• 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.
Why project came to beHow project came to beProgram Design1. Curriculum Development2. Course Auditing3. Contextualized Support Course4. Program Coordinator5. Adult Ed. Transition Coordinator6. Cohort Model Transition to I-CAPS 2012
• Proposed Outcomes• Budgeting 1. Curriculum Development 2. Course Auditing 3. Contextualized Support Course• Braided Funding
Classroom ExperiencePre-meeting with content area instructorsFirst week or two of classImportance of auditingFlexibility
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 employers3. Regular dialog to ensure course content meets needs of industry
Employer Partnerships - The Importance of Employer EngagementDirect involvement in educational/training process
CHALLENGESInstitutional buy-in from top; building support (ICCB, Presidents) Record keeping (braided funding)
CHALLENGESScreening for special needs - health, learningdisabilities, physical disabilities, and expense Finding support services - funding for students (PELL)
ChallengesIdentifying faculty, faculty buy-in, and compensation issues Pre-Assessment
ChallengesRegistration and schedulingPrerequisites for course content
• 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. teachers 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)
I-CAPS ESL Welding Program SuccessesThree were hired in welding positions midway through the program.Program coordinator successful in developing partnerships with localmanufacturing companies and continues to connect students to employmentopportunities.
ESL/Welding Program• Program was highlighted during Lieutenant Governor Sheila Simon’s visit to ECC in Sept.
• 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 studentEfrain Martinez. “I feel like I have a career now.”“We are taking students with zero experience and getting them towork,” said David Reich, welding program coordinator. “Nationwide, weare hurting for welders.”“The programs at ECC are great examples of how we are respondingto the recession,” said state Sen. Michael Noland, D-Elgin.