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Learning Collaborative Learning Collaborative RoundtableRoundtable
Preparation for Jobs to Careers and Beyond
Southeastern Pennsylvania Behavioral Health Initiative:
Bridging Jobs to Careers Project
Facilitated by:Cheryl Feldman, MSW
Director, District 1199C Training and Upgrading Fund and
KayLynn Hamilton, M.Ed.Project Director, Workforce Education Research
Center, College of Education, Pennsylvania State University
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ObjectivesObjectives• Identify need for and importance of
preparatory coursework for Work-Based Learning
• Explain how we analyzed employer’s and students’ needs, and how this informed preparatory curriculum and delivery
• Provide examples to show how the curriculum achieved the preparatory program’s objectives
• Provide tips based on lessons learned
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Bachelor’s Degree in Behavioral Health
Associate’s Degree in Health & Human Services
Behavioral Health Technician CertificateWork Based
Learning:
Technician Certificate
plus 21 credits
Behavioral Health Education Ladder
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Need for RemediationNeed for Remediation
• Three levels of analysis– Educational skills needed for work
based learning – Educational skills needed for the
workplace – Educational skills needed for post
secondary transition
•Dealing with stigma and confidentiality
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PA WIN Model: Process to Engage PA WIN Model: Process to Engage Employer and Worker StakeholdersEmployer and Worker Stakeholders
• Convening stakeholder group• Needs analysis• Establishing training goals and
objectives • Deciding on logistics or delivery• Establishing curriculum design
and delivery• Evaluation
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Needs AnalysisNeeds Analysis
• Employer Analysis• Student Assessment
– TABE scores: 4 to 10.6; average 8.5– Writing pre-test– Reading pre-test– Educational background– Education and workplace goals
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Needs AnalysisNeeds Analysis
• Identification of Skills Gaps– Reading comprehension for
gathering information– Grammar and spelling– Structure and components for
writing short passages and essays
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Establishing Training Goals and Establishing Training Goals and ObjectivesObjectives
• Improve critical thinking skills in obtaining and applying information
• Improving reading comprehension skills using authentic workplace materials
• Improving documentation skills in the workplace
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Establishing Training Goals and Establishing Training Goals and ObjectivesObjectives
• Improving essay writing to improve skills needed for reflective writing
• Understanding charts and graphs used in the workplace
• Understanding key concepts of study skills
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Deciding on Logistics for DeliveryDeciding on Logistics for Delivery
• Class length, dates, times: 15 weeks, 2 hours per week
• Start date and calendar• On the clock classes• Recruitment• Policies to support successful
participation• Ensuring confidentiality
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Curriculum and DeliveryCurriculum and Delivery
• Teacher selection and delivery• Curriculum overview:
– Main versus supporting ideas– Implied and inferred ideas– Opinion versus fact– Identifying patterns– Vocabulary and context clues– Presenting an argument– Editing for grammar and mechanics
• Examples: authentic materials and assignments
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EvaluationEvaluation
• Pre- and Post-TABE (reading) scores– 1.76 grade level increase; 3.4
highest increase•Reading comprehension pre-
test, mid-term, and post test• Writing assignments throughout
program• Student satisfaction
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EvaluationEvaluation
• Employer feedback– Employees appear more confident
with writing – Quality of incident reports have
increased significantly
– Employees more self-confident; interact more with clients
– Employees asking about tuition assistance program, furthering their education
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Lessons LearnedLessons Learned
• Establishing overall framework upfront
• Engaging workers and supervisors in the development process
• Engaging stakeholders, obtaining upfront agreement on outcomes, program design, logistics and delivery
• Ensuring classes are accessible to workers
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Lessons LearnedLessons Learned
• Establishing feedback process• Upfront and ongoing support to
ensure teacher connects learning to the workplace
• Sustaining and enhancing learning process following remedial program
• Importance of counseling component
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ContactsContacts
•Cheryl Feldman, District 1199C Training and Upgrading Fund – [email protected]
• KayLynn Hamilton, Workforce Education Research Center, Pennsylvania State University– [email protected]
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