MS Postsecondary Career Pathways Summer Conference August 6, 2014 Gloria Mwase, Program Director, Jobs for the Future

UNDERSTANDING INTEGRATED CAREER PATHWAYS

OUR CONVERSATION TODAY

1.  Present an overview of integrated pathway programs. 2.  Share examples of results to date. 3.  Address any questions that you have about developing

these programs in your own college.

A NATIONAL NECESSITY

NATIONAL NECESSITY

LASTING IMPACT

INNOVATIVE SOLUTIONS

Millions  of  adults  need  access  to  postsecondary  educa2on  and  training  to  advance  their  careers  and  support  their  families.  

INTEGRATED PATHWAY PROGRAM MODELS

CONTEXTUALIZED  CONCURRENT  INTEGRATED  PATHWAY      

INTEGRATED PATHWAY PROGRAM MODELS

CONTEXTUALIZED  TEAM  TEACHING  INTEGRATED  PATHWAY      

KEY PROGRAM ELEMENTS

High  Quality  Career  Pathways  

STRONG  LABOR  MARKET  ALIGNMENT  •  Employer  partnerships  •  Internships/placement  assistance  •  Alignment  with  Labor  Market  

Demand/Real-­‐Kme  LMI  •  Career  exploraKon/counseling/

maps  •  Stackable  credenKals    

ACCELERATION  STRATEGIES  •  Integrated  Pathways    •  ContextualizaKon  of  basic  skills  •  Technology-­‐enabled  supplemental  

instrucKon  •  Competency-­‐based  InstrucKon  •  Credit  aOainment  

COMPREHENSIVE  SUPPORTS  •  Recruitment  and  Outreach  Strategies  •  Comprehensive  Assessments  •  Counselor/Case  Manager/Coach  •  Internal  and  External  Student  

Supports  

INSTITUTIONAL  REALIGNMENT  •  College  leadership  team  •  ImplementaKon  team  (internal  and  

external  partners)  •  Data-­‐Driven  Program  ImplementaKon  

ACCELERATE  TEXAS  •  Students  with  6-­‐8.9  grade  skill  levels  •  No  more  than  25%  with  high  school  

creden2al  •  Con2nuing  educa2on  (mostly)  and  

credit  programs    •  Concurrent  enrollment  (mostly)  or  

Team  Teaching  instruc2onal  models  •  Emerging  state  implementa2on  team;  

THECB  as  lead  has  provided  professional  development  support  (with  JFF)  

•  State  general  revenue  dollars  +  a  lot  of  other  funding  

ACCELERATING  OPPORTUNITY  •  Students  with  6th  grade  skill  levels  and  above  •  Some  students    may  have  high  school  

creden2al  •  Credit  level  programs  with  at  least  12  credits  

for  first  creden2al  •  Team  teaching  with  25%  instruc2onal  overlap  

•  Required  state  level  implementa2on  team  and  supports  (policy,  professional  development,  braided  funding)  +  JFF  and  na2onal  partners  

•  Founda2on  dollars  +  a  lot  of  other  funding  

Common  Elements  Include:  •  Partnerships  with  WIBs  and  employers  •  Emphasis  on  High  Demand  OccupaKons  •  Career  ExploraKon  and  NavigaKon  •  Stackable  CredenKals  and  Career  Pathways  •  Accelerated  Learning  (integraKon,  contextualizaKon,  technology-­‐enabled,  etc.)  •  Comprehensive  Student  Supports  (internal  and  external)  •  Engagement  of  college  leadership  and  local  ImplementaKon  Teams  •  Data  Driven  Program  ImplementaKon  

ENROLLMENTS AND CREDENTIALS BY STATE

Progress on Outcomes – February 2014

State Enrollments Credentials Earned

People Earning 12+ Credits

% of Enrollments Earning 12+

Credits

Job Placement

s

Georgia 161 95 95 59% -

Illinois 894 652 100 11% 375

Kansas 2071 3528 989 48% 715

Kentucky 1077 1197 758 70% -

Louisiana 834 880 75 9% 97

Mississippi 174 - - - -

North Carolina

180 - - - -

Totals

5391 6352 2017 37% 1187

ACCELERATE TEXAS INITIAL OUTCOMES

•  Eight Colleges began enrolling students in integrated programs in January 2011; Six colleges began programs in January 2012; Seven colleges began programs in January 2013

•  As of October 2013, among these 21 colleges, over 3,766 students had enrolled in programs with 2269 having received workforce training certificates.

•  Of the 1175 who had received a certificate by December 2012, 71% were employed and 12% were enrolled in higher education/training in spring 2013.

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THE ACCELERATING OPPORTUNITY INSTRUCTIONAL MODEL

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Career/ Technical Pathway

At least 25% overlap

in classroom instruction

 Adult  Educa2on  

Support Services

INTEGRATED INSTRUCTION

•  Team-teaching: •  Overlap in instructional time •  Shared planning time •  Joint learning outcomes •  Instructors are equal – the Adult Education instructor is not just a

classroom aide •  Not the same as dual-enrollment – much more collaboration between

the two instructors. •  Includes supplemental Adult Education instruction

ILLUSTRATING CAREER PATHWAYS

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The ACE Program- Accelerated Career Education

Construction Pathway

Basic Skill Preparation Pre-ACE Program

offered on-site at BRCC or by Pre-ACE partners

Entry Point: Score within 8th to 12th grade range on entry TABE test

Entry Point: Score within 6th to 7th grade range on entry TABE test

BRCC Industrial Maintenance Mechanical Program

Next Class:

Phase I- 10/14/13 to 11/22/13 Phase II- 12/2/13 to 2/7/14 Phase III- 2/17/14 to 4/4/14

Phase IV- 4/14/14 to 7/11/14

Classes meet Monday through Friday 9:00 am to 4:00 pm

Basic Skill Support and GED Preparation available

through Phase I and Phase II

Industrial Maintenance Phase I 160 Hours

Credentials: NCCER Registry and Card NCCER Core Curriculum

OSHA 10

Industrial Maintenance Phase II 217 Hours

Credentials: NCCER Industrial Maintenance Level One

NCCER Construction Site Safety Technician OSHA 30

Industrial Maintenance Phase III 205 Hours

Credentials: NCCER Industrial Maintenance Level Two

NCCER Millwright Level One HAZWOPER 40 Hour Certification

Industrial Maintenance Phase IV 355 Hours

Credentials: NCCER Industrial Maintenance Levels Three & Four

ILLUSTRATING CAREER PATHWAYS

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ILLUSTRATING CAREER PATHWAYS

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MEDICAL RECEPTIONIST

WEEKLY SCHEDULING

•  Assume at least 6 credits per term – find the right balance for students

•  Block scheduling and consistent class times help students balance school and work

•  Supplemental Instruction time can address content from all pathway classes; doesn’t have to be every day

Monday   Tuesday   Wednesday   Thursday   Friday  

9:00  –  12:00  ConstrucKon  Fundamentals  

9:00  –  12:00  Welding  I    

9:00  –  12:00  ConstrucKon  Fundamentals  

9:00  –  12:00  Welding  I    

9:00  –  12:00  ConstrucKon  Fundamentals  

Supplemental  InstrucKon  

Supplemental  InstrucKon  

Supplemental  InstrucKon  

DAILY SCHEDULE FOR STUDENTS

There are a variety of ways to schedule students’ time between, as long as they are receiving team teaching in at least 25% of the CTE course and also contextualized adult education instruction.

Option 2

Team-Taught Portion

Contextualized Supplemental Instruction

Option 3

Team-Taught Portion

Contextualized Supplemental Instruction

Team-Taught Portion

Contextualized Supplemental Instruction

Option 1

FOR MORE INFORMATION

Gloria Cross Mwase Program Director Jobs for the Future 88 Broad Street, 8th Floor Boston, MA 02110 617-728-4446 gmwase@jff.org www.jff.org

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QUESTIONS?