Basic Skills and Career Technical Education CTE Lin

Basic Skills and Career & Technical Education (CTE) Lin Marelick, CTL Grant Coordinator Doug Marriott, CCAA Director Deborah Harrington, Dean of Student Success, LA District, BSI Phase IV Director March 11 & 12, 2009 Sheraton Hotel, Universal City, CA

http: //www. youtube. com/watch? v=ljb. I-363 A 2 Q

Agenda, Day 1 u March n n n n 11, 10 a. m. - Noon Introductions Outcomes for the workshop Who are the students with basic skills needs? BSI Handbook Chapter 1 Myths & Misconceptions about students w/ basic skills needs. What are the basic skills that students need? BSI Handbook: Chapter 13 Changing the dialogue at your college. Lunch Break

Agenda Cont’d n n § § § BSI Handbook Chapter 5: Best Practices in teaching basic skills California Career Advancement Academies Video: including the student voice Dr. Arora, Instructor, LA Valley College Discussion: What opportunities & barriers do you foresee to implementing a CTL program at your college? How do you get college buy-in? What do our students need from us to be successful? Assessment vs. evaluation

Outcomes Understand how to collaborate with CTE or basic skills colleagues to develop contextualized teaching and learning (CTL) for CTE programs u Learn strategies for engaging students with basic skills needs in the classroom u Develop strategies for ongoing CTL discussions at your home campus u Increase communication with CTE and basic skills colleagues from other colleges u Increase awareness of projects that connect basic skills, CTE, and workforce development u

Introductions u Description of the exercise: n Meet and greet- introduce yourself to as many people in the room as possible (minimum of five people). Ask the following: name, college, why are you here? (short answers please) n Introduce a person you met to the rest of the group

BSI Handbook Chapters 1 & 13 § Who are the students with basic skills needs? § What are the basic skills that students need to be successful in class or on the job? Speaking English Reading and Writing in English Basic Arithmetic or Higher Math Skills Employability or “Soft” Skills

Basic Skills & CTE u Misconceptions Quiz- decide if the statements below are True or False n n n Students don’t need reading or math to be successful in CTE programs because they need very discrete skills for specific occupational roles. The majority of students who get their GED continue on to higher levels of education and/or occupational training. The only way CTE students with basic skills needs can improve those skills is to enroll in a basic skills course.

How do we best reach & teach students with basic skills needs? A Few Strategies: Directed Learning Activities Learning Communities Contextualized Courses

Directed Learning Activities u Which statement is untrue about Directed Learning Activities? n n Directed Learning Activities incorporate tutorial centers to address basic skills needs. Apportionment funding in the form of hours by arrangement can be legitimately collected for directed learning activities. The goal of the directed learning activity is the completion of exercises. The language of the activity clearly connects to the course assignments, objectives and/or outcomes.

Learning Communities u Which statement is true about learning communities? Learning communities reach across a limited number of disciplines u Learning communities are classes that are linked or clustered during an academic term and enroll a common cohort of students. u The faculty member is the center of activity in a learning community u Learning communities are not as effective for developmental learners community. u

Contextualized Lessons u Which statements below are true about contextualized lessons? u In contextualized instruction: u skills are taught in the context of what is required and relevant for industry. u skills are taught in the context of what is relevant for general life and survival skills. u skills are taught in the context of what is meaningful and relevant to previous knowledge or experience. The best way to learn something is in context. All of the above answers are correct.

Myths & Misconceptions u Discussion: n What myths & misconceptions do you know of or anticipate from faculty and administrators at your college who did not attend this workshop? n Groups report out

Changing the dialogue… Partner Activity- Doug Marriott How do you change the dialogue at your college in regards to basic skills instruction and contextualized teaching and learning? Have some fun with the sample dialogue OR create your own… Exercise description: Role play with the scripts that are on the table. Reverse roles and practice the dialogue again.

LUNCH BREAK 12: 00 – 12: 45 pm

Best practices in teaching basic skills Reshaping student pre-conceptions or misconceptions Mastering content specific information (transfer of learning) Active Learning: when students are active in their own learning, they are able to organize information and retrieve it, i. e. , KWL Deep learning: linking knowledge to a scaffold of previous knowledge Assess, assess: assessment, the learning tool Metacognition- students are conscious and attentive to their own learning strategies Student self-assessment: students analyze their own learning

Assessment v. Evaluation (what’s the difference? ) Assessment: Tools for measuring progress toward and achievement of the learning goals. The goal is to improve performance using feedback. (Pre and post measurements. ) Evaluation: The process of analyzing the results of assessment and determining whether the goals have been achieved. (Ongoing introspection of the process. ) Sample Rubrics

California Career Advancement Academies Video The Student Voice…How do we ensure that the student voice is included in our programs? Doug Marriott

CAREER ADVANCEMENT ACADEMY Project Introduction / Overview Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY Project Background: Needs, Goals, Services, Outcomes ● Project Partners ● Opportunities Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY Needs: 1) 93, 013 young adults (ages 16 -24) are undereducated and unemployed - - disconnected - - “One out of Five” Out of School and Out of Work Youth in Los Angeles and Long Beach 2) Shortage of capable and pretrained healthcare workers for industry (LVN’s, radiology technicians, medical record coders, psychiatric technicians, phlebotomists, respiratory therapists, related healthcare professions) Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY LOS ANGELES COUNTY 2007 Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY Occupations With the Fastest Job Growth Los Angeles County 2004 and Projected 2014 Ø Ø Ø Ø Dental Hygienists Dental Assistants Network Systems and Data Communications Analysts Medical Assistant Physicians Assistants Physical Therapy Assistant Medical Scientist 46% 45. 7% 45. 6% 44. 2% 42. 1% 38. 9% 35. 7% Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY Goals: 1) Thoughtfully recruit, train, and prepare 18 -30 year olds for careers in healthcare and related ongoing educational opportunities 2) Create, leverage and institutionalize partnerships with industry and community resources to increase the pool of workers available for healthcare related jobs Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY Services: u Contextualized Basic Skills Courses u Career Exploration u Healthcare Core & Bridge Program u Professional Training Programs u Entry Level Employment Options Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY Project Partners: L. A. City WIB, Community Based Organizations: Ø Recruitment and supportive services SEIU / L. A. Healthcare Workforce Development Program: Ø Employer Ø Lead on Industry-driven curriculum, teacher trainers, counseling L. A. Community College District: Ø Delivers trainings Ø Institutionalizes course offerings Ø Administers CAA grant Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY

CAREER ADVANCEMENT ACADEMY Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY Los Angeles Healthcare Workforce Development Program Los Angeles Valley College CAA East Los Angeles College Los Angeles City College Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY Grant Objectives: u Create a core group of specialized instructors for CAA Healthcare program u Become a model partnership of employer-specific, basic skills healthcare industrydriven training design u Extend grant beyond year one to further curriculum pathway for healthcare within LACCD u Institutionalize curriculum in non-credit / credit format for healthcareer ladder in partnership with SEIU and LACCD u Advance this pilot project into long-term, comprehensive training vehicle for SEIU employees modeled after New York City’s Lehman College Funded in part by the Chancellor’s Office, California Community Colleges

CAREER ADVANCEMENT ACADEMY Contact Information Doug Marriott Los Angeles Community College District marriodc@lavc. edu Funded in part by the Chancellor’s Office, California Community Colleges

CTL Instructor’s Experience § Dr. Yogesh Arora, Instructor, LA Valley College § Professor Arora contextualizes math & science for healthcareers

Emphasis – Education, Job or Both? • Purpose directs the learning. • Real life problems assimilate with subject-matter in the classroom. March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Teaching in the Context of JOBS & Placement Teaching strategies to connect: u u March 11, 2009 academics and occupation content and context knowledge and application knowing and doing Copyright. Science Teaching Solutions. All Rights Reserved.

March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Interest and Curiosity Challenge: To keep the students attentive and interested. March 11, 2009

Interest and Curiosity Strategy: Demonstrate the Magic of Numbers March 11, 2009 Copyright. Science

Multiplication Trick or Magic? u u u u u 12, 345, 679 x 9 = 111, 111 12, 345, 679 x 18 = 222, 222 12, 345, 679 x 27 = 333, 333 12, 345, 679 x 36 = 444, 444 12, 345, 679 x 45 = 555, 555 12, 345, 679 x 54 = 666, 666 12, 345, 679 x 63 = 777, 777 12, 345, 679 x 72 = 888, 888 12, 345, 679 x 81 = 999, 999 12, 345, 679 x 999, 999 = 12, 345, 678, 987, 654, 321 March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

WOW!!!! Is it a Pyramid or a Pattern? u u u March 11, 2009

Critical Thinking u Five times four twenty, plus two, equals twenty-three. Is this true? u A 100 -meter-long train moving 100 meters per minute must pass through a tunnel of 100 meters in length. How long will it take? u How many times can you subtract 6 from 30? March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

After the Magic, What is Next? Challenge: To correlate different solutions to a problem.

Correlating Decimals and Fractions Strategy: Demonstrate different answers; but with equal values. March 11,

Equivalencies (Equal Values) Fractions Decimals Percentages u u u u u 1/100 1/50 1/40 1/25 1/20 1/10 1/9 1/8 1/5 1/4 March 11, 2009 = 0. 01 = 0. 025 = 0. 04 = 0. 05 = 0. 11 = 0. 125 = 0. 25 Copyright. Science Teaching Solutions. All Rights Reserved. = 1% = 21/2% = 4% = 5% = 10% = 111/9% = 121/2% = 20% = 25%

Equivalencies (Equal Values) Fractions Decimals Percentages u u u 1/3 3/8 2/5 1/2 3/5 5/8 2/3 3/4 4/5 7/8 10/10 March 11, 2009 = 0. 333 = 0. 375 = 0. 4 = 0. 5 = 0. 625 = 0. 66 = 0. 75 = 0. 875 = 1. 0 Copyright. Science Teaching Solutions. All Rights Reserved. = 331/3% = 371/2% = 40% = 50% = 621/2 % = 662/3% = 75% = 80% = 871/2% = 100%

Phobia Into Interest Challenge: To encourage students make an attempt to solve the problem

Correlating Decimals and Fractions Strategy: Demonstrate new and interesting approach - starting with simple

Multiplication – Understanding Made Easy u Disregard Zeroes (on the right side of numbers) n Multiply the numbers and add total zeroes u Examples: n 30 x 70= 3 x 7=21, now add two zeroes, u 2100 u Summary: 30 3 X 70 X 7 21 March 11, 2009 2, 100 Copyright. Science Teaching Solutions. All Rights Reserved.

Division – Understanding Made Easy u Disregard Zeroes (on the right side of numbers) n u Divide the numbers and cancel an equal number of zeroes Examples: n 6500÷ 130= u 65÷ 13=5, now cancel one zero, add the remaining ones to the answer: u =50 Summary: 6500 65 ÷ 130 ÷ 13 5 March 11, 2009 50 Copyright. Science Teaching Solutions. All Rights Reserved.

Interest To Question? Challenge: To help students maintain the interest to further dissect the

Multiplication with Decimals Strategy: Demonstrate a simplified approach. March 11, 2009 Copyright. Science Teaching

Multiplication (with Decimals) u Disregard Decimals (count numbers on the right side of decimals, not zeroes) n u Multiply the numbers and add decimal counting total numbers from right. Examples: n 1. 1 x 1. 20= 11 x 12=132, now add decimal counting two places from right, u =1. 32 u Summary: 1. 1 X 1. 20 March 11, 2009 11 X 12 132 1. 32 Copyright. Science Teaching Solutions. All Rights Reserved.

u Division (with Decimals) Disregard Decimals (count numbers on the right side of decimals, not zeroes) n n n Divide the numbers and add zero for each number after the decimal. Examples: 48÷ 2. 4= u 48÷ 24=2 (disregard decimal, now add one zero, for the number after decimal for the answer: u =20 Summary: 48 48 ÷ 2. 4 ÷ 24 2 March 11, 2009 20 Copyright. Science Teaching Solutions. All Rights Reserved.

u How SUM OF SOME NUMBERS to get the Sum of numbers from 1 to 100? u Sum, S = n ( n+1) where n = number 2 u Example: Sum of numbers from 1 to 90 u 1+2+3+4+5+6+7+8+9+10………+90 u 90 (90+1) = 4095 2 March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Dimensional Analysis & Data Analysis u Dimensional Analysis OR Unit conversion u Example: u A 16 ounces bottle of milkshake contains 13. 60 gm of fat. How many grams of fat are in each ounce? March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Collection and Analysis of Data Source: Students Manual - Math for Healthcare Careers, LAVC, 2009 Price TIGER’S MILK $ 0. 89 SLIM FAST $ 1. 29 March 11, 2009 Oz. Per Bar Protein Per Gram Calories Per Ounce Copyright. Science Teaching Solutions. All Rights Reserved. Fat Per Gram Protein Per Ounce Price Per Ounce

Normal Saline/Salt Solution u Saline or Salt = Sodium chloride, Na. Cl u Normal saline = 0. 9% u Means 0. 9 g in 100 m. L of water (sterile) u IV means INTRA VENOUS u Example: An IV solution of 0. 9 % is being infused to a patient at a rate of 15. 5 m. L per hour. How many m. L would infuse in 4. 25 hours? March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Temperature Conversion u. F = 1. 8 C + 32 u C = F – 32 1. 8 u Example: A British child on arrival in USA says his temperature is 37. 5 degrees C. What is his temperature in F degrees? n Estimation vs. Calculation? u Normal n March 11, 2009 Body Temperature 97. 6 degrees F = 37 degrees C Copyright. Science Teaching Solutions. All Rights Reserved.

Blood Volume, Groups and Fractions About 8% of body weight u Volume about 5 liters u Blood Groups u n n n March 11, 2009 A: A antigen and anti-B antibody B: B antigen and anti-A antibody AB: A and B antigen, No antibodies, (Universal recipient) O: No A or B antigens. Both anti-A and anti-B antibodies. (Universal donor) Rh factor: Positive or Negative Copyright. Science Teaching Solutions. All Rights Reserved.

Numbers & Facts About Blood In US, 85% of the population has Rh+ u In China, 99% of the population has Rh + u Different Animals have different blood groups: u n n n March 11, 2009 Dogs: Sheep/Goat: Horse/Donkey: Cats: Cows: 4 7 7 11 800 Copyright. Science Teaching Solutions. All Rights Reserved.

Fractions and Mental Math A+ 8 25 A- B+ 7 9 100 B- AB+ AB- O+ O- 1 50 3 1 19 100 100 2 25 1. Which blood type is most common in the population? 2. Which blood type is least common in the population? American Red Cross Data Source: Students Manual - Math for Healthcare Careers, LAVC, 2009 March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Our Body and Organ Systems u 11 n n n March 11, 2009 Organ systems Integumentary system Skeletal system Muscular system Nervous system Endocrine system Cardiovascular system Lymphatic system Respiratory system Digestive system Urinary system Reproductive system Copyright. Science Teaching Solutions. All Rights Reserved.

Metric Conversion u Rules u If you are converting from a 'bigger' unit to a 'smaller' unit, move the decimal point to the right. u If you are converting from a 'smaller' unit to a 'bigger' unit, move the decimal point to the left. March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Metric Conversion & Decimals - a Ladder To Convert to a smaller unit: Move decimal point to the RIGHT OR MULTIPLY Kilo kg km Hecta Deka To Convert to a LARGER unit: Move decimal point to the LEFT OR DIVIDE BASE UNIT 1 g Deci 1 L d. L 1 m Centi cm Milli mg m. L mm March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved. Micro µg µL µm Nano ng, nm

Drip and Volume/Percent u QUICK MATH Exercise: u A patient is receiving 1500 m. L saline every 6 hours. What is the new amount if doctor says to decrease it by 20%? OR u What is 0. 1% of aqueous solution? March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Human Body and Burns: Injury to tissues due to heat, chemical, electric shock, lightning or radiation. v Burn patients care and survival v v Three primary variables Degree of the burn v Percent of body burn v Patients vital signs v March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Human Body and Burns u March 11, 2009 First degree or partial thickness burn n superficial n only epidermis is damaged n Erythema, mild edema, surface layer shed n Healing – a few days to two weeks n No blisters or scarring n Example: sunburn Copyright. Science Teaching Solutions. All Rights Reserved.

Human Body and Burns u Second degree - deep partial-layer burn n Destroys epidermis n Blisters formed n Healing depends on survival of accessory organs n No scars unless infected March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Human Body and Burns u Third degree or full-thickness burn n Destroys epidermis, dermis and accessory organs of the skin n Healing occurs from margins inward n Leaves white charred tissue n Skin grafting may be needed March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

The Rule of Nines • To calculate the % or the extent of burns • Used in First Aid/Burned victims • Most parts of human body consists of 9 % of the surface area Fig. Rule of Nine. Source: J. C. Scherer, 1982. Taken from Math for Healthcare Careers, LAVC, 2009 March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

HEARTBEATS Two phases of the heartbeat: u diastole: relaxation u systole: contraction u n The diastole-systole cardiac cycle occurs average 72 times per minute About 100, 000 times per day u About 2. 5 BILLION times in life (Avg. 66 yrs) u n n March 11, 2009 The heart pumps 65 m. L of blood with each contraction. Means about 4. 75 liters are pumped per minute u 285 liters an hour u 7000 liters a day u 60, 00 miles of Blood vessels Copyright. Science Teaching Solutions. All Rights Reserved.

BLOOD PRESSURE CHECK Blood pressure: The force that blood exerts on arterial walls. Measured using Sphygmomanometer Blood Pressure, Expressed as a fraction: systolic pressure / diastolic pressure 120/80 mm Hg Source: The Language of Medicine, Eighth Edition, Devi-Ellen Chabner. Saunders, 2007. March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Numbers and Human Body u March 11, 2009 Digestive system n Organs from Mouth to Anus n Digests, absorbs and excretes n Small intestine is bigger in length, about 7 meters, but smaller in diameter. n Large intestine is small in length, about 1. 5 meters, but larger in diameter Copyright. Science Teaching Solutions. All Rights Reserved.

Numbers and Human Body u Urinary system n Maintains body’s water and salt balance n Regulates Blood’s acid-base balance n Removes nitrogen containing waste n About 1 Million glomeruli (tiny balls of capillaries) in the cortex of kidney n 150 liters of fluid filtered daily n Kidney reabsorbs 98 -99% of water and salts n 1. 5 liters urine excreted daily March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Numbers and Human Body u Male n n n March 11, 2009 Reproductive system Sperm cell, 1/3 the size of RBC 1/100, 000 th, the size of female ovum Only 1 out of 300 million sperm cells can penetrate single ovum and fertilize Copyright. Science Teaching Solutions. All Rights Reserved.

Class Interactions u u u March 11, 2009 Encourage students to ask questions Value their questions Appropriate response Cite examples in Healthcare Involve & Participate Copyright. Science Teaching Solutions. All Rights Reserved.

Three P’s To Successful Learning u Practice n Seat Activity u Practice n Group Activity u Practice n Board Activity ONLY, PERFECT Practice makes it Perfect! March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Reflections on Students u High Attendance Less Absenteeism Work Harder More Interested More Responsible Better Behaved u Enhanced comprehension u Greater Learning Progress u u u March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

A Rational Assessment u Evaluate - the knowledge gained u Apply - the knowledge gained u Exhibit - the knowledge gained n Through u. Intra-group knowledge sharing u. Inter-group knowledge sharing March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Added Stimulus u Help with Computers/Resume making u Employers n n n Various employers every week Like Holding a reward Potentials of Jobs u Personal stories from graduates u Encouragement from families March 11, 2009 Copyright. Science Teaching Solutions. All Rights Reserved.

Outcomes of CTL u. Increased knowledge retention u. Enhanced student motivation u. Teaching becomes a Team Effort Between the instructor and the class n Encouraging student persistence n u. Learning n March 11, 2009 becomes their Pride Responsibility to assimilate Copyright. Science Teaching Solutions. All Rights Reserved.

Be Wise!!! u. Knowledge is Proud n That It had learnt So Much u.

ACKNOWLEDGEMENT u Sincere n n Lennie Ciufo Doug Marriott Marcella Sardanis Support Staff u March 11, 2009 Thanks to: Career Advancement Academy at LAVC Copyright. Science Teaching Solutions. All Rights Reserved.

Break

Discussion What basic skills CTL opportunities do you see to create “shift” at your college? u Learning Communities u Directed Learning Activities u Contextualized Lessons u What CTL barriers do you feel are present at your college? u Resistance from colleagues or administration u Time to devote to development u Resources to support development Groups Reports § How do you get college buy-in? u

Agenda for day 2 March 12, 9: 00 am – Noon § Check-in, review yesterday’s discussions §Effective practices in contextualized teaching and learning (CTL) Discussion on CCAA’s pitfalls, concerns, discoveries, successes, and redesigns. § Story time: Write a story about your experience teaching students with basic skills needs enrolled in your class. § Share stories

Agenda Day 2 Cont’d § Action Plan: Turning your experience into action. Review action plan template and develop a plan § Report out on action plans; Wrap up § Lunch Break § Breakout session from 3: 30 – 4: 45 pm Deborah Harrington, BSI Phase IV: Overview of Professional Development Program

The Career Academy Model… u Discussion on CAA’s pitfalls, concerns, discoveries, successes, and redesigns.

In 66 percent of low-income working families in California, no parent has had any postsecondary education. This ranks dead last among the 50 states. Working Poor Families Project Today, more than four million (about 18 percent) of adult Californians 18 -64 have not earned a high school diploma. In 2020, that number will swell to 22 percent of the working-age population. National Commission on Adult Literacy, Public Policy Institute of California Slides from Linda Collins, Executive Director, Career Ladders Project

Education Projections for 2020: Employment Demand Population Source: Public Policy Institute of California Slides from Linda Collins, Executive Director, Career Ladders Project

Career Advancement Academies Establish pipelines to college and high wage careers for disconnected, underprepared young adults (18 – 30 yrs) Three regions: (23 colleges) East Bay Central Valley Los Angeles State investment: SB 70 $5 M per region over 3 years Partnerships with employers, workforce boards, unions, community orgs, adult ed/ROCPs

Key Design Elements. . . u Broad outreach to underserved populations u Transition programs – bridge to college & career u Address basic skills in context of career u Focus on high wage careers in demand in region u Cohort-based, learning communities u Intensive support services u Clear transitions to continued education and career pathways

Additional Features. . . u Community n n Career Ladders Project / Philanthropy Document and share effective practices u Common n of learners across sites Data and Evaluation: Cal. PASS and Public Private Ventures u CC System recently added $1. 5 M to extend “Linking afterschool employment to career pathways” (in education and public service) u Informing the CC System Basic Skills Initiative

A Research Based Approach. . . Many people learn better and faster, and retain information longer, when they are taught concepts in context. n Makes it relevant n Engages and motivates hard-to-reach students n Increases learner confidence & enthusiasm n Enhances interest in long-term goals & education Basic Skills as a Foundation for Student Success in CA Community Colleges, p. 58.

Contextualized Teaching & Learning u Strategies to link essential skills & academic or occupational content n n concrete applications specific context of interest to the student Includes: u Design of curricula n u Teaching n u integration of essential skills & content use of cases, project-based learning and other student-centered practices Assessment n examining application of knowledge and the transfer of skills

Transition Programs. . . Bridge Concurrent Integrated • Sequential • Contextualized • Two or more linked courses • Learning communities • Cohort-based • At same time • Contextualized • Two or more linked courses • Learning communities • Cohort-based • Embedded • Contextualized • Paired instructors (Basic Skills/CTE) • Team teaching • Cohort-based

Programa en Carpintería Fina Instruction includes: ◦ ◦ Cabinet & Furniture Making for the Trades VESL, Workplace English, Wood Tech Vocabulary, English Measurement, Shop Math Faculty: Wood Technology, ESL, Math; Bilingual Assistant Instructor, Counselor Leading to: entry level crafts positions & continued education in Advanced Woodworking and Furniture Making A Partnership of the East Bay Career Advancement Academy, Laney College Wood Technology Department & the local woodworking industry

Utilities & Construction Prep Intensive, 8 week program to prepare students for entry-level jobs in the utilities industry and construction trades: • – – Workplace Fitness & Conditioning Industry Overview, Softskills & Workplace Readiness Workplace Reading & Computation Skills Applied Construction Skills Hands-on training needed to succeed in work • Assistance with job applications, interviews and placement •

Fresno City CAA: Auto, Welding, CAD/CAM

Options for design. . . Contract Ed Non credit • Can be Not for Credit or combo • Company or other agency pays • College negotiates contract for reimbursement rate. • Specified levels of adult basic education and/or career tech • No Fees • Lower FTES rate Developmental Education • Pre-collegiate basic skills • For credit, not degree applicable • $20 unit or BOG waiver

Bridge Core Curriculum 1. Basic Reading Comprehension & Writing for Healthcare Employees 2. Basic Math for Healthcare Employees 3. Critical Thinking & Rational Decision. Making for Healthcare Employees (Embedded in Curriculum) 4. Customer Service / Communication Skills 5. Computer Applications for Healthcare Funded in part by the Chancellor’s Office, California Community Colleges

WA “Tipping Point” Study What did they find? u u Only 20% of basic skills students completed voc-ed program, certificate or credential One yr post-secondary ed. + certificate is “tipping point” for meaningful earnings gains ($7, 000/year more) Strong job demand for that skill level 1 -full year means student prepared for further higher education Why is it important? u Research trusted & widely quoted (Ford Foundation; Columbia) u Reframed discussion about education of under-prepared, lowincome youth and adults u Broad influence across state policy – “work first” short-term training won’t get to the “tipping point” u Led to creation of new, contextualized programs and infusion of career pathways throughout state workforce training and education programs

Integrated Basic Education And Skills Training What is it? Paired ABE/ESL w/ CTE instructors: basic skills in context Full-time, cohort-based learning community For-credit instruction Support services & single point of contact One-year+ ed. programs so students reach ‘tipping point’ Programs require additional coordination and faculty time I-BEST students funded at 1. 75 FTE

Integrated Basic Education And Skills Training What did they learn? I-BEST students compared to other ESL/Basic skills students: ◦ earned 5 times more credits ◦ 15 times more likely to complete Results at 10 colleges led to enhanced FTES reimbursement & funding to expand program to other 24 colleges Led to additional state supports : Opportunity Grants (2007) ◦ Student $1, 000 PLUS tuition/fees ◦ Community College: $1, 500/FTES for support services & counseling ◦ Students in job specific, high demand programs

Discussion Questions u What did you hear today that would be useful for working with students from your community? u What do you have already that you can build on? What additional supports would be helpful? u What next steps would you recommend as follow-up?

Writing Exercise… Story time: How have students with basic skills needs changed your teaching, your job, or your interest in education? Prompt: What three things do you find most rewarding about teaching students with basic skills needs? Write a short story about one of them. Prompt: What are your three biggest challenges about teaching students with basic skills needs? Write a short story about one of them. Share stories

Faculty Inquiry 1. Devise a questions about student learning that guides your work. A. What is the problem at the heart of your investigation? B. What do you need to understand better about basic skills education? C. What puzzles you about student performance in the classroom? D. What critical gaps do you see in student learning? 2. How did you arrive at these questions? A. What hunches do you have in developing these questions? B. What data have you collected so far to test your hunches? C. What research literature is informing your thinking on this topic? 3. Outline your plans for investigating these issues.

Working together… Developing collegiality: creating faculty collaboration Step 1: Create a forum for faculty to meet… Step 2: At the first meeting, be honest about your fears and limitations Step 3: Identify the issues & the problems you want to address Step 4: Agree to collaborate on ? ? Step 5: Be respectful of colleagues: Show up… take assignments seriously…be responsible Step 6: Document your work (videotape sessions) Step 7: Observe, analyze, discuss, adjust… Step 8: go back to Step 1

Lesson Study…dissecting a lesson with colleagues across disciplines http: //www. uwlax. edu/sotl/lsp/

Taking Action… § Review the Contextualized Teaching and Learning Work Plan Template § Work in teams to complete the template § What benchmarks will you use to determine progress on your plan? § What measures will you use to determine if you have reached your goals?

Final Thoughts u What’s n n next… Implement a contextualized teaching and learning program for students with basic skills needs at your college Measure student success in multiple ways including using data collected from video taping, from surveys, from collecting samples of work and from your local institutional research office Include the student voice in your project Celebrate your successes

Lunch Break Resume at 3: 30 Breakout

Basic Skills Initiative 2009 § Deborah Harrington, English Instructor, Dean of Student Success at LACCD, and the Director of BSI Phase IV