Comprehensive Academic Social and Student Supports • Acceleration strategies, including contextualized, online, dual enrollment including paired courses (50% overlap in instruction)

6. Students: Mostly transfer-focused Likely to enter CTE programs Lacking in academic and soft skills In adult education and English Language Learners

7. Successes: Additional Colleges Added Transitions Academy Industry Recognized Credentials Earned Connections with Employers Transition Counselors

8. Challenges: Loss of Ability to Benefit Tuition Costs Support Services

9. Sustainability: Policies Flexibility Expansion

10. How AO is working at each college Plus: Lessons Learned Successes Challenges

11. Elgin Community College AO Process relative to Career Pathways and Role of Career Navigator Connection to local employers Linking students to employment Braided Funding Student Support Services

12. Welding Computer Numerical Control (CNC) Operator Dental Office Assistant Heating, Ventilation, Air Conditioning, and Refrigeration (HVACR) Peggy Heinrich, Dean of Adult Education 847-214-6911 pheinrich@elgin.edu

13. Support Services • Career Navigator/Coordinator • Supplemental Tutoring • Three credit hour tuition waiver (for I-CAPS entry and completion of GED/ESL program) • Loaner Textbooks • Cohort Design • Additional tuition support for some • Employability skills workshops • Free and mandatory support course

14. Career Navigator (Program Coordinator) • One-on-one assistance with job search, resume, linkages with employers • Articulation of clear career pathway • Conduct recruitment and student pre-screening • Personal student case management; registration, college requirements, etc. • Academic support services • Individual/Group workshops focusing on job-readiness • Coordination with CTE/Adult Ed. faculty

15. Initial Signs of Success

16. Braided Funding • ICCB Adult Education & Family Literacy Performance Grant • WIA Adult & Dislocated Worker Grant • Perkins Grant (revised guidelines) • TAACCCT (iNAM) Grant

17. Early Signs of Success Successes • First cohorts to complete one-year program: • 6 of 8 (75%) Dental students (1 additional nearly completed but elected to change program of study) • 11 of 11 (100%) CNC students • 6 continuing on to 2nd year CIM program • 3 hired as CNC operators • 1 who had job at entry received promotion • 2 who had job at entry retained employment • 5 of 6 (83%) Welding students • 4 hired as welders

18. Lessons Learned & Challenges • Achieve faculty buy-in during planning stage • Provision of paired support course essential • Faculty commitment to remain with cohort for one year • Collaborate across divisions • PELL essential to enrollment • Institutional commitment is key (e.g. tuition waivers) • Effective student pre-assessment a must • Explicit soft skills instruction critical to employment • Hire right • Navigator/Coordinator essential • Select viable career pathways • Cohort model most effective

19. Lake Land College AO process relative to college-wide integration Integration throughout the college How integrations helped with implementation Changes in College Academic Policies Student Support Services

20. Lake Land College Diana Glosser, Director of Perkins Programs & AO Project Coordinator dglosser@lakeland.cc.il.us 217.234.5372

21. College and region-wide implementation • Administration, student services, adult education, CTE, business and industry • Integration assisted with implementation . . . • Implementation, recruitment, partnerships • Lessons learned • People, facilities, policies/procedures • Sustainability

22. Lewis and Clark Community College AO process relative to importance of administrative support and integration of CTE with adult education Team Teaching Curriculum Planning

23. Lewis and Clark Community College Valorie Harris Associate Dean, Adult Education vharris@lc.edu

24. Lewis and Clark Community College Administrative Support KEY • Adult Education reports to Vice President of Academic Affairs • VPAA is Project Lead • Student Success Team Integration of CTE and AE • Faculty/Staff make it work • Flexibility required • Team teaching looks like…

25. Lewis and Clark Community College … Successes • 27 of 31 students completed ICAPS Auto, 2 completed 8 weeks • 10 of 11 students completed ICAPS Weld • 10 of 14 students completed ICAPS EMT • 49 of 56 (88%) students earned college credit

26. Challenges and Lessons Learned • Understanding Financial Assistance • How to pay for books/tools • Maintaining student interest and attendance • Recruitment and selection • Not enough time • Not enough $$$ • Learning Communities • Student Supports • Team …Teaching and Planning • Administrative support • Culture…adult education students CAN do this! • Value of college credit affirmed by students • Build on what you have!

27. How will we sustain this??? • Multiple ways! • Replace ATB with GED • Plus one more funding source • Foundation scholarships? • Self-pay • AE funds? • Reduce team teaching overlap over time • Use full-time staff • Blending populations • Continue to take advantage of not “purging” • Why bother????

28. Successes!

31. Lincoln Land Community College AO process relative to Early Childhood Education Pathway Career Pathway and ECE Students Job Opportunities Recruitment Student Support Services

32. Lincoln Land Community College Lyn Buerkett Director, Adult Education lyn.buerkett@llcc.edu

33. Adult Career Pathway to Early Childhood Education • ECE is offered as both an Associate in Applied Science (CTE) and as an Associate Degree • LLCC offers a Level 2 Certificate of Completion which is 12 credit hours, and transitions to the AAS or AS degrees • A Level 3 Certificate of Completion adds another 18 credit hours of ECE courses, and 9 credits of general education courses

34. ACP to Early Childhood Education Characteristics of ECE students at LLCC: • Low reading levels • Typically test in to developmental reading and writing • Often drop due to multiple dev ed courses and/or difficult textbook content • Benefit from college success skills (note taking, using the learning lab, test prep, etc.) • While level-entry positions are not a high-paid profession, these students are entering this field with that full knowledge, and employment is available

35. ACP to Early Childhood Education • The Adult Career Pathway provides team-teaching and support for the 4 courses in the Level 2 certificate • Students who earn the Level 2 certificate are allowed to be teachers’ aids in DCFS childcare centers • Level 2 courses are required in the AAS and AS degrees • Students can gain employment with a Level 2 and continue their education

36. ACP to Early Childhood Education Recruitment • College advisors refer students interested in ECE, based on their Accuplacer test scores • Transition Coordinator visits the high school district vocational center • Students have referred other students!

37. ACP to Early Childhood Education Successes / Challenges Successes • 11 students initially enrolled – 10 will complete level 2 • All 10 students are continuing in the ECE pathway • Content instructor and basic skills instructor make a great team • Student support / coordinator • Cohort worked well – new cohort planned for Fall ‘13 Challenges • Students resist extra time needed for support • Most enrolled students would benefit, but don’t sign up (time, pride, not committed)

38. ACP to Early Childhood Education Sustainability • Funding is required to sustain this type of program • Support for the basic skills instructor • Support for the transition coordinator • Buy-in of the department is key – we have achieved this!

39. AO Contact Information Jennifer Foster, VP of Adult Education and Workforce, ICCB jennifer.foster@illinois.gov Kathy Pampe, ICCB AO Project Manager, kathleenpampe@gmail.com Bevan Gibson, Director SIPDC, bgibson@siue.edu

40. Questions/Comments