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Recommendation 1-B

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

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Recommendation 1-B

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  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. Sample Student Flyer from BTC’s I-BEST Program

  12. 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

  13. 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

  15. “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

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