Integrated Basic Education and Skills Training I-BEST. Program Guidelines and Planning Process. December 2005

Transcription

1 Integrated Basic Education and Skills Training I-BEST Program Guidelines and Planning Process December 2005 Washington State Board for Community and Technical Colleges P.O. Box Olympia, WA

2 APPENDIX C I-BEST Enhanced FTE Plan College: Renton Technical College Plan Approved: YES NO Plan Description Reviewers Findings Reviewer Comments PLAN OVERVIEW 1) Please list the professionaltechnical program title and CIP/EPC code that has been approved by the SBCTC and is associated with this I-BEST program. 2) List professional-technical college program courses and associated credits granted in this I-BEST program. I-BEST Licensed Practical Nursing CIP: EPC: 326 COURSE NAME: HLTH 101 Allied health for success Total P-T course 60 hours; 5 credits Total ABE/ESOL course hours 60 NA-500 Nursing Assistant Total P-T course hours 192; credits 11 Total ABE/ESOL course hours 106 BIO 101 General Biology Total P-T course hours 72; credits 5 Total ABE/ESOL course hours 72 BIO 210 MicroBiology Total P-T course hours 72; credits 5 Total ABE/ESOL course hours 36 BIO 220 Anatomy & Physiology I Total P-T course hours 72; credits 5 E-1

3 Total ABE/ESOL course hours 36 BIO 221 Anatomy & Physiology II Total P-T course hours 72; credits 5 Total ABE/ESOL course hours 36 CHEM 120 Chemistry Total P-T course hours 72; credits 5 Total ABE/ESOL course hours 36 ENG 101 English Composition Total P-T course hours 60; credits 5 Total ABE/ESOL course hours 60 MATH 085 Beginning Algebra Total P-T course hours 60; credits 5 Total ABE/ESOL course hours 30 MATH 095 Intermediate Algebra Total P-T course hours 60; credits 5 Total ABE/ESOL course hours 30 MATH 100 Math for Health Sciences Total P-T course hours 60; credits 5 Total ABE/ESOL course hours 60 MATH 110 College ALgebra Total P-T course hours 60; credits 5 Total ABE/ESOL course hours 30 PSYC 101 General Psychology Total P-T course hours 60; credits 5 Total ABE/ESOL course hours 60 NTR 150 Human Nutrition Total P-T course hours 60; credits 5 E-2

4 Total ABE/ESOL course hours 30 HLTH 105 Medical Terminology Total P-T course hours 36; credits 3 Total ABE/ESOL course hours 36 NURS 195 Nursing Internship I Total P-T course hours 36; credits 1 Total ABE/ESOL course hours 18 3) Provide evidence of local or regional labor market demand for jobs associated with the I-BEST program. Data may be derived through a variety of sources including traditional labor market, industry, trade association, and other valid resources. 4) Respond to any and all criteria/criterion that fits your proposed I-BEST program: a) Provide evidence that the I-BEST program fits into an advanced professionaltechnical program at least one year in length (45 college level credits); AND/OR b) Provide labor market data that shows evidence of available high wage jobs for I-BEST program completers at a minimum of $12 per hour with the exception of King County which is $14 per hour. Specifically list job titles and associated wages for completers; AND/OR Projected annual openings: King County positions Pierce County positions. (source: Workforce Explorer) Renton Technical College s I-BEST/LPN is a 2-year program that includes prerequisites typical of LPN programs, 45 credits of which are transferable. Graduates will have completed their CNA licensing, their LPN coursework, and prerequisites for Registered Nursing programs. Students who complete the general education courses are guaranteed spots in the LPN program within 6 months. E-3

5 c) Provide evidence that the proposed I-BEST program is articulated with an advanced career path program where I- BEST program completers are given preferential status in the advanced program. 5) Describe how the I-BEST program gets students to the skill level needed to go on to the next degree or certificate. 1) List the integrated program (student learning) outcomes that illustrate professional-technical skill development and basic skills (ABE or ESL) gains. This program helps students gain the language competencies and confidence needed to succeed in a health care environment. Students earn a CNA certificate, as well as complete AAS-T coursework which can be applied to future health care education including LPN. INSTRUCTION 1. Read with understanding in order to perform competently as a Certified Nursing Assistant (CNA). Demonstrate familiarity with specialized content knowledge and allied health vocabulary in order to comprehend authentic Certified Nursing materials. Locate important information in patient charts. Apply prior knowledge to assist in understanding patient charts. 2. Convey ideas in writing to communicate effectively as a CNA. Appropriately use vocabulary and text structure to convey information in patient charts. Determine the purpose and audience for written communication, such as use of the Kardex for communicating between shifts. 3. Speak so others can understand. Recall and use sufficient oral vocabulary in a range of familiar to unpredictable communication tasks with other health care professionals and diverse patient population & families. Apply a range of strategies adapted for enhancing communication whether in person or on the telephone. 4. Listen actively to monitor typical comprehension needed in a E-4

6 health care setting. Understand and respond to extended explanations and instructions from doctors and nurses. Effectively use various strategies to repair gaps in understanding while taking information over the phone or while talking with a patient. 5. Use math to solve problems typical in a health care setting. Recall and use multi-step mathematical procedures for measuring foods & fluid intake and output. Create appropriate graphical representations of measurements. E-5

7 2) Based upon those integrated program learning outcomes, describe how professionaltechnical and basic skills faculty members will coordinate and collaborate to create: a) quality learning experiences that support outcomes (curricula) ; AND b) comprehensive assessment processes (including CASAS testing, reporting in WABERS, and professional technical assessments) that ensures opportunities for students to meet integrated learning outcomes. a) The basic studies and technical instructors collaborate on course planning, assessments, and instructional delivery methods. Technical instructors provide technical content materials and expertise to aid the basic studies faculty in developing supplemental materials that will help contextualize learning basic skills. Basic studies faculty assist by providing additional and alternative methods of learning technical content. Teachers work together during class and outside class in planning sessions. b) Assessments of basic skills gains include CASAS tests in listening and reading, and the BEST Plus oral assessment. Core courses in the technical program use a variety of assessments including quizzes, final tests, papers, and demonstrations. At the end of the program, students complete the NACES (Nursing Assistant Certified Exam), a hands-on and written test required for licensure to practice as a CNA. 3) Specifically describe how I-BEST courses will provide a minimum of 50% overlap of instruction between professional-technical and basic skills faculty members. 4) Describe strategies to ensure that basic skills students will have an opportunity to continue basic skills learning beyond the I-BEST program (classes above federally During the first three quarters of the program, the basic studies faculty will be present in a minimum of 50% of the program s scheduled courses. Courses have been designed specifically with the ESL student in mind, including options to run certain courses longer than usual, giving ESL students extra time to learn the specialized vocabulary and concepts, but not altering the content from the regular track courses. Both teachers team teach, assisting each other in monitoring student comprehension and performance, and adjusting teaching delivery to better assist the second language learner. Teachers work closely together outside of class to make necessary adjustments. While enrolled in a technical program, students can also attend the college s student success class, designed to assist in improving basic skills and to increase their. Students can sign up for a 6:45 am to 7:45 am Success Class where they will receive individual and group assistance from a faculty member E-6

8 supported level). 5) Describe strategies to recruit and screen a cohort of basic skills students into the I-BEST program. who works closely with Allied Health Instructors. Instruction includes: writing papers in APA format, conducting research, math for students in health occupations, etc. Students may also drop into the Student Success center where they will receive individualized attention to work through the tough assignments. The I-BEST/LPN program at RTC includes several developmental math courses within the curriculum. Students also take Speech for ESL, a communication course that is taught by ESL faculty, and Language Lab ( Technical ESL ) a more traditional ESL course designed within the nursing context that will cover reading, writing, listening, speaking and study skills to aid students both in school and on the job. These are not 50% overlap, but an integral part of the program nonetheless. Upon the completion of the I-BEST/LPN program, students should have no further need of developmental coursework, as they will graduate with an AAS. PROGRAM SUCCESS STRATEGIES Recruitment activities include open houses, counseling referrals, CBO referrals, career exploration by Basic Studies students (visiting the program taking a hands-on approach), Allied Health instructors speaking to ESL Level 4 and 5 and GED classes, contacting students on the current waitlist, and on-going marketing of the program. Enrollment has consisted of 90% English as-a-second language speakers. Prior to entry into the program students must meet with Allied Health staff or the I- BEST ESL instructor for assessment and career counseling. E-7

9 6) Specifically describe strategies to retain all cohort members to completion of the I-BEST program. I-BEST LPN students have full access to Student Services (career counseling and guidance) in addition to the support of their General Education, Allied Health, and the I-BEST ESL/ABE instructor. The I-BEST ESL instructor will make certain that attendance and grades are monitored to ensure that students receive the support they need to achieve, stay in school, and complete the program. 25% of the I-BEST LPN ESL instructor s time is dedicated to coordinating the program and promoting student achievement, and supporting retention. I-BEST/LPN ESL/ABE faculty is responsible for recruitment, advising students, referral to services, and working with the student s case manager. The I-BEST instructor will make contact with case managers (CBO s, DSHS, and King County government) assigned to work with students developing collaborative working relationships to support students. These agencies will include WorkSource Renton, TRAC Associates, Pacific Associates, King County Work Training, etc. Coordination time will be used to ensure that case managers help student resolve barriers to participation in the program, e.g., child care, transportation, domestic violence, healthcare, etc. The Student Success Center helps students explore careers, gain the skills needed to work in their chosen career, and secure the jobs they are seeking. The center provides students the opportunities and resources to learn the necessary study skills to be successful in their training programs and in the workplace. The Center provides workshops, information, and resources to prepare students for a successful job search. Additionally, the center provides employers the opportunity to meet their human resource needs through Renton Technical College direct linkages through internships, the hiring of graduates immediately upon completion of the program and by participating on advisory committees to make sure that industry trends and needs are reflected in the curriculum. Students will E-8

10 have the opportunity to explore work sites and most will know where they want to work by the time they graduate (which is highly motivational for completion). 7) Describe how local and regional employers participated in the development of the proposed I- BEST program. Valley Medical Center, Highline Medical Center, Veterans Administration of Puget Sound and many other health care facilities have expressed support for the I-BEST LPN program, and actively provide clinical sites/internships. These facilities have expressed their willingness to allow an ESL/ABE faculty member on site during externship, if needed. The Seattle-King County Workforce Development Council is supportive of this model. All of these parties have given regular feedback via the Dean meeting with manager while students are on externship. The program s Advisory Committee also gives regular feedback. 8) Specifically describe how local partners (WDCs, CBOs, labor unions, etc) support the I-BEST program. 9) Specifically describe how internal college partners have participated in the development of the I-BEST program (financial aid, advising, counseling, registration, general student services, etc). 10) Education Pathway: Specifically describe the proactive measures that will be used to inform students about the full educational pathway, including stop-in and stop-out points, available to them beginning WorkSource Renton, TRAC Associates, and Pacific Associates will be providing case management for some of the students. This relationship was established by the students and the college through the IBEST LPN pilot. Leads in all departments had the experience with IBEST-LPN two year pilot which created lines of communication and the necessary documentation required. Collaborators include the Deans for Basic Studies, General Education, and Allied Health. In addition the Registrar, Student Services, and Financial Aid have been called in to ensure the integrity of the program. I- BEST programs are often the topic of discussion at Instruction Group (Deans and directors) meetings and Student Services meetings. A large part of the recruitment process is informing students of the path that they may take upon program completion. Once the program is underway, the I-BEST/LPN coordinator meets with students regularly and is available for individual appointments to inform students of their options for their academic careers. E-9

11 with the I-BEST program. This includes progressing to a one year certificate, a 2 year degree, and/or a bachelor s degree. During the Allied Health for Success course, their CNA and LPN courses, students are presented with many different options for their vocation. A large majority of the students have expressed interest in RN and Bachelor s programs, which RTC s I-BEST/LPN program prepares them for. E-10

12 11) Career Pathway: Specifically describe the proactive measures that will: a) allow students to be employed at the conclusion of the I- BEST program; and b) inform students of employment opportunities in their career pathway as they continue their education to a one year certificate, 2 year degree, or bachelor s degree. 12) Describe the proactive measures that will be used to inform I-BEST students about the range of support services available to them as college students (library, computer The design of the curriculum and learning experience is to optimize the clinical experience and optimize access to job market in the Puget Sound region. The diversity in the student population and multi-language competencies increases placement opportunities and the potential for retention and in the work place. One of the unique features of Renton Technical College s is curriculum track that mixes the ESL and traditional mature student population. By incorporating the CNA program as a prerequisite, students have foundational skills and knowledge to bridge to the LPN and maintain employment/experience. Additionally, all students will have ESL, basic studies, general education, and science course work prior to entering the LPN portion. As previously described students have certificates at various points of the pathway. They start with a first aid and CPR card then nursing assistant certification, and finally complete with an LPN. Students have the option to go on for an RN and then on to a BSN if they so desire. Through clinical placements student have the opportunity to explore varied worksites and to connect with potential employers. In addition, the course curriculum includes resume writing, portfolio development, completing applications and online career exploration. Prior to graduation, student have done the work necessary to prepare for work, and they know where and what setting they want to work. They and most often already employed or have they connections with employers to be able to compete for the job they want. Faculty and the coordinator actively work with students from orientation throughout the program to inform them of supports available through the Student Success Center, the library, computer labs, learning style & disability screenings, and child E-11

13 labs, disability support, counseling, child care, etc.) 13) What strategies do you have in place for assisting them in acquiring the financial means for entering the program and continuing it to completion? care. Additional Technical ESL/Language Labs are provided throughout the I-BEST portion of the LPN program. Because this program is based on the block method, students are considered full-time and thus may be eligible for financial aid. The program is designed so that students do not have to pay out of pocket for pre-requisite course work required to enter a nursing program. Scholarships are available through the college s foundation, as well as through some external community-based organizations and associations. E-12

14 I-BEST Enhanced FTE Plan Signature Page College: Program Title: Proposed Start Date: Signature: Workforce Administrator Basic Skills Administrator E-13