I-BEST Enhanced FTE Application€¦ · Basic Nursing Care/ Restorative Care- NAC 125 ESL 40 20 0...
Transcript of I-BEST Enhanced FTE Application€¦ · Basic Nursing Care/ Restorative Care- NAC 125 ESL 40 20 0...
College: Clover Park Technical College I-BEST Instruction Start Date: 9/24/07
I-BEST Program Name: Nursing Assistant-Certification ESL Original Submission Date: 9/11/06
Name/Email of primary contact: Wendy Freeman, Basic Skills Coordinator Revision #: 1
7/31/07 Plan Approved: YES NO
Criteria Plan Description Reviewers
Findings
Reviewer
Comments
PLAN OVERVIEW
1) Please list the professional-
technical program title and
CIP/EPC code that has been
approved by the SBCTC and is
associated with this I-BEST
program.
Nursing Assistant Certification for ESL program ( NA-
C/ESL) transitioning to LPN.
CIP/EPC 51.1614
Course numbering prefix NAC (nursing assistant-certification)
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2. For each integrated course, provide
P-T course information, credit
equivalency, ABE/ESL hours and
anticipated class size using
Format 1.
2) Separately describe non-integrated
ABE/ESL classes that directly
support the I-BEST program using
Format 2.
Original Scope & Sequence of
Courses
Quarter 1
Courses Hours Credits
Lecture Lab Other Total
Introduction to Long-Term Care-
NAC 105 ESL
20
10
20
10
2
1
Working
Environment/Safety/Infection
Control-NAC 110 ESL
30 15
30 15
3 1.5
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I-BEST Enhanced FTE Application
Special Needs of the Elderly Part 1:
Cancer/End of Life-
NAC 115
ESL
40
20
40
20
4
2
Systems: Urinary/Musculoskeletal/ Digestive/Endocrine-NAC120
ESL
80
80
40
8
4
TOTAL 170 17
Quarter 2
Courses Hours Credits
Lecture Lab Other Total
Basic Nursing Care/ Restorative
Care- NAC 125
ESL
40
20
0
40
20
4
2
Special Needs of the Elderly Part 2: CPR/Emergency Care-
NAC 130
ESL
20
10
0
20
10
2
1
Systems: Nervous/Cardiovascular/
Respiratory/Integumentary-
NAC 135
ESL 40 20
0
40 20
4 2
Unit based clinical experience-
NAC 140
ESL
64
-0-
64
-0-
3
-0-
TOTAL 164 13
Format 1: REVISED
P-T course name: Introduction to Long-Term Care
Dept./Division: Nurs/II Course Number: NAC 105
P-T course hours 20 credits 2 credit equivalency 3.5
(total credits x 1.75)
ABE/ESL hours 10 Class size 18
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P-T course name: Working
Environment/Safety/Infection Control
Dept./Division: Nurs/II Course Number: NAC 112
P-T course hours 28 credits 2 credit equivalency 3.5
(total credits x 1.75)
ABE/ESL hours 14 Class size 18
P-T course name: Special Needs of the Elderly &
Chronically Ill/Cancer/Senses/End of Life
Dept./Division: Nurs/II Course Number: NAC 115
P-T course hours 40 credits 4
credit equivalency 7
(total credits x 1.75)
ABE/ESL hours 20 Class size 18
P-T course name: Systems:
Urinary/Musculoskeletal/Digestive/Endocrine/Nervous/
Integumentary/Restorative Nursing
Dept./Division: Nurs/II Course Number: NAC 122
P-T course hours 82 credits 8
credit equivalency 14
(total credits x 1.75)
ABE/ESL hours 41 Class size 18
QUARTER 2
P-T course name: Special Needs of the Elderly
Chronically Ill/Cardiovascular/Respiratory/CPR/
Emergency Care Part 2
Dept./Division: NURS/II Course Number: NAC 132
P-T course hours 30 credits 3 credit equivalency
5.25 (total credits x 1.75)
ABE/ESL hours 15 Class size 18
3) Provide evidence of local or
regional labor market demand for
jobs associated with the I-BEST
program. Data may be derived
P-T course name: Unit Based Clinical Experience
Dept./Division: NURS/II Course Number: NAC 139
P-T course hours 60 credits 3 credit equivalency
5.25 (total credits x 1.75)
ABE/ESL hours 0(Students are at the Health Care
facility doing their clinical. ESL Instructor is
available for tutoring after hours during this
time.)
Class Size: 18.
P-T course name Nursing Skill Fundamentals
Dept./Division: NURS/II Course Number: NURS 104
P-T course hours 43 credits 4 credit equivalency 7
(total credits x 1.75)
ABE/ESL hours 22 Class size 18
P-T course name: Career Exploration
Dept./Division: NURS/II Course Number: NAC 145
P-T course hours 0 Credits 2 credit equivalency 3.5
(total credits x 1.75)
ABE/ESL hours 21 Class size 18
Format 2:
ABE/ESL course name and # ESL for Health Care CH 05
ABE/ESL hours 55 Class size 20
According to the Workforce Education Board there currently
exists a shortage of health care personnel in the state. The
Nursing Assistant program also meets one of the 2004-2006
The following courses
are not eligible for
enhanced FTE:
P-T course name: Unit
Based Clinical
Experience NAC 139
and Career Exploration
NAC 145.
through a variety of sources
including traditional labor market,
industry, trade association, and
other valid resources.
strategic plan opportunities to integrate basic skills and English
as a Second Language with occupational skills training. The
NA-C program is also listed on the Washington State Eligible
training program for CPTC.
In Pierce County:
Estimated Employment (2006, 2nd
Qtr.): 2,654
Growth rate: 1.3%
Annual Average Openings: 67 Hourly Median Wage: $11.73
According to estimates by Washington State Department of
Employment Security, there were 22,421 nursing assistants employed
in Washington in 2002. It is projected that by 2007 there will be
24,646 and by 2012 there will be 26,483. Between 2002 and 2007 this
occupation is expected to grow about as fast as the average for all
occupations in Washington. Employment is projected to increase 9.9%
during this period. It is estimated that there will be 445 openings
annually due to new positions and 305 openings annually from
workers leaving this occupation. Between 2007 and 2012, this
occupation is expected to grow about as fast as the average for all
occupations in Washington. Employment is projected to increase 7.5%
during this period. It is estimated that there will be 367 openings
annually due to new positions and 332 openings annually from
workers leaving this occupation
Overall employment of nursing, psychiatric, and home health
aides is projected to grow much faster than average for all
occupations through the year 2014, although individual
occupational growth rates will vary. Home health aides is
expected to be the fastest growing occupation, as a result of both
growing demand for home services from an aging population
and efforts to contain costs by moving patients out of hospitals
and nursing care facilities as quickly as possible. Consumer
preference for care in the home and improvements in medical
technologies for in-home treatment also will contribute to much-
faster-than-average employment growth for home health aides.
( http://www.bls.gov/oco/ocos165.htm#outlook)
Recent employment ad from “Peninsula Gateway” April 2006
4) Respond to any and all
criteria/criterion that fits your
proposed I-BEST program:
a) Provide evidence that the
The Nursing Assistant (NAC) Certification program will be
lengthened to two quarters to allow sufficient amount of time for
delivery of materials in an IBEST platform. Students who
complete the NA program and intend to enroll in the LPN
program will be provided with a third quarter of academic pre-
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I-BEST program fits into an
advanced professional-
technical 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
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.
requisites delivered in an IBEST format. This second phase
(third quarter) would lend itself to include ABE students along
with ESL students applying for the LPN program to benefit from
academic skills integration. The LPN program is 4 quarters and
students from the IBEST program will be given preferential
admission and acknowledgement for skills and knowledge
obtained in the NA-C program.
For the unemployed or displaced worker, reentry into the workforce
can include the health care arena. One option for the worker is as a
Nursing Assistant-Certified. While the position is entry level, current
salary compensation ranges between $11.50 to $12.00/ hour. There is a
constant demand for these workers as turn-over can be as high as
100% for many organizations. Since the NA-C is an entry level
position, many workers choose this point of entry to employment
while pursuing an LPN then RN course of study; NA-C graduates are
given preferred entry into the CPTC LPN program. In a sequential
pathway of experience, the progression from NA-C to LPN to RN is
well established.
Employment of nursing aides is expected to grow faster than
average for all occupations through 2014, in response to the
long-term care needs of an increasing elderly population.
Financial pressures on hospitals to discharge patients as soon as
possible should boost admissions to nursing care facilities. As a
result, job opportunities will be more numerous in nursing and
residential care facilities than in hospitals. Modern medical
technology also will drive demand for nursing aides because, as
the technology saves and extends more lives, it increases the
need for long-term care provided by aides.
Median hourly earnings of nursing aides, orderlies, and
Revision
attendants were $10.09 in May 2004. The middle 50 percent
earned between $8.59 and $12.09 an hour. The lowest 10
percent earned less than $7.31, and the highest 10 percent earned
more than $14.02 an hour.
Employment of LPNs is expected to grow about as fast as
average for all occupations through 2014 in response to the
long-term care needs of an increasing elderly population and the
general growth of health care services. Replacement needs will
be a major source of job openings, as many workers leave the
occupation permanently. Applicants for jobs in hospitals may
face competition as the number of hospital jobs for LPNs
declines; however, rapid employment growth is projected in
other health care industries, with the best job opportunities
occurring in nursing care facilities and in home health care
services.
Median annual earnings of licensed practical nurses were
$33,970 in May 2004. The middle 50 percent earned between
$28,830 and $40,670. The lowest 10 percent earned less than
$24,480, and the highest 10 percent earned more than $46,270.
(statistics and data from US Dept. of Labor Occupational
Outlook Handbook;
http://www.bls.gov/oco/ocos165.htm#outlook)
INSTRUCTION
1) List the integrated program
(student learning) outcomes that
illustrate professional-technical
skill development and basic
skills (ABE or ESL) gains.
Students who complete the IBEST Nursing Assistant for ESL
program will acquire language skills necessary to;
apply medical terminology and Nursing Assistant
procedures,
read with understanding all nursing orders in order to
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Criteria
Needs
correctly provide individualized care to their assigned
resident/patient as a NA,
recognize and correctly interpret unfamiliar and
specialized terminology and abbreviations related to
allied health care,
accurately document observations pertinent to
resident/patient care and conditions
verbally communicate effectively in English using a
range of learned health care related vocabulary in order
to report observations and follow instructions as directed
by health care supervisor
use appropriate communication techniques when
working in familiar and unfamiliar, unpredictable, and/or
uncomfortable interactions in any healthcare
environment,
successfully complete the Nursing Assistant program at
Clover Park Technical College and be eligible to
successfully take and pass the WA state certification
exam.
Use math skills to accurately interpret and record
measurements in different formats to include but not be
limited to counting pulses and respirations, reading
degrees on thermometers and weights of both metric and
standard
Revision
2) Based upon those integrated
program learning outcomes,
describe how professional-
technical and basic skills faculty
members will coordinate and
Both the NA-C Instructor and the ESL Instructor will be
working together in collaboration to accomplish objectives using
same text. However, each instructor will have a different focus
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collaborate to create:
a) quality learning experiences
that support outcomes
(curricula) ; AND
b) comprehensive assessment
processes (including
CASAS testing and
reporting in WABERS) that
ensures opportunities for
students to meet integrated
learning outcomes.
when delivering the course content. Their cooperative and
coordinated abilities will allow the students to gain essential
perspectives enabling the ESL student to progress in skill and
ability. Methods to be used are:
Team Teaching
Pre-testing and Post-testing will be conducted by the
ESL Instructor using the CASAS testing and reporting in
WABERS.
Performance tasks will assess English skills and nursing
skills
Upon completion of program the student will correctly
demonstrate a randomly selected series of skills, which
mirrors the certification exam, in order to successfully
complete the course,
Performance tasks and written exams will assess the
math skills
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3) Specifically describe how I-
BEST courses will provide a
minimum of 50% overlap of
instruction between
professional-technical and basic
skills faculty members.
The content instructor and ESL instructor will work together to
develop an integrated curriculum that will be delivered within
the guidelines for IBEST implementation with 50% overlap of
instruction. Added ESL integrated instruction will include;
basic math for healthcare, academic and career success
strategies, medical terminology along with Nursing Assistant
content.
The content instructor and ESL instructor will be present during
the entire class time. NA faculty will deliver planned curriculum
content with the follow up and added ESL components done by
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the ESL instructor. All students will participate in the content
and follow up instruction.
Lengthening the time for delivery of the NA-C program from
one quarter to two, allows for shared instruction and the ability
to deliver a true IBEST delivery.
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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 supported level).
From the onset of enrollment into the NA-C IBEST, students
will receive information and guidance on continuing their
academic career pathway. There will be many opportunities
given to the IBEST student to continue learning beyond the NA
certification.
Students who receive two quarters of the (IBEST) Nursing
Assistant for ESL program will have an opportunity to enroll in
integrated academic English and math courses to acquire their
pre-requisite requirements to continue with their education.
Those students who participate in the NA-C IBEST and IBEST
academic courses will be given priority registration into the LPN
program. The NURS 104 Nursing Skills Fundamentals has been
incorporated into the program to allow an easier transition to our
LPN program. This course teaches common basic patient care
skills that are included in the content of the LPN program.
Students passing NURS 104 will not need to be retested on these
skills when they enter the LPN program.
IBEST students nearing completion of the NA program will
participate in career and job placement activities through the on
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campus career center, through job fairs, an on site employer
visits. The NAC 145 Career Preparation and Interview
Techniques course has been added to support this approach.
PROGRAM SUCCESS STRATEGIES
5) Describe strategies to recruit
and screen a cohort of basic
skills students into the I-BEST
program.
Students will be recruited from the campus population of ESL
students, through partners in our community and outreach
recruitment efforts, advertisements of the programs, and
traditional entry points for our student population.
Students will apply to the program after an individual interview
with the content and ESL instructor. During the interview
process, the CASAS appraisal (if not yet taken) Life Skills
reading and listening tests will be administered. Students who
place at level 4 and above will be eligible to enroll. Oral
Interview with individual ESL students, COMPASS scores will
be used to determine math and English placement level and will
provide student information about program area of interest that
can be used for recruitment into the ESL NA-C program by
advising, and other tools to be developed by content and ESL
instructors.
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6) Specifically describe strategies
to retain all cohort members to
Retention efforts will be demonstrated through establishment of
systems for on going assessments, and one on one
Meets
The establishment of
completion of the I-BEST
program.
student/teacher evaluation sessions once students are enrolled to
ensure retention and foresee/ intervene with individual and
academic challenges for students.
Retention mechanisms will include;
Bi-monthly meetings with ESL and content instructors with each
ESL student.
Meetings with WorkFirst coordinators, career and job placement
specialist and college educational advisors will be scheduled
with our ESL/NA-C students throughout the program.
Students will also be expected to attend program information
sessions on LPN and RN. Goal setting strategies will be an
integral part of the assessments with students.
All IBEST students will participate in the Workplace
Development Skills course. This course is 40 hours in length
and provides training in resume writing, cover letter and thank
you letter preparation, interviewing skills & techniques, and
actual job search. Students learn to fill out applications online as
well as on paper and prepare a portfolio. The Workfirst program
also works collaboratively with employers to help facilitate
interviews when job openings arise.
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peer mentors using
students from second
quarter classes is a
best practice!
7) Describe how local and regional
employers participated in the
development of the proposed I-
BEST program.
Through joint efforts by all the stakeholders the program was
and will be advertised and promoted through; the ABE, student
services, and Health Sciences and Workforce/Worker re-training
departments, campus advertisements, schedule of classes, flyers
will be distributed to area agencies;
We will be promoting the NA-C program at our local LPA
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meetings which are the 2nd Tuesday of every month. We will also be recruiting the program approximately 2 days per week at the Puyallup Valley CSO (Community Service Organization) and 1 day per week at the Pierce Lakewood CSO for our WorkFirst participants. We meet with “parents” to discuss their educational opportunities during one-on-one sessions that are part of the new Governor’s Directive for the Comprehensive Evaluation for WorkFirst. The NA-C IBEST program came up at the recent Comprehensive Evaluation training that we had at the downtown(Tacoma) DSHS office. A state representative noted that she was aware of our “application” and our WF coordinator was able to give a small presentation on it.
Through our college representatives, opportunities to provide
information about this program will include discussions withour employer partners such as MultiCare, Franciscan Health Services, and Good Samaritan Hospital where we would promote this program, (MultiCare is a signature partner for our WorkFirst
programs), Tacoma Community House and the Korean
Women’s Association in Lakewood. We will also meet with
other area hospitals and care center administrative leads to
discuss employment opportunities and to ensure that the training
our IBEST students receive is current, applicable and meets
employment standards.
Through our Workforce employment contacts both on and off
campus, the IBEST students will be included in job/career
search opportunities with agencies that provide employment
opportunities for our students.
Revision
8) Specifically describe how local Collaborative efforts are being made with the Employment
partners (WDCs, CBOs, labor
unions, etc) support the I-BEST
program.
Security Department, Department of Social & Health Services,
WorkSource, Community Based Organizations, and Faith
Organizations to advertise and promote the implementation of
the IBEST program. College representatives are being co-
located at two DSHS sites; specifically Lakewood and Puyallup
CSO’s. The college representative will work directly with the
WorkFirst case managers and community partner representatives
to provide IBEST course information so that the appropriate
individuals are referred into the program. These potential
students will be provided with written information on course
requirements, funding opportunities, and college information.
Local hospitals such as MultiCare, Franciscan Health Systems,
and Good Samaritan will be provided with course information
and will have a college representative available to call with any
questions or inquiries.
We have talked with the PCHSCC about the Robert Wood
Johnson Grant application the council is doing with MultiCare,
where the IBEST program is mentioned for NA-C/ESL and that
is to be included in their grant application. It supports their
employees that have limited English skills and put them on the
nursing pathway, which is their high demand employment area.
The program is included in the CPTC 2006-2007 Worker
Retraining Plan and was shared with the College’s General
Advisory Council members, which includes representation from
employers, agencies, labor and community-based organizations
mentioned above.
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9) Specifically describe how
internal college partners have
Internal stakeholders have met several times to discuss the
planning and implementation of IBEST. Planning groups
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participated in the development
of the I-BEST program
(financial aid, advising,
counseling, registration, general
student services, etc).
included financial aid, registration, advising, workforce
development, division deans, ESL, program and ABE faculty
and the ABE coordinator to provide opportunities for everyone
at the table to share options, barriers, and the process for
implementation. ABE, financial aid, and instruction have
attended ITV, workshops and meetings regarding
implementation procedures, coding, and curriculum
development for IBEST.
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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 with the I-BEST
program.
This includes progressing to a one
year certificate, a 2 year degree,
and/or a bachelor’s degree.
The NA-C program was chosen because it provides a pathway
for students to transition to the LPN program as well as an
opportunity to continue on to the RN program, thus providing a
clear career pathway for students. Planned integration will not
only improve their basic skills, but lead to successful completion
of their program and increase the success rate of the WA state
certification exam for those students. This integrated training
increases the opportunity for employment at each stage of their
transition from NA-C to LPN to RN.
Advisors and faculty will make information available to students
regarding the entry and exit points of the program. ( Please refer
to diagram of progression for the NA IBEST)
Students will have an opportunity to meet and observe program
courses and instructors in Nursing and Licensed Practical
Nursing Programs.
Advising sessions for students at the end of the NA-C course
about the next steps to progress towards the LPN and the RN
program requirements will be part of the exit requirements for
each student enrolled in the IBEST.
Students who plan to continue on with the LPN programs will be
offered opportunities to take their academic English and math
pre-requisite course in an IBEST format.
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Priority registration and course credit for the Fundamentals of
Nursing I will be granted to those students completing the NA-C
program and the prerequisites for the LPN program. While the
additional prerequisites for an LPN or RN program may not be
offered in the ESL format, mentoring services are available.
upon completion of all pre-requisite required courses have been
met.
The sequence from NA-C to LPN requires additional course
work as mentioned above. The sequence from the LPN
certificate at CPTC to the RN Option at CPTC requires
additional core science and social science course work as well as
1500 hours of clinical practice experience. It is felt that the
additional practice experience will enable the student to gain
practical knowledge of nursing work expectations and
confidence in the field. Other RN programs in the local area
allow bridging directly from the LPN to an ADN program with
core prerequisites being met. Each level of completion in a
nursing career pathway allows the student to exit and re-enter as
needed within a reasonable time frame identified by the
educational institution.
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
IBEST students nearing completion of the NA program will
participate in career and job placement activities through the on
campus career center, through job fairs, an on site employer
visits.
Students will also participate in a Career search class that is also
offered to the students enrolled in the short term training
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in their career pathway as
they continue their
education to a one year
certificate, 2 year degree, or
bachelor’s degree.
programs through WorkFirst.
Every effort will be made to partner and coordinate with career
and job placement services that currently exist within our
campus resources as well as placement opportunities in our
county through collaboration and coordination with our business
and agency contacts.
The clinical sites serve the same role as other "internship" sites
do; it provides the employers with the opportunity to observe
students and determine their suitability as a future
employee. Through the clinical experiences our NAC students
would obtain exposure to a workplace similar to one they could
expect to work in after they graduate and as stated earlier, it will
give the clinical staff the opportunity to become familiar with
students who might apply for jobs in the future.
We reciprocally provide educational opportunities to employees
of our affiliate industry partners, and they in turn hire and
promote our graduates.
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 labs, disability
support, counseling, child
care, etc.)
The ABE Coordinator, ESL and program faculty will work
closely with advising, registration, workforce development, NA
program staff and ESL students to identify potential and
qualified IBEST students.
During the NA IBEST orientation, students will be given
information and tours that provide students access to advising,
financial aid, child care, WorkFirst , on site career office, library
tours, computer lab orientations and health care program
orientations
ESL and NA Instructors will also be meeting with students on a
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monthly basis to ensure that students know how to access
relevant services as well as make contact with support
individuals on the student’s behalf.
Students will have full access to the library, computer labs
during scheduled class times. Software and internet based ESL
skills building programs located in the Basic Skills Lab will be
available to IBEST students.
13) What is the tuition impact of this
program for students and what
strategies do you have in place for
assisting them in acquiring the
financial means for entering the
program and continuing it to
completion?
Efforts will be made to qualify IBEST students for Workfirst or
Worker retraining funds available for tuition assistance. We will
work with CBO’s, and seek out other scholarship assistance
opportunities that qualified students may be eligible for.
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