Transcript SBCTC Report to ATC

Kentucky
Employability
Certificate
Reecie Stagnolia, Interim Vice President, Kentucky Adult Education
Tools for the New Pathway: Work Readiness Certificates and Integrated Training
National Training Institute, Seattle, Washington
November 14, 2008
“Kentucky’s reality is that we will sink or
swim not on how well we educate our
youth, but on how well we educate our
entire population, whether age 15, 25,
55 or 75.”
Ron Crouch, Director, Kentucky State Data Center
2
Kentucky’s Strategic Education
Initiatives
• Kentucky Education Reform Act (KERA) 1990
• Kentucky Postsecondary Education
Improvement Act (House Bill 1) - 1997
• Adult Education Reform (Senate Bill 1) –
2000
Senate Bill 1:
The Adult Education Act of 2000
“Adult illiteracy is a fundamental barrier
to every major challenge facing
Kentucky, including early childhood
education, education reform, economic
development, and improving the health
and well-being of Kentucky’s families and
communities”
Adult Education Task Force Report and
Senate Bill 1
•
•
•
•
•
Provide a multi-faceted strategy
Narrow funding disparities among counties
Require performance and accountability
Use incentives to drive change
Create statewide competency-based
certifications
• Emphasize coordination
• Conduct a statewide public communication
campaign
• Avoid a “one-size fits all” strategy
Governing Principle
Kentucky Adult Education Act of 2000 –
Senate Bill 1
"An efficient, responsive, and coordinated
system of providers that delivers educational
services to all adult citizens in quantities and of
a quality that is comparable to the national
average or above and significantly elevates
the level of education of the adults of the
Commonwealth."
Target Population
3 Million Kentuckians 18 Years and Older
786,000 without
a High School
Diploma or GED
Source: U.S. Census, 2000
Why is it important?
“No country however rich, can afford
the waste of its human resources.”
Franklin D. Roosevelt
Why is it important?
• Per capita income 84% of the national average
• 49th in high school completions and GED
• Strong correlation or direct link between educational attainment
and income.
Source: US Census
National Workforce Training Programs
•
In a poll of more than 80 corporate site location
consultants, Georgia’s workforce training
program was ranked number one in the country.
Alabama, Florida, South Carolina and
Kentucky rounded out the top five.
Source: Expansion Management, August 2007
• An easily understood, conveniently attained,
and universally valued workforce credential
• Based on objective, standardized results
• Nationwide portability
• An internationally recognized assessment
organization
• Available for immediate use
What is ACT’s WorkKeys®?
• Standard system used in the business community
created by ACT.
• Allows business to have a common language
regarding workplace skills through job profiling, skills
assessment, and instructional support.
• Compares the skills of workers with the skills required
by the job.
• WorkKeys Foundational Skills assessments measure
cognitive abilities such as applied mathematics,
reading for information, and locating information.
ACT’s Occupational Profile Database
• More than 4,668 job profiles are contained in the
ACT job profile database.
• 90 percent of the 4,668 job profiles require a
minimum skill level of 5 on the WorkKeys
Foundational Skills assessments.
• Alignment with O*NET (Occupational
Information Network) database.
http://www.act.org/workkeys/profiles/occuprof/index.html
WorkKeys® and the KEC
The Kentucky Employability Certificate is
based on three WorkKeys skill areas:
• Reading for Information
• Applied Mathematics
• Locating Information
Reading for Information
Measures a person’s skill in reading and using
work-related information including:
• Instructions
• Policies
• Memos
• Bulletins
• Manuals
• Governmental Regulations
Applied Mathematics
Measures a person’s skill in using mathematical
reasoning to solve work-related problems:
• Calculating percentages, discounts and
mark-ups
• Performing multiple mathematical
operations
• Calculate perimeters and areas of basic
shapes
Locating Information
Measures a person’s skill in using workplace
graphics such as:
• Diagrams
• Floor plans
• Tables
• Charts
• Graphs
• Forms
The Value of the KEC
• Employers recognize the KEC as a meaningful
credential and have “confidence” in the skills that
credential holders possess.
• Documented employee skill levels
• Pool of certified applicants
• Citizens recognize the value of the KEC in terms of
making them more employable and documenting their
skills to employers.
• Provides skill-based credentials to Kentuckians
• Portability among jobs, industries and states
How does an individual earn the KEC?
Targeted
Instruction/
Assessment
in Three
Skill Areas:
Math,
Reading and
Locating
Information
Score at
• Level 4
• Level 5
Yes
Receive
Certificate
No
Targeted
Instruction
Re-assess
as Needed
Kentucky Employability Certificate
Levels
Core employability skills for
approximately 30% of the jobs
*in the process of being added
Core employability skills for
approximately 65% of the jobs
Core employability skills for
approximately 90% of the jobs
The Kentucky Employability Certificate
The Kentucky Employability Certificate
State Support
• Kentucky Adult Education (state funds) will
provide 100% funding to Adult Education
eligible students for KEC associated costs of
assessments, scoring, targeted instruction
and KEC fees.
• Available at “no charge” to business and
industry.
Kentucky Employability Certificates Issued to
Adult Education Students
3,763
11,893 KECs Issued to
Adult Education Students
2,709
2,056
1,151
1,085
785
344
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
It’s all about the students!
I-BEST
Integrated Basic Education and Skills Training
Commitment to enroll more students from underserved
populations and improve academic achievement
among all students
Demographic Imperative

Non-English Speaking Adult Population

High School Drop Out Rates

Workforce, …. grow or shrink?
Economic Imperative

1990’s Growth

2000 Neck-n-Neck

2001-2003 Recovery, BUT….
30
The “Tipping Point” Research
Economic attainment: 1 year of college level credits + a
credential is the tipping point for students needing to
find career pathways
Study tracked 35,000 working age adult students who came to CTC’s
with high school education or less, or non-English-speaking
6 years after college start, the highest value-added for work success
1 year + credential gives future earnings bump:
• = $7,000 more per year for ESL students
• = $8,500 more per year for an ABE student
• = $2,700 and $1,700 more per year (respectively) for
workforce students entering with a GED or HSD only
Jobs that need 1 year college level credit + credential are among
those in greatest demand
31
A Deliberate Strategy for Systemic
Innovation to Change!
 Research & Data – Integrated Models
 A Gathering of Leaders – National, State and
Local
 Demonstration Projects – Integrated Adult
Basic Education & Workforce Training
32
What is I-BEST ?
Pairs a basic skills instructor with
a professional-technical instructor
in the same classroom at the
same time
Provides academic and workforce
skills that lead to a living wage job
on a viable career path
33
What is I-BEST ?
 Contradiction to ideas of prerequisite skills or certifications
 Approach to non-traditional
students/workers that assumes ABE
and technical instructors will
fundamentally change how they
teach students all along career
pathways and into the foreseeable
future
34
What is I-BEST ?
 Right level of education in the right
amount for students to succeed in
current and “next step” workforce
training
 Basic skills curriculum contextualized
to skills needed for success along a
particular job and career path
 Strategy that results in a much faster
rate of skill attainment than
sequencing basic skills and workforce
training
35
From where you are … to
where you want to be
Integrated Basic Skills & Corrections/Protection
Officers and Corrections Careers Program
Fort Steilacoom Campus-Days
• In 14 weeks students are prepared to be licensed and work as
Protection or Correction Officers
• Earn a Pierce College Corrections/Protection Officer Certificate
• Earn 20 credits towards a Certificate in Criminal Justice
• Earn 5 credits towards a Certificate in Homeland Security
• Earn 20 credits transferable to an Associate Degree in Criminal Justice
• Corrections Officers earn $27,000-$42,000 per year with excellent
benefits.
I-BEST
Approved
Basic Skills Curriculum in Context
An Example from the Corrections Protection Officers Program:
Speaking: is focused on the skills needed to do things such as communicate clearly and
effectively with correctional officers, inmates and/or juvenile offenders and to promote
correctional facility safety.
Listening: is focused on the skills needed to do things such as understand directions,
offenders’ requests and explanations, and follow safety warnings.
Writing: is focused on the skills needed to do things such as write observation, infraction,
and incident reports; entries into daily logbooks; memos; resumes; and security
management plans.
Reading: is focused on the skills needed to do things such as comprehend the correction
specific text books, policies and procedures, and technical reports.
Math: is focused on the skills needed to do things such as read graphs and charts and
perform basic math operations to include percentages and fractions used on the job in
Corrections.
CPO Results after 7 Cohorts
Results after
7 Cohorts
Total # of IBEST
Students Enrolled
ESL: 10
ABE: 71
GED: 11
Totals:
92
53
ALL Groups
GPA Average (including
(65-69)
NCs)
Totals:
Total # of Students
Completed
2.7 GPA Average
Completion
Rate
58%
Grades Earned
55-A’s
124-B’s
43-C’s
7-D’s
5-F’s
128-Z’s
1-I
Quarterly
FTE
College
Credits
Completed
248
1110
Course Completion Rate
64%
Tuition
Generated
$109,476.00
CASAS Gains
Fed. Reading: 25
State Reading: 86
Fed. Math: 23
State Math: 69
Fed. Listening: 2
State Listening 3
Pierce College Integrated ESL
&
The United Union of Roofers Apprenticeship Program
(Transfers to Clover Park Technical College Fall 2007)
•
•
•
•
•
Pierce College & Local 153 Roofers Union
Students begin work over $15.00
4 hours of theory daily
4 hours of on-the-roof practical application daily
Upon completion of this 2-year program students are
journey union roofers earning over $26.00/hr.
Roofers Results after 2 Cohorts
Cohort #’s
Group 1
Group 2
Total # of IBEST
Students Enrolled
ESL: 23
Totals:
23
Total # of
Students
Completed
19
Completion
Rate
Quarterly
FTE
83%
25.8
Basic Skills
Credits
Completed
396
CASAS Gains
18 - Fed. Reading
50 - State Reading
17 - Fed. Listening
31 - State Listening
State Board for Community and Technical Colleges
Customized Workplace Solutions
Workplace Basics:
ESL and Adult
Basic Education
Paid release time; site
Job Skills
Training Program
Dollar-for-dollar match
Customized
Training Program
Deferred payment
50% B&O credit
Contract Services
Fee for service
Continuum of workplace services to meet
employer needs:
Education and career pathways to increase
skills of incumbent workers
•
•
• Work-based learning options within the work site
and work day.
• Options to continue to increase skills that can
occur at colleges or use e-learning.
Address range of needed information and skills sets.
Provide a continuum of options for employers to support
training.
State Board for Community and Technical Colleges
Customized Workplace Solutions – Workplace Basics
English as a Second Language and Adult Basic Education
Continuum of instructional models:
• Negotiated locally.
• Addresses the needs of employers and workers and communities.
• Meets the requirements for adult basic education programs,
including assessment and reporting in WABERS.
TRADITIONAL BASIC
SKILLS INSTRUCTION
offered at a worksite.
CONTEXTUAL BASIC
SKILLS INSTRUCTION
offered at a worksite.
INTEGRATED BASIC
SKILLS INSTRUCTION
offered at a worksite.
Success is measured by adult
basic education gains,
such as a GED.
Success is measured in
workplace terms tied to
job performance,
like productivity.
Success is measured in terms
of gains in both basic and
workplace skills.
WORK-BASED BASIC
SKILLS INSTRUCTION
occurs as employees
carry out their jobs.
Success is measured in
terms of gains in both
basic and workplace skills.
Training for
Airport Screeners
•New test for airport screeners after 9/11
•1000 screeners facing layoffs, many non-native speakers
• 650 incumbent screeners attended classes and workshops
•Classes offered six days/week, at various times of day; most
students attended 4-6 hrs/week for 10 weeks
•Content: reading comprehension, test taking and familiarity
with test item format; speaking and interviewing skills,
completing on-line application
•400 screeners (61% of class attenders, 50% of those assessed
overall) retained their jobs. National average at similar airports
was 10-15%
Airport University
•Screening training led to Airport University
•Partnership: college workforce education, non-profit PortJobs
•Entry level jobs  Career pathway
•Job skills classes, computer skills, leadership class, ESL
•765 students have successfully completed Airport University
classes
•84 students have received scholarships for area community
and technical colleges
Developing
Healthcare
Project
•Partnership: Healthcare Workforce Institute, Robert Wood
Johnson Foundation, local hospital, community college
•Creating a “pipeline” of healthcare professionals
•Central supply  basic skills training  Surgical Technician
Training  Certification
Developing
Healthcare
Project
•Make training possible, given
•Different work shifts
•Different skills gaps
•Limited time outside of work
•Opportunity to learn on the job
•Systematize, support, build on existing mentoring and training
•Strategies under consideration
•Assessment of skills needed and gaps
•“Modules” for use by mentors
•Some F2F class time
•Computer-assisted or on-line