Elgin Community College

¡Si Se Puede!  Using I-CAPS to Develop

an ESL Vocational Program That Works!

Pete Almeida, Peggy Heinrich, Marcia Luptak

Agenda

BackgroundClassroom ExperienceCurriculum DevelopmentEmployer Partnerships & EngagementChallenges & Lessons Learned

The Problem• Statistically, only three percent of adult education

students (ESL, ABE, ASE) ever complete a college certificate or degree program.

• CTE programs are seeking to improve student enrollment and completion rates.

• There is currently a high demand for qualified/certified workers in manufacturing and health care fields.

• There is a shortage of qualified workers to meet this demand.

BackgroundWhy project came to beHow project came to be

Program Design

1. Curriculum Development2. Course Auditing3. Contextualized Support Course4. Program Coordinator5. Adult Ed. Transition Coordinator6. Cohort Model

Transition to I-CAPS 2012

Background• Proposed Outcomes

• Budgeting1. Curriculum Development2. Course Auditing3. Contextualized Support Course

• Braided Funding

Classroom Experience

Pre-meeting with content area instructorsFirst week or two of classImportance of auditingFlexibility

• Meeting student needs• Positivity• Relationship building• Celebrating success

Curriculum Development

• Changing outcomes and expectations• Matching support curriculum to content area• Student diversity• Reflective teaching

Role of the Coordinator• Conduct recruitment and student pre-screening • Personal student case management; registration,

college requirements, etc.• Academic support services• Individual/Group workshops that focus on job-

readiness• Coordinate with CTE/ABE instructors

Developing Employer/Community Partnerships - The Art of Networking

                 Role of Coordinator1.  Assist with job search and placement (Elgin Sweeper)2. Network with area employers 3. Regular dialog to ensure course content meets needs

of industry

Employer Partnerships - The Importance of Employer Engagement

Direct involvement in educational/training process

CHALLENGES

Institutional buy-in from top; building support (ICCB, Presidents)                                                           Record keeping (braided funding)

CHALLENGESScreening for special needs - health, learning disabilities, physical disabilities, and expense                                                                                                      Finding support services - funding for students

(PELL)

ChallengesIdentifying faculty, faculty buy-in, and compensation issues                                                                                                                                                                                                        Pre-Assessment      

Challenges  Registration and scheduling           Prerequisites for course content                                                                                                                                     

Challenges

• Stepping on Toes– Advisory Councils– Presentations– Newspaper Quotes– Employer Partnerships– Academic Territories– Lack of Adult Ed. Awareness

• Need for an extensive pre-screening process

• Teacher/ coordinator attendance in content courses crucial

• Understand course needs- language, math, computer (beyond course outlines)

• Establish reasonable outcomes based upon experience - may not be able to touch on all skills – prioritize – be flexible

• Develop curriculum concurrently

• Accept reality of Adult Ed. teacher's role in connection with the content course faculty (leave ego at the door)

• Importance of hiring "right”

• Need for dedicated I-CAPS coordinator

• Select viable career pathways (financial aid eligible, no pre-requisite barriers, willing/flexible CTE faculty)

• Establish “feeder” bridge courses

• Maintain cohort model (reserved seats vs. dedicated class)

• Communication with CTE faculty (first day experience)

Ten out of eleven successfully completed the program and received a Basic Vocational Specialist in MIG Welding certificate (one did not complete the program due to a workplace injury).

All ten graduated with honors or high honors in December 2011.

Ten out of ten passed the MIG vertical qualification test.Nine of the ten passed the MIG overhead qualification test.

Only an estimated 30 – 50 % of students traditionally pass both qualification tests the first time the course is taken.

I-CAPSESL Welding Program Successes

Three were hired in welding positions midway through the program.

Program coordinator successful in developing partnerships with local manufacturing companies and continues to connect students to employment opportunities.

I-CAPSESL Welding Program Successes

ESL/Welding Program

• Program was highlighted during Lieutenant Governor Sheila Simon’s visit to ECC in Sept.

I-CAPS FUTURE

• Spring 2012: Welding and CNC cohorts began.

• Fall 2012: Welding, CNC and Dental Office Aide cohorts begin.

• Additional vocational pathways will be explored.

OUTCOMES

“I am glad to have a program like this,” said ECC welding student Efrain Martinez. “I feel like I have a career now.” “We are taking students with zero experience and getting them to work,” said David Reich, welding program coordinator. “Nationwide, we are hurting for welders.” “The programs at ECC are great examples of how we are responding to the recession,” said state Sen. Michael Noland, D-Elgin.