Ohio Bridges to Work Grant Report

Ohio Bridges to Work Report

August 29, 2012 Ohio Bridges to Work Grant Report

Table of Contents

Introduction...... 3 Descriptions...... 3 Lessons Learned...... 8 Recommendations...... 11 Appendix A: Listing of Grantees and their Partners...... 12 Appendix B: Goals and Objectives of FY 2012 ABLE Bridges to Work Planning Grant...... 14 Appendix C: Individual Reports from the Grantees...... 16 Apollo Career Center ABLE and Awe and West Central ABLE...... 17 Ashtabula County ABLE, Ashtabula County Technical and Career Center Workforce Development....22 Canton City Schools ABLE and Canton City Schools ACTE...... 26 C-TEC ABLE and AWE...... 29 Eastland-Fairfield Career and Technical Center ABLE and AWE...... 36 Knox County Career Center...... 39 Greene County Career Center AWE...... 41 Norwalk City Schools ABLE and EHOVE Adult Career Center...... 43 Adult Education Career Technical and ABLE...... 47 Penta ABLE Program and Penta Career Center Adult Education...... 49 Ross County ABLE, Pickaway County ABLE, Pickaway-Ross Career and Technology Center Adult Education...... 52 Scioto County Career and Technical Center and Pike County Career Center...... 56 Miami County Job Center, Shelby County Department of Job and Family Services, and Edison Community College...... 59 Wayne County ABLE; Wayne County Schools Career Center – Adult and Continuing Education...... 65

of 71 Ohio Bridges to Work Grant Report

Introduction

The Ohio Board of Regents Adult Learner Strategy has prioritized the Adult Basic and Literacy Education (ABLE) and Adult Workforce Education (AWE) outcomes of increased numbers of adults completing a GED, enrolling in collaborative bridge/transition/career technical programs, attaining industry-recognized credentials and moving successfully through the University System of Ohio to degree attainment. To this end during the Fiscal Year 2012, the Ohio Board of Regents funded 14 planning grants (Appendix A: Listing of the Grantees.) for ABLE and AWE leaders to partner and align services, staff and programming. Grant funds were intended to support planning that transformed academic, occupational and support services and accelerated student success in postsecondary education and employment. (Appendix B: Grant Goals and Objectives.)

Descriptions

Success of the planning grant was measured by the integrated and changed processes by which students enter and advance through success in both ABLE and AWE. In the summary below, the following questions are explored.

 What processes and procedures in ABLE and AWE were changed as a result of the planning grant?  How will changes identified in the planning grant be implemented and sustained?  How will these changed processes and procedures increase student success and credential attainment?

What processes and procedures in ABLE and AWE were changed as a result of the planning grant?

The grantees enhanced their collaborative practices through these grants. For example,

 Norwalk City Schools ABLE and EHOVE Adult Career Center formed a formal partnership. The partnership developed and implemented a bridge program called STEP*UP (Skills-gap Training and Education Program.) ABLE and EHOVE co-wrote the grant and co-developed the curriculum for the program. The bridge program was designed to assist students toward career paths for local in-demand jobs, as specified by area Job and Family Service Agencies. Each partner provided staff/instructors for STEP*UP and the program instruction was cross-curricular.

 Ohio Hi-Point Career Center prepared and distributed marketing materials containing seamless pathway steps from ABLE to AWE industry credentials. The partnership hosted open houses and information sessions. In addition, AWE presentations were provided at each ABLE orientation. To nurture the partnership, monthly meetings were held between the ABLE coordinator and the Director of Adult Education.

 At Pickaway Ross Career and Technology Center, ABLE and AWE staff participated in developing and delivering the curriculum of the Strong Start Series, a series of modules that prepares students for entry into AWE programming. The modules include: Career Planning, preparation for WorkKeys, Success Skills, Computer Basics and Substance Abuse Awareness.

 At Wayne County JVSD ABLE, they held three cross-team planning meetings. The first meeting was to share information about what each program does, training opportunities, and organizational operations such as ideal scheduling for transitions courses to meet AWE needs. The second meeting was to review intake procedures and paperwork requirements for AWE and ABLE registration and intake procedures, and to evaluate the efficiencies/drawbacks of utilizing the AWE Student Manager registration system. The third meeting was to discuss cross promotion and usage of assessments to streamline intake and placement into programs. As a result of the all staff meetings, several opportunities for aligned Bridge courses emerged: a continuation of our Medical Readiness program, better aligned to Career Center registration dates; a technical writing

course taught by ABLE for Apprenticeship students; a formalized Business English/Writing course taught by ABLE for all Office and Medical Office adult program students; and classes in basic and intermediate coursework taught to ABLE students to better prepare them to work toward the 2014 GED.

 At Eastland-Fairfield Career and Technical Schools, a plan was developed and implemented for a three-pronged approach. First, ABLE students will be instructed on basic skills utilizing a variety of teacher-created contextualized lesson plans. Second, all students desiring to enter AWE full-time programs must attend an orientation where they receive information and the TABE Online Survey is administered to determine readiness. Third, full-time AWE program students will receive in-class math instruction, as well as have the option of attending the tutoring sessions.

 Scioto County ABLE has collaborated with the Scioto County Career and Technical Center (CTC) to develop a job readiness curriculum. This is in the initial stages. This curriculum, along with CTC referrals to the program, will be available by mid-year FY2013. The bulk of the grant funding was spent on professional development for training of a Career/Transition Coordinator. The coordinator spent eight days at Pike Career and Technical Center involved in intensive training from the guidance counselor learning how to incorporate career planning into all of the ABLE sites. The coordinator also spent five hours with the dedicated test Administrator at Scioto County CTC, learning more about WorkKeys and how to remediate students who need help passing WorkKeys. The plan is to continue WorkKeys remediation at Scioto County CTC and expand it to the local One-Stop.

As you can see from the examples above, the partnerships took many avenues to forge working relationships. (For detailed reports of all the grantees, refer to Appendix C.) During this opportunity, the staffs of the ABLE and AWE programs met and discussed solutions, some for the first time. Some of the partnerships developed joint orientations, some developed curriculums, and still others created positions to assist in career

of 71 Ohio Bridges to Work Grant Report exploration. All of these helped students understand the next steps along their career pathway.

How will changes identified in the planning grant be implemented and sustained?

These grants were a one-time funding opportunity so it was important to implement and determine a way to sustain the partnership as part of the everyday work. This was considered and here are some examples of the way the grantees plan to continue the partnership without extra funds.

 At the Apollo Career Center, the partners have a continuing grant with College Access and Fifth Third Bank. This grant is providing resources to have a College Access person in the Bridges classes once a week. In addition, Study Table classes have been established in the program to assist students in preparing for assessment. These Study Table Classes are financially supported by the Adult Education Director, but staffed by ABLE teachers.

 At Wayne County JVSD, joint planning time has been in the areas of full staff cross- training, support staff cross-training and intake evaluation of Student Manager, and assessment cross-training. Time has been used for joint ABLE/AWE instructional time for the Business English and Apprenticeship curriculum development, and additional time will be allotted for Cloud cross-training in the next quarter. Because of the work that has been completed, enrollment barriers have greatly been reduced through a streamlining of intake paperwork, phone registration, and common assessments thus saving time and money.

 For Scioto County ESC, the steps made during the short grant cycle were very productive. The new position that was created, a Career/Transition Coordinator, is one of the most valuable aspects of future ABLE programming. The awarded grant helped to offer Professional Development to train this staff member in specialized counseling. The processes were well received and the new position has been written into the FY 2013 ABLE grant. The use of a dedicated Career/Transition

coordinator will continue to increase awareness and improve enrollment into credit bearing Career Center programs.

 The materials developed at Penta Career Center will be used in all ABLE classrooms beginning in FY2013. The materials will be introduced during the orientation process to encourage students to begin thinking about continuing their education. When a student expresses interest in a particular program, the instructor will work with the student on the program specific curriculum. Penta’s goal is for the students to be prepared by having the basic knowledge needed to be successful.

 At Miami Valley Career Technology Center, the grant enabled both the ABLE staff and the AWE staff to become familiar with the enrollment requirements and processes for each partner. This understanding has enabled the programs to provide more comprehensive transitional services to the students, and to help reduce many of the enrollment frustrations students experience when attempting to enter AWE programs. The processes that are currently in place are sustainable without additional funding.

The funds for these grants were able to provide short-term positive results for students and staff. The collaborations and joint planning provided savings in time and money. The continued implementation of the elements developed are seen as valuable and will be incorporated into the grants of each entity thus making it easier for the students to transition along their career pathway.

How will these changed processes and procedures increase student success and credential attainment?

Although results varied, some results are listed here:

 At Upper Valley Career Center ABLE, students in the pilot Pharmacy Technician program were held accountable to a 90% attendance record, given homework assignments, and assessed on a regular basis. At the end of the training, students

were given a mock Pharmacy Certification Exam (CPhT). The pilot class consisted of nine completers. Eight of the nine students took the mock exam with results as follows: o 5 students received a score of 75% or better o 2 students received a score of 70% - 75%; and o 1 student scored between 65% -70%. Students were provided with the opportunity to review their mock exam results with the instructor. The team will continue to evaluate the pilot program’s effectiveness through periodic student follow up reports to see if students have found employment, sat for the national certification exam (CPhT) and/or continued their education. In addition to the successful completion of the pilot program, the team discovered a critical need for the implementation of soft skills into all programs (ABLE, Bridge Programs, and AWE Programs). The team continues to meet and is currently in the process of developing soft skills modules by working with external partner, Piqua Area Chamber of Commerce, to determine the needs of area employers.  At Ohio-Hi Point Career Center, pre- and posttesting in math was completed on three of five enrollees. Three of five earned a 10% tuition reduction by meeting a 90% attendance criterion. Students remarked positively about an extended support system provided early in their AWE journey. One student responded, “I think this class should be given to all upcoming nursing students. It was helpful to see some of the math we would be doing and how to do it.”  According to Miami Valley Career Technology Center, increasing the number of students transitioning to AWE, employment or post-secondary education was the shared desired outcome of this pilot. Students who participated in these services offered by this grant were better prepared for their next educational step. Students will be tracked to measure enrollment and completion of students in their area of interest.

The short-term nature of the project limited the actual certification and employment results. Most of the processes and classes were focused on better preparing the

of 71 Ohio Bridges to Work Grant Report students for the next level. The results of this grant will be better measured after the students complete their post-secondary courses this year.

Lessons Learned

The lessons learned by the Bridges to Work grantees can be classified in three categories: increased collaborations, improved processes and integrated planning of classes.  Each of the grantees funded worked with their AWE partners to establish clear lines of communication. For some programs, it provided an understanding of the opportunities in both ABLE and AWE.

o One program wrote that “working together and developing a shared strategy to help transition adults into AWE programs was very helpful for both programs and will become even more so in the future.” o For others, the joint planning sessions “enabled ABLE and AWE staff to work closely together to identify ‘issues’ and potential ‘solutions’ around enrollment and retention.” o Still others said that “ABLE and AWE staff now know each other’s names and have greater understanding of each other’s programs, including what the program is, how students enter the program, and how success is measured.”

In addition, these ongoing collaborations offered joint trainings on the assessment requirements of both systems, courseware used for various programs, and developing contextualized curriculum. The sense of the programs was that the communication between the ABLE and AWE staff improved and definitively benefited the students. The discussions also resulted in the sharing of resources such as AWE student advisers, AWE computer labs and ABLE tutoring labs.

 Besides the communication and joint planning that took place, some programs streamlined their processes.

o For example in one program, ABLE and AWE staff visited each other’s orientations and decided to “create registration forms for ABLE students entering AWE and for AWE students entering ABLE that can be attached to a copy of the student’s registration form from the first program they entered.” This reduces the duplication of paperwork for the student. o Another program reduced enrollment barriers through a streamlining of intake paperwork, phone registration, and common assessments. o Still another program jointly planned the intake process so that students can now start their educational path at either partner organization and have the support they need to move ahead. In addition, career advising and assessment opportunities were expanded.

These processes created efficient transitions and was seen as improvements for and by the students. A major breakthrough in this process was the ability for both ABLE and AWE staff to see elements of shared and complementary strengths to increase student access and success.

 The third focus was on the joint planning of classes that assisted the student in preparing for the next step in their education. Having a better understanding of the requirements for each program resulted in better planning.

o For example, one program created a class earmarked for Auto Technician Readiness. This program was designed to ‘better prepare the students for the technical math, reading, vocabulary and study skills required for the program.’ Before the Bridges to Work grant this type of program was not in place. o Another program focused on preparing Pharmacy Technicians.

o Another program created a technical writing course taught by ABLE for Apprenticeship students; a formalized Business English/Writing course taught by ABLE for all Office and Medical Office adult program students. All of the classes were taught with the career fields in mind. o One program summarized the lessons learned as the shared goals of ease of enrollment, academic preparedness of incoming students to postsecondary education, of a variety of traditional and non-traditional certification options now available to ABLE-level students to consider for post-secondary certification. This grant has been an outstanding opportunity for assisting the two program, AWE and ABLE, to work together for the benefit of the students.

Recommendations

The Bridges to Work Grants provided opportunities for the staff of the ABLE program and the AWE programs to collaborate and to learn from each other on how to better prepare students for transitions to postsecondary education/training and employment. The recommendations for the continuation of these efforts are:

 Encourage the continuation of the joint collaboration efforts of the teams of the various programs. The collaborations can provide opportunities for the program staff to learn about the services offered, to streamline common processes that assist the students, and to develop curriculum that better prepare the students.

 Support future projects to implement classes that incorporate contextualized curriculum into the ABLE with focus on particular fields such as Auto Technician readiness and technical writing class for apprenticeship students.

 Support future projects to develop and operate common resources such as tutoring labs and resource rooms.

 Encourage the hiring of a Transitions Coordinator that guides students into taking the next steps into a postsecondary education training program or employment.

The goal of the Bridges to Work grants was to engage in a locally-driven collaborative process to identify, plan and implement policies and practices that blend ABLE and AWE teaching and learning and result in more students obtaining workforce credentials. Each of the grants was able to develop stronger partnerships and to work toward the good of the students through removing barriers and creating bridges that link ABLE and AWE services into a more efficient integrated system that supports student success.

Appendix A: Listing of Grantees and their Partners

ABLE Program ABLE and AWE Partner Organization(s) Funding Apollo Career Center, Lima, OH Apollo Career Center ABLE; Apollo Career Center AWE; West $20,000 Central ABLE Ashtabula County ABLE, Jefferson, OH Ashtabula County ABLE; Ashtabula County Technical and Career $20,000 Center Workforce Development Canton City Schools, Canton, OH Canton City Schools ABLE; Canton City Schools ACTE $20,000 C-TEC ABLE, Newark, OH C-TEC ABLE; C-TEC AWE; Arboris LLC; Bayer Material Science, $20,000 Hendrickson, Kaiser Aluminum Fabricated Product LLC; State Industrial, THK Manufacturing of America Eastland-Fairfield Career and Eastland-Fairfield Career and Technical Schools ABLE; Eastland- $20.000 Technical Schools, Columbus, OH Fairfield Career and Technical Schools AWE Knox County Career Center, Mt. Knox County Career Center ABLE; Knox County Career Center AWE $19,959 Vernon, OH Norwalk City Schools ABLE, Norwalk, Norwalk City Schools ABLE, EHOVE Adult Career Center $20,000 OH Miami Valley Career Technology Miami Valley Career Technology Center; Greene County Career $20,000 Center, Clayton, OH Center AWE Ohio Hi-Point Career Center ABLE, Ohio Hi-Point Career Center ABLE; Ohio Hi-Point Career Center $20,000 Bellefontaine, OH AWE Penta Career Center, Perrysburg, OH Penta Career Center ABLE; Penta Career Center Adult Education $20,000 Pickaway-Ross Joint Vocational School Ross County ABLE, Pickaway County ABLE; Pickaway-Ross $20,000 District ABLE, Chillicothe, OH Career and Technology Center Adult Education Scioto County ABLE, McDermott, OH Scioto County ABLE; Scioto County Career and Technical Center; $20,000 Pike County Career Center Upper Valley Career Center ABLE, Upper Valley Career Center ABLE; Miami County Job Center, Shelby $17,527 Piqua, OH County Department of Job and Family Services; Edison Community College Wayne County JVSD ABLE, Wooster, Wayne County JVSD ABLE; Wayne County Schools Career Center- $20,000 OH Adult and Continuing Education

Total Funds Expended $277,486

Appendix B: Goals and Objectives of FY 2012 ABLE Bridges to Work Planning Grant

Grant Goal:

 To engage in a locally-driven collaborative process to identify, plan and implement policies and practices that blend ABLE and AWE teaching and learning and result in more students obtaining workforce credentials.

Objectives to be addressed by each pilot:

1. To enhance the collaborative practices between ABLE and AWE that enable more students to complete credentials that address data-driven regional workforce needs. 2. To create sustainable bridge program(s) that lead to industry-recognized, marketable, postsecondary credentials. 3. To engage in joint planning between ABLE and AWE that results in processes that result in more effective and efficient transition processes. Grant funds must support efforts that result in tangible, sustainable improvement. For example funds may be used to support processes such as planned curricular development, professional development, capacity building and restructuring existing resources (ex. career advising, assessment, transition support). 4. To establish common intake processes and procedures that efficiently refer and transition low- skilled adults to career technical programs through innovative assessment, advising and enrollment processes. 5. To jointly develop accelerated, integrated and contextualized curriculum and instruction including research- based strategies such as team teaching and CTE contextualized learning that lead to sector-based certificates. 6. To identify measures of shared student and program outcomes as well as the evaluation of program effectiveness.

Appendix C: Individual Reports from the Grantees

Ohio Board of Regents FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary

Program Name: Apollo Career Center

ABLE and AWE Partner Organization(s): Apollo Career Center ABLE and Awe and West Central ABLE Person Completing the Summary: Joyce Tracy Email: [email protected] Bridges to Work Funding Amount: $ 20,000

Describe your partnership objectives’ outcomes that were achieved, ensuring to address each objective in your approved Bridges to Work planning grant.

Grant Objective Outcomes To enhance the collaborative practices  Orientation was enhanced to complete between ABLE and AWE that enable more the Student Experience Model (SEM) students to complete credentials that address requirements, including Adult data-driven regional workforce needs. Workforce Education (AWE) information and the Ohio Skillsbank website.  An Exit Interview was created, which will be completed by all 5th and 6th EFL level students who are exiting the program. Documentation will be placed in the student file.  AWE staff will share information with ABLE classrooms at request of ABLE staff  AWE staff will mentor or offer visitation for ABLE students, so they are more aware of course offerings.  AWE staff and ABLE staff will be able to offer Key Train to all students.  College Access in support of a grant from Fifth Third Bank visited each of the orientation classes monthly.  Documentation of all events and activities placed in the student file.  Offered a joint training program with Apollo ABLE and West Central ABLE

Grant Objective Outcomes and our AWE managers. The managers presented their programs to ABLE staff. Due to this training all staff is now familiar with the offerings, requirements, and needs of the AWE course offerings. The course catalog will be given to all students at orientation. (25 ABLE staff in attendance) March 30, 2012 To create sustainable bridge program(s)that  A needs assessment was created for lead to industry-recognized, marketable, staff, so information needed about postsecondary credentials. AWE could be determined.  Offered a joint training program with Apollo ABLE and West Central ABLE and our AWE managers. The managers presented their programs to ABLE staff. (25 ABLE staff in attendance) March 30, 2012  Created College Bridge Curriculum  Three College Bridge classes were offered: 1. Feb. 29 - April 4, Wednesday 6:00 to 9:00 Apollo (3 students) 2. March 21 – to May 2, Wednesday 6:00 to 9:00 Apollo (3 students) 3. June 25 and 27, Tuesday and Thursday 9:00 to 3:00 at JFS (7 students)  We are partnering on a continuing grant with College Access and Fifth Third Bank to put an Access person in the class once each week.  In the process of creating a set of videos to put on our website, where each program manager explains their program  Waiting on follow-up documentation on students who have completed Bridges class  A referral system has been established following the flow chart.

Grant Objective Outcomes 1. Changed AWE application to include GED attainment 2. Created an entry level assessment cover sheet to gather information on GED attainment 3. Established the process a student would complete if entry levels were not met to enter AWE program. 4. New processes were shared with ABLE and AWE staff. 5. Established Study Tables classes to be held ten months out of the year. Students will be referred to or from assessment retakes for entry into long term programs. ABLE classes will also offer. (supported by AWE Director) 6. Established a Career Resource Center to be used by all ABLE /AWE students. Students will be referred into and/or out of the Study Tables for testing and program entry.  Established Scholarships for students who are entering AWE programs (supported by the Adult Ed Director)  Established AWE Scholarships (supported by Apollo’s Foundation)  Established ABLE Book Scholarship $250 (supported by Lima’s Delphian Club)

Grant Objective Outcomes  Our community is aware of both the Adult Workforce Education programs (AWE), ABLE, and the College Bridge Class through recruitment of the Open House and Bridge classes  AWE staff is aware of ABLE and the offerings of ABLE due to training  ABLE staff is more aware of AWE offerings and program managers (face with a name)  Changed AWE application to include Engage in joint planning between ABLE and GED attainment AWE that results in processes that result in  Created an entry level assessment more effective and efficient transition cover sheet to gather information on processes. Grant funds must support efforts GED attainment that result in tangible, sustainable  Established the process a student improvement. For example funds may be used would complete if entry levels were not to support processes such as planned curricular met to enter AWE program. development, professional development,  New processes were shared with capacity building and restructuring existing ABLE and AWE staff. resources (ex. career advising, assessment,  Established Study Tables classes to transition support). be held ten months out of the year (supported by AWE Director with ABLE teacher as instructors)  Held an AWE/ABLE Open House to share information with community about our programs April 4, 2012  Established Study Tables classes to be held ten months out of the year (supported by AWE Director)  Established a Career Resource Center to be used by all ABLE /AWE students

Set up referrals using the flow chart process. To establish common intake processes and Explained above. procedures that refer and transition low-skilled adults efficiently to career technical programs through innovative assessment, advising and enrollment processes.

Grant Objective Outcomes ABLE staff continue to work with AWE’s program staff offering professional To jointly develop accelerated, integrated and development, assessments, and contextualized curriculum and instruction developmental preparation for full term including research- based strategies such as programs. Able staff are used as instructors team teaching and CTE contextualized learning in these classes, which give them, first had that lead to sector-based certificates. knowledge in the process and needs of the students. To identify measures of shared student and  Data will be monitored and compiled program outcomes as well as collective  Documentation will be placed in evaluation of program effectiveness. student files and ABLElink for ABLE students  Our data will direct us for student success. (an example: we have been trying different days and times for a College Bridge class to meet the highest number of students)

Program Name: Ashtabula County ABLE

ABLE and AWE Partner Organization(s): Ashtabula County ABLE and Ashtabula County Technical and Career Center Workforce Development Person Completing the Summary: Jeff Seth, ABLE Supervisor Email: [email protected] Bridges to Work Funding Amount: $20,000

Grant Objective Outcomes To enhance the collaborative practices This project enabled ABLE and AWE staff to between ABLE and AWE that enable more work closely together to identify ‘issues’ and students to complete credentials that address potential ‘solutions’ around enrollment and data-driven regional workforce needs. retention in AWE’s Automotive Technology Program. The project entailed planning meetings with AWE and ABLE administrative staff, ABLE and AWE Instructor’s, ABLE staff and community stakeholders and ABLE staff and AWE students; all collaborating together toward the identification and creation of a process for improving recruitment, retention and certification. To create sustainable bridge program(s)that Current recruiting and intake processes as lead to industry-recognized, marketable, well as instructional practices and postsecondary credentials. methodology were studied in depth and compared to researched best practices. This information was utilized to create a Course of Study for an AutoTech Readiness bridge program that was designed to better prepare students for the technical math, reading, vocabulary and study skills required for the program. This will soon be made available to the ABLE community via the Resource Center Network. This all leads to AWE AutoTech students taking exams to earn

Grant Objective Outcomes Automotive Service Excellence (ASE) certifications.

The joint planning between ABLE and AWE staff resulted in 1) the creation of a timeline and process for AWE, with ABLE assistance, to assess and counsel incoming students prior to the Auto Tech training module starting, 2) researching a variety of assessment tools to determine which would provide the prospective student, AWE Guidance Counselor, and instructors with information relative to educational and general abilities to succeed in the program, 3) the development of a revamped Engage in joint planning between ABLE and Orientation Process for AWE to utilize to gain AWE that results in processes that result in appropriate information for prospective more effective and efficient transition students, guidance counselor and instructors processes. Grant funds must support efforts to use to make sound career/educational that result in tangible, sustainable decisions, 4) creation of an Individual improvement. For example funds may be used Education Plan for compiling orientation to support processes such as planned curricular results and making any necessary development, professional development, recommendations/referrals for prospective capacity building and restructuring existing students, 5) the development of a course of resources (ex. career advising, assessment, study: “AutoTech Readiness” to provide transition support). remediation for appropriate students, 6) identified instructor training (professional development) now recommended for all A- Tech AWE instructors, that will enhance current instructional methods and 7) creation of a process for regular evaluation of student progress while in-class and referral to ABLE for remediation when necessary. Future assessing and counseling will be supported by AWE and Perkins funding and the AutoTech Readiness bridge program will be supported by a combination of ABLE and Perkins funds.

Grant Objective Outcomes The afore-mentioned intake process will help the A-Tech AWE Guidance Counselor to identify potential students who would benefit from either the AutoTech Readiness Program or intense, shorter-term remediation at an ABLE Adult Learning Center. Additionally, ABLE Instructors working with students who To establish common intake processes and indicate an interest in automotive technology procedures that refer and transition low-skilled training can refer to the AutoTech Readiness adults efficiently to career technical programs course of study for math and reading through innovative assessment, advising and requirements, contextualized curriculum enrollment processes. recommendations and resources for career- research and planning. With ABLE and AWE working together, common intakes and assessments can occur, esp. with sharing the results of T.A.B.E. tests as well as WorkKeys (Reading for Information, Locating Information and Mathematics. Research identified an on-line instructor training program offered through A-Tech’s ed2go program. “Teaching Adult Learners’ was so well received by a seasoned, To jointly develop accelerated, integrated and experienced high school and adult instructor contextualized curriculum and instruction with a Masters in Education Administration including research- based strategies such as that it has been recommended for all AWE team teaching and CTE contextualized learning instructors. It is believed that implementation that lead to sector-based certificates. of instructional methods by the three Auto Tech Instructors will improve learning, increase grades and increase student passing credentialing exams. To identify measures of shared student and Much research was done in preparation for program outcomes as well as collective the grant application regarding recruitment, evaluation of program effectiveness. enrollment, WorkKeys scores attendance and retention on both past and current cohorts of students. This data was used as a starting point for the research utilized above. It will also serve as a baseline for gathering future data to utilize and analyze for 1) increased retention, 2) increased student satisfaction and 3) increased passing rates on the nationally-recognized Automotive Service Excellence (ASE) certification exams. The

Grant Objective Outcomes pilot process in April/May of 2012 saw 12 potential students complete the intake and counseling process and enable ABLE and AWE staff to identify and work out challenges to the process (including testing/computer availability, student availability with work schedules, staffing, etc…). Unfortunately, the original start date of the first AutoTech module to be affected by this new process had to be delayed due to construction at A- Tech. The full effect of the project will not be known until this module is completed.

Program Name: Canton City Schools

ABLE and AWE Partner Organization(s): Canton City Schools ABLE and Canton City Schools ACTE Person Completing the Summary: Jane Meyer Email: [email protected] Bridges to Work Funding Amount: $20,000

Grant Objective Outcomes To enhance the collaborative practices between  ABLE presented at AWE staff meeting ABLE and AWE that enable more students to and AWE presented at ABLE staff complete credentials that address data-driven meeting. ABLE and AWE staff observed regional workforce needs. in each other’s classrooms and had a joint luncheon with a getting to know you activity. ABLE and AWE staff now know each other’s names and have greater understanding of each other’s programs, including what the program is, how students enter the program, and how success is measured. ABLE staff can now describe the AWE classes to students who may be thinking of transitioning. AWE staff understand Bridge class opportunities available to their students.

 Identified skills needed for AWE students to reach Work Keys targets for their To create sustainable bridge program(s)that lead various programs and outlined a work to industry-recognized, marketable, keys preparation class that ABLE could postsecondary credentials. teach as a boot camp or as part of the AWE program.

Grant Objective Outcomes  ABLE and AWE met monthly and have decided to continue the practice.  Held 2 joint staff inservice workshops, one with a speaker on community resources and one on technology (use of polling systems, document cameras, and mobi tablets). These workshops helped staff gain knowledge, but also provided a Engage in joint planning between ABLE and AWE means for staff to work together and get that results in processes that result in more to know each other. effective and efficient transition processes.  Collected and analyzed data from ABLE Grant funds must support efforts that result in and AWE as to why students drop out. tangible, sustainable improvement. For example Held a joint student panel to discuss funds may be used to support processes such as planned curricular development, professional barriers to student success. Planned a development, capacity building and restructuring series of joint student support workshops existing resources (ex. career advising, for FY13 to address identified barriers to assessment, transition support). student success. We also hope to use these workshops to introduce ABLE students to AWE staff and students and prepare them for successful transitioning into AWE.  Began discussion of sharing of resources such as AWE student advisors, AWE computer lab, and the ABLE tutoring lab. We will continue to work on this. To establish common intake processes and  ABLE and AWE staff visited each other’s procedures that refer and transition low-skilled registration and orientation. We are adults efficiently to career technical programs currently creating registration forms for through innovative assessment, advising and ABLE students entering AWE and for enrollment processes. AWE students entering ABLE that we can attach to a copy of the student’s registration form from the first program they entered. The new forms will ask only the additional questions needed by the second program. Questions that are repeated on both forms will be gotten off the first form.  We created a streamlined admissions process for ABLE students entering AWE. ABLE shares current TABE scores with AWE (with permission from the student)

Grant Objective Outcomes and if the scores are high enough the student doesn’t have to take the admissions test for AWE (which is TABE) or pay the $20 AWE registration fee. We sent a mailing to all recent GED graduates telling them this and several have come in to see if they qualify. ABLE teachers have a copy of the AWE cut scores and will tell students when they have qualified for AWE when they conference at the end of each managed enrollment period, so even before they take the GED test they can begin thinking about their next step.

 Identified math skills needed for AWE To jointly develop accelerated, integrated and medical courses and outlined a 36 hour contextualized curriculum and instruction medical math course ABLE can teach as including research- based strategies such as team a boot camp prior to AWE classes or as teaching and CTE contextualized learning that part of the AWE medical program. lead to sector-based certificates.

To identify measures of shared student and  Developed a system for coding ABLE program outcomes as well as collective students in ACEWare, the database evaluation of program effectiveness. used by AWE. We will track ABLE students who participate in any of the joint workshops or bridge classes we offer as well as students who transition from ABLE to AWE. We will also track AWE students who attend bridge classes. We plan to use this information to make decisions about what services promote transitions and best prepare students for successful program completion.

Program Name: C-TEC ABLE

ABLE and AWE Partner Organization(s): C-TEC ABLE and AWE Person Completing the Summary: Holly Pletcher Email: [email protected] Bridges to Work Funding Amount: $ 20,000

Grant Objective Outcomes Team meetings were conducted throughout the entire grant To enhance the collaborative practices process that included both instructional and administrative between ABLE and AWE that enable more staff. These meetings were a collaboration of ideas and plans students to complete credentials that to implement and conduct a pilot Bridges class using the AWE address data-driven regional workforce 79/Seventy Manufacturing program. The meetings led to needs. increased AWE ABLE collaboration as follows:

 Determining appropriate use of grant funds

 ABLE & AWE collaborated to determine prerequisites for participants (WorkKeys and TABE Scores, NRS Levels)

 Creation of a student recruitment brochure

 Sharing of pre and post assessment outcomes

 ABLE instructors given access to course of study computerized instruction in order to prepare to assist students

 Mutual understanding of participant needs and best practices to meet those needs

 Shared exploration of I-BEST model of embedding ABLE instructors into the AWE classroom

 Active discussion at team meetings as to outcomes that will lead to improved future Bridge courses

Grant Objective Outcomes

Provided adequate future funding, the C-TEC pilot outcomes To create sustainable bridge program(s) that show that including ABLE students in AWE courses and lead to industry-recognized, marketable, embedding ABLE instructors into courses can be a valuable postsecondary credentials. practice that will help adult students bridge gaps in learning, increase student course persistence, and increase probability of student success. C-TEC ABLE will continue to provide WorkKeys for Work Bridge classes twice a week during the 2013 year and search for funding methods to include embedding teachers in more AWE classrooms.

As a result of the Bridges grant funding, C-TEC AWE and ABLE Engage in joint planning between ABLE and staff had the opportunity to form a collaborative team that AWE that results in processes that result in met regularly to plan and implement several crucial bridge more effective and efficient transition components: processes. Grant funds must support efforts that result in tangible, sustainable  Ongoing professional development that involved improvement. For example funds may be several key areas for staff: used to support processes such as planned curricular development, professional o A mutual understanding of both ABLE and development, capacity building and AWE processes, assessment requirements, restructuring existing resources (ex. career course expectations, and student needs advising, assessment, transition support). o ABLE staff were trained by the C-TEC AWE coordinator about the MSSC manufacturing certification courseware, National Manufacturing Certification assessments, and employment expectations for students

o AWE and ABLE staff were introduced to the I-BEST model and were involved in the pilot classroom that developed skills in team teaching

o ABLE staff were trained in the courseware

Grant Objective Outcomes used for 79/Seventy manufacturing programs

 AWE and ABLE staff developed a course recruitment brochure that can be adapted to any AWE course and used to recruit ABLE students to AWE classes

 ABLE staff created course content support in the form of a glossary of AWE manufacturing acronyms and course content vocabulary to help ABLE students who have no previous manufacturing experience

(Continued …)

 ABLE instructors became acquainted with AWE course expectations and familiar with weak areas of ABLE content that need to be addressed before students enter AWE classes

 It was decided that most ABLE students who are interested in enrolling in AWE manufacturing courses should also remediate using Key Train software before starting classes

 ABLE instructors were a valuable part of the resume writing and mock job interviews

 ABLE instructors gave students in the class one-on- one assistance during computer lab hours

 A process was developed for students to schedule interview times with the AWE coordinator

 ABLE students and staff experienced and developed skills needed to take a computer-based course and to complete timed computer-based certification assessments

Grant Objective Outcomes ABLE students for the 79/Seventy class were given an To establish common intake processes and overview of the class by an ABLE instructor who collaborated procedures that refer and transition low- with the AWE coordinator to develop a class recruitment skilled adults efficiently to career technical presentation and brochure. Prospective students met with the programs through innovative assessment, ABLE director and were also interviewed by the AWE advising and enrollment processes. manufacturing coordinator. Students pre-assessed using TABE and WorkKeys scores. The coordinators met to determine student eligibility and readiness for the course. All MSSC assessment scores were shared between AWE and ABLE program instructors and administrators.

This enabled staff to provide timely intervention for struggling students and an opportunity to retest. ABLE and AWE staff worked together to help 79/Seventy students create resumes for manufacturing sector jobs and served as mock interviewers in order to give students the opportunity to practice interview skills.

Although the 79/Seventy curriculum is designed to be a To jointly develop accelerated, integrated computer-based class, staff quickly discovered that some and contextualized curriculum and students had no previous experience using a totally computer- instruction including research- based based learning course. Several students had no previous strategies such as team teaching and CTE manufacturing experience. AWE and ABLE instructors met to contextualized learning that lead to sector- plan helpful support for these students. based certificates. (Continued …)

Materials were developed such as a glossary of manufacturing and AWE acronyms and vocabulary that was unfamiliar to ABLE students. Internet sites were researched and other supplemental materials that could help students bridge the gaps were provided. All instructors worked with students to develop needed computer skills

Following the first certification assessment it was apparent that timed computer-based assessments were problematic for ABLE students. ABLE staff worked one-on-one with students to encourage them to persist. Students were given strategies to help them overcome test anxiety as well as resolve test taking skill issues.

All 4 of the enrolled ABLE students completed the entire To identify measures of shared student and 79/Seventy course and received certificates of completion. program outcomes as well as collective evaluation of program effectiveness. Sixty-three percent of ABLE participants received MSSC skilled sector certificates.

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Brandon 5(78) 5(80) 6(83) 97% 87% 87% 94%

(Continued …)

The Bridges team collaborated to develop a final class evaluation. All enrolled students participated in the

Grant Objective Outcomes evaluation. The following results were compiled:

79/Seventy Bridge Class Evaluation Results:

• 7 Participants Total o 4 ABLE, 3 Non-ABLE • 85.7% felt instructors demonstrated strong knowledge of the subject • 71.4% felt class was well organized and efficiently managed • Why did you take this class? o 71.4% - Learn more about manufacturing, further skills o Also, meet employer representatives • How did you review for each test? o 57% said they reviewed practice tests, LAPs, quizzes o Reviewed personal notes and read book o Memorized information • Prefer computer-based or instructor-based class? o 71.4% said both, 25.6% said instructor • What did you like best about the class? o 57% focused on a particular topic of information learned (e.g., Safety) • What would you change about the class? o 28.6% said more class time and computer time o 28.6% said more hands-on experience • Additional comments/suggestions o More hands-on training o Supplemental materials, hand-outs/papers, to take home o Set realistic expectations for course experience (e.g., thought would meet more company representatives when only had one meeting) o Group activities/discussion could enhance learning o Specific feedback on test questions missed

(Continued …)

Total Participants ABLE Participants Highly Highly Disagree Agree Disagree Agree Agree Agree Class prepared 0% 71.4% 28.6% 0% 75% 25% me for employment Class met my needs, 14.3% 57.7% 28.6% 25% 50% 25% expectations Received adequate assistance 0% 71.4% 28.6% 0% 75% 25% from the instructors I had enough time 28.6% 28.6% 42.9% 50% 25% 25% to complete each unit I felt prepared for 14.3% 57.1% 28.6% 25% 50% 25% each test Resume writing and interview 0% 85.7% 14.3% 0% 75% 25% section of the class was helpful ABLE Bridge instructors helped me and answered 0% 57.1% 28.6% 0% 75% 25% questions, concerns related to class Class was scheduled at 14.3% 57.1% 28.6% 25% 50% 25% convenient time I would recommend 0% 57.1% 42.9% 0% 50% 50% this class to a friend

Program Name: Eastland-Fairfield Career & Technical Schools (EFCTS)

ABLE and AWE Partner Organization(s): EFCTS ABLE and EFCTS AWE Person Completing the Summary: Susy Oldham Email: [email protected] Bridges to Work Funding Amount: $20,000

Grant Objective Outcomes To enhance the collaborative practices A plan has been developed and between ABLE and AWE that enable more implemented for a three-pronged approach. students to complete credentials that address 1. ABLE students will be instructed on basic data-driven regional workforce needs. skills utilizing a variety of teacher created Contextualized Instruction lesson plans. The idea is to give students an idea of the rigors they will face in their chosen course of study and goals. 2. All students desiring to enter AWE full time programs must attend an orientation where they receive information and the TABE Online Survey is administered to determine readiness. Students scoring below a 6.0 in any subjects are encouraged to attend our free tutoring class. The first orientation occurred on June 19th. All students are offered tutoring regardless of scores. Almost all of them have chosen to take part in order to hone their skills. 3. Full Time program students will receive in class math instruction, as well as have the option of attending the tutoring sessions. This option will assist individuals who have trouble with any concepts being taught in their course. This frees the teacher to continue, while allowing students to work in needed areas.

Grant Objective Outcomes ABLE students receive extensive training with regard to goal setting. These goals are used to create individual learning plans and contextualized instruction relating to their To create sustainable bridge program(s) that desired field of study. lead to industry-recognized, marketable, postsecondary credentials. Full time program students receive the goal setting, as well as a financial literacy component provided through a grant by the United Way.

A team of ABLE instructors have met with AWE instructors to determine areas of need with regard to instruction and tutoring. AWE instructors have experience and realize the areas their students often struggle in. ABLE Engage in joint planning between ABLE and instructors are prepared to work with AWE AWE that results in processes that result in students in the tutoring course or in ABLE more effective and efficient transition classes, depending of the students’ processes. Grant funds must support efforts availability and desire to participate in ABLE that result in tangible, sustainable classes. improvement. For example funds may be used to support processes such as planned curricular This team of ABLE instructors have development, professional development, developed a set of lesson plans for use with capacity building and restructuring existing both ABLE and AWE students. The lesson resources (ex. career advising, assessment, plans relate to the full time and part time transition support). programs offered. In addition, ABLE instructors will be required to turn in Contextualized Instruction lesson plans each month. These plans will be based on students and their goals.

Upon completion of the AWE orientation each students meets privately with the AWE To establish common intake processes and counselor and with either the assessment procedures that refer and transition low-skilled coordinator or the student services adults efficiently to career technical programs coordinator. During these meetings student through innovative assessment, advising and begin to create a plan in their course of enrollment processes. study.

Grant Objective Outcomes ABLE and AWE instructors will work together closely in developing contextualized instruction which will serve to guide students in fulfilling their individual goals.

To jointly develop accelerated, integrated and In particular, a math class will be taught in contextualized curriculum and instruction the medical assisting class. The instructor in including research- based strategies such as this class has pinpointed areas frequently team teaching and CTE contextualized learning needed by students. An ABLE instructor will that lead to sector-based certificates. come to the class on a regular basis to teach the AWE students. The plan is to continue to offer this type of instruction by ABLE instructors for AWE classes.

To identify measures of shared student and Student success will be measured using program outcomes as well as collective TABE and WorkKeys assessments. evaluation of program effectiveness. Students will be tracked on attendance, assessments and career placement.

Program Name: Knox County Career Center

ABLE and AWE Partner Organization(s):Knox County Career Center Person Completing the Summary: Barbara Harris/Jane Marlow Email: [email protected] Bridges to Work Funding Amount: $19,959.00

Grant Objective Outcomes To enhance the collaborative practices  In progress, work seamlessly with between ABLE and AWE that enable more AWE to enroll students students to complete credentials that address  Career Services Counselor starts data-driven regional workforce needs. with ABLE students and continues advising throughout AWE and beyond  Resource Room used for small group instruction, tutoring, computer classes, and assessments  AWE coordinators are scheduled for ABLE orientation dates starting fall.  ABLE/AWE library established in Resource Room To create sustainable bridge program(s)that  Work with AWE Coordinators (ex: lead to industry-recognized, marketable, Medical Readiness Curriculum) to postsecondary credentials. incorporate industry standards  Resource Room is up and running---used daily

Grant Objective Outcomes  In progress- Study skills Engage in joint planning between ABLE and curriculum for instructors has been AWE that results in processes that result in established and is scheduled for more effective and efficient transition fall. processes. Grant funds must support efforts  Career Services Counselor starts that result in tangible, sustainable with ABLE students and continues improvement. For example funds may be used advising throughout AWE and to support processes such as planned curricular beyond development, professional development,  ABLE/AWE utilize same facilities capacity building and restructuring existing  In progress, work seamlessly with resources (ex. career advising, assessment, AWE to enroll students transition support).  Resource Room/Library is up and running  ABLE manages the skill review To establish common intake processes and application process which procedures that refer and transition low-skilled provides a seamless transition to adults efficiently to career technical programs AWE through innovative assessment, advising and  Career Services Counselor is enrollment processes. available to all ABLE/AWE prospective and current students  Work with AWE Coordinators (ex: Medical Readiness Curriculum) to incorporate industry standards To jointly develop accelerated, integrated and  Resource Room open daily contextualized curriculum and instruction  Working with AWE Coordinators to including research- based strategies such as provide Post-Secondary Readiness team teaching and CTE contextualized learning and current industry standards that lead to sector-based certificates. curriculum  Developed partnership to provide free technology course for all ABLE/AWE students To identify measures of shared student and  In progress, data management tool program outcomes as well as collective currently being incorporated evaluation of program effectiveness.

Program Name: Miami Valley Career Technology Center

ABLE and AWE Partner Organization(s): Greene County Career Center AWE Person Completing the Summary: Linda Bumiller Email [email protected] Bridges to Work Funding Amount: $20,000

Grant Objective Outcomes To enhance the collaborative practices Collaboration and dialogue between MVCTC’s ABLE between ABLE and AWE that enable more program and GCCC’s AWE staff increased as a result students to complete credentials that address of the Bridges grant. Our relationship with GCCC and data-driven regional workforce needs. GED in Greene County is relatively new due to the changes in ABLE in 2009 and recent changes in the leadership at both institutions. Working together and developing a shared strategy to help transition adults into AWE programs was very helpful for both programs and will become even more so in the future. The grant enabled both parties to become familiar with the enrollment requirements and processes for each partner. This understanding will enable our To create sustainable bridge program(s) that organizations to provide more comprehensive lead to industry-recognized, marketable, transitional services to our students, and will help postsecondary credentials. reduce many of the enrollment frustrations students experience when attempting to enter AWE programs. The processes that are currently in place are sustainable without additional funding. Planning was conducted jointly to ensure that staff Engage in joint planning between ABLE and members from GCCC and MVCTC provided input into AWE that results in processes that result in the process and the goals of each institution were considered. As a result, students can now start their more effective and efficient transition educational path at either institution and have the processes. Grant funds must support efforts support they need to move ahead. In addition, career that result in tangible, sustainable advising and assessment opportunities were improvement. For example funds may be used expanded. Students have the opportunity to transition to support processes such as planned curricular seamlessly from one organization to the next without development, professional development, duplicating their efforts or having to spent time doing the same assessment again. These process capacity building and restructuring existing improvements can be sustained and enhanced without resources (ex. career advising, assessment, additional funding. transition support).

Grant Objective Outcomes Assessment, remediation and advising processes were developed that seamlessly move a student from ABLE services to AWE. This is an important new collaboration between GCCC, ABLE and MVCTC. As a result, students utilizing ABLE services will be able To establish common intake processes and to work simultaneously with an ABLE instructor, ABLE procedures that refer and transition low-skilled transitions counselor and an AWE Career Assessment adults efficiently to career technical programs Specialist. Wherever the student is in the process they through innovative assessment, advising and will have access to someone who can provide enrollment processes. individual counseling to advise them of the next step toward their educational or vocational goals. Each institution will be able to be involved with the student throughout the process, making the student experience more efficient. These process changes are sustainable without additional funding. GCCC and MVCTC ABLE jointly recruited, advised and assessed students. Services were developed To jointly develop accelerated, integrated and jointly and were designed to encourage participation in contextualized curriculum and instruction career development and career enhancement including research- based strategies such as certificate programs. ABLE staff worked with GCCC team teaching and CTE contextualized learning staff to align ABLE curriculum with the entry that lead to sector-based certificates. requirements for GCCC adult credential programs. These services can be sustained without additional funding. To identify measures of shared student and The number of students transitioning to AWE, program outcomes as well as collective employment or post-secondary education was the evaluation of program effectiveness. shared desired outcome of this pilot. Students who participated in these services were better prepared for their next educational step. Students will be tracked to measure enrollment and completion of students in their area of interest.

Program Name: Norwalk City Schools ABLE

ABLE and AWE Partner Organization(s): Norwalk City Schools ABLE and EHOVE Adult Career Center Person Completing the Summary: Donna Fairfax, Norwalk City Schools ABLE Coordinator Email: [email protected] Bridges to Work Funding Amount: $20,000.00

Grant Objective Outcomes To enhance the collaborative practices Norwalk City Schools ABLE and EHOVE Adult Career between ABLE and AWE that enable more Center formed a formal partnership and developed students to complete credentials that address and implemented a bridge program called STEP*UP data-driven regional workforce needs. (skills-gap training and Education Program – a united partnership). ABLE and EHOVE co-wrote the grant and co-developed the curriculum for the program. The bridge program is designed to assist students toward career paths for local in-demand jobs, as specified by area Job & Family Service Agencies. Each partner provided staff/instructors for STEP*UP and the program instruction was cross-curricular. EHOVE and Norwalk City Schools will continue the STEP*UP program into the 2012/2013 school year once funds are secured to cover additional costs. STEP*UP is the program developed by Norwalk City Schools and EHOVE Adult Education. It is a 14 week program that provided students with personal, interpersonal, social, and resource-management skills To create sustainable bridge program(s)that while working toward earning National Career lead to industry-recognized, marketable, Readiness Credentials, and Skills Certificates in postsecondary credentials. Technology and Finance. Students were offered incentives throughout the program to complete each module and to enroll and complete an AWE certificate/degree training program.

Grant Objective Outcomes Norwalk City Schools and EHOVE planned and wrote the Bridges to Work grant and upon grant approval developed a 14 week course of study that was piloted March thru June at EHOVE Adult Career Center. Curriculums mapping professional developments were held for all staff involved in the pilot so that the program offered holistic cross curricular lessons that Engage in joint planning between ABLE and lead to continuing into an in-demand credential AWE that results in processes that result in program at EHOVE. Work Keys pre and post tests more effective and efficient transition were administered the first week of the course and in processes. Grant funds must support efforts the last week of the course. Students received that result in tangible, sustainable portfolios that held their National Career Readiness improvement. For example funds may be used certificates, Module Completion Certificates, and if to support processes such as planned curricular they were eligible to receive a scholarship to EHOVE development, professional development, and/or BGSU Firelands, they had a congratulatory capacity building and restructuring existing letter. At the end of the course a resources (ex. career advising, assessment, commencement/recognition ceremony was held for transition support). students who completed the course of study. All completers, however, were not eligible to receive the scholarship if they did not meet attendance and outside assignments requirements. Each student developed and individual career and education plan and met with EHOVE’s adult education counselor/student services coordinator to discuss future career/educational goals. EHOVE and Norwalk City Schools developed an intake that would contain the necessary information for ABLELink and EHOVE requirements. Referrals came from the ABLE program, EHOVE Adult Career Center, and Huron County Jobs and Family Services. To establish common intake processes and Students were referred if they missed the entry cut procedures that refer and transition low-skilled off scores of the Adult Education program of choice at adults efficiently to career technical programs EHOVE and needed basic skill refreshers. ABLE through innovative assessment, advising and students who were level 4 and above were referred if enrollment processes. they indicated post-secondary education as a goal. The goal of the STEP*UP program was to register 20 students on a first come first serve basis. With referrals and media marketing the class filled and a waiting list was formed.

Grant Objective Outcomes The Step*UP course of study incorporated contextualized learning and embedded academics. Instructors utilized cross-curricular strategies that addressed barriers and assisted students in obtaining the skills needed for post-secondary educational success. Areas addressed were designed to offer a positive academic experience. Personal, interpersonal, team building, social, and resource management skills, mastery in basic technology, reading for information, locating information, writing, and math skills were addressed. Outside assignment requirements were to observe a post-secondary To jointly develop accelerated, integrated and education class and to tour a business in the career contextualized curriculum and instruction pathways of manufacturing and health care. As a including research- based strategies such as writing assignment each student had to complete an team teaching and CTE contextualized learning observation worksheet. A final assignment included that lead to sector-based certificates. student power-point presentations which were shown on the night of their commencement. Upon course completion students earned National Career Readiness Certificates, and Module completion certificates. There were also most improved and perfect attendance awards. If students met the attendance and course assignment requirements they had the opportunity to earn a $300.00 scholarship to be used toward and in demand program at EHOVE and another $300.00 scholarship towards entering an in demand associates degree program at Firelands College, BGSU To identify measures of shared student and Initially we had 22 students register for the course; program outcomes as well as collective however, two never showed to the first class, 2 evaluation of program effectiveness. withdrew in the first week thus leaving 18 students. Two withdrew for health reasons, one obtained a job, and another moved to the Marion area. Two more withdrew midway through. Twelve of the 22 completed the entire course. Students were given WorkKeys the second day of class in the areas of locating information, reading for information, and applied mathematics and re-assessed in the 14th week for progress. 9 of the 12 course completers earned a scholarship to EHOVE and/or Firelands College BGSU. Two of the 9 have already been accepted into postsecondary education programs beginning in August. Two students have stated they would like to attend a

Grant Objective Outcomes BGSU associates program, but have not shown proof of admission. Three were still unsure what direction they wanted to take, and three need to complete their GED before continuing with their career plan, One wanted to become a dog trainer, another wants to work with horses, and one is interested in CST. We will continue to track students as scholarships are utilized and report through data matches in ABLELink. Students evaluated the program at the end and these evaluations were shared with administration and with instructors. After the commencement Norwalk City Schools ABLE coordinator and EHOVE’s Adult Education Director, along with all instructors and support staff met to discuss and evaluate the course of study. What worked and what need to be improved? 1. Instructors thought the difference in computer skill levels was tough, need to encourage students to peer teach, give advanced students additional assignments/research/internet resources to complete while lower level students continue with assignments.2.Locating information modules need to be longer. We may have to extend the course of study from 14 to 16 weeks.3.Referring partners need to be contacted if their referral is not attending or is struggling so that any issues can be addressed.4. We need to contact students who did not complete to get their feedback as to why or what need we did not meet. 5. Teachers should have participation grades, but also implement quizzes/tests other than WorkKeys. 6. Discuss the WorkKeys scores at the last class so they know their scores prior to graduation. 7. Offer Co-teaching nights with Math & Reading for Information and another for Computer & Language. 8. Instructors would like to see the post WorkKeys test be given after each subject module is completed instead of at the end of the course. However, due to assessment policies, this may not be feasible. Overall the sense of the program was great and that it was a benefit to the participants, instructors worked well together. We have a waiting list of 4 students for the next session in March 2013.

Program Name: Ohio Hi-Point Career Center AWE/ABLE

ABLE and AWE Partner Organization(s): Adult Education Career Technical and ABLE Person Completing the Summary: Darlene Chiles Email: [email protected] Bridges to Work Funding Amount: $20,000

Grant Objective Outcomes To enhance the collaborative practices Prepared & distributed marketing materials between ABLE and AWE that enable more containing seamless pathway steps from students to complete credentials that address ABLE to AWE industry credentials. Hosted data-driven regional workforce needs. open houses and information sessions. AWE presentations were provided at each ABLE orientation. Provided referrals of identified AWE applicants to ABLE for remediation. Held bi-weekly coordinator and lead instructor meetings. Held monthly meetings between ABLE coordinator and Director of Adult Education. One director is shared amongst all programs - AWE and ABLE. Bridges to Success course was provided to ease learners from their casual register to more formal, workplace interactions. A team To create sustainable bridge program(s) that of instructors from AWE and ABLE integrated lead to industry-recognized, marketable, contextualized curriculum in math, postsecondary credentials. communication and technology skills. AWE and ABLE instructors provided team contextualized instruction in AWE classrooms.

Grant Objective Outcomes Team of instructors from AWE and ABLE Engage in joint planning between ABLE and integrated contextualized curriculum in math, AWE that results in processes that result in communication and technology skills. AWE more effective and efficient transition and ABLE instructors provided team processes. Grant funds must support efforts contextualized instruction in AWE that result in tangible, sustainable classrooms. ABLE students and instructors improvement. For example funds may be used will participate in curriculum-based activities to support processes such as planned curricular in the AWE classrooms/labs to enhance development, professional development, learning. AWE Admissions Coordinator capacity building and restructuring existing counseled applicants on remediation needs resources (ex. career advising, assessment, based on pre-entrance testing. transition support).

A central entry point for both AWE and ABLE To establish common intake processes and applicants was established by making procedures that refer and transition low-skilled referrals and registration for remediation to adults efficiently to career technical programs ABLE/GED courses, and combining through innovative assessment, advising and orientations of ABLE and AWE. Advisement enrollment processes. is provided at point of inquiry with program specific assessments scheduled. Pilot program combining AWE and ABLE orientation was offered in the Hardin County To jointly develop accelerated, integrated and AWE classroom. A team of both ABLE and contextualized curriculum and instruction AWE instructors developed a pilot including research- based strategies such as contextualized class focused on math, team teaching and CTE contextualized learning communication and technology. Technology that lead to sector-based certificates. and communication instruction was provided using the mobile laptop lab. To identify measures of shared student and Pre and post testing in math was completed program outcomes as well as collective on three of five enrollees; significant gain was evaluation of program effectiveness. demonstrated by one level gain from EFL 5 to EFL 6. Three of five earned a 10% tuition reduction by meeting a 90% attendance criterion. Students remarked positively about an extended support system provided early in their AWE journey. One student responded, “I think this class should be given to all upcoming nursing students. It was helpful to see some of the math we would be doing and how to do it.”

Program Name: Penta Career Center

ABLE and AWE Partner Organization(s): Penta ABLE Program and Penta Career Center Adult Education Person Completing the Summary: Debbie Morris Email: [email protected] Bridges to Work Funding Amount: $20,000.00

Grant Objective Outcomes To enhance the collaborative practices AWE and ABLE staff worked together to between ABLE and AWE that enable more development basic curriculum for: students to complete credentials that address ServSafe; STNA; Welding; Pharmacy data-driven regional workforce needs. Technician; HVAC; EKG; Welding; DMT; Building, Contractor, Remodeler; Auto Body and Auto Technician. Each booklet includes an Introduction; Vocabulary; Math; Tools or Equipment; ABLE Resources; Answer Keys and References. The materials we developed will be used in all ABLE classrooms beginning in FY13. The materials will be introduced during our orientation process – encouraging students to begin thinking about continuing their To create sustainable bridge program(s)that education. When a student expresses lead to industry-recognized, marketable, interest in a particular program – the postsecondary credentials. instructor will work with the student on the program specific curriculum. Our goal is for the student to be prepared prior to entering the class on basic knowledge needed to be successful.

Grant Objective Outcomes The development of the materials was a joint effort between our ABLE and AWE Engage in joint planning between ABLE and instructors. The ABLE instructors visited the AWE that results in processes that result in classrooms, talked to students and met with more effective and efficient transition instructors to help create the curriculum. This processes. Grant funds must support efforts project has benefited both programs – ABLE that result in tangible, sustainable and AWE instructors are more informed on improvement. For example funds may be used what both programs have to offer students. to support processes such as planned curricular Additionally, we hosted a “Career Knight” for development, professional development, our ABLE students. They were able to visit capacity building and restructuring existing resources (ex. career advising, assessment, the classrooms, talk to students, instructors transition support). and our financial aid officer. The event was well received and in FY13 we have planned two “Career Knights” for out ABLE students. We update our current orientation process by adding the information on general career pathways on programs offered through the career center. In addition to the “Career Knights”, ABLE instructors will encourage students to visit Penta Career Center and observe the classes in session. The AWE Student Services Coordinator will visit the To establish common intake processes and ABLE classrooms guiding the students to procedures that refer and transition low-skilled make informed choices, discuss financial aid, adults efficiently to career technical programs and job requirements prior to making an through innovative assessment, advising and informed decision on not only a career field, enrollment processes. but course expectations. Students who demonstrate interest and/ or academic competence in one of the career opportunities will be provided WorkKeys assessment while attending the ABLE program, ensuring they meet the requirements necessary to enroll in the Program. The materials that were developed will be To jointly develop accelerated, integrated and integrated into the existing ABLE resources. contextualized curriculum and instruction This will enable the students to make an including research- based strategies such as informed decision about a career pathway team teaching and CTE contextualized learning and enhance their ability to successfully that lead to sector-based certificates. transition into an AWE program and earn an industry credential.

Grant Objective Outcomes To identify measures of shared student and There will be two outcome measures. With program outcomes as well as collective our new orientation process, our students will evaluation of program effectiveness. be more informed on what Penta’s AWE programs are available. They’ll have a chance to complete some basic curriculum and visit classrooms before making a decision. We will be looking at how many students from ABLE enroll in an AWE program after obtaining their GED. Second would be how many students that enter a career program complete their program.

Program Name: Pickaway-Ross Joint Vocational School District

ABLE and AWE Partner Organization(s): Ross County ABLE, Pickaway County ABLE, Pickaway- Ross Career and Technology Center Adult Education Person Completing the Summary: Marie Barada Email: [email protected] Bridges to Work Funding Amount: $20,000.00

Grant Objective Outcomes To enhance the collaborative practices Monthly visits to ABLE by Pickaway Ross Career & between ABLE and AWE that enable more Technology Center staff are scheduled for both sites. students to complete credentials that address Representatives meet with students and discuss opportunities for training thru Adult Education data-driven regional workforce needs. programming.

Staff from all three partners participated in developing and delivering the curriculum of the Strong Start Series. Specific classes for WorkKeys preparation occur on an established schedule at three sites. WorkKeys testing is available monthly at Pickaway ABLE site. PRCTC programming now available in Pickaway County includes EKG Technician, Medical Assisting, To create sustainable bridge program(s)that Phlebotomy, Nurse Aid, Patient Care Technician, and LPN. lead to industry-recognized, marketable, Based on discussions with advisory boards, AWE postsecondary credentials. programming has been revised to include additional hours of work experience. In addition to the health programs listed above other credential programs included in the project are Industrial Maintenance, Welding, HVAC, Electrical, Auto Mechanic, Power Lineman, and EMT.

Grant Objective Outcomes ABLE instructors have been trained and received the Engage in joint planning between ABLE and curriculum materials for the Strong Start Series AWE that results in processes that result in modules. The schedule for Series instruction has been established for fall entry to AWE programming more effective and efficient transition and includes both daytime and evening classes. The processes. Grant funds must support efforts modules are also scheduled regularly throughout the that result in tangible, sustainable year at ABLE sites. improvement. For example funds may be used AWE instructors participate in Train the Trainer to support processes such as planned curricular activities throughout the year. An alternate delivery development, professional development, format has been developed for the content using power point presentations with follow up discussions capacity building and restructuring existing and activities. resources (ex. career advising, assessment, transition support).

All students entering AWE complete a standard enrollment form. The Strong Start Series modules are pre-requisites for entry to AWE programming. Students are referred to the Series modules as needed, for Career Planning, WorkKeys Locating Information, and WorkKeys Applied Math. Prior to the start of regular classes, students complete the To establish common intake processes and remaining modules of the series: Success Skills, procedures that refer and transition low-skilled Computer Basics, and Substance Abuse Awareness. adults efficiently to career technical programs All students enrolled in GED preparation classes are through innovative assessment, advising and encouraged to participate in the Strong Start Series at enrollment processes. ABLE as part of their scheduled classes. PRCTC has acquired a site in Pickaway County. Programming scheduled for delivery at that site include:

WorkKeys testing is available in Pickaway County on a regular basis. To jointly develop accelerated, integrated and Career Planning is an important component of the contextualized curriculum and instruction entry process. The six hour training uses face to face including research- based strategies such as instruction and online career exploration software team teaching and CTE contextualized learning (OCIS) to explore the concepts of self-discovery, job that lead to sector-based certificates. and training research, barriers to employment or training, career and life goals, and career planning. Students may be referred by PRCTC intake team, as needed.

Success Skills was based on the Success Skills curriculum used with main campus students. The content includes: learning styles, reading for comprehension, note-taking, use of graphic organizers, study habits, test-taking skills, and critical

Grant Objective Outcomes thinking skills. Students use content from textbooks to practice application of the skills in the twelve hour class. There is no test out option

Substance Abuse Awareness, also originally part of the AWE curriculum, will be part of the preparation class offered prior to the start of regular program classes. There is no test out option.

Computer Basics is a ten hour class that includes an introduction to computer components, desktop features, word processing, email, and Internet tasks. Practice tasks are tied to content study and include word processing letters, email, attachments, creating files, reports of Internet searches, filling in forms, etc. This class includes a test-out option.

WorkKeys Locating Information instruction follows the topics of KeyTrain and includes KeyTrain practice assignments. Tasks include work examples from content textbooks and daily life activities. Students are asked to create, explain, and interpret a variety of maps, charts, diagrams, and graphs. This class is scheduled for eight hours, plus time on KeyTrain. The KeyTrain pre-test is the test out option.

WorkKeys Applied Mathematics instruction also follows the topics of KeyTrain, includes KeyTrain practice assignments, and includes tasks from content textbooks and daily life activities. Topics/skills are: fractions, decimals, percents, integers, perimeter, area, volume, metric measurement, etc. The KeyTrain pre-test is the test out option.

To identify measures of shared student and Students complete course evaluations for each program outcomes as well as collective module completed. Data will be tallied and used to evaluation of program effectiveness. measuring effectiveness, as well as for informing decisions regarding revisions. All students are entered into ABLELink in compliance with OPAS guidelines and recorded in specific classes for WorkKeys, Transitions, ABLE, etc. All assessment data (TABE, WorkKeys, and Compass) is entered when available. Year to year comparisons are planned to show the number of: ABLE/GED students entering post secondary training, students enrolled for WorkKeys who then enroll in AWE, ABLE transition students who

Grant Objective Outcomes complete AWE training, AWE students enrolled vs. completed, and ABLE and AWE students who transition to college coursework,.

Program Name: Scioto County ABLE (South Central Ohio ESC)

ABLE and AWE Partner Organizations: Scioto County Career and Technical Center and Pike County Career Center Person Completing the Summary: Robert Seaman Email: [email protected] Bridges to Work Funding Amount: $20,000

Grant Objective Outcomes To enhance the collaborative practices At the completion of this program year between ABLE and AWE that enable more our ABLE program had a slight increase students to complete credentials that address in number of GED completers who went data-driven regional workforce needs. on to the career center for training, of those who did go on for training did enroll in programs specifically targeted to our regional workforce needs. One of those students was a 70 year old man who enrolled in the EMT/Paramedic program at Scioto County career Center. To create sustainable bridge program(s)that I feel that the steps we made during the lead to industry-recognized, marketable, short grant cycle were very productive. The postsecondary credentials. new position that was created; Career /Transition Coordinator will be one of the most valuable aspects of our future Able programming. The awarded grant helped us to do a tremendous amount of Professional Development to train this staff member in specialized counseling. I felt that it was such good processes that when writing the FY 13 grant I have budgeted that position for the entire year to incorporate what we have started into all aspects of our program. I believe that utilizing a dedicated Career/Transition coordinator we will continue to increase awareness and improve enrollment into credit bearing Career Center

Grant Objective Outcomes programs.

Scioto County ABLE continues to collaborate with the Scioto County Career and Technical Center to develop a Job readiness curriculum. This is not complete currently, but given our partnership and good working relationship, I feel that we should have some Engage in joint planning between ABLE and aspects of this curriculum along with CTC AWE that results in processes that result in referrals to our program by mid-year FY13. more effective and efficient transition The bulk of our grant funding was spent on processes. Grant funds must support efforts professional development for training of our that result in tangible, sustainable Career/Transition Coordinator. She spent 8 improvement. For example funds may be used days at Pike CTC involved in intensive to support processes such as planned curricular training from their guidance counselor development, professional development, learning how to incorporate Career planning capacity building and restructuring existing resources (ex. career advising, assessment, into all of our ABLE sites. She also spent 5 transition support). hours with the dedicated test Administrator at Scioto County CTC, learning more about WORKEYS and how to remediate students who need help passing WORKEYS. We plan to continue WORKEYS remediation at Scioto County CTC and expand it to our local One Stop. Our Career Coordinator was able to meet with students once a week at each of our sites. She was given opportunities to speak To establish common intake processes and to the students about various career training procedures that refer and transition low-skilled programs available to them locally. I do plan adults efficiently to career technical programs on giving this person time during central through innovative assessment, advising and orientation this year to discuss options for enrollment processes. training to the students after they earn their GED diploma. This will be an early start to creating each students Individual Career plan.

Grant Objective Outcomes I am in continued planning with the Scioto To jointly develop accelerated, integrated and County CTC to incorporate the START contextualized curriculum and instruction curriculum into our ABLE classes. We including research- based strategies such as currently continue to take referrals for team teaching and CTE contextualized learning Workeys remediation from the Career that lead to sector-based certificates. Center. We hope to increase these referrals throughout FY13. To identify measures of shared student and Scioto County ABLE purchased Career program outcomes as well as collective exploration software site licenses for each evaluation of program effectiveness. partner program utilizing ABLE-AWE grant funding this should give all of our students the opportunity for ongoing career exploration opportunities. I believe the most valuable opportunity this grant afforded our program was the creation of the position of Career/Transition Coordinator within our program, the Professional Development opportunities were tremendously important to the position of Career Coordinator. Our program will continue to partner with Scioto County CTC with the intention of establishing a free-flowing model of GED completers moving into credit bearing CTC programs.

Program Name: Upper Valley Career Center ABLE

ABLE and AWE Partner Organization(s): Miami County Job Center, Shelby County Department of Job and Family Services, & Edison Community College Person Completing the Summary: Peg Morelli and Naomi Baker Email: [email protected] Bridges to Work Funding Amount: $17,527.00

Grant Objective Outcomes To enhance the collaborative practices Funding provided by the grant allowed the ABLE between ABLE and AWE that enable more Director, ABLE instructors, AWE instructors, Bridge students to complete credentials that address Program Coordinator and the associated Career Placement Specialist to work in collaboration to data-driven regional workforce needs. develop and implement curriculum to enhance student learning in a bridge program environment. The team identified medical based programs as heavily sought after in the immediate area. Using data from the Bureau of Labor Statistics, the team decided to implement a Pharmacy Technician Bridge program due to an anticipated 32% growth of job outlook 2010- 2020 (Occupational Outlook Handbook). UVCC ABLE worked in conjunction with outside partners- Clark’s Rx Pharmacy and Edison Community College to implement a Pharmacy Technician Bridge Program that would allow easy transition opportunities for ABLE students into further postsecondary career pathway programs and/or employment.

To create sustainable bridge program(s) that One outcome of the grant resulted in the collaboration lead to industry-recognized, marketable, between ABLE instructors and AWE instructors to postsecondary credentials. increase student success by integrating certification and licensure opportunities into the bridge programs. In the Pharmacy Technician Bridge program students received CPR, First Aid and AED certification upon successful completion of the training. The training was integrated into the contextualized curriculum component. Students completed the training via an online interactive tutorial, classroom lecture and hands

Grant Objective Outcomes on lab where skills were demonstrated to the instructor. Upper Valley Career Center ABLE worked in conjunction with the Upper Valley Career Center AWE Practical Nursing program to implement the training. The course was taught by a licensed nurse and certificates were awarded to all students who successfully completed the training and met the pass requirements of the course. In the pilot Pharmacy Technician Bridge program the success rate was 100%. Students were provided a certification card valid for 2 years.

In addition, the Dean of Admissions at Edison Community College made a classroom visit to discuss opportunities for further education and the Pharmacy Technician Certification exam (CPhT) opportunities. Engage in joint planning between ABLE and The ABLE Director, Adult Division Director, AWE AWE that results in processes that result in Counselor and Bridge Program Coordinator more effective and efficient transition established a schedule of planning meetings with ABLE instructors and AWE instructors. During these processes. Grant funds must support efforts meeting the team; that result in tangible, sustainable improvement. For example funds may be used 1.) Identified appropriate contextualized materials. to support processes such as planned curricular Through collaborative efforts with external partner development, professional development, Clark’s Rx Pharmacy, internal partner UVCC Practical capacity building and restructuring existing Nursing program and outside partner Edison Community College a curriculum outline was resources (ex. career advising, assessment, established. The pilot program consisted of 96 hours transition support). classroom time plus an externship experience. 2.) Developed sequential curriculum. The curriculum consisted of six topics; Medical Terminology, Pharmacology Math, Virtual Pharmacy, Introduction to the Pharmacy, Pharmacology and Law and Ethics. Students were provided with a class schedule and topics were taught in a blended capacity in likeness to college level courses. 3.) Developed program specific assessments including lab and hands on student experiences. Student were given access to a virtual pharmacy training software program, assessed periodically in all topics, trained on the schools online learning management system Moodle, required to perform skill specific tasks, attend an externship experience and maintain a 90% attendance rating. 4.) Identified career counseling needs. Through collaborative efforts, the UVCC AWE counselor made several classroom visits to assess student needs. 5.) Identified appropriate assessment tools (i.e. TABE, Work Keys). Students in the pilot program were given both the TABE and Work Keys tests. Upon

Grant Objective Outcomes completion of the test, results were discussed and the next levels of training were determined. 6.) Identified essential transitional services needed by students to navigate between ABLE and AWE. A key component of the transition process was to provide ABLE students with the information about the pilot Pharmacy Technician Bridge Program through ABLE classroom visits. The Bridge Program Coordinator worked in conjunction with the AWE Career Counselor to schedule classroom visits and inform individuals of the program. In addition, the Bridge Program Coordinator worked closely with ABLE instructors to identify students interested in transitioning into additional training opportunities and help move them into the career pathway. 7.) Marketing strategies. The pilot program was announced through a press release in collaboration with a local newspaper (See Addendum B). In addition, the pilot program was marketed through radio, flyers posted at the local Job Centers and the UVCC website. 8.) Planned ABLE classroom visits to familiarize AWE instructors with the processes and classroom structure of ABLE programs. Due to time constraints ABLE instructors and instructors from the pilot Pharmacy Technician program attended the scheduled team meetings to provide feedback on the program effectiveness and student progress. The team then used this information to determine the viability of the process. 9.) Planned AWE classroom visits to familiarize ABLE instructors with the processes and classroom structure of AWE programs. Due to time constraints AWE instructors utilized time in the team meetings to discuss classroom and curriculum practice in an effort to establish ways to better transition students into programs.. 10.) Evaluated the effectiveness of the pilot Pharmacy Tech Bridge Program. Success of the students in the pilot Pharmacy Technician Bridge Program were measured through test/assessments, hands on activities, lab experiences, virtual pharmacy exercise, pre and post TABE testing and attendance.

Grant Objective Outcomes To establish common intake processes and ABLE instructors worked in conjunction with Bridge procedures that refers and transition low- Program Coordinator and the AWE Career Counselor skilled adults efficiently to career technical to develop career pathways for the Pharmacy Technician Bridge students (see Addendum A). The programs through innovative assessment, program required students to pre-register and advising and enrollment processes. complete the Work Keys assessment to show their level of commitment prior to entry into the program. The first session consisted of an orientation session conducted by the Bridge Program Coordinator and the AWE Career Counselor. During orientation, students were registered for class, TABE tested, provided with a class schedule, attendance expectations, and scheduled for background checks to satisfy externship requirements. The AWE Counselor discussed expected outcomes of the training and the next step options of additional post-secondary training with external partner Edison Community College, certification opportunities and/or possible employment. To jointly develop accelerated, integrated and External partner, Clark’s Rx assisted with the contextualized curriculum and instruction development and implementation of the training including research- based strategies such as curriculum as well as provided an externship site where students could experience the pharmacy in the team teaching and CTE contextualized learning retail setting as well as the compounding settings. that lead to sector-based certificates. Students gained hands on experience in order entry, assisting the pharmacist, assisting customers, verifying prescriptions and dispensing medications. The UVCC Practical Nursing program Director offered input on curriculum content and provided a licensed nursing instructor to teach Pharmacology and the CPR/First Aid components. At the end of the nine week, 96 hour pilot program students were given a mock certification exam and provided information on how to continue the training pathway (see Addendum A) through outside partner Edison Community College as well as information on how to register for the Pharmacy Certification Exam (CPhT). To identify measures of shared student and Collaboration between ABLE instructors and AWE program outcomes as well as collective instructors to determine how to measure student evaluation of program effectiveness. success and the intended outcome of the pilot bridge program resulted in these measures of success: The development of test/assessments, hands on activities, attendance reports and data tracking tools to measure student achievement. In addition, the implementation of a pilot bridge program provided the opportunity to evaluate the effectiveness of the established processes and procedures and contextualized curriculum as well as provide actual student data and feedback that can be analyzed by the team.

Students in the pilot Pharmacy Technician program

Grant Objective Outcomes were held accountable to a 90% attendance record, given homework assignments, and assessed on a regular basis. The curriculum consisted of six topics; Medical Terminology, Pharmacology Math, Virtual Pharmacy, Introduction to the Pharmacy, Pharmacology and Law and Ethics. In addition, students were provided CPR, First Aid and AED training and an externship through a local partner pharmacy. At the end of the training students were given a mock Pharmacy Certification Exam (CPhT). The outcomes were as follows: The test was compiled of 80 multiple choice questions. It is not clear what percent a student must receive to pass the national exam. When the person completes the electronic test, they will immediately receive a score of pass or fail. Official scores are mailed to the recipient weeks after the test. It is stated on their website that, "the passing score for the CPhT is based on a standard of performance that experts in the profession have determined to be acceptable for certification". According to Clark's Pharmacy (Upper Valley Career Center Partner), a passing score on their internal test is 75% or above. The pilot class consisted of 9 completers. Eight of the nine students took the mock exam with results as follows:

# of students 75% and above- 5

# of students 70%-75%- 2

# of students 65%-70%- 1

Students were provided with the opportunity to review their mock exam results with the instructor.

The team will continue to evaluate the pilot programs effectiveness through periodic student follow up reports to see if students have found employment, sat for the national certification exam (CPhT) and/or continued their education.

In addition to the successful completion of the pilot program, the team discovered a critical need for the implementation of soft skills into all programs (ABLE, Bridge Programs, and AWE Programs). The team continues to meet and is currently in the process of developing soft skills modules by working with external partner Piqua Area Chamber of Commerce to determine the needs of area employers.

Occupational Outlook Handbook. Bureau of Labor Statistics. www.bls.gov. Thursday, March 29, 2012. http://www.bls.gov/ooh/Healthcare/Pharmacy-technicians.htm

Program Name: Wayne County JVSD – ABLE

ABLE and AWE Partner Organization(s): Wayne County ABLE; Wayne County Schools Career Center – Adult and Continuing Education Person Completing the Summary: Julie Kastner, ABLE Coordinator Email: [email protected] Bridges to Work Funding Amount: $20,000 Describe your partnership objectives’ outcomes that were achieved, ensuring to address each objective in your approved Bridges to Work planning grant.

Grant Objective Outcomes To enhance the collaborative practices We held three cross team joint planning meetings: 1)“We between ABLE and AWE that enable more Are One” was a joint all staff, all day planning session with students to complete credentials that address all ABLE staff and all AWE Coordinators and several data-driven regional workforce needs. instructional staff members to share information about what each program does, training opportunities on each end, discussed things like ideal scheduling for transitions courses to meet AWE needs, etc. 2) We held a joint Support Staff training session to review intake procedures, paperwork requirements on AWE and ABLE (OPAS) sides of registration and intake procedures, and to evaluate the efficiencies/drawbacks of utilizing the AWE Student Manager registration system; 3) a cross-team meeting with the ABLE Coordinator, AWE Manager, and the Assessment Coordinator for the AWE side (also the Chief GED Examiner) to discuss cross promotion and usage of assessments to streamline intake and placement into programs. In addition, the ABLE Coordinator now attends all AWE staff planning meetings to maintain an ABLE presence and continuation of integration of opportunities and resources. To create sustainable bridge program(s) that As a result of the all staff meeting, several opportunities lead to industry-recognized, marketable, for aligned Bridge courses emerged: a continuation of our postsecondary credentials. Medical Readiness program, better aligned to Career Center registration dates; a technical writing course taught by ABLE for Apprenticeship students; a formalized Business English/Writing course taught by ABLE for all Office and Medical Office adult program students; and in an effort to bring more Career Center presence into ABLE classes, classes in basic and intermediate coursework taught to ABLE students to better prepare them to work toward the 2014 GED and eventually move into post-secondary coursework having some computer skills already present. Software programs/seat licenses have been purchased for

Grant Objective Outcomes the basic introductory foundational courses in Health, Industrial and Business, and cross training between ABLE and AWE staff is in process. We expect to be able to start offering these Cloud based foundational programs within the next quarter. Joint planning time thus far has been in the areas of full Engage in joint planning between ABLE and staff cross training, support staff cross training and intake AWE that results in processes that result in evaluation of Student Manager, and assessment cross more effective and efficient transition training. Time has also been used for joint ABLE/AWE processes. Grant funds must support efforts instructional time for the Business English and that result in tangible, sustainable Apprenticeship curriculum development, and additional improvement. For example funds may be used time will be allotted for Cloud cross training in the next quarter. to support processes such as planned curricular development, professional development, Enrollment barriers have greatly been reduced through a capacity building and restructuring existing streamlining of intake paperwork, phone registration, and resources (ex. career advising, assessment, common assessments (Work Keys is used seamlessly for transition support). current Bridge programs i.e. Medical Readiness, Business English and Technical Writing). OPAS and AWE reporting requirements have been carefully scrutinized and pared down to meet both parties To establish common intake processes and minimum levels of data gathering requirements, and can procedures that refer and transition low-skilled be obtained from either point of entry. Support staff have adults efficiently to career technical programs spent time analyzing how to cross use the Student Manager system currently used by AWE to collect through innovative assessment, advising and preliminary data and be able to morph that into future enrollment processes. ABLELink reporting. More detail will follow when ABLELink 2013 fully comes online and we can complete that analysis.

Jointly developed Business English and Technical Writing To jointly develop accelerated, integrated and courses have been outlined and mutually agreed upon contextualized curriculum and instruction curriculum has been developed through ABLE and AWE including research- based strategies such as joint planning processes. team teaching and CTE contextualized learning that lead to sector-based certificates.

To identify measures of shared student and A major breakthrough in this process was the ability for program outcomes as well as collective both ABLE and AWE staff to see elements of shared and evaluation of program effectiveness. complementary strengths to increase student access and success. Shared goals of ease of enrollment, academic preparedness of incoming students to post-secondary, and having a variety of traditional and non-traditional certification options available to ABLE-level students to consider for post-secondary certification, has been outstanding.

Grant Objective Outcomes Future measures of program effectiveness will be demonstrated in increased numbers of students successfully transitioning into coursework at the AWE level from the ABLE level.