Basic Skills and Career & Technical Education (CTE) Lin Marelick, CTL Grant Coordinator Doug Marriott, CCAA Director Deborah Harrington, Dean of Student

Basic Skills and Career & Technical Education

(CTE)

Lin Marelick, CTL Grant CoordinatorDoug Marriott, CCAA DirectorDeborah Harrington, Dean of Student Success, LA District, BSI Phase IV Director

March 11 & 12, 2009Sheraton Hotel, Universal City, CA

http://www.youtube.com/watch?v=ljbI-363A2Q

Agenda, Day 1 March 11, 10 a.m.- Noon

Introductions Outcomes for the workshop Who are the students with basic skills needs? BSI

Handbook Chapter 1 Myths & Misconceptions about students w/ basic skills

needs. What are the basic skills that students need? BSI

Handbook: Chapter 13 Changing the dialogue at your college. Lunch Break

Agenda Cont’d BSI Handbook Chapter 5: Best Practices in

teaching basic skills California Career Advancement Academies

Video: including the student voice Dr. Arora, Instructor, LA Valley College Discussion: What opportunities & barriers

do you foresee to implementing a CTL program at your college? How do you get college buy-in?

What do our students need from us to be successful? Assessment vs. evaluation

Outcomes Understand how to collaborate with CTE or

basic skills colleagues to develop contextualized teaching and learning (CTL) for CTE programs

Learn strategies for engaging students with basic skills needs in the classroom

Develop strategies for ongoing CTL discussions at your home campus

Increase communication with CTE and basic skills colleagues from other colleges

Increase awareness of projects that connect basic skills, CTE, and workforce development

Introductions

Description of the exercise: Meet and greet- introduce yourself to as

many people in the room as possible (minimum of five people). Ask the following: name, college, why are you here? (short answers please)

Introduce a person you met to the rest of the group

BSI HandbookChapters 1 & 13

Who are the students with basic skills needs?

What are the basic skills that students need to be successful in class or on the job?

Speaking English

Reading and Writing in English

Basic Arithmetic or Higher Math Skills

Employability or “Soft” Skills

Basic Skills & CTE Misconceptions Quiz- decide if the

statements below are True or False Students don’t need reading or math to be

successful in CTE programs because they need very discrete skills for specific occupational roles.

The majority of students who get their GED continue on to higher levels of education and/or occupational training.

The only way CTE students with basic skills needs can improve those skills is to enroll in a basic skills course.

How do we best reach & teach students with basic skills needs?

A Few Strategies:Directed Learning ActivitiesLearning CommunitiesContextualized Courses

Directed Learning Activities Which statement is untrue about Directed

Learning Activities?

Directed Learning Activities incorporate tutorial centers to address basic skills needs.

Apportionment funding in the form of hours by arrangement can be legitimately collected for directed learning activities.

The goal of the directed learning activity is the completion of exercises.

The language of the activity clearly connects to the course assignments, objectives and/or outcomes.

Learning Communities

Which statement is true about learning communities?

Learning communities reach across a limited number of disciplines

Learning communities are classes that are linked or clustered during an academic term and enroll a common cohort of students.

The faculty member is the center of activity in a learning community

Learning communities are not as effective for developmental learners community.

Contextualized Lessons Which statements below are true about

contextualized lessons?

In contextualized instruction: skills are taught in the context of what is

required and relevant for industry. skills are taught in the context of what is

relevant for general life and survival skills. skills are taught in the context of what is

meaningful and relevant to previous knowledge or experience.

The best way to learn something is in context.

All of the above answers are correct.

Myths & Misconceptions

Discussion: What myths & misconceptions do you know

of or anticipate from faculty and administrators at your college who did not attend this workshop?

Groups report out

Changing the dialogue…Partner Activity- Doug Marriott

How do you change the dialogue at your college in regards to basic skills instruction and contextualized teaching and learning?

Have some fun with the sample dialogue OR create your own…

Exercise description: Role play with the scripts that are on the table. Reverse roles and practice the dialogue again.

LUNCH BREAK12:00 – 12:45 pm

Best practices in teaching basic skills

Reshaping student pre-conceptions or misconceptionsMastering content specific information

(transfer of learning)Active Learning: when students are active in their own learning, they are able to organize information and retrieve it, i.e., KWL Deep learning: linking knowledge to a scaffold of previous knowledgeAssess, assess, assess: assessment, the learning toolMetacognition- students are conscious and attentive to their own learning strategiesStudent self-assessment: students analyze their own learning

Assessment v. Evaluation (what’s the difference?)

Assessment: Tools for measuring progress toward and achievement of the learning goals. The goal is to improve performance using feedback. (Pre and post measurements.)

Evaluation: The process of analyzing the results of assessment and determining whether the goals have been achieved. (Ongoing introspection of the process.)

Sample Rubrics

California Career Advancement Academies Video

The Student Voice…How do we ensure that the student voice is

included in our programs?

Doug Marriott

CAREER ADVANCEMENT ACADEMY

Funded in part by the Chancellor’s Office, California Community Colleges

Project Introduction / Overview



Project Background:

Needs, Goals, Services, Outcomes

● Project Partners

● Opportunities



Needs:

1) 93,013 young adults (ages 16-24) are undereducated and unemployed - - disconnected

- - “One out of Five” Out of School and Out of Work Youth in Los Angeles and Long Beach

2) Shortage of capable and pretrained healthcare workers for industry

(LVN’s, radiology technicians, medical record coders, psychiatric technicians, phlebotomists, respiratory therapists, related healthcare professions)



0%

5%

10%

15%

20%

25%

30%

35%

L.A. N.Y. City Mobile, AL Chicago San Diego TOT U.S.

6 Grade or LessLess Than H.S. Diploma



Literacy Levels of Adult Population L.A. County, 2000

Level 1 32%

Level 2 21%

Level 3-547%



LOS ANGELES COUNTY 2007



Occupations With the Fastest Job GrowthLos Angeles County

2004 and Projected 2014

Dental Hygienists 46% Dental Assistants 45.7% Network Systems and 45.6% Data Communications Analysts Medical Assistant 44.2% Physicians Assistants 42.1% Physical Therapy 38.9%

Assistant Medical Scientist 35.7%



Goals:

1) Thoughtfully recruit, train, and prepare 18-30 year olds for careers in healthcare

and related ongoing educational opportunities

2) Create, leverage and institutionalize partnerships with industry and community resources to increase the pool of workers available for healthcare related jobs



Services: Contextualized Basic Skills Courses Career Exploration Healthcare Core & Bridge Program Professional Training Programs Entry Level Employment Options



Project Partners:L.A. City WIB, Community Based Organizations: Recruitment and supportive services

SEIU / L.A. Healthcare Workforce Development Program: Employer Lead on Industry-driven curriculum, teacher trainers, counseling

L.A. Community College District: Delivers trainings Institutionalizes course offerings Administers CAA grant


















CAA

Los Angeles Healthcare Workforce Development Program

Los Angeles Valley College

East Los Angeles College

Los Angeles City College





Grant Objectives:

Create a core group of specialized instructors for CAA Healthcare program

Become a model partnership of employer-specific, basic skills healthcare industry-driven training design

Extend grant beyond year one to further curriculum pathway for healthcare within LACCD

Institutionalize curriculum in non-credit / credit format for healthcare career ladder in partnership with SEIU and LACCD

Advance this pilot project into long-term, comprehensive training vehicle for SEIU employees modeled after New York City’s Lehman College



Contact Information

Doug Marriott

Los Angeles Community College District

[email protected]

Dr. Yogesh Arora, Instructor, LA Valley College

Professor Arora contextualizes math& science for healthcare careers

CTL Instructor’s Experience

March 11, 2009

Copyright. Science Teaching Solutions. All Rights Reserved.

Emphasis –Education, Job or Both?

• Purpose directs the learning.

• Real life problems assimilate with subject-matter in the classroom.

March 11, 2009


Teaching in the Context of JOBS &

PlacementTeaching strategies to connect:

academics and occupation

content and context

knowledge and application

knowing and doing

March 11, 2009


March 11, 2009


Interest and Curiosity

Challenge:

To keep the students attentive and interested.

March 11, 2009


Interest and Curiosity

Strategy:

Demonstrate the Magic of Numbers

March 11, 2009


Multiplication Trick or Magic?

12,345,679x9 = 111,111,111 12,345,679x18 = 222,222,222 12,345,679x27 = 333,333,333 12,345,679x36 = 444,444,444 12,345,679x45 = 555,555,555 12,345,679x54 = 666,666,666 12,345,679x63 = 777,777,777 12,345,679x72 = 888,888,888 12,345,679x81 = 999,999,999

12,345,679x999,999,999 = 12,345,678,987,654,321

March 11, 2009


WOW!!!!Is it a Pyramid or a Pattern?

12 = 1 112 = 121 1112 = 12321 11112 = 1234321 111112 = 123454321

Etc.

March 11, 2009


Critical Thinking

Five times four twenty, plus two, equals twenty-three. Is this true?

A 100-meter-long train moving 100 meters per minute must pass through a tunnel of 100 meters in length. How long will it take?

How many times can you subtract 6 from 30?

March 11, 2009


March 11, 2009


After the Magic, What is Next?

Challenge:

To correlate different solutions to a problem.

March 11, 2009


Correlating Decimals and Fractions

Strategy:

Demonstrate different answers;

but with equal values.

March 11, 2009


Equivalencies (Equal Values)

Fractions Decimals Percentages 1/100 = 0.01 = 1% 1/50 = 0.02 = 2% 1/40 = 0.025 = 21/2% 1/25 = 0.04 = 4% 1/20 = 0.05 = 5% 1/10 = 0.1 = 10% 1/9 = 0.11 = 111/9% 1/8 = 0.125 = 121/2% 1/5 = 0. 2 = 20% 1/4 = 0. 25 = 25%

March 11, 2009


Equivalencies (Equal Values)

Fractions Decimals Percentages 1/3 = 0.333 = 331/3% 3/8 = 0.375 = 371/2% 2/5 = 0.4 = 40% 1/2 = 0.5 = 50% 3/5 = 0.6 = 60% 5/8 = 0.625 = 621/2 % 2/3 = 0.66 = 662/3% 3/4 = 0.75 = 75% 4/5 = 0. 8 = 80% 7/8 = 0. 875 = 871/2% 10/10 = 1. 0 = 100%

March 11, 2009


March 11, 2009


Phobia Into Interest

Challenge:

To encourage students make an attempt to solve the problem

March 11, 2009


Correlating Decimals and Fractions

Strategy:

Demonstrate new and interesting approach

- starting with simple problems.

March 11, 2009


Multiplication – Understanding Made Easy

Disregard Zeroes (on the right side of numbers) Multiply the numbers and add total zeroes

Examples: 30x70=

3x7=21, now add two zeroes, 2100

Summary:

30 3

X70 X7 2,100

21

March 11, 2009


Division – Understanding Made Easy

Disregard Zeroes (on the right side of numbers) Divide the numbers and cancel an equal number

of zeroes Examples:

6500÷130= 65÷13=5, now cancel one zero, add the

remaining ones to the answer: =50

Summary:

6500 65

÷130 ÷13 50

5

March 11, 2009


Interest To Question?

Challenge:

To help students maintain the interest to further dissect the

problem

March 11, 2009


Multiplication with Decimals

Strategy:

Demonstrate a simplified approach.

March 11, 2009


Multiplication (with Decimals)

Disregard Decimals (count numbers on the right

side of decimals, not zeroes) Multiply the numbers and add decimal counting

total numbers from right. Examples:

1.1x1.20= 11x12=132, now add decimal counting

two places from right,=1.32

Summary: 1.1 11 X1.20 X12 1.32

132

March 11, 2009


Division (with Decimals)

Disregard Decimals (count numbers on the right side of

decimals, not zeroes) Divide the numbers and add zero for each number

after the decimal. Examples: 48÷2.4=

48÷24=2 (disregard decimal, now add one zero, for the number after decimal for the answer:

=20Summary: 48 48 ÷2.4 ÷24 20

2

March 11, 2009


SUM OF SOME NUMBERS

How to get the Sum of numbers from 1 to 100?

Sum, S = n ( n+1) where n = number

2 Example: Sum of numbers from1 to 90 1+2+3+4+5+6+7+8+9+10………+90 90 (90+1) = 4095

2

March 11, 2009


March 11, 2009


Dimensional Analysis &

Data Analysis

Dimensional Analysis

OR Unit conversion Example: A 16 ounces bottle of milkshake

contains 13.60 gm of fat. How many grams of fat are in each ounce?

March 11, 2009


Collection and Analysis of Data

Price

Oz.

Per Bar

Protein

Per Gram

Calories

Per Ounce

Fat

Per Gram

Protein

Per Ounce

Price

Per Ounce

TIGER’S MILK $ 0.89

SLIM

FAST $ 1.29

Source: Students Manual - Math for Healthcare Careers, LAVC, 2009

March 11, 2009


March 11, 2009


Normal Saline/Salt Solution Saline or Salt = Sodium chloride, NaCl Normal saline = 0.9% Means 0.9 g in 100 mL of water

(sterile) IV means INTRA VENOUS Example: An IV solution of 0.9 % is being

infused to a patient at a rate of 15.5 mL per hour. How many mL would infuse in 4.25 hours?

March 11, 2009


Temperature Conversion F = 1.8 C + 32 C = F – 32

1.8 Example: A British child on arrival

in USA says his temperature is 37.5 degrees C. What is his temperature in F degrees? Estimation vs. Calculation?

Normal Body Temperature 97.6 degrees F = 37 degrees C

March 11, 2009


Blood Volume, Groups and Fractions

About 8% of body weight Volume about 5 liters Blood Groups

A: A antigen and anti-B antibody B: B antigen and anti-A antibody AB: A and B antigen, No antibodies,

(Universal recipient) O: No A or B antigens. Both anti-A and

anti-B antibodies.

(Universal donor) Rh factor: Positive or Negative

March 11, 2009


Numbers & Facts About Blood

In US, 85% of the population has Rh+

In China, 99% of the population has Rh+

Different Animals have different blood groups: Dogs: 4 Sheep/Goat: 7 Horse/Donkey: 7 Cats: 11 Cows: 800

March 11, 2009


Fractions and Mental Math

A+A- B+

B- AB+AB- O+

O-

8

25

7

100

9

100

1

50

3

100

1

100

19

100

2

25

1. Which blood type is most common in the population?

2. Which blood type is least common in the population?

American Red Cross DataSource: Students Manual - Math for Healthcare Careers, LAVC, 2009

March 11, 2009


Our Body and Organ Systems

11 Organ systems Integumentary system Skeletal system Muscular system Nervous system Endocrine system Cardiovascular system Lymphatic system Respiratory system Digestive system Urinary system Reproductive system

March 11, 2009


Metric Conversion Rules If you are converting from a 'bigger'

unit to a 'smaller' unit, move the decimal point to the right.

If you are converting from a 'smaller' unit to a 'bigger' unit, move the decimal point to the left.

March 11, 2009


Metric Conversion & Decimals- a Ladder

Kilo

Hecta

Deka

BASEUNIT

Deci

Centi

Milli

Micro

1 g

1 L

1 m

To Convert to a smaller unit:Move decimal point to the RIGHTORMULTIPLY

To Convert to a LARGER unit:Move decimal point to the LEFTOR DIVIDE

Nano

cm

mgmL mm µg

µL µm

ng,nm

dL

kgkm

March 11, 2009


Drip and Volume/Percent QUICK MATH Exercise: A patient is receiving 1500mL saline

every 6 hours. What is the new amount if doctor says to decrease it by 20%?

OR What is 0.1% of aqueous solution?

March 11, 2009Copyright. Science Teaching Solutions. All Rights Reserved.

Human Body and Burns

Burns: Injury to tissues due to heat, chemical, electric shock, lightning or radiation. Burn patients care and survival

Three primary variables Degree of the burn Percent of body burn Patients vital signs

March 11, 2009



First degree or partial thickness burn superficial only epidermis is damaged Erythema, mild edema, surface layer

shed Healing – a few days to two weeks No blisters or scarring Example: sunburn

March 11, 2009



Second degree

- deep partial-layer burn Destroys epidermis Blisters formed Healing depends on survival of

accessory organs No scars unless infected

March 11, 2009



Third degree or full-thickness burn Destroys epidermis, dermis and

accessory organs of the skin Healing occurs from margins

inward Leaves white charred tissue Skin grafting may be needed

March 11, 2009


The Rule

of Nines

Fig. Rule of Nine. Source: J.C. Scherer, 1982. Taken from Math for Healthcare Careers, LAVC, 2009

• To calculate the % or the extent of burns • Used in First Aid/Burned victims• Most parts of human body consists of 9 % of the surface area

March 11, 2009


HEARTBEATS Two phases of the heartbeat: diastole: relaxation systole: contraction

The diastole-systole cardiac cycle occurs average 72 times per minute

About 100,000 times per day About 2.5 BILLION times in life (Avg. 66 yrs)

The heart pumps 65 mL of blood with each contraction.

Means about 4.75 liters are pumped per minute 285 liters an hour 7000 liters a day 60,00 miles of Blood vessels

March 11, 2009


BLOOD PRESSURE CHECKBlood pressure: The force that blood exerts on arterial walls.

Measured using

SphygmomanometerBlood Pressure,

Expressed as a fraction:

systolic pressure / diastolic pressure

120/80 mm HgSource: The Language of Medicine, Eighth Edition, Devi-Ellen Chabner. Saunders, 2007.

March 11, 2009


Digestive system Organs from Mouth to Anus Digests, absorbs and excretes Small intestine is bigger in length, about

7 meters, but smaller in diameter. Large intestine is small in length, about

1.5 meters, but larger in diameter

Numbers and Human Body

March 11, 2009


Urinary system Maintains body’s water and salt balance Regulates Blood’s acid-base balance Removes nitrogen containing waste About 1 Million glomeruli (tiny balls of

capillaries) in the cortex of kidney 150 liters of fluid filtered daily Kidney reabsorbs 98-99% of water and

salts 1.5 liters urine excreted daily


March 11, 2009


Male Reproductive system Sperm cell, 1/3 the size of RBC 1/100,000th, the size of female ovum Only 1 out of 300 million sperm cells

can penetrate single ovum and fertilize


March 11, 2009


Class Interactions Encourage students to ask questions Value their questions Appropriate response Cite examples in Healthcare Involve & Participate

March 11, 2009


Three P’s To Successful Learning

Practice Seat Activity

Practice Group Activity

Practice Board Activity

ONLY, PERFECT Practice makes it Perfect!

March 11, 2009


Reflections on Students High Attendance Less Absenteeism Work Harder More Interested More Responsible Better Behaved Enhanced comprehension Greater Learning Progress

March 11, 2009


A Rational Assessment

Evaluate - the knowledge gained Apply - the knowledge gained Exhibit - the knowledge gained

ThroughIntra-group knowledge sharingInter-group knowledge sharing

March 11, 2009


Added Stimulus Help with Computers/Resume

making Employers

Various employers every week Like Holding a reward Potentials of Jobs

Personal stories from graduates Encouragement from families

March 11, 2009


Outcomes of CTLIncreased knowledge retentionEnhanced student motivationTeaching becomes a Team

Effort Between the instructor and the class Encouraging student persistence

Learning becomes their Pride Responsibility to assimilate

March 11, 2009


Knowledge is ProudThat It had learnt So Much

Wisdom is HumbleThat It Knows No More!

Be Wise!!!

March 11, 2009


ACKNOWLEDGEMENT

Sincere Thanks to: Lennie Ciufo Doug Marriott Marcella Sardanis Support Staff

Career Advancement Academy

at LAVC

Break

Discussion What basic skills CTL opportunities do you see

to create “shift” at your college? Learning Communities Directed Learning Activities Contextualized Lessons

What CTL barriers do you feel are present at your college? Resistance from colleagues or

administration Time to devote to development Resources to support developmentGroups Reports

How do you get college buy-in?

Agenda for day 2March 12, 9:00 am – Noon Check-in, review yesterday’s discussions

Effective practices in contextualized teaching and learning (CTL) Discussion on CCAA’s pitfalls, concerns, discoveries, successes, and redesigns.

Story time: Write a story about your experience teaching students with basic skills needs enrolled in your class. Share stories

Agenda Day 2 Cont’d Action Plan: Turning your experience into action. Review action plan template and develop a plan

Report out on action plans; Wrap up

Lunch Break

Breakout session from 3:30 – 4:45pm Deborah Harrington, BSI Phase IV:

Overview of Professional Development Program

The Career Academy Model…

Discussion on CAA’s pitfalls, concerns, discoveries, successes, and redesigns.

In 66 percent of low-income working families in California, no parent has had any postsecondary education. This ranks dead last among the 50 states. Working Poor Families Project

Today, more than four million (about 18 percent) of adult Californians 18-64 have not earned a high school diploma. In 2020, that number will swell to 22 percent of the working-age population.National Commission on Adult Literacy, Public Policy Institute of CaliforniaSlides from Linda Collins, Executive Director, Career Ladders Project

Source: Public Policy Institute of California

Education Projections for 2020: Employment Demand and

Population

Slides from Linda Collins, Executive Director, Career Ladders Project

Career Advancement Academies

Establish pipelines to college and high wage careers for disconnected, underprepared young adults (18 – 30 yrs)

Three regions: (23 colleges)

East Bay Central Valley Los Angeles

State investment: SB70 $5M per region over 3

years

Partnerships with employers, workforce boards, unions, community orgs, adult ed/ROCPs

Key Design Elements . . . Broad outreach to underserved populations Transition programs – bridge to college &

career Address basic skills in context of career Focus on high wage careers in demand in

region Cohort-based, learning communities Intensive support services Clear transitions to continued education

and career pathways

Additional Features . . . Community of learners across sites

Career Ladders Project / Philanthropy Document and share effective practices

Common Data and Evaluation: CalPASS and Public Private Ventures

CC System recently added $1.5M to extend“Linking afterschool employment to career pathways” (in education and public service)

Informing the CC System Basic Skills Initiative

Makes it relevant Engages and motivates hard-to-reach

students Increases learner confidence &

enthusiasm Enhances interest in long-term goals &

education

A Research Based Approach . . .

Basic Skills as a Foundation for Student Success in CA Community Colleges, p. 58.

Many people learn better and faster, and retain information longer, when they are taught concepts in context.

Strategies to link essential skills & academic or occupational content concrete applications specific context of interest to the student

Includes: Design of curricula

integration of essential skills & content Teaching

use of cases, project-based learning and other student-centered practices

Assessment examining application of knowledge and the

transfer of skills

Contextualized Teaching & Learning

Transition Programs . . .

Programa en Carpintería Fina

A Partnership of the East Bay Career Advancement Academy, Laney College Wood Technology Department & the local

woodworking industry

Instruction includes: ◦ Cabinet & Furniture Making for the

Trades◦ VESL, Workplace English, Wood Tech

Vocabulary, English Measurement, Shop Math

Faculty: Wood Technology, ESL, Math; Bilingual Assistant Instructor, Counselor

Leading to: entry level crafts positions & continued education in Advanced Woodworking and Furniture Making

Utilities & Construction Prep

• Intensive, 8 week program to prepare students for entry-level jobs in the utilities industry and construction trades:

– Workplace Fitness & Conditioning– Industry Overview, Softskills & Workplace Readiness– Workplace Reading & Computation Skills– Applied Construction Skills

• Hands-on training needed to succeed in work• Assistance with job applications, interviews and placement

Fresno City CAA: Auto, Welding, CAD/CAM

Options for design . . .

1.Basic Reading Comprehension & Writing for Healthcare Employees

2.Basic Math for Healthcare Employees

3.Critical Thinking & Rational Decision-Making for Healthcare Employees (Embedded in Curriculum)

4.Customer Service / Communication Skills

5.Computer Applications for Healthcare

Bridge Core Curriculum


WA “Tipping Point” Study

What did they find?

Only 20% of basic skills students completed voc-ed program, certificate or credential

One yr post-secondary ed .+ certificate is “tipping point” for meaningful earnings gains ($7,000/year more)

Strong job demand for that skill level

1-full year means student prepared for further higher education

Why is it important? Research trusted & widely

quoted (Ford Foundation; Columbia)

Reframed discussion about education of under-prepared, low-income youth and adults

Broad influence across state policy – “work first” short-term training won’t get to the “tipping point”

Led to creation of new, contextualized programs and infusion of career pathways throughout state workforce training and education programs

Integrated Basic Education And Skills Training

What is it? Paired ABE/ESL w/ CTE instructors: basic skills

in context Full-time, cohort-based learning community For-credit instruction Support services & single point of contact One-year+ ed. programs so students reach

‘tipping point’ Programs require additional coordination and

faculty time I-BEST students funded at 1.75 FTE

What did they learn? I-BEST students compared to other ESL/Basic skills

students:◦ earned 5 times more credits ◦ 15 times more likely to complete

Results at 10 colleges led to enhanced FTES reimbursement & funding to expand program to other 24 colleges

Led to additional state supports : Opportunity Grants (2007)◦ Student $1,000 PLUS tuition/fees◦ Community College: $1,500/FTES for support

services & counseling◦ Students in job specific, high demand programs

What did you hear today that would be useful for working with students from your community?

What do you have already that you can build on? What additional supports would be helpful?

What next steps would you recommend as follow-up?

Discussion Questions

Writing Exercise…Story time: How have students with basic skills needs changed your teaching, your job, or your interest in education?

Prompt: What three things do you find most rewarding about teaching students with basic skills needs? Write a short story about one of them.

Prompt: What are your three biggest challenges about teaching students with basic skills needs? Write a short story about one of them.

Share stories

Faculty Inquiry1. Devise a questions about student learning that guides your work.

A. What is the problem at the heart of your investigation?B. What do you need to understand better about basic skills education?C. What puzzles you about student performance in the classroom?D. What critical gaps do you see in student learning?

2. How did you arrive at these questions?A. What hunches do you have in developing these questions?B. What data have you collected so far to test your hunches?C. What research literature is informing your thinking on this topic?

3. Outline your plans for investigating these issues.

Working together…Developing collegiality: creating faculty collaboration

Step 1: Create a forum for faculty to meet…Step 2: At the first meeting, be honest about your fears and limitationsStep 3: Identify the issues & the problems you want to

addressStep 4: Agree to collaborate on ????Step 5: Be respectful of colleagues: Show up…take

assignments seriously…be responsibleStep 6: Document your work (videotape sessions)Step 7: Observe, analyze, discuss, adjust…Step 8: go back to Step 1

Lesson Study…dissecting a lesson with

colleagues across disciplines

http://www.uwlax.edu/sotl/lsp/

Taking Action… Review the Contextualized Teaching and Learning Work Plan Template

Work in teams to complete the template

What benchmarks will you use to determine progress on your plan?

What measures will you use to determine if you have reached your goals?

Final Thoughts What’s next…

Implement a contextualized teaching and learning program for students with basic skills needs at your college

Measure student success in multiple ways including using data collected from video taping, from surveys, from collecting samples of work and from your local institutional research office

Include the student voice in your project Celebrate your successes

Lunch Break

Resume at 3:30 Breakout

Deborah Harrington, English Instructor, Dean of Student Success at LACCD,and the Director of BSI Phase IV

Basic Skills Initiative 2009

Documents

Basic Skills and Career & Technical Education (CTE) Lin Marelick, CTL Grant Coordinator Doug Marriott, CCAA Director Deborah Harrington, Dean of Student