Minnesota FastTRAC Adult Career Pathway

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Minnesota FastTRAC Adult Career Pathway
INTEGRATED BASIC EDUCATION AND SKILLS TRAINING
INDUSTRY-RECOGNIZED CREDENTIAL
CAREER AWARENESS
READINESS
OCCUPATIONAL PREP
INTEGRATED SUPPORT RESOURCES THAT MAKE IT
POSSIBLE FOR THE ADULT TO SUCCESSFULLY COMPLETE
THE PROGRAM
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Minnesota FastTRAC Adult Career Pathway
POST-SECONDARY CREDENTIAL
INTEGRATED INSTRUCTION
BRIDGE PREP
BRIDGE I
BRIDGE II
INTEGRATED SUPPORT SYSTEMS
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Bridge Prep Program Model
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.
•  
• 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
Target Participants High Intermediate Basic Education CASAS Reading 221-235 Math 221-235 TABE Reading 518 566 Math 506 565 High Intermediate ESL CASAS Reading 211 220 Other Characteristics With or without HS diploma/GED. Some work history demonstrated motivation desire to enter target occupational sector. Deemed Employable (for MFIP/Work Benefit participants) as indicated by state screening tool Employability Measures Declared interest to pursue postsecondary technical training or education
Required Program Elements Course(s) developed with partners, including employers and workforce development Course(s) designed in partnership between ABE and MnSCU CTE instructors Course(s) delivered by ABE Provides foundational skills in reading, writing and math within identified occupational or sector context Introduces foundational concepts within a specific career pathway or pathways Course(s) linked directly to Integrated Program
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Bridge II Program Model
Features Basic reading (reading for information), writing (paragraphs), speaking (presentations), math (pre-algebra), and computer applications (word processing, spreadsheet, presentation software) taught in the context of an 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 (education and employment), including note-taking, study habits, time management, financial literacy, and test-taking Build digital literacy skills and readiness for online learning systems (D2L, Learner Web, etc) Job shadowing and internships
Goals Provide higher level instruction in basic skills (reading, communication, applied math) integrated with teaching of basic occupation-specific technical skills Prepare for college occupational certificate and degree program
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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
Target Participants Low/High Adult Secondary Education CASAS Reading 236 246 Math 236 246 TABE Reading 567 596 Math 566 595 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. Some work history readiness to take on independent learning required in college level coursework. Completion of bridge program or demonstration of experience/knowledge of occupational sector.
Required Program Elements Shared development of integrated course outcomes CTE course outcomes remain the same ABE course outcomes are developed to support successful completion of CTE course outcomes Shared instruction ABE and CTE instructors working together in the classroom at least 50 of the time using a variety of teaching strategies Shared student the student is in both ABE and MnSCU systems Courses are in programs that build toward certificates, diplomas, and/or degrees and lead to employment in high demand, high growth industries Integrated Program model used for at least the first 6 credits in the career pathway Integrated Instruction model used in introductory gateway courses that embed in multiple certificate pathways
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Integrated Instruction
Features Previewing and reinforcing skill concepts facilitated by ABE instructor Instructional support by ABE instructor during part of the skills training course Support with college and employment success skills, including technology, study habits, time management, and communication Placement into career pathway employment continued counseling for career growth Training strategies should reflect the needs of both workers and employers for example, integrating high school completion with certificate, diploma or degree coursework
Goals For program Provide support in basic education (reading, communication, applied math) and college success skills integrated with teaching of occupation-specific technical skills For adult Complete community college occupational certificate, diploma, degree program obtain employment
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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
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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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FastTRAC Benefits

• Educationally Underprepared Adults
• Employers
• Community Technical Colleges and Other
  Postsecondary Institutions
• Community Based Organizations
• Workforce Development
• Adult Basic Education

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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FastTRAC Benefits

• For Educationally Underprepared Adults
• Help for individuals who want to advance to
  career path job but lack the necessary basic
  skills.
• Exposure to a broad range of jobs, careers, and
  education opportunities.
• Access to postsecondary occupational education.
• Counseling to help with career and education
  planning and overcoming barriers to success.
• Facilitated contacts and connections to the labor
  market, employers, and specific jobs.
• Support services to remove barriers to successful
  career pathway education and employment

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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FastTRAC 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.
18
FastTRAC 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.
19
FastTRAC 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.
20
FastTRAC 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.
21
FastTRAC 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.