Start with the End in Mind: A Case Study of Adult Education as a Path to Career Training

Pathways to Healthcare Program: Health Profession

Opportunity Grant

Jodi Perin, Christopher Parisoff, and Carlos Cocio

Pima Community College

Tucson, Arizona

Start with the End in Mind: A Case Study of Adult Education as a Path to Career Training

Question

What do you hope to learn from this presentation?

Agenda

Background/national context Health Profession Opportunity Grant

Federal level Tucson, AZ

Overview of our ABE/ASE (“College Readiness”) classes

Lessons learned/tips Questions

National unemployment rate Growing need for skilled, educated workforce

(Community College Times March 7, 2012) Health Care (regulations/certifications)

Many adults even with high school diplomas lack basic skills in reading, writing, and math E.g. New York 2010 – only 37% h.s. graduates are

“College Ready” (NY Times June 14, 2011) States and others defunding adult education

Background/national context

5-year grant through U.S. Dept. of Health and Human Services

Assist low-income populations to transition into careers in health care

Variety of services http://

hpogcommunity.acf.hhs.gov/Lists/Grantee%20Directory/GranteeMap.aspx

Health Profession Opportunity Grant: federal level

Health Profession Opportunity Grant: Tucson, AZ

County One Stop (unemployment services) serves as entry point; provides intake, case management, career counseling, employment services and assistence, supportive services (multiple sources, e.g. WIA)

Community College provides adult education, college advising, funding for tuition, and college-track or career training education

HPOG grant: The Pathways Model

remove barriers give training in health

care field student gets job student can come back

for additional training and continue on “pathway”

Community Health Advisor

1

24 months $9.50

Avg. $10.92

Direct Care Professional 6 months $10.50

Medical Office (Clerk/Specialist) Clerk- 1 month

Spec.- 6 months $10.50 Clerk $12.00 Spec.

Nursing Assistant 2 months $11.00

Phlebotomy 6 months $12.00

EMT-Basic

2

5 months $17.00

Avg. $15.17

Medical Assistant 15 months $13.00 ($15 with cert.)

Medical Records (Technician/Coding) 10 months $14.00 tech

$16.00 coding

Patient Care Technician 1-4 months dep. on cred v clock hr $13.00

Surgical Technologist 12 months $18.00 ($19-$20 w cert.)

Clinical Research Coordinator

3

24 months $20.00

Avg. $19.60

EMT-Paramedicine 12 months $19.00

Health Information Technology 24 months $21.00

Practical Nurse 13 months $22.00

Pharmacy Technology 18-24 months $16 ($18 w

cert.)

Supportive services for students Case management through One Stop “College Readiness” classes = adult education Designated advisors at Community college

Employability Services and Assistance Limited financial assistance for students

Emergency assistance, bus passes, etc. Unemployment Insurance Tuition (total or partial) Books and supplies No living stipend

Health Profession Opportunity Grant: Tucson, AZ

Health Professions Opportunity Grant at Pima Community College

Eligibility criteria documented U.S. and county residents 70% of poverty level or receiving

unemployment/TANF Desire to pursue career in health care

College Readiness students demographics Most have high school diplomas Mostly women Age range With and without experience in health care Varied academic needs Some receiving Unemployment Insurance

History: “Contextualized” adult education classes first developed for

displaced workers, later classes focused on green energy, machine tool

technology, former construction workers, and healthcare

Health Profession Opportunity Grant: Tucson, AZ

College Readiness classes

TABE 4th grade and above Reading Math Writing/Language

Two formats: Classroom, 24 hours per week (80%

attendance required) Open laboratory, up to 24 hours per week

(flexible attendance)

Prepare students to take the Accuplacer exam Nursing Assistant: R7, M6, L6 Practical Nurse: R12.9, M9, L10 Medical Assistant: R9, M9, L9

College and Career Success – career exploration and soft skills

Combination of classroom instruction and educational software (Skillstutor and New Century)

Excerpts from health care textbooks used in reading and language curriculum

College Readiness classes

Example of a Training Textbook

College Readiness classes: Preliminary Successes

Retention rates –82% 81% advanced at least one level in the TABE

test after completing a 10-week class Transition to Community College Programs –

56% within 6 months of completing College Readiness class

College/career success skills Soft skills instruction Guest speakers Field trips

Student Recruitment Timeline of College Readiness and career

training programs Wait period based on training program

start Varied student academic needs Student personal challenges

College Readiness classes: Preliminary Challenges

Lessons learned/tips

Value of experience working with low-income/marginalized populations

Allow paid instructor time for on-going curriculum development, including coordination with career area experts and partners (advisors, etc.)

Set clear expectations with students (e.g. syllabus) Attendance expectations Class goals Instructor role Community College advisor role One Stop role Timelines for entering training

Student goal-setting and monitoring (tracking tools/mechanisms) Shift from crisis to planning

Discuss training start dates early on to avoid frustrations regarding wait period. Also, while waiting students may: Attend the “open lab” to maintain skills Go to “student lounge” (in future)

Partnership is critical – instructor, advisor, and One Stop--Communication is key

Lessons learned/tips: Communication

Lessons learned: Participatory Approach

Foster student ownership of classroom and class agenda

Solicit class feedback Ask students what they need more

practice with Regular journaling/reflection

Students’ past experiences/anxieties (e.g., with math, school)

Class activities, guest speakers, field trips

Lessons learned: Participatory Approach

Class discussions, structured and spontaneous

Create an environment conducive to expressing doubts/frustrations

Two-part class contract

Lessons learned/tips: College Success

Connect students to college norms and life Campus visits Guest speakers College/Career Success skills: note-taking,

studying, test-taking, etc. Provide opportunities for career

exploration (explicit and implicit)

Being part of a family: value of the cohort model

Importance of personal relationships for students (see Community College Times March 2, 2012)

Students have expressed being “part of a family” Establish friendships and build networks that can

help support them during difficulties and after session ends

Teacher models desired behaviors Community building activities:

End of session celebration potluck or restaurant outing

Watched movies based on class readings

Being part of a family: value of the cohort model

Acknowledge and praise student successes

Encourage students to share what they are doing at school with their family A shared homework time with their children

Questions

Testimonial

Sergio, a current HPOG College Readiness student

Contact information

Jodi Perin, jperin@pima.edu Christopher Parisoff, cparisoff@pima.edu Carlos Cocio, ccocio@pima.edu

Please email Jodi or Chris or if you would like a copy of:• Sample class syllabus• Sample goal setting and goal tracking

tools