College

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ESL / ABE Basic Skills Students
College Classes
College Classes
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Community and Technical Colleges in Washington
State on Integrated Education
An Innovative Instructional Methodology at Walla
Walla Community College English Language, Basic
Skills, and Occupational Instruction delivered at
the same time in the same classes
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Walla Walla Community College
Walla Walla Community College has been part of a
pilot program in Washington State investigating
Integrated ABE/ESL and Professional Technical
Education for two years. The success of the
program has encouraged us to implement this model
college wide beginning Fall 2005. This is what
it looks like.
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Let's go back to the Beginning,

• Traditional Educational Models

The Sequential Model Students begin in basic
skills classes and transition when they reach a
high level of academic skills.
Problem Too time consuming to meet the needs of
industry and learners, many living in poverty
The Concurrent Model Students take basic skills
classes and vocational classes without any
coordination.
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Traditional Educational Models
Students are taking
Two or more years to finish 6 levels of English
Proficiency / GED
One to three years of College Prep Classes
Two or more years to finish with an A.A.A.S or
Vocational Certificate
Then,,,
to work, or more education
? Six or more years to earn a two year
AAAS degree ? Low retention rates for
students with low / no incomes and
families to support ? Most of our poorest
students must leave before real gains are made!
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For Example.
The long boring truth
Business Administration
Before students take any class in this field of
career interest they have to
Pass ESL Levels 1-6 / College Experience and GED
with Compass ESL scores of R75, G70, L70 (2
years -)
Reading 80 and Occup 106 Applied Mathematics
Reading 72, 73, 74 (3 quarters, maybe)
Reading 80, Write 100 and Math 49, 50, or 65
Reading 88, English 100 and Speech 101
Then B.A. 112, Customer Service and Business
Math
Now they can start the 2 yr. A.A. or A.A.A.S!
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But wait, thats not all ..
I want to be a Carpenter
ESL levels 1-6 (2 - years)
6 Years
Reading 72, 73, 74 and math 49. (Three quarters
maybe)
Reading 78 and Occup 102, Oral Communication in
the workplace. (passed with C grade)
Introduction to Carpentry
I want to be a Teacher
ESL levels 1-6 (2 - years)
Reading 72, 73, 74 and math 49. (Three quarters
maybe)
9 -10 Years
Reading 78 if passed with a C or higher
Reading 88 and Math 49,50, or 65 passed with C or
higher
Reading 98 , English 100, Math, Speech 101 and
Child Development
ECE Classes.2 more years
Transfer to 4 year College
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Non Traditional Educational Models
Good though sometimes difficult to keep track of
students work due and respond to needs immediately
The Coordinated Model Students learn basic and
technical skills in separate, but jointly planned
classes. Instructors share feedback on student
progress and needs
Community and Technical Colleges, in Washington
State, have been successfully piloting this model
of instruction for 2 years.
Integrated Model Students learn basic and
technical skills in the same classes, jointly
planned and delivered by basic and technical
skills instructors.
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Integrated Instructional Method
Looks like this
Time it takes to finish a Traditional program
Time it could take in an integrated model
Instruction delivered at the same time
Cost doubles during co-enrollment, but it should
not cost more at the end of the programs
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It has become very important
to our states economy to create pathways to
success in the workforce for non- English
speaking adults
In spring 2004, the Washington State Board for
Community and Technical Colleges Offices for
Adult Basic Education and Workforce Education,
began ten innovative demonstration projects, in
ten college/training centers state wide. These
pilots were designed to test traditional notions
that students must first pursue ESL before they
could begin Workforce training. Over the next 5
quarters from spring 2004 to spring 2005, these
ten colleges were funded to design and deliver
Integrated Basic Education and Skills Training
(I-BEST) demonstration programs. I-BEST is
primarily a mode of instruction where ABE/ESL
and professional technical faculty plan and
provide instruction together in the classroom
that results in both literacy and workforce
skills gains.
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What we learned
from the I-BEST demonstrations
I-BEST students were many times more likely to
earn college credits and more likely to complete
workforce training than were traditional ESL
students during the same amount of time.
I-BEST students, as a whole, made English skills
gains at the same rate as students in traditional
ESL classes, AND, at the same time, gained job
skills and vocation specific ESL.
I-BEST students were 15 times more likely to
complete their skills training than were
comparison ESL students at recognized exit
points. (A stopping out point for training
directly tied to employment)
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Completions accross the state
I-BEST completions were 44, in contrast to three
percent of the comparison group of ESL students
who concurrently completed Workforce training in
the same time period.
Most of these completions were in short
certificate programs that provided living wage
employment opportunities or educational
progression. We are still waiting for more data
results for 2 year AAAS degrees and longer
certificate programs. We do know that the drop
out rate has been reduced significantly
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Heres how it works
At Walla Walla Community College General
ESL studies end at Level 4 ESL levels 4, 5
and 6 students enter into an academic /
vocational preparatory course open to advanced
ESL students, advanced ABE/GED students, and
aspirants to professional-technical programs.
Four tracks are available each comprised of,
a group of related Professional Technical
courses and broad- gauged Basic Skills classes.
The texts, assignments and materials from the
Technical courses are used in the Basic Skills
class. Each student attends daily One or
more hours in a lecture class of a
Professional-Technical course of the students
choice. One (or more) hours in a class designed
to integrate material from the vocational courses
in the specific ESL/ABE track with Basic-Skills
instruction. A basic skills instructor
attends and provides Basic Skills instruction in
vocational classes. ESL/ABE students that are
enrolled provides extra Basic Skills support for
the whole Professional Technical course.
Students earn variable credits each quarter.
Credit is given for course work completed.
Credits count toward certification in the
Professional Technical programs.
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Four Integrated TracksOne Basic Skills Teacher
needed for each track
Four IntegratedTracks
Classes are in programs that build toward degrees
and/or certificates that prepare students for
employment.
(One ABE/ESL teacher is needed for each track)
Business
Accounting, Bookkeeping, Agri-business,
Business, Culinary Arts, Enology and Viticulture,
Office Technology, Retailing
Mechanical
Agricultural and Diesel Mechanics, Collision
Repair Auto Mechanics, Computer Technology,
Electricity, Precision Machining, Refrigeration
and Air Conditioning, Turf Equipment, Welding
Public Services
Cosmetology, Criminal Justice, Culinary Arts,
Corrections, Early Childhood and Educational
Support, Education
Paraprofessional,
Health Services
Allied Health and Safety Education,
Nursing
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Before the Integrated Tracks
Students are given educational interviews
Provided with information about programs
offered, job opportunities in their area and the
educational requirements Given the option to
enter an Integrated Track as soon as the student
can read, understand basic vocabulary and has
applied learning skills
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IntegratedTrack Bridge Class
Basic Skills Addressed in Integrated
Track Classes, using the text and related
vocabulary from vocational courses
Text-reading, note-taking and writing
Elementary mathematics, weights and measures,
conversions Critical thinking skills Vocabulary,
grammar, and spelling Basic computer
skills Basic workplace safety Workplace
communications, interactions and pronunciation
One to 3 quarters
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Professional Technical Programs
9 Involved / 50 Students Participating
Turf Equipment Service Tech. (Certificate,
AAAS) Automotive Collision Repair (AAAS) Water
Management (Certificate, AAAS) Early Childhood
Education (Certificate, AAAS) Commercial Truck
Driving (Certificate) Certified Nursing
Assistant (Certificate) Office Technologies
(Certificate, AAAS) Diesel/Auto Mechanics
(AAAS) Cosmetology (AAAS)
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Integrated Student Outcomes
Two (or more) credits per quarter in their
Vocational Program Vocational Vocabulary and
Classroom Dynamics Vocation Specific ESL / Basic
Skills Buy in to their educational
future They get to know and love our top notch
vocational instructors and transition easily
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The Vocational Instructors Benefit
Better prepared students
Input on student preparation
Basic Skills support and instruction in their
vocational classrooms. (Many of their students
benefit from the support) A world with a
little less poverty and crime
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Thank You!
Successful, Integrated, C.N.A students. All of
these students are working or continuing with
their education