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I-BEST New York Style :Integrated Health Career Training Programs at
LaGuardia Community College
John HuntBeth Godley
Amy DalsimerChristine Alvarez
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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
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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
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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
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Key Elements
Comprehensive Screening (not creaming) Contextualized Vestibule Co-teaching Structure Professional & Curricular Development Educational Case Management Job Readiness Preparation Continuous Program Evaluation
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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
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Outcomes
88% average course completed rates
97% average certification exam pass rates
7th grade equivalent average pre-test reading score
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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
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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
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QUESTIONS
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Contact Information
John Hunt, Acting DirectorCenter for Immigrant Education and Training(718) 482 - 5926 [email protected]
Beth Godley, Education CoordinatorNYC Welcome Back Center(718) 730 - 7531 [email protected]
Christine Alvarez, Director Pre-Hospital Care Program(718) 482 – 5768 [email protected]
Amy Dalsimer, Director Pre- Academic Programming(718) 482-5357 [email protected]