Building and Supporting

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• Building and Supporting
• a Comprehensive
• Adult Career Pathway Program/System
• Judy Mortrude, MN Dept of Employ and Econ Dev
• Jen Vanek, University of Minnesota

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Introductions and

• How comfortable are you with the definition of
  career pathway programs and systems?
• What is your direct career pathway experience?

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Building Adult Career Pathways for the
Non-Traditional LearnerNontraditional learners
are students who have one or more of the
following characteristics has delayed
postsecondary enrollment, attends college
part-time, works full time while in school, is
financially independent, is a single parent,
and/or has no high school diploma or GED. Center
for American Progress/CAEL, 2010
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Minnesotas Skills Gap
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Minnesota CHANGE IN JOB BY EDUCATION LEVEL 2008 and 2018 Minnesota CHANGE IN JOB BY EDUCATION LEVEL 2008 and 2018 Minnesota CHANGE IN JOB BY EDUCATION LEVEL 2008 and 2018 Minnesota CHANGE IN JOB BY EDUCATION LEVEL 2008 and 2018
Education level 2008 Jobs 2018 Jobs Difference
High school dropouts 185,000 189,000 4,000
High school graduates 759,000 782,000 24,000
Postsecondary completers 1,987,000 2,139,000 152,000
Carnevale, Georgetown Center for Education and
the Workforce, 2010
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Minnesotas Workforce of Tomorrow is IN the
Workforce Today
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(No Transcript)
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Adult Career Pathways

• A series of connected educational and training
  programs that allow students to advance over time
  to successively higher levels of education and
  employment in a given sector.
• Davis Jenkins, The Career Pathways How-To Guide,
  published by Workforce Strategy Center, 2006

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Alliance Career Pathway Model - draft
Basic Skills Bridge Programs
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INTEGRATED BASIC EDUCATION AND SKILLS TRAINING
INDUSTRY-RECOGNIZED CREDENTIAL
CAREER AWARENESS
READINESS
OCCUPATIONAL PREP
INTEGRATED SUPPORT RESOURCES THAT MAKE IT
POSSIBLE FOR ADULTS TO SUCCESSFULLY COMPLETE THE
PROGRAM
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POST-SECONDARY CREDENTIAL
INTEGRATED INSTRUCTION
BRIDGE PREP
BRIDGE I
BRIDGE II
INTEGRATED SUPPORT SYSTEMS
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Bridge Prep Program Model
Suggested Characteristics
Target Participants Beginning Basic Education CASAS Reading 201-210 Math 201-210 TABE Reading 368-460 Math 314-441 Low/High Beginning ESL CASAS Reading 181 200 Other Characteristics Desire to work. Little or no work experience. May require assistance securing stable employment or even income supports before ready for a bridge program.
Features Intentional focus on work content by embedding work skills in ABE/ESL coursework. Demonstrated learning through simulations and practice of work skills. Intentional focus on cultural/soft skills needed to be successful in a career path. Exposure to authentic work sites.
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Bridge Prep - Example

• This video illustrates a culminating activity for
  an English Language Learning 2 class.
• In this activity, adults play the role of
  landlord and renter to demonstrate learning
  within the context of the rental transaction.
• http//my.brainshark.com/EL-Civics-142661177

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Bridge I Program Model
Suggested Characteristics
Target Participants Low Intermediate Basic Education CASAS Reading 211-220 Math 211-220 TABE Reading 461-517 Math 442-505 Low/High Intermediate ESL CASAS Reading 201-220 Other Characteristics Some work experience. Desire to improve basic skills to advance to a better job. Need to gain awareness of occupational sector opportunities and career pathway education and employment.
Features Basic reading (meaning), writing (sentences), speaking (workplace vocabulary), and math (computation) taught in context of a variety of occupational sectors. Exploration of industry-specific vocabulary and skills with demonstration of learning through simulations. Build workplace communication and technology skills. Job placement or job retention assistance. Intentional soft skill training
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Bridge I Example

• This course is an example of Bridge I work within
  an English Language Learning course.
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• Career Exploration for ELL 3/4 is for learners
  who are interested in finding a new career (job).
  This
• course gives an introduction to the 8 adult
  career pathways in this ABE region. Learners will
  study the
• basic ideas and language needed for these
  occupational prep classes. Learners will also do
  general
• career exploration activities. They will learn
  how to get important information about jobs such
  as
• education and skills required, salary, and
  availability, etc. They will learn how to look
  for jobs and think
• about their own skills and job preferences.
  Learners will also visit different work places to
  learn more
• about the career they are studying.
•  
• Career Exploration Unit (Bridge I) leads to
  Occupational Prep Course (Bridge II)
• Health. Nursing Assistant Prep Course
• Transportation. Commercial Drivers
  License Course
• Manufacturing.. Medical Assembly Course
• Child Care. Child Development Course
• Food Industry (Food Prep)ServSafe License
  Course
• Janitorial/Maintenance.. Boiler License
  Course
• Construction.....Intro to Building Trades
  Course

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Bridge II Program Model
Suggested Characteristics
Target Participants High Intermediate Basic Education CASAS Reading 221-235 Math 221-235 TABE Reading 518 566 Math 506 565 WorkKeys Reading for Information 75-78 High Intermediate ESL CASAS Reading 211 220 Other Characteristics With or without HS diploma/GED. Stable work history demonstrated motivation desire to enter target occupational sector. Desire to pursue postsecondary technical training or education.
Features Course developed with employers and college career and technical education faculty. Reading (reading for information), writing (paragraphs), speaking (presentations), math (pre-algebra), and computer applications (word processing, spreadsheet, presentation software) taught in the context of specific occupational sector. Training in industry-specific vocabulary and technical fundamentals taught using workplace problems and tools and material from introductory college-level classes. Learn success skills for education and employment, including note-taking, time management, financial literacy, test-taking, and soft skills. Job shadowing, work experience, internships, OJT or other work exposure activities.
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Bridge II Example - ServSafe

• A ServSafe certificate is awarded to those who
  pass the exam, which in turn is used to obtain a
  state license as a Certified Food Manager (CFM). 
  Information about the Minnesota CFM license is
  available at http//www.health.state.mn.us/divs/eh
  /food/fmc/.
• Instructors teaching ServSafe must be certified
  by the National Restaurant Association.  The
  ServSafe exam can be administered at any site by
  an instructor or staff person certified as a
  proctor by the National Restaurant Association. 
  Information on become certified as an instructor
  and/or proctor is available at www.servsafe.com.
• ServSafe can serve as a bridge to employment or
  to further postsecondary study. Opportunities
  for an integrated course include Culinary
  Assistant Certification or Food Restaurant
  Management Certification courses.
• ServSafe is a course of study with textbooks and
  core instructional materials provided by the
  National Restaurant Association.  Their materials
  are available for purchase at www.servsafe.com. 
  The ServSafe course leads to a national ServSafe
  exam. 
• ABE Materials for this course are at
  http//hubbs.spps.org/ServSafe.html

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Integrated Instruction
Suggested Characteristics
Target Participants Low/High Adult Secondary Education CASAS Reading 236 246 Math 236 246 TABE Reading 567 596 Math 566 595 WorkKeys Reading for Information 79-90 Advanced ESL CASAS Reading 221 235 Accuplacer score for Career Technical Education by completion of Integrated course Other Characteristics HS diploma/GED complete or nearly complete. Stable work history. Completion of bridge program or demonstration of experience/knowledge of occupational sector. Readiness to pursue postsecondary technical training and take on independent learning required in college level coursework.
Features Integrated course developed by college Career and Technical Education program and Adult Basic Education instructors. Previewing and reinforcing of skills concepts by Adult Basic Education instructor. Instructional support by Adult Basic Education instructor 50 of the skills training course. Support with college and employment success skills, including technology, study habits, time management, soft skills, and communication.
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Integrated Instruction Example Medical Office
Career Pathway
Recruit learners, provide funding and support
services
Facilitate project, coordinate progress meeting,
provide technical support networking
Recruit learners, provide funding, host
internships
Ensure bridge course connects support integrated
course
Guide course development and implementation
Central Point of Contact
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Postsecondary Credential

• A certificate, diploma, or degree
• Diplomas and degrees are awarded by institutions
  of higher education.
• Certificates are awarded in recognition of an
  individuals attainment of technical or
  occupational skills by
• A state agency responsible for administering
  vocational and technical education within a
  state.
• An institution of higher education
• A professional, industry, or employer
  organization using a valid and reliable
  assessment of an individuals knowledge, skills,
  and abilities.
• A registered apprenticeship program.
• A public regulatory agency, upon an individuals
  fulfillment of educational, work experience, or
  skill requirements that are legally necessary for
  an individual to use an occupational or
  professional title.

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Integrated Support Systems

• Services include social supports needed to
  complete a program, including, but not limited to
• basic needs
• housing,
• childcare
• transportation
• crisis intervention,
• social service navigation,
• work experience, etc.,
• Comprehensive support services enhance planning
  and informed decision making and increase success
  in achieving both education and employment goals,
  including, but not limited to
• Career advising
• Work experience
• Job placement and retention services
• These services provided throughout the pathway by
  Workforce Development, Employers, Community Based
  Organizations, Human Services, or other partners

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Career Pathway Benefits

• For Employers
• Increased input into certification courses
  offered in their industry in their region.
• Source of workers who are qualified for
  high-level semi-skilled and entry-level skilled
  jobs and are prepared to advance.
• Improved productivity resulting from a qualified
  workforce.

Adapted from Women employed with Chicago Jobs
Council and UIC Great Cities Institute,. Women
Employed. Bridges to Careers for Low-Skilled
Adults A Program Development Guide. Women
Employed Institute, 2005. Web 2 Apr. 2010.
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Career Pathway Benefits

• For Community Technical Colleges and Other
  Postsecondary Institutions
• Feeders of qualified and motivated students to
  occupational certificate and degree programs
• Preparation of students who come to college with
  inadequate basic skills to succeed in
  college-level courses.
• Improved retention, graduation rates, and
  job-placement outcomes, particularly among
  underrepresented students.
• Faculty in credit programs can focus on
  college-level material rather than developing
  students basic skills.
• Clear way to show the connection between a
  colleges multiple missions.

Adapted from Women employed with Chicago Jobs
Council and UIC Great Cities Institute,. Women
Employed. Bridges to Careers for Low-Skilled
Adults A Program Development Guide. Women
Employed Institute, 2005. Web 2 Apr. 2010.
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Career Pathway Benefits

• For Community Based Organizations
• Help community members advance to college-level
  occupational education, which has become the
  gateway to career pathway employment.
• Effective response to community need for economic
  development.
• Role as equal partner in development and delivery
  of adult career pathway program.

Adapted from Women employed with Chicago Jobs
Council and UIC Great Cities Institute,. Women
Employed. Bridges to Careers for Low-Skilled
Adults A Program Development Guide. Women
Employed Institute, 2005. Web 2 Apr. 2010.
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Career Pathway Benefits

• For Workforce Development
• Job connected training and advancement
  opportunities for one-stop career center
  clients.
• Response to the mismatch between employers
  demands for motivated workers with strong basic
  skills and basic skills deficiencies among large
  segments of the workforce.
• Use of existing infrastructure to meet employers
  hiring needs in sectors of importance to
  regional economies.
• Meet High Performance Measure of increasing
  postsecondary credential attainment with
  Workforce Investment Act participants.

Adapted from Women employed with Chicago Jobs
Council and UIC Great Cities Institute,. Women
Employed. Bridges to Careers for Low-Skilled
Adults A Program Development Guide. Women
Employed Institute, 2005. Web 2 Apr. 2010.
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Career Pathway Benefits

• For Adult Basic Education
• Motivation and retention of students increase
  in number of students completing programs.
• Ease in meeting ABE accountability measures while
  providing contextualized, authentic skill
  training.
• Recognition of key role ABE plays in economic
  prosperity for a region.

Adapted from Women employed with Chicago Jobs
Council and UIC Great Cities Institute,. Women
Employed. Bridges to Careers for Low-Skilled
Adults A Program Development Guide. Women
Employed Institute, 2005. Web 2 Apr. 2010.
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Occupational Sectors
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South Central Health Care
Partners
ABE Area Adult Learning Cooperative, Faribault Co., Mankato Area , South West
CBO Mankato Rehabilitation Center Inc.
Employers Elder Care of MN, Parker Oaks, Oak Hills Living Center, St. Lukes, MN Valley Health Care Center, Mapleton Community Home, Madelia Lutheran Memorial Home, Ecumen/Pathstone, Immanuel St. Josephs Hospital/Clinic Mankato Clinics
MnSCU South Central College
WD South Central WorkForce Council, DEED - Job Service, Minnesota Valley Action Council, DEED - Rehab Services
Course Information  
Credits Offered 7
Bridge Course Pathways to Health Care Careers
Integrated Courses Nursing Assistant (HCTC 1886) and Medical Terminology (HC1000)
Credentials Certified Nursing Assistant Home Health Aide
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Brainerd Manufacturing
Partners
ABE Brainerd Adult Basic Education ISD 181
CBO Brainerd Lakes Chamber of Commerce, Region Five Development Commission, Brainerd Lakes Area Economic Development Corporation, Todd County Development Corporation
Employers Pequot Tool and Manufacturing, Lexington Manufacturing, Graphics Plus
MnSCU Central Lakes College
WD Brainerd Work Force Center Rural Minnesota CEP, Inc.
Course Information  
Credits Offered 6
Bridge Course Basic Computer/Writing/Math Skills
Integrated Courses Computer Fundamentals (COMP 1101), Introduction to Manufacturing (RAST 1110) /Manufacturing/Math Skills
Certifications These courses are a part of the degree requirements for several Central Lakes College manufacturing degrees or diplomas.
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Educating Adult Workers The Shifting Gears
Initiative
TheJoyceFoundation www.shifting-gears.org
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PD as a top priority. Why?A new way to work

• Adult Career Pathways - National movement
• - new ways to work with all levels of ABE

Some national resources available to support the
work National College Transitions Network
http//www.collegetransition.org/home.html Adult
Career Pathways Training Support Center
http//www.acp-sc.org/ Workforce3One
https//www.workforce3one.org/
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Modeling Collaboration
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PD Opportunities
https//sites.google.com/site/mnfasttracpdcentral/
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Study Group Website
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Study Groups

• Goals
• Work closely with relevant people in your
  partnership to create materials that support both
  current and future adult career pathways
  programming
• Collaborate with peers across the state who are
  doing the same work

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GOALMN Adult Career Pathways Best Practice
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MN PD Process 2012/2013

• Repeat steps for each of the six Study Group
  modules
• 1. Complete Gathering Information module
  collected best practice
• 2. Discuss ideas with colleagues
• 3. Complete activity that connects to best
  practice and supports your work
• 4. Webinar to share best of what is happening in
  MN
• Each study group repeated this process with their
  cohort, for each module.

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1. Learn Best Practice
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2. Think Discuss
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3. Useful Activities
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4. Webinar

• Meet monthly to discuss work
• Each group has a monthly webinar to go over
  promising practice revealed in the submitted
  activities

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Resources for you.

• Open Website
• https//sites.google.com/site/mnfasttracpdcentral

Storyboards - Customization
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Whats Next?

• We are all working to grow for our learners
• Seeking consequential change through scale,
  depth, and shared ownership.
• Making credential attainment among working
  learners a key educational and employment policy
  priority in Minnesota.
• You are leading the way thanks!

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Questions?
Judy Mortrude judy.mortrude_at_state.mn.us Jen
Vanek jenvanek_at_moreliteracy.com