i-best new york style :integrated health career training programs at laguardia community college -...

I-BEST New York Style :Integrated Health Career Training Programs at

LaGuardia Community College

John HuntBeth Godley

Amy DalsimerChristine Alvarez

LaGuardia Community College (CUNY)"The World's Community College"

17,000 credit students 50,000 non-credit students students from 160+ countries speaking 110+ native languages Queens, NY: most diverse county in USA 47% foreign-born

New York Style Integrated Basic Education and Skills Training

Grass roots, bottom up Braided funding Health sector focused Customized programs for diverse student population: foreign-

trained health care providers(NYC Welcome Back Center), adult basic education

Increased access and opportunity for underserved students Integrated skills development vs. sequential skills development Reduced Time to Credential & Meaningful Employment Honoring student motivation; improving retention and success

I-BEST Trainings at LAGCC

Supporting Adults through Vocational EMT Training (S.A.V.E.) program(http://www.lagcc.cuny.edu/uploadedFiles/T2/pcap/docs/SAVEonepager(1).pdf)

Integrated National Council Licensure Examination for Practical Nurses program for English Language Learners (NCLEX-PN-ELL)

Integrated Medical Office Clinical Technician (I-MOCT) program http://www.lagcc.cuny.edu/uploadedFiles/T2/pcap/docs/IMOCT11.3.pdf

Integrated Medical Office Clinical Technician program for English Language Learners (MOCT-ELL)

Integrated Central Service Technician (I-CST) program http://www.lagcc.cuny.edu/uploadedFiles/T2/pcap/docs/CST.pdf

Integrated Bridge to Licensed Practical Nursing (I-LPN) program http://www.laguardia.edu/uploadedFiles/T2/pcap/docs/LPN11.3.pdf

Key Elements

Comprehensive Screening (not creaming) Contextualized Vestibule Co-teaching Structure Professional & Curricular Development Educational Case Management Job Readiness Preparation Continuous Program Evaluation

Instructional Strategies

Multiple opportunities to interact with technical content through language practice : “scaffolding” of instruction

Accommodate instruction to students’ learning styles Ongoing assessment of learning: Identifying and addressing students’

areas of difficulty Improve students’ language skills while learning content material; and

review the content material while providing opportunities to advance in language learning

Modeling “good” student behavior Encouraging students to take an active role in the process of learning Developing independent learning skills

Outcomes

88% average course completed rates

97% average certification exam pass rates

7th grade equivalent average pre-test reading score

Challenges

Funding Co-operation between departments Navigating the complexity of the team-teaching

roles: an “arranged marriage” Screening process: labor and time intensive Wrap-around services Perceptions of basic skill students’ skills & abilities Articulation to degree programs

Lessons Learned

Need for intensive, continuous planning and role clarification with all team members

Invest in on-going professional and curriculum development Instructors are equal and bring unique, essential expertise Fine-tuning of screening procedures (ability to benefit, not

“creaming”); appropriate pre-test minimums Skeptics into believers Return on Investment for All

QUESTIONS

Contact Information

John Hunt, Acting DirectorCenter for Immigrant Education and Training(718) 482 - 5926 jhunt@lagcc.cuny.edu

Beth Godley, Education CoordinatorNYC Welcome Back Center(718) 730 - 7531 bgodley@lagcc.cuny.edu

Christine Alvarez, Director Pre-Hospital Care Program(718) 482 – 5768 CHRISTINEA@lagcc.cuny.edu

Amy Dalsimer, Director Pre- Academic Programming(718) 482-5357 adalsimer@lagcc.cuny.edu