Contextualized Learning Institute Overview of Contextualized Learning and

Contextualized Learning Institute Overview of Contextualized Learning and IBEST December 18, 2013

Contextualized Learning �Teaching in context – for grantees the context is an occupation / career pathway �Contextualized basic skills instruction: teach academic skills aided by the applications of learning �Integrated basis skills instruction: technical skill building with basic skills reinforcement as needed �I-BEST is one example of this approach

I-BEST Model �Integrated Basic Education and Skills Training developed by Washington state �Integrates basic skills and technical content to accelerate through an occupational field of study �Core elements in Washington model include: �Co-teaching (50%+ of time) �Earning college credits �Advancing toward industry-recognized credential/ degree in occupation with available jobs

Essential Program Elements �Curriculum strategy �Co-teaching �Employer participation �Reliable occupation selection �Evaluation / continuous improvement �Recruitment strategies �Assessment �Career exposure �Case management �Life skills training �Job placement �Retention tracking and support

Recruitment �Identify a target population �Must be intentional; different strategies to reach different groups �Meeting scheduled with DOL to support recruiting for new programs

Curriculum Development �Contextualize by “planning backwards” �Define industry-based certificates/credentials �Work with employer(s) to include relevant information from existing training manuals, handbooks, etc. �Determine basic skills instruction �Build in project-based learning

Pre-Training Vestibule �Part of the model at La. Guardia Community College �Usually 2 -4 weeks at beginning of program �Evaluate persistence & academic readiness �Introduce training content �Develop study strategies �Build classroom community �Establish classroom routines

La. Guardia Healthcare Vestibule � 2 -Day Intake Process �Orientation �Assessments �World of Work Inventory �Individual interviews � 4 -Week Competitive Vestibule Pre-Training �Individual employment plan �Resume development �Closely monitored attendance and class performance �Invasive Case Management sessions, which continue through the training

Co-Teaching �Bring 2 or more instructors together to team teach �ABE Teacher and Technical Skills Instructor �Design and deliver contextualized curriculum to a group of students �Teachers should be able to plan together �Teachers should be in class together as much as possible

Case Management �Academic & personal support �Comprehensive services including a point of contact who helps students navigate relevant systems �Connects students to other public benefits �Work with students to problem-solve when challenges arise that might impede progress

Employer Participation �Include employers in curriculum design and development �Involvement in career awareness/exposure �Internship/project-based learning opportunities �Job placement

Career Exploration & Life Skills �Important to create opportunities for students to explore career options and to understand the related job responsibilities �Provide job shadowing and other activities that expose students to a work environment �Address the soft skills that are required to succeed in training and employment �Career Competencies

Job Placement & Retention �Dedicated staff and resources to engage community employers �Work with students on resume writing and interview skills �Data tracking and support services to promote retention of participant is important for documenting success

Hartford I-BEST Pilots: Lessons Learned Cohort 1 �Most students with GED � 14 weeks of instruction, alternating ABE and technical instruction at 3 locations �Intensive case management and support �Summer internships �Placement (jobs, apprenticeships, college)

Hartford I-BEST Pilots: Lessons Learned Cohort 2 �Average CASAS scores of 232 in reading, 218 in math � 14 weeks in fall at the college, alternating weeks of ABE and technical instruction �Added early January work experience �Added spring classes through April for technical instruction at Hartford Jobs Funnel and through May for ABE at CREC

Hartford I-Best: Successes �Student bonding/relationships “…before I felt alone, I couldn’t find work. But at the program, I’m not the only one…” �Instruction (“I learned so much more than I did in high school…”) �Project staff

Hartford I-Best: Challenges �Technical instruction (Cohort 2) �Coordinating instruction across different agencies and instructors �Balancing academic and hands-on instruction �Addressing student challenges to employment and participation �Limited college exposure / interest (Cohort 1)

Hartford I-Best: Considerations Clearly define target populations. This informs approach Choose: Fidelity to I-BEST model vs. Contextualized Learning approach Revisit project goals based on decisions about the target populations and overall model Address logistical and scheduling challenges. Explore different service delivery options: location(s) / technical and academic instruction schedule

Hartford I-Best: Recommendations �Invest in project coordination �Engage all partners in marketing and recruiting �Implement the 2 -week Vestibule �Allocate resources to support coordination of instruction

sarah. dudzic@gmail. com 860 -899 -3469 Coming soon: www. moveuppartnership. org