Ohio Bridges to Work Report
August 29, 2012
Ohio Bridges to Work Grant Report
Table of Contents
Introduction.................................................................................................................................................. 3
Descriptions................................................................................................................................................. 3
Lessons Learned ........................................................................................................................................ 8
Recommendations ................................................................................................................................... 11
Appendix A: Listing of Grantees and their Partners............................................................................ 12
Appendix B: Goals and Objectives of FY 2012 ABLE Bridges to Work Planning Grant ............... 16
Appendix C: Individual Reports from the Grantees ............................................................................ 18
Apollo Career Center ABLE and Awe and West Central ABLE................................................................. 19
Ashtabula County ABLE, Ashtabula County Technical and Career Center Workforce Development .... 24
Canton City Schools ABLE and Canton City Schools ACTE ...................................................................... 28
C-TEC ABLE and AWE .............................................................................................................................. 31
Eastland-Fairfield Career and Technical Center ABLE and AWE ........................................................... 38
Knox County Career Center .................................................................................................................... 41
Greene County Career Center AWE ....................................................................................................... 43
Norwalk City Schools ABLE and EHOVE Adult Career Center ................................................................. 45
Adult Education Career Technical and ABLE ........................................................................................... 49
Penta ABLE Program and Penta Career Center Adult Education ............................................................ 51
Ross County ABLE, Pickaway County ABLE, Pickaway-Ross Career and Technology Center Adult
Education ................................................................................................................................................ 54
Scioto County Career and Technical Center and Pike County Career Center ......................................... 58
Miami County Job Center, Shelby County Department of Job and Family Services, and Edison
Community College ................................................................................................................................. 61
Wayne County ABLE; Wayne County Schools Career Center – Adult and Continuing Education .......... 68
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Introduction
The Ohio Board of Regents Adult Learner Strategy has prioritized the Adult Basic and
Literacy Education (ABLE) and Adult Workforce Education (AWE) outcomes of
increased numbers of adults completing a GED, enrolling in collaborative
bridge/transition/career technical programs, attaining industry-recognized credentials
and moving successfully through the University System of Ohio to degree attainment.
To this end during the Fiscal Year 2012, the Ohio Board of Regents funded 14 planning
grants (Appendix A: Listing of the Grantees.) for ABLE and AWE leaders to partner and
align services, staff and programming. Grant funds were intended to support planning
that transformed academic, occupational and support services and accelerated student
success in postsecondary education and employment. (Appendix B: Grant Goals and
Objectives.)
Descriptions
Success of the planning grant was measured by the integrated and changed processes
by which students enter and advance through success in both ABLE and AWE. In the
summary below, the following questions are explored.

What processes and procedures in ABLE and AWE were changed as a result of
the planning grant?

How will changes identified in the planning grant be implemented and sustained?

How will these changed processes and procedures increase student success
and credential attainment?
What processes and procedures in ABLE and AWE were changed as a result of the
planning grant?
The grantees enhanced their collaborative practices through these grants. For example,
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
Norwalk City Schools ABLE and EHOVE Adult Career Center formed a formal
partnership. The partnership developed and implemented a bridge program
called STEP*UP (Skills-gap Training and Education Program.) ABLE and
EHOVE co-wrote the grant and co-developed the curriculum for the program.
The bridge program was designed to assist students toward career paths for
local in-demand jobs, as specified by area Job and Family Service Agencies.
Each partner provided staff/instructors for STEP*UP and the program instruction
was cross-curricular.

Ohio Hi-Point Career Center prepared and distributed marketing materials
containing seamless pathway steps from ABLE to AWE industry credentials. The
partnership hosted open houses and information sessions. In addition, AWE
presentations were provided at each ABLE orientation. To nurture the
partnership, monthly meetings were held between the ABLE coordinator and the
Director of Adult Education.

At Pickaway Ross Career and Technology Center, ABLE and AWE staff
participated in developing and delivering the curriculum of the Strong Start
Series, a series of modules that prepares students for entry into AWE
programming. The modules include: Career Planning, preparation for WorkKeys,
Success Skills, Computer Basics and Substance Abuse Awareness.

At Wayne County JVSD ABLE, they held three cross-team planning meetings.
The first meeting was to share information about what each program does,
training opportunities, and organizational operations such as ideal scheduling for
transitions courses to meet AWE needs. The second meeting was to review
intake procedures and paperwork requirements for AWE and ABLE registration
and intake procedures, and to evaluate the efficiencies/drawbacks of utilizing the
AWE Student Manager registration system. The third meeting was to discuss
cross promotion and usage of assessments to streamline intake and placement
into programs. As a result of the all staff meetings, several opportunities for
aligned Bridge courses emerged: a continuation of our Medical Readiness
program, better aligned to Career Center registration dates; a technical writing
course taught by ABLE for Apprenticeship students; a formalized Business
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English/Writing course taught by ABLE for all Office and Medical Office adult
program students; and classes in basic and intermediate coursework taught to
ABLE students to better prepare them to work toward the 2014 GED.

At Eastland-Fairfield Career and Technical Schools, a plan was developed and
implemented for a three-pronged approach. First, ABLE students will be
instructed on basic skills utilizing a variety of teacher-created contextualized
lesson plans. Second, all students desiring to enter AWE full-time programs must
attend an orientation where they receive information and the TABE Online
Survey is administered to determine readiness. Third, full-time AWE program
students will receive in-class math instruction, as well as have the option of
attending the tutoring sessions.

Scioto County ABLE has collaborated with the Scioto County Career and
Technical Center (CTC) to develop a job readiness curriculum. This is in the
initial stages. This curriculum, along with CTC referrals to the program, will be
available by mid-year FY2013. The bulk of the grant funding was spent on
professional development for training of a Career/Transition Coordinator. The
coordinator spent eight days at Pike Career and Technical Center involved in
intensive training from the guidance counselor learning how to incorporate career
planning into all of the ABLE sites. The coordinator also spent five hours with the
dedicated test Administrator at Scioto County CTC, learning more about
WorkKeys and how to remediate students who need help passing WorkKeys.
The plan is to continue WorkKeys remediation at Scioto County CTC and expand
it to the local One-Stop.
As you can see from the examples above, the partnerships took many avenues to forge
working relationships. (For detailed reports of all the grantees, refer to Appendix C.)
During this opportunity, the staffs of the ABLE and AWE programs met and discussed
solutions, some for the first time. Some of the partnerships developed joint orientations,
some developed curriculums, and still others created positions to assist in career
exploration. All of these helped students understand the next steps along their career
pathway.
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How will changes identified in the planning grant be implemented and sustained?
These grants were a one-time funding opportunity so it was important to implement and
determine a way to sustain the partnership as part of the everyday work. This was
considered and here are some examples of the way the grantees plan to continue the
partnership without extra funds.

At the Apollo Career Center, the partners have a continuing grant with College
Access and Fifth Third Bank. This grant is providing resources to have a College
Access person in the Bridges classes once a week. In addition, Study Table
classes have been established in the program to assist students in preparing for
assessment. These Study Table Classes are financially supported by the Adult
Education Director, but staffed by ABLE teachers.

At Wayne County JVSD, joint planning time has been in the areas of full staff crosstraining, support staff cross-training and intake evaluation of Student Manager, and
assessment cross-training. Time has been used for joint ABLE/AWE instructional
time for the Business English and Apprenticeship curriculum development, and
additional time will be allotted for Cloud cross-training in the next quarter. Because
of the work that has been completed, enrollment barriers have greatly been reduced
through a streamlining of intake paperwork, phone registration, and common
assessments thus saving time and money.

For Scioto County ESC, the steps made during the short grant cycle were very
productive. The new position that was created, a Career/Transition Coordinator, is
one of the most valuable aspects of future ABLE programming. The awarded grant
helped to offer Professional Development to train this staff member in specialized
counseling. The processes were well received and the new position has been
written into the FY 2013 ABLE grant. The use of a dedicated Career/Transition
coordinator will continue to increase awareness and improve enrollment into credit
bearing Career Center programs.

The materials developed at Penta Career Center will be used in all ABLE
classrooms beginning in FY2013. The materials will be introduced during the
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orientation process to encourage students to begin thinking about continuing their
education. When a student expresses interest in a particular program, the instructor
will work with the student on the program specific curriculum. Penta’s goal is for the
students to be prepared by having the basic knowledge needed to be successful.

At Miami Valley Career Technology Center, the grant enabled both the ABLE staff
and the AWE staff to become familiar with the enrollment requirements and
processes for each partner. This understanding has enabled the programs to
provide more comprehensive transitional services to the students, and to help
reduce many of the enrollment frustrations students experience when attempting to
enter AWE programs. The processes that are currently in place are sustainable
without additional funding.
The funds for these grants were able to provide short-term positive results for students
and staff. The collaborations and joint planning provided savings in time and money.
The continued implementation of the elements developed are seen as valuable and will
be incorporated into the grants of each entity thus making it easier for the students to
transition along their career pathway.
How will these changed processes and procedures increase student success and
credential attainment?
Although results varied, some results are listed here:

At Upper Valley Career Center ABLE, students in the pilot Pharmacy Technician
program were held accountable to a 90% attendance record, given homework
assignments, and assessed on a regular basis. At the end of the training, students
were given a mock Pharmacy Certification Exam (CPhT). The pilot class consisted
of nine completers. Eight of the nine students took the mock exam with results as
follows:
o 5 students received a score of 75% or better
o 2 students received a score of 70% - 75%; and
o 1 student scored between 65% -70%.
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Students were provided with the opportunity to review their mock exam results with
the instructor. The team will continue to evaluate the pilot program’s effectiveness
through periodic student follow up reports to see if students have found employment,
sat for the national certification exam (CPhT) and/or continued their education. In
addition to the successful completion of the pilot program, the team discovered a
critical need for the implementation of soft skills into all programs (ABLE, Bridge
Programs, and AWE Programs). The team continues to meet and is currently in the
process of developing soft skills modules by working with external partner, Piqua
Area Chamber of Commerce, to determine the needs of area employers.

At Ohio-Hi Point Career Center, pre- and posttesting in math was completed on
three of five enrollees. Three of five earned a 10% tuition reduction by meeting a
90% attendance criterion. Students remarked positively about an extended support
system provided early in their AWE journey. One student responded, “I think this
class should be given to all upcoming nursing students. It was helpful to see some
of the math we would be doing and how to do it.”

According to Miami Valley Career Technology Center, increasing the number of
students transitioning to AWE, employment or post-secondary education was the
shared desired outcome of this pilot. Students who participated in these services
offered by this grant were better prepared for their next educational step. Students
will be tracked to measure enrollment and completion of students in their area of
interest.
The short-term nature of the project limited the actual certification and employment
results. Most of the processes and classes were focused on better preparing the
students for the next level. The results of this grant will be better measured after the
students complete their post-secondary courses this year.
Lessons Learned
The lessons learned by the Bridges to Work grantees can be classified in three
categories: increased collaborations, improved processes and integrated planning of
classes.
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
Each of the grantees funded worked with their AWE partners to establish clear
lines of communication. For some programs, it provided an understanding of the
opportunities in both ABLE and AWE.
o One program wrote that “working together and developing a shared
strategy to help transition adults into AWE programs was very helpful for
both programs and will become even more so in the future.”
o For others, the joint planning sessions “enabled ABLE and AWE staff to
work closely together to identify ‘issues’ and potential ‘solutions’ around
enrollment and retention.”
o Still others said that “ABLE and AWE staff now know each other’s names
and have greater understanding of each other’s programs, including what
the program is, how students enter the program, and how success is
measured.”
In addition, these ongoing collaborations offered joint trainings on the
assessment requirements of both systems, courseware used for various
programs, and developing contextualized curriculum. The sense of the
programs was that the communication between the ABLE and AWE staff
improved and definitively benefited the students. The discussions also
resulted in the sharing of resources such as AWE student advisers, AWE
computer labs and ABLE tutoring labs.

Besides the communication and joint planning that took place, some programs
streamlined their processes.
o For example in one program, ABLE and AWE staff visited each other’s
orientations and decided to “create registration forms for ABLE students
entering AWE and for AWE students entering ABLE that can be attached
to a copy of the student’s registration form from the first program they
entered.” This reduces the duplication of paperwork for the student.
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o Another program reduced enrollment barriers through a streamlining of
intake paperwork, phone registration, and common assessments.
o Still another program jointly planned the intake process so that students
can now start their educational path at either partner organization and
have the support they need to move ahead. In addition, career advising
and assessment opportunities were expanded.
These processes created efficient transitions and was seen as improvements
for and by the students. A major breakthrough in this process was the ability
for both ABLE and AWE staff to see elements of shared and complementary
strengths to increase student access and success.

The third focus was on the joint planning of classes that assisted the student in
preparing for the next step in their education. Having a better understanding of
the requirements for each program resulted in better planning.
o For example, one program created a class earmarked for Auto Technician
Readiness. This program was designed to ‘better prepare the students for
the technical math, reading, vocabulary and study skills required for the
program.’ Before the Bridges to Work grant this type of program was not
in place.
o Another program focused on preparing Pharmacy Technicians.
o Another program created a technical writing course taught by ABLE for
Apprenticeship students; a formalized Business English/Writing course
taught by ABLE for all Office and Medical Office adult program students.
All of the classes were taught with the career fields in mind.
o One program summarized the lessons learned as the shared goals of
ease of enrollment, academic preparedness of incoming students to postsecondary education, of a variety of traditional and non-traditional
certification options now available to ABLE-level students to consider for
post-secondary certification.
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This grant has been an outstanding opportunity for assisting the two program,
AWE and ABLE, to work together for the benefit of the students.
Recommendations
The Bridges to Work Grants provided opportunities for the staff of the ABLE program
and the AWE programs to collaborate and to learn from each other on how to better
prepare students for transitions to postsecondary education/training and employment.
The recommendations for the continuation of these efforts are:

Encourage the continuation of the joint collaboration efforts of the teams of the
various programs. The collaborations can provide opportunities for the program
staff to learn about the services offered, to streamline common processes that
assist the students, and to develop curriculum that better prepare the students.

Support future projects to implement classes that incorporate contextualized
curriculum into the ABLE with focus on particular fields such as Auto Technician
readiness and technical writing class for apprenticeship students.

Support future projects to develop and operate common resources such as
tutoring labs and resource rooms.

Encourage the hiring of a Transitions Coordinator that guides students into taking
the next steps into a postsecondary education training program or employment.
The goal of the Bridges to Work grants was to engage in a locally-driven collaborative
process to identify, plan and implement policies and practices that blend ABLE and
AWE teaching and learning and result in more students obtaining workforce credentials.
Each of the grants was able to develop stronger partnerships and to work toward the
good of the students through removing barriers and creating bridges that link ABLE and
AWE services into a more efficient integrated system that supports student success.
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Appendix A: Listing of Grantees and their Partners
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ABLE Program
Apollo Career Center, Lima, OH
Ashtabula County ABLE, Jefferson, OH
Canton City Schools, Canton, OH
C-TEC ABLE, Newark, OH
Eastland-Fairfield Career and
Technical Schools, Columbus, OH
Knox County Career Center, Mt.
Vernon, OH
Norwalk City Schools ABLE, Norwalk,
OH
Miami Valley Career Technology
Center, Clayton, OH
Ohio Hi-Point Career Center ABLE,
Bellefontaine, OH
Penta Career Center, Perrysburg, OH
Pickaway-Ross Joint Vocational School
District ABLE, Chillicothe, OH
Scioto County ABLE, McDermott, OH
Upper Valley Career Center ABLE,
Piqua, OH
Wayne County JVSD ABLE, Wooster,
OH
ABLE and AWE Partner Organization(s)
Apollo Career Center ABLE; Apollo Career Center AWE; West
Central ABLE
Ashtabula County ABLE; Ashtabula County Technical and Career
Center Workforce Development
Canton City Schools ABLE; Canton City Schools ACTE
C-TEC ABLE; C-TEC AWE; Arboris LLC; Bayer Material Science,
Hendrickson, Kaiser Aluminum Fabricated Product LLC; State
Industrial, THK Manufacturing of America
Eastland-Fairfield Career and Technical Schools ABLE; EastlandFairfield Career and Technical Schools AWE
Knox County Career Center ABLE; Knox County Career Center AWE
Funding
$20,000
$20,000
$20,000
$20,000
$20.000
$19,959
Norwalk City Schools ABLE, EHOVE Adult Career Center
$20,000
Miami Valley Career Technology Center; Greene County Career
Center AWE
Ohio Hi-Point Career Center ABLE; Ohio Hi-Point Career Center
AWE
Penta Career Center ABLE; Penta Career Center Adult Education
Ross County ABLE, Pickaway County ABLE; Pickaway-Ross
Career and Technology Center Adult Education
Scioto County ABLE; Scioto County Career and Technical Center;
Pike County Career Center
Upper Valley Career Center ABLE; Miami County Job Center, Shelby
County Department of Job and Family Services; Edison Community
College
Wayne County JVSD ABLE; Wayne County Schools Career CenterAdult and Continuing Education
$20,000
$20,000
$20,000
$20,000
$20,000
$17,527
$20,000
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Total Funds Expended
$277,486
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Appendix B: Goals and Objectives of FY
2012 ABLE Bridges to Work Planning
Grant
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Grant Goal:

To engage in a locally-driven collaborative process to identify, plan and
implement policies and practices that blend ABLE and AWE teaching and
learning and result in more students obtaining workforce credentials.
Objectives to be addressed by each pilot:
1. To enhance the collaborative practices between ABLE and AWE that enable
more students to complete credentials that address data-driven regional
workforce needs.
2. To create sustainable bridge program(s) that lead to industry-recognized,
marketable, postsecondary credentials.
3. To engage in joint planning between ABLE and AWE that results in processes
that result in more effective and efficient transition processes. Grant funds must
support efforts that result in tangible, sustainable improvement. For example
funds may be used to support processes such as planned curricular
development, professional development, capacity building and restructuring
existing resources (ex. career advising, assessment, transition support).
4. To establish common intake processes and procedures that efficiently refer and
transition low- skilled adults to career technical programs through innovative
assessment, advising and enrollment processes.
5. To jointly develop accelerated, integrated and contextualized curriculum and
instruction including research- based strategies such as team teaching and CTE
contextualized learning that lead to sector-based certificates.
6. To identify measures of shared student and program outcomes as well as the
evaluation of program effectiveness.
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Appendix C: Individual Reports from the
Grantees
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Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Apollo Career Center
ABLE and AWE Partner Organization(s): Apollo Career Center ABLE and Awe and West Central ABLE
Person Completing the Summary:
Joyce Tracy
Email:
joyce.tracy@apollocc.org
Bridges to Work Funding Amount:
$ 20,000
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that address
data-driven regional workforce needs.








Outcomes
Orientation was enhanced to complete
the Student Experience Model (SEM)
requirements,
including
Adult
Workforce
Education
(AWE)
information and the Ohio Skillsbank
website.
An Exit Interview was created, which
will be completed by all 5th and 6th
EFL level students who are exiting the
program. Documentation will be
placed in the student file.
AWE staff will share information with
ABLE classrooms at request of ABLE
staff
AWE staff will mentor or offer
visitation for ABLE students, so they
are more aware of course offerings.
AWE staff and ABLE staff will be able
to offer Key Train to all students.
College Access in support of a grant
from Fifth Third Bank visited each of
the orientation classes monthly.
Documentation of all events and
activities placed in the student file.
Offered a joint training program with
Apollo ABLE and West Central ABLE
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Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To create sustainable bridge program(s)that
lead to industry-recognized, marketable,
postsecondary credentials.
Outcomes
and our AWE managers. The
managers presented their programs to
ABLE staff. Due to this training all staff
is now familiar with the offerings,
requirements, and needs of the AWE
course offerings. The course catalog
will be given to all students at
orientation. (25 ABLE staff in
attendance) March 30, 2012
 A needs assessment was created for
staff, so information needed about
AWE could be determined.
 Offered a joint training program with
Apollo ABLE and West Central ABLE
and our AWE managers. The
managers presented their programs to
ABLE staff. (25 ABLE staff in
attendance) March 30, 2012
 Created College Bridge Curriculum
 Three College Bridge classes were
offered:
1. Feb. 29 - April 4, Wednesday 6:00 to
9:00 Apollo (3 students)
2. March 21 – to May 2, Wednesday
6:00 to 9:00 Apollo (3 students)
3. June 25 and 27, Tuesday and
Thursday 9:00 to 3:00 at JFS (7
students)
 We are partnering on a continuing
grant with College Access and Fifth
Third Bank to put an Access person in
the class once each week.
 In the process of creating a set of
videos to put on our website, where
each program manager explains their
program
 Waiting on follow-up documentation
on students who have completed
Bridges class
 A
referral
system
has
been
established following the flow chart.
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Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
1.
2.
3.
4.
5.
6.



Outcomes
Changed AWE application to include
GED attainment
Created an entry level assessment
cover sheet to gather information on
GED attainment
Established the process a student
would complete if entry levels were
not met to enter AWE program.
New processes were shared with
ABLE and AWE staff.
Established Study Tables classes to
be held ten months out of the year.
Students will be referred to or from
assessment retakes for entry into long
term programs. ABLE classes will also
offer. (supported by AWE Director)
Established a Career Resource
Center to be used by all ABLE /AWE
students. Students will be referred into
and/or out of the Study Tables for
testing and program entry.
Established Scholarships for students
who are entering AWE programs
(supported by the Adult Ed Director)
Established
AWE
Scholarships
(supported by Apollo’s Foundation)
Established ABLE Book Scholarship
$250 (supported by Lima’s Delphian
Club)
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Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective




Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be used
to support processes such as planned curricular
development, professional development,
capacity building and restructuring existing
resources (ex. career advising, assessment,
transition support).







To establish common intake processes and
procedures that refer and transition low-skilled
adults efficiently to career technical programs
through innovative assessment, advising and
enrollment processes.
Outcomes
Our community is aware of both the
Adult Workforce Education programs
(AWE), ABLE, and the College Bridge
Class through recruitment of the Open
House and Bridge classes
AWE staff is aware of ABLE and the
offerings of ABLE due to training
ABLE staff is more aware of AWE
offerings and program managers (face
with a name)
Changed AWE application to include
GED attainment
Created an entry level assessment
cover sheet to gather information on
GED attainment
Established the process a student
would complete if entry levels were
not met to enter AWE program.
New processes were shared with
ABLE and AWE staff.
Established Study Tables classes to
be held ten months out of the year
(supported by AWE Director with
ABLE teacher as instructors)
Held an AWE/ABLE Open House to
share information with community
about our programs April 4, 2012
Established Study Tables classes to
be held ten months out of the year
(supported by AWE Director)
Established a Career Resource
Center to be used by all ABLE /AWE
students
Set up referrals using the flow chart process.
Explained above.
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Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as
team teaching and CTE contextualized learning
that lead to sector-based certificates.
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Outcomes
ABLE staff continue to work with AWE’s
program
staff
offering
professional
development,
assessments,
and
developmental preparation for full term
programs. Able staff are used as instructors
in these classes, which give them, first had
knowledge in the process and needs of the
students.
 Data will be monitored and compiled
 Documentation will be placed in
student files and ABLElink for ABLE
students
 Our data will direct us for student
success. (an example: we have been
trying different days and times for a
College Bridge class to meet the
highest number of students)
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Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Ashtabula County ABLE
ABLE and AWE Partner Organization(s): Ashtabula County ABLE and Ashtabula County
Technical and Career Center Workforce Development
Person Completing the Summary:
Jeff Seth, ABLE Supervisor
Email:
Jeff.Seth@atech.edu
Bridges to Work Funding Amount:
$20,000
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that address
data-driven regional workforce needs.
To create sustainable bridge program(s)that
lead to industry-recognized, marketable,
postsecondary credentials.
Outcomes
This project enabled ABLE and AWE staff to
work closely together to identify ‘issues’ and
potential ‘solutions’ around enrollment and
retention in AWE’s Automotive Technology
Program. The project entailed planning
meetings with AWE and ABLE administrative
staff, ABLE and AWE Instructor’s, ABLE staff
and community stakeholders and ABLE staff
and AWE students; all collaborating together
toward the identification and creation of a
process for improving recruitment, retention
and certification.
Current recruiting and intake processes as
well as instructional practices and
methodology were studied in depth and
compared to researched best practices. This
information was utilized to create a Course of
Study for an AutoTech Readiness bridge
program that was designed to better prepare
students for the technical math, reading,
vocabulary and study skills required for the
program. This will soon be made available to
the ABLE community via the Resource
Center Network. This all leads to AWE
AutoTech students taking exams to earn
Page 24 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be used
to support processes such as planned curricular
development, professional development,
capacity building and restructuring existing
resources (ex. career advising, assessment,
transition support).
Outcomes
Automotive Service Excellence (ASE)
certifications.
The joint planning between ABLE and AWE
staff resulted in 1) the creation of a timeline
and process for AWE, with ABLE assistance,
to assess and counsel incoming students
prior to the Auto Tech training module
starting, 2) researching a variety of
assessment tools to determine which would
provide the prospective student, AWE
Guidance Counselor, and instructors with
information relative to educational and
general abilities to succeed in the program,
3) the development of a revamped
Orientation Process for AWE to utilize to gain
appropriate information for prospective
students, guidance counselor and instructors
to use to make sound career/educational
decisions, 4) creation of an Individual
Education Plan for compiling orientation
results and making any necessary
recommendations/referrals for prospective
students, 5) the development of a course of
study: “AutoTech Readiness” to provide
remediation for appropriate students, 6)
identified instructor training (professional
development) now recommended for all ATech AWE instructors, that will enhance
current instructional methods and 7) creation
of a process for regular evaluation of student
progress while in-class and referral to ABLE
for remediation when necessary. Future
assessing and counseling will be supported
by AWE and Perkins funding and the
AutoTech Readiness bridge program will be
supported by a combination of ABLE and
Perkins funds.
Page 25 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To establish common intake processes and
procedures that refer and transition low-skilled
adults efficiently to career technical programs
through innovative assessment, advising and
enrollment processes.
To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as
team teaching and CTE contextualized learning
that lead to sector-based certificates.
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Outcomes
The afore-mentioned intake process will help
the A-Tech AWE Guidance Counselor to
identify potential students who would benefit
from either the AutoTech Readiness
Program or intense, shorter-term remediation
at an ABLE Adult Learning Center.
Additionally, ABLE Instructors working with
students who indicate an interest in
automotive technology training can refer to
the AutoTech Readiness course of study for
math and reading requirements,
contextualized curriculum recommendations
and resources for career-research and
planning. With ABLE and AWE working
together, common intakes and assessments
can occur, esp. with sharing the results of
T.A.B.E. tests as well as WorkKeys (Reading
for Information, Locating Information and
Mathematics.
Research identified an on-line instructor
training program offered through A-Tech’s
ed2go program. “Teaching Adult Learners’
was so well received by a seasoned,
experienced high school and adult instructor
with a Masters in Education Administration
that it has been recommended for all AWE
instructors. It is believed that implementation
of instructional methods by the three Auto
Tech Instructors will improve learning,
increase grades and increase student
passing credentialing exams.
Much research was done in preparation for
the grant application regarding recruitment,
enrollment, WorkKeys scores attendance
and retention on both past and current
cohorts of students. This data was used as a
starting point for the research utilized above.
It will also serve as a baseline for gathering
future data to utilize and analyze for 1)
increased retention, 2) increased student
satisfaction and 3) increased passing rates
Page 26 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
on the nationally-recognized Automotive
Service Excellence (ASE) certification
exams. The pilot process in April/May of
2012 saw 12 potential students complete the
intake and counseling process and enable
ABLE and AWE staff to identify and work out
challenges to the process (including
testing/computer availability, student
availability with work schedules, staffing,
etc…). Unfortunately, the original start date
of the first AutoTech module to be affected
by this new process had to be delayed due to
construction at A-Tech. The full effect of the
project will not be known until this module is
completed.
Page 27 of 70
Ohio Bridges to Work Grant Report
Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Canton City Schools
ABLE and AWE Partner Organization(s): Canton City Schools ABLE and Canton City Schools
ACTE
Person Completing the Summary:
Jane Meyer
Email:
meyer_j@ccsdistrict.org
Bridges to Work Funding Amount:
$20,000
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices between
ABLE and AWE that enable more students to
complete credentials that address data-driven
regional workforce needs.


To create sustainable bridge program(s)that lead
to industry-recognized, marketable,
postsecondary credentials.
Outcomes
ABLE presented at AWE staff meeting
and AWE presented at ABLE staff
meeting. ABLE and AWE staff observed
in each other’s classrooms and had a
joint luncheon with a getting to know you
activity. ABLE and AWE staff now know
each other’s names and have greater
understanding of each other’s programs,
including what the program is, how
students enter the program, and how
success is measured. ABLE staff can
now describe the AWE classes to
students who may be thinking of
transitioning. AWE staff understand
Bridge class opportunities available to
their students.
Identified skills needed for AWE students
to reach Work Keys targets for their
various programs and outlined a work
keys preparation class that ABLE could
teach as a boot camp or as part of the
AWE program.
Page 28 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective


Engage in joint planning between ABLE and AWE
that results in processes that result in more
effective and efficient transition processes.
Grant funds must support efforts that result in
tangible, sustainable improvement. For example
funds may be used to support processes such as
planned curricular development, professional
development, capacity building and restructuring
existing resources (ex. career advising,
assessment, transition support).



To establish common intake processes and
procedures that refer and transition low-skilled
adults efficiently to career technical programs
through innovative assessment, advising and
enrollment processes.

Outcomes
ABLE and AWE met monthly and have
decided to continue the practice.
Held 2 joint staff inservice workshops,
one with a speaker on community
resources and one on technology (use of
polling systems, document cameras, and
mobi tablets). These workshops helped
staff gain knowledge, but also provided a
means for staff to work together and get
to know each other.
Collected and analyzed data from ABLE
and AWE as to why students drop out.
Held a joint student panel to discuss
barriers to student success. Planned a
series of joint student support workshops
for FY13 to address identified barriers to
student success. We also hope to use
these workshops to introduce ABLE
students to AWE staff and students and
prepare them for successful transitioning
into AWE.
Began discussion of sharing of resources
such as AWE student advisors, AWE
computer lab, and the ABLE tutoring lab.
We will continue to work on this.
ABLE and AWE staff visited each other’s
registration and orientation. We are
currently creating registration forms for
ABLE students entering AWE and for
AWE students entering ABLE that we can
attach to a copy of the student’s
registration form from the first program
they entered. The new forms will ask
only the additional questions needed by
the second program. Questions that are
repeated on both forms will be gotten off
the first form.
We created a streamlined admissions
process for ABLE students entering AWE.
ABLE shares current TABE scores with
AWE (with permission from the student)
Page 29 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as team
teaching and CTE contextualized learning that
lead to sector-based certificates.
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Outcomes
and if the scores are high enough the
student doesn’t have to take the
admissions test for AWE (which is TABE)
or pay the $20 AWE registration fee. We
sent a mailing to all recent GED
graduates telling them this and several
have come in to see if they qualify. ABLE
teachers have a copy of the AWE cut
scores and will tell students when they
have qualified for AWE when they
conference at the end of each managed
enrollment period, so even before they
take the GED test they can begin thinking
about their next step.

Identified math skills needed for AWE
medical courses and outlined a 36 hour
medical math course ABLE can teach as
a boot camp prior to AWE classes or as
part of the AWE medical program.

Developed a system for coding ABLE
students in ACEWare, the database
used by AWE. We will track ABLE
students who participate in any of the
joint workshops or bridge classes we
offer as well as students who transition
from ABLE to AWE. We will also track
AWE students who attend bridge
classes. We plan to use this information
to make decisions about what services
promote transitions and best prepare
students for successful program
completion.
Page 30 of 70
Ohio Bridges to Work Grant Report
Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
C-TEC ABLE
ABLE and AWE Partner Organization(s): C-TEC ABLE and AWE
Person Completing the Summary:
Holly Pletcher
Email:
hpletcher@c-tec.edu
Bridges to Work Funding Amount:
$ 20,000
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that
address data-driven regional workforce
needs.
Outcomes
Team meetings were conducted throughout the entire grant
process that included both instructional and administrative
staff. These meetings were a collaboration of ideas and plans
to implement and conduct a pilot Bridges class using the AWE
79/Seventy Manufacturing program. The meetings led to
increased AWE ABLE collaboration as follows:

Determining appropriate use of grant funds

ABLE & AWE collaborated to determine prerequisites
for participants (WorkKeys and TABE Scores, NRS
Levels)

Creation of a student recruitment brochure

Sharing of pre and post assessment outcomes

ABLE instructors given access to course of study
computerized instruction in order to prepare to assist
students

Mutual understanding of participant needs and best
practices to meet those needs

Shared exploration of I-BEST model of embedding
ABLE instructors into the AWE classroom

Active discussion at team meetings as to outcomes
that will lead to improved future Bridge courses
Page 31 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To create sustainable bridge program(s) that
lead to industry-recognized, marketable,
postsecondary credentials.
Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be
used to support processes such as planned
curricular development, professional
development, capacity building and
restructuring existing resources (ex. career
advising, assessment, transition support).
Outcomes
Provided adequate future funding, the C-TEC pilot outcomes
show that including ABLE students in AWE courses and
embedding ABLE instructors into courses can be a valuable
practice that will help adult students bridge gaps in learning,
increase student course persistence, and increase probability
of student success. C-TEC ABLE will continue to provide
WorkKeys for Work Bridge classes twice a week during the
2013 year and search for funding methods to include
embedding teachers in more AWE classrooms.
As a result of the Bridges grant funding, C-TEC AWE and ABLE
staff had the opportunity to form a collaborative team that
met regularly to plan and implement several crucial bridge
components:

Ongoing professional development that involved
several key areas for staff:
o A mutual understanding of both ABLE and
AWE processes, assessment requirements,
course expectations, and student needs
o ABLE staff were trained by the C-TEC AWE
coordinator about the MSSC manufacturing
certification courseware, National
Manufacturing Certification assessments,
and employment expectations for students
o AWE and ABLE staff were introduced to the
I-BEST model and were involved in the pilot
classroom that developed skills in team
teaching
o ABLE staff were trained in the courseware
Page 32 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
used for 79/Seventy manufacturing
programs

AWE and ABLE staff developed a course recruitment
brochure that can be adapted to any AWE course
and used to recruit ABLE students to AWE classes

ABLE staff created course content support in the
form of a glossary of AWE manufacturing acronyms
and course content vocabulary to help ABLE
students who have no previous manufacturing
experience
(Continued …)

ABLE instructors became acquainted with AWE
course expectations and familiar with weak areas of
ABLE content that need to be addressed before
students enter AWE classes

It was decided that most ABLE students who are
interested in enrolling in AWE manufacturing
courses should also remediate using Key Train
software before starting classes

ABLE instructors were a valuable part of the resume
writing and mock job interviews

ABLE instructors gave students in the class one-onone assistance during computer lab hours

A process was developed for students to schedule
interview times with the AWE coordinator

ABLE students and staff experienced and developed
skills needed to take a computer-based course and
to complete timed computer-based certification
assessments
Page 33 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To establish common intake processes and
procedures that refer and transition lowskilled adults efficiently to career technical
programs through innovative assessment,
advising and enrollment processes.
Outcomes
ABLE students for the 79/Seventy class were given an
overview of the class by an ABLE instructor who collaborated
with the AWE coordinator to develop a class recruitment
presentation and brochure. Prospective students met with the
ABLE director and were also interviewed by the AWE
manufacturing coordinator. Students pre-assessed using TABE
and WorkKeys scores. The coordinators met to determine
student eligibility and readiness for the course. All MSSC
assessment scores were shared between AWE and ABLE
program instructors and administrators.
This enabled staff to provide timely intervention for struggling
students and an opportunity to retest. ABLE and AWE staff
worked together to help 79/Seventy students create resumes
for manufacturing sector jobs and served as mock
interviewers in order to give students the opportunity to
practice interview skills.
To jointly develop accelerated, integrated
and contextualized curriculum and
instruction including research- based
strategies such as team teaching and CTE
contextualized learning that lead to sectorbased certificates.
Although the 79/Seventy curriculum is designed to be a
computer-based class, staff quickly discovered that some
students had no previous experience using a totally
computer-based learning course. Several students had no
previous manufacturing experience. AWE and ABLE
instructors met to plan helpful support for these students.
(Continued …)
Materials were developed such as a glossary of manufacturing
and AWE acronyms and vocabulary that was unfamiliar to
ABLE students. Internet sites were researched and other
supplemental materials that could help students bridge the
gaps were provided. All instructors worked with students to
develop needed computer skills
Following the first certification assessment it was apparent
that timed computer-based assessments were problematic for
ABLE students. ABLE staff worked one-on-one with students
to encourage them to persist. Students were given strategies
to help them overcome test anxiety as well as resolve test
taking skill issues.
Page 34 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
All 4 of the enrolled ABLE students completed the entire
79/Seventy course and received certificates of completion.
Sixty-three percent of ABLE participants received MSSC skilled
sector certificates.
WKeys LI
WKeys RFI
MSSC1
Safety (76%)
MSSC2
Quality (75%)
MSSC3 Mfg
Processes (74%)
MSSC4 Maint.
Awareness (73%)
The passing MSSC scores are after the title of the test in parentheses.
WKeys AM
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Outcomes
Lottie x1
3(74)
3(74)
4(77)
73%
73%
63%
70%
Lottie x2
3(72)
4(77)
4(78)
85%
75%
72%
73%
Mary x1
5(79)
3(74)
5(80)
87%
72%
81%
75%
81%
63%
87%
94%
Mary x2
Mike x1
70%
4(76)
4(76)
5(79)
77%
Mike x2
Brandon
56%
61%
5(78)
5(80)
6(83)
97%
87%
(Continued …)
The Bridges team collaborated to develop a final class
evaluation. All enrolled students participated in the
evaluation. The following results were compiled:
Page 35 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
79/Seventy Bridge Class Evaluation Results:
•
•
•
•
•
•
•
•
•
7 Participants Total
o 4 ABLE, 3 Non-ABLE
85.7% felt instructors demonstrated strong
knowledge of the subject
71.4% felt class was well organized and efficiently
managed
Why did you take this class?
o 71.4% - Learn more about manufacturing,
further skills
o Also, meet employer representatives
How did you review for each test?
o 57% said they reviewed practice tests, LAPs,
quizzes
o Reviewed personal notes and read book
o Memorized information
Prefer computer-based or instructor-based class?
o 71.4% said both, 25.6% said instructor
What did you like best about the class?
o 57% focused on a particular topic of
information learned (e.g., Safety)
What would you change about the class?
o 28.6% said more class time and computer
time
o 28.6% said more hands-on experience
Additional comments/suggestions
o More hands-on training
o Supplemental materials, hand-outs/papers,
to take home
o Set realistic expectations for course
experience (e.g., thought would meet more
company representatives when only had
one meeting)
o Group activities/discussion could enhance
learning
o Specific feedback on test questions missed
(Continued …)
Page 36 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
Total Participants
Class
prepared
me for
employment
Class met
my needs,
expectations
Received
adequate
assistance
from the
instructors
I had
enough time
to complete
each unit
I felt
prepared for
each test
Resume
writing and
interview
section of
the class
was helpful
ABLE Bridge
instructors
helped me
and
answered
questions,
concerns
related to
class
Class was
scheduled at
convenient
time
I would
recommend
this class to
a friend
ABLE Participants
Disagree
Agree
Highly
Agree
Disagree
Agree
Highly
Agree
0%
71.4%
28.6%
0%
75%
25%
14.3%
57.7%
28.6%
25%
50%
25%
0%
71.4%
28.6%
0%
75%
25%
28.6%
28.6%
42.9%
50%
25%
25%
14.3%
57.1%
28.6%
25%
50%
25%
0%
85.7%
14.3%
0%
75%
25%
0%
57.1%
28.6%
0%
75%
25%
14.3%
57.1%
28.6%
25%
50%
25%
0%
57.1%
42.9%
0%
50%
50%
Page 37 of 70
Ohio Bridges to Work Grant Report
Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Eastland-Fairfield Career & Technical Schools (EFCTS)
ABLE and AWE Partner Organization(s): EFCTS ABLE and EFCTS AWE
Person Completing the Summary:
Susy Oldham
Email:
soldham@efcts.us
Bridges to Work Funding Amount:
$20,000
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that address
data-driven regional workforce needs.
Outcomes
A plan has been developed and
implemented for a three-pronged approach.
1. ABLE students will be instructed on basic
skills utilizing a variety of teacher created
Contextualized Instruction lesson plans. The
idea is to give students an idea of the rigors
they will face in their chosen course of study
and goals.
2. All students desiring to enter AWE full time
programs must attend an orientation where
they receive information and the TABE
Online Survey is administered to determine
readiness. Students scoring below a 6.0 in
any subjects are encouraged to attend our
free tutoring class.
The first orientation occurred on June 19th.
All students are offered tutoring regardless of
scores. Almost all of them have chosen to
take part in order to hone their skills.
3. Full Time program students will receive in
class math instruction, as well as have the
option of attending the tutoring sessions.
This option will assist individuals who have
trouble with any concepts being taught in
their course. This frees the teacher to
continue, while allowing students to work in
needed areas.
Page 38 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To create sustainable bridge program(s) that
lead to industry-recognized, marketable,
postsecondary credentials.
Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be used
to support processes such as planned curricular
development, professional development,
capacity building and restructuring existing
resources (ex. career advising, assessment,
transition support).
To establish common intake processes and
procedures that refer and transition low-skilled
adults efficiently to career technical programs
through innovative assessment, advising and
enrollment processes.
Outcomes
ABLE students receive extensive training
with regard to goal setting. These goals are
used to create individual learning plans and
contextualized instruction relating to their
desired field of study.
Full time program students receive the goal
setting, as well as a financial literacy
component provided through a grant by the
United Way.
A team of ABLE instructors have met with
AWE instructors to determine areas of need
with regard to instruction and tutoring. AWE
instructors have experience and realize the
areas their students often struggle in. ABLE
instructors are prepared to work with AWE
students in the tutoring course or in ABLE
classes, depending of the students’
availability and desire to participate in ABLE
classes.
This team of ABLE instructors have
developed a set of lesson plans for use with
both ABLE and AWE students. The lesson
plans relate to the full time and part time
programs offered. In addition, ABLE
instructors will be required to turn in
Contextualized Instruction lesson plans each
month. These plans will be based on
students and their goals.
Upon completion of the AWE orientation
each students meets privately with the AWE
counselor and with either the assessment
coordinator or the student services
coordinator. During these meetings student
begin to create a plan in their course of
study.
Page 39 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as
team teaching and CTE contextualized learning
that lead to sector-based certificates.
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Outcomes
ABLE and AWE instructors will work
together closely in developing contextualized
instruction which will serve to guide students
in fulfilling their individual goals.
In particular, a math class will be taught in
the medical assisting class. The instructor in
this class has pinpointed areas frequently
needed by students. An ABLE instructor will
come to the class on a regular basis to teach
the AWE students. The plan is to continue to
offer this type of instruction by ABLE
instructors for AWE classes.
Student success will be measured using
TABE and WorkKeys assessments.
Students will be tracked on attendance,
assessments and career placement.
Page 40 of 70
Ohio Bridges to Work Grant Report
Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Knox County Career Center
ABLE and AWE Partner Organization(s):Knox County Career Center
Person Completing the Summary:
Barbara Harris/Jane Marlow
Email:
bharris@knoxcc.org
Bridges to Work Funding Amount:
$19,959.00
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that address
data-driven regional workforce needs.





To create sustainable bridge program(s)that
lead to industry-recognized, marketable,
postsecondary credentials.


Outcomes
In progress, work seamlessly with
AWE to enroll students
Career Services Counselor starts
with ABLE students and continues
advising throughout AWE and
beyond
Resource Room used for small
group instruction, tutoring,
computer classes, and
assessments
AWE coordinators are scheduled
for ABLE orientation dates starting
fall.
ABLE/AWE library established in
Resource Room
Work with AWE Coordinators (ex:
Medical Readiness Curriculum) to
incorporate industry standards
Resource Room is up and running--used daily
Page 41 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective

Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be used
to support processes such as planned curricular
development, professional development,
capacity building and restructuring existing
resources (ex. career advising, assessment,
transition support).





To establish common intake processes and
procedures that refer and transition low-skilled
adults efficiently to career technical programs
through innovative assessment, advising and
enrollment processes.


To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as
team teaching and CTE contextualized learning
that lead to sector-based certificates.



To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.

Outcomes
In progress- Study skills curriculum
for instructors has been
established and is scheduled for
fall.
Career Services Counselor starts
with ABLE students and continues
advising throughout AWE and
beyond
ABLE/AWE utilize same facilities
In progress, work seamlessly with
AWE to enroll students
Resource Room/Library is up and
running
ABLE manages the skill review
application process which
provides a seamless transition to
AWE
Career Services Counselor is
available to all ABLE/AWE
prospective and current students
Work with AWE Coordinators (ex:
Medical Readiness Curriculum) to
incorporate industry standards
Resource Room open daily
Working with AWE Coordinators to
provide Post-Secondary Readiness
and current industry standards
curriculum
Developed partnership to provide
free technology course for all
ABLE/AWE students
In progress, data management tool
currently being incorporated
Page 42 of 70
Ohio Bridges to Work Grant Report
Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Miami Valley Career Technology Center
ABLE and AWE Partner Organization(s): Greene County Career Center AWE
Person Completing the Summary:
Linda Bumiller
Email
lbumiller@mvctc.com
Bridges to Work Funding Amount:
$20,000
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that address
data-driven regional workforce needs.
To create sustainable bridge program(s) that
lead to industry-recognized, marketable,
postsecondary credentials.
Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be used
to support processes such as planned curricular
development, professional development,
capacity building and restructuring existing
resources (ex. career advising, assessment,
transition support).
Outcomes
Collaboration and dialogue between MVCTC’s ABLE
program and GCCC’s AWE staff increased as a result
of the Bridges grant. Our relationship with GCCC and
GED in Greene County is relatively new due to the
changes in ABLE in 2009 and recent changes in the
leadership at both institutions. Working together and
developing a shared strategy to help transition adults
into AWE programs was very helpful for both
programs and will become even more so in the future.
The grant enabled both parties to become familiar
with the enrollment requirements and processes for
each partner. This understanding will enable our
organizations to provide more comprehensive
transitional services to our students, and will help
reduce many of the enrollment frustrations students
experience when attempting to enter AWE programs.
The processes that are currently in place are
sustainable without additional funding.
Planning was conducted jointly to ensure that staff
members from GCCC and MVCTC provided input into
the process and the goals of each institution were
considered. As a result, students can now start their
educational path at either institution and have the
support they need to move ahead. In addition, career
advising and assessment opportunities were
expanded. Students have the opportunity to transition
seamlessly from one organization to the next without
duplicating their efforts or having to spent time doing
the same assessment again. These process
improvements can be sustained and enhanced
without additional funding.
Page 43 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To establish common intake processes and
procedures that refer and transition low-skilled
adults efficiently to career technical programs
through innovative assessment, advising and
enrollment processes.
To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as
team teaching and CTE contextualized learning
that lead to sector-based certificates.
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Outcomes
Assessment, remediation and advising processes
were developed that seamlessly move a student from
ABLE services to AWE. This is an important new
collaboration between GCCC, ABLE and MVCTC. As
a result, students utilizing ABLE services will be able
to work simultaneously with an ABLE instructor, ABLE
transitions counselor and an AWE Career
Assessment Specialist. Wherever the student is in the
process they will have access to someone who can
provide individual counseling to advise them of the
next step toward their educational or vocational goals.
Each institution will be able to be involved with the
student throughout the process, making the student
experience more efficient. These process changes are
sustainable without additional funding.
GCCC and MVCTC ABLE jointly recruited, advised
and assessed students. Services were developed
jointly and were designed to encourage participation
in career development and career enhancement
certificate programs. ABLE staff worked with GCCC
staff to align ABLE curriculum with the entry
requirements for GCCC adult credential programs.
These services can be sustained without additional
funding.
The number of students transitioning to AWE,
employment or post-secondary education was the
shared desired outcome of this pilot. Students who
participated in these services were better prepared for
their next educational step. Students will be tracked to
measure enrollment and completion of students in
their area of interest.
Page 44 of 70
Ohio Bridges to Work Grant Report
Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Norwalk City Schools ABLE
ABLE and AWE Partner Organization(s): Norwalk City Schools ABLE and EHOVE Adult Career
Center
Person Completing the Summary:
Donna Fairfax, Norwalk City Schools ABLE Coordinator
Email:
fairfaxd@norwalk-city.k12.oh.us
Bridges to Work Funding Amount:
$20,000.00
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that address
data-driven regional workforce needs.
To create sustainable bridge program(s)that
lead to industry-recognized, marketable,
postsecondary credentials.
Outcomes
Norwalk City Schools ABLE and EHOVE Adult Career
Center formed a formal partnership and developed
and implemented a bridge program called STEP*UP
(skills-gap training and Education Program – a united
partnership). ABLE and EHOVE co-wrote the grant
and co-developed the curriculum for the program.
The bridge program is designed to assist students
toward career paths for local in-demand jobs, as
specified by area Job & Family Service Agencies. Each
partner provided staff/instructors for STEP*UP and
the program instruction was cross-curricular. EHOVE
and Norwalk City Schools will continue the STEP*UP
program into the 2012/2013 school year once funds
are secured to cover additional costs.
STEP*UP is the program developed by Norwalk City
Schools and EHOVE Adult Education. It is a 14 week
program that provided students with personal,
interpersonal, social, and resource-management skills
while working toward earning National Career
Readiness Credentials, and Skills Certificates in
Technology and Finance. Students were offered
incentives throughout the program to complete each
module and to enroll and complete an AWE
certificate/degree training program.
Page 45 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be used
to support processes such as planned curricular
development, professional development,
capacity building and restructuring existing
resources (ex. career advising, assessment,
transition support).
To establish common intake processes and
procedures that refer and transition low-skilled
adults efficiently to career technical programs
through innovative assessment, advising and
enrollment processes.
Outcomes
Norwalk City Schools and EHOVE planned and wrote
the Bridges to Work grant and upon grant approval
developed a 14 week course of study that was piloted
March thru June at EHOVE Adult Career Center.
Curriculums mapping professional developments
were held for all staff involved in the pilot so that the
program offered holistic cross curricular lessons that
lead to continuing into an in-demand credential
program at EHOVE. Work Keys pre and post tests
were administered the first week of the course and in
the last week of the course. Students received
portfolios that held their National Career Readiness
certificates, Module Completion Certificates, and if
they were eligible to receive a scholarship to EHOVE
and/or BGSU Firelands, they had a congratulatory
letter. At the end of the course a
commencement/recognition ceremony was held for
students who completed the course of study. All
completers, however, were not eligible to receive the
scholarship if they did not meet attendance and
outside assignments requirements. Each student
developed and individual career and education plan
and met with EHOVE’s adult education
counselor/student services coordinator to discuss
future career/educational goals.
EHOVE and Norwalk City Schools developed an
intake that would contain the necessary information
for ABLELink and EHOVE requirements. Referrals
came from the ABLE program, EHOVE Adult Career
Center, and Huron County Jobs and Family Services.
Students were referred if they missed the entry cut
off scores of the Adult Education program of choice
at EHOVE and needed basic skill refreshers. ABLE
students who were level 4 and above were referred if
they indicated post-secondary education as a goal.
The goal of the STEP*UP program was to register 20
students on a first come first serve basis. With
referrals and media marketing the class filled and a
waiting list was formed.
Page 46 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as
team teaching and CTE contextualized learning
that lead to sector-based certificates.
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Outcomes
The Step*UP course of study incorporated
contextualized learning and embedded academics.
Instructors utilized cross-curricular strategies that
addressed barriers and assisted students in obtaining
the skills needed for post-secondary educational
success. Areas addressed were designed to offer a
positive academic experience. Personal,
interpersonal, team building, social, and resource
management skills, mastery in basic technology,
reading for information, locating information, writing,
and math skills were addressed. Outside assignment
requirements were to observe a post-secondary
education class and to tour a business in the career
pathways of manufacturing and health care. As a
writing assignment each student had to complete an
observation worksheet. A final assignment included
student power-point presentations which were
shown on the night of their commencement. Upon
course completion students earned National Career
Readiness Certificates, and Module completion
certificates. There were also most improved and
perfect attendance awards. If students met the
attendance and course assignment requirements
they had the opportunity to earn a $300.00
scholarship to be used toward and in demand
program at EHOVE and another $300.00 scholarship
towards entering an in demand associates degree
program at Firelands College, BGSU
Initially we had 22 students register for the course;
however, two never showed to the first class, 2
withdrew in the first week thus leaving 18 students.
Two withdrew for health reasons, one obtained a job,
and another moved to the Marion area. Two more
withdrew midway through. Twelve of the 22
completed the entire course. Students were given
WorkKeys the second day of class in the areas of
locating information, reading for information, and
applied mathematics and re-assessed in the 14th
week for progress. 9 of the 12 course completers
earned a scholarship to EHOVE and/or Firelands
College BGSU. Two of the 9 have already been
accepted into post-secondary education programs
beginning in August. Two students have stated they
Page 47 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
would like to attend a BGSU associates program, but
have not shown proof of admission. Three were still
unsure what direction they wanted to take, and three
need to complete their GED before continuing with
their career plan, One wanted to become a dog
trainer, another wants to work with horses, and one
is interested in CST. We will continue to track
students as scholarships are utilized and report
through data matches in ABLELink.
Students evaluated the program at the end and these
evaluations were shared with administration and
with instructors. After the commencement Norwalk
City Schools ABLE coordinator and EHOVE’s Adult
Education Director, along with all instructors and
support staff met to discuss and evaluate the course
of study. What worked and what need to be
improved? 1. Instructors thought the difference in
computer skill levels was tough, need to encourage
students to peer teach, give advanced students
additional assignments/research/internet resources
to complete while lower level students continue with
assignments.2.Locating information modules need to
be longer. We may have to extend the course of
study from 14 to 16 weeks.3.Referring partners need
to be contacted if their referral is not attending or is
struggling so that any issues can be addressed.4. We
need to contact students who did not complete to
get their feedback as to why or what need we did not
meet. 5. Teachers should have participation grades,
but also implement quizzes/tests other than
WorkKeys. 6. Discuss the WorkKeys scores at the last
class so they know their scores prior to graduation.
7. Offer Co-teaching nights with Math & Reading for
Information and another for Computer & Language.
8. Instructors would like to see the post WorkKeys
test be given after each subject module is completed
instead of at the end of the course. However, due to
assessment policies, this may not be feasible.
Overall the sense of the program was great and that
it was a benefit to the participants, instructors
worked well together. We have a waiting list of 4
students for the next session in March 2013.
Page 48 of 70
Ohio Bridges to Work Grant Report
Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Ohio Hi-Point Career Center AWE/ABLE
ABLE and AWE Partner Organization(s): Adult Education Career Technical and ABLE
Person Completing the Summary:
Darlene Chiles
Email:
DCHILES@OHIOHIPOINT.COM
Bridges to Work Funding Amount:
$20,000
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that address
data-driven regional workforce needs.
To create sustainable bridge program(s) that
lead to industry-recognized, marketable,
postsecondary credentials.
Outcomes
Prepared & distributed marketing materials
containing seamless pathway steps from
ABLE to AWE industry credentials. Hosted
open houses and information sessions.
AWE presentations were provided at each
ABLE orientation. Provided referrals of
identified AWE applicants to ABLE for
remediation. Held bi-weekly coordinator and
lead instructor meetings. Held monthly
meetings between ABLE coordinator and
Director of Adult Education. One director is
shared amongst all programs - AWE and
ABLE.
Bridges to Success course was provided to
ease learners from their casual register to
more formal, workplace interactions. A team
of instructors from AWE and ABLE integrated
contextualized curriculum in math,
communication and technology skills. AWE
and ABLE instructors provided team
contextualized instruction in AWE
classrooms.
Page 49 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be used
to support processes such as planned curricular
development, professional development,
capacity building and restructuring existing
resources (ex. career advising, assessment,
transition support).
To establish common intake processes and
procedures that refer and transition low-skilled
adults efficiently to career technical programs
through innovative assessment, advising and
enrollment processes.
To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as
team teaching and CTE contextualized learning
that lead to sector-based certificates.
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Outcomes
Team of instructors from AWE and ABLE
integrated contextualized curriculum in math,
communication and technology skills. AWE
and ABLE instructors provided team
contextualized instruction in AWE
classrooms. ABLE students and instructors
will participate in curriculum-based activities
in the AWE classrooms/labs to enhance
learning. AWE Admissions Coordinator
counseled applicants on remediation needs
based on pre-entrance testing.
A central entry point for both AWE and
ABLE applicants was established by making
referrals and registration for remediation to
ABLE/GED courses, and combining
orientations of ABLE and AWE. Advisement
is provided at point of inquiry with program
specific assessments scheduled.
Pilot program combining AWE and ABLE
orientation was offered in the Hardin County
AWE classroom. A team of both ABLE and
AWE instructors developed a pilot
contextualized class focused on math,
communication and technology. Technology
and communication instruction was provided
using the mobile laptop lab.
Pre and post testing in math was completed
on three of five enrollees; significant gain
was demonstrated by one level gain from
EFL 5 to EFL 6. Three of five earned a 10%
tuition reduction by meeting a 90%
attendance criterion. Students remarked
positively about an extended support system
provided early in their AWE journey. One
student responded, “I think this class should
be given to all upcoming nursing students. It
was helpful to see some of the math we
would be doing and how to do it.”
Page 50 of 70
Ohio Bridges to Work Grant Report
Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Penta Career Center
ABLE and AWE Partner Organization(s): Penta ABLE Program and Penta Career Center Adult
Education
Person Completing the Summary:
Debbie Morris
Email:
dmorris@pentanet.k12.oh.us
Bridges to Work Funding Amount:
$20,000.00
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that address
data-driven regional workforce needs.
To create sustainable bridge program(s)that
lead to industry-recognized, marketable,
postsecondary credentials.
Outcomes
AWE and ABLE staff worked together to
development basic curriculum for:
ServSafe; STNA; Welding; Pharmacy
Technician; HVAC; EKG; Welding; DMT;
Building, Contractor, Remodeler; Auto
Body and Auto Technician. Each booklet
includes an Introduction; Vocabulary;
Math; Tools or Equipment; ABLE
Resources; Answer Keys and References.
The materials we developed will be used in
all ABLE classrooms beginning in FY13. The
materials will be introduced during our
orientation process – encouraging students
to begin thinking about continuing their
education. When a student expresses
interest in a particular program – the
instructor will work with the student on the
program specific curriculum. Our goal is for
the student to be prepared prior to entering
the class on basic knowledge needed to be
successful.
Page 51 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be used
to support processes such as planned curricular
development, professional development,
capacity building and restructuring existing
resources (ex. career advising, assessment,
transition support).
To establish common intake processes and
procedures that refer and transition low-skilled
adults efficiently to career technical programs
through innovative assessment, advising and
enrollment processes.
To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as
team teaching and CTE contextualized learning
that lead to sector-based certificates.
Outcomes
The development of the materials was a joint
effort between our ABLE and AWE
instructors. The ABLE instructors visited the
classrooms, talked to students and met with
instructors to help create the curriculum. This
project has benefited both programs – ABLE
and AWE instructors are more informed on
what both programs have to offer students.
Additionally, we hosted a “Career Knight” for
our ABLE students. They were able to visit
the classrooms, talk to students, instructors
and our financial aid officer. The event was
well received and in FY13 we have planned
two “Career Knights” for out ABLE students.
We update our current orientation process by
adding the information on general career
pathways on programs offered through the
career center. In addition to the “Career
Knights”, ABLE instructors will encourage
students to visit Penta Career Center and
observe the classes in session. The AWE
Student Services Coordinator will visit the
ABLE classrooms guiding the students to
make informed choices, discuss financial aid,
and job requirements prior to making an
informed decision on not only a career field,
but course expectations. Students who
demonstrate interest and/ or academic
competence in one of the career
opportunities will be provided WorkKeys
assessment while attending the ABLE
program, ensuring they meet the
requirements necessary to enroll in the
Program.
The materials that were developed will be
integrated into the existing ABLE resources.
This will enable the students to make an
informed decision about a career pathway
and enhance their ability to successfully
transition into an AWE program and earn an
industry credential.
Page 52 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Outcomes
There will be two outcome measures. With
our new orientation process, our students will
be more informed on what Penta’s AWE
programs are available. They’ll have a
chance to complete some basic curriculum
and visit classrooms before making a
decision. We will be looking at how many
students from ABLE enroll in an AWE
program after obtaining their GED. Second
would be how many students that enter a
career program complete their program.
Page 53 of 70
Ohio Bridges to Work Grant Report
Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Pickaway-Ross Joint Vocational School District
ABLE and AWE Partner Organization(s): Ross County ABLE, Pickaway County ABLE, PickawayRoss Career and Technology Center Adult Education
Person Completing the Summary:
Marie Barada
Email:
marie.barada@pickawayross.com
Bridges to Work Funding Amount:
$20,000.00
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that address
data-driven regional workforce needs.
To create sustainable bridge program(s)that
lead to industry-recognized, marketable,
postsecondary credentials.
Outcomes
Monthly visits to ABLE by Pickaway Ross Career &
Technology Center staff are scheduled for both sites.
Representatives meet with students and discuss
opportunities for training thru Adult Education
programming.
Staff from all three partners participated in developing
and delivering the curriculum of the Strong Start
Series.
Specific classes for WorkKeys preparation occur on
an established schedule at three sites.
WorkKeys testing is available monthly at Pickaway
ABLE site.
PRCTC programming now available in Pickaway
County includes EKG Technician, Medical Assisting,
Phlebotomy, Nurse Aid, Patient Care Technician, and
LPN.
Based on discussions with advisory boards, AWE
programming has been revised to include additional
hours of work experience. In addition to the health
programs listed above other credential programs
included in the project are Industrial Maintenance,
Welding, HVAC, Electrical, Auto Mechanic, Power
Lineman, and EMT.
Page 54 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be used
to support processes such as planned curricular
development, professional development,
capacity building and restructuring existing
resources (ex. career advising, assessment,
transition support).
To establish common intake processes and
procedures that refer and transition low-skilled
adults efficiently to career technical programs
through innovative assessment, advising and
enrollment processes.
Outcomes
ABLE instructors have been trained and received the
curriculum materials for the Strong Start Series
modules. The schedule for Series instruction has
been established for fall entry to AWE programming
and includes both daytime and evening classes. The
modules are also scheduled regularly throughout the
year at ABLE sites.
AWE instructors participate in Train the Trainer
activities throughout the year. An alternate delivery
format has been developed for the content using
power point presentations with follow up discussions
and activities.
All students entering AWE complete a standard
enrollment form. The Strong Start Series modules are
pre-requisites for entry to AWE programming.
Students are referred to the Series modules as
needed, for Career Planning, WorkKeys Locating
Information, and WorkKeys Applied Math. Prior to the
start of regular classes, students complete the
remaining modules of the series: Success Skills,
Computer Basics, and Substance Abuse Awareness.
All students enrolled in GED preparation classes are
encouraged to participate in the Strong Start Series at
ABLE as part of their scheduled classes.
PRCTC has acquired a site in Pickaway County.
Programming scheduled for delivery at that site
include:
To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as
team teaching and CTE contextualized learning
that lead to sector-based certificates.
WorkKeys testing is available in Pickaway County on
a regular basis.
Career Planning is an important component of the
entry process. The six hour training uses face to face
instruction and online career exploration software
(OCIS) to explore the concepts of self-discovery, job
and training research, barriers to employment or
training, career and life goals, and career planning.
Students may be referred by PRCTC intake team, as
needed.
Success Skills was based on the Success Skills
curriculum used with main campus students. The
content includes: learning styles, reading for
comprehension, note-taking, use of graphic
organizers, study habits, test-taking skills, and critical
Page 55 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
thinking skills. Students use content from textbooks to
practice application of the skills in the twelve hour
class. There is no test out option
Substance Abuse Awareness, also originally part of
the AWE curriculum, will be part of the preparation
class offered prior to the start of regular program
classes. There is no test out option.
Computer Basics is a ten hour class that includes an
introduction to computer components, desktop
features, word processing, email, and Internet tasks.
Practice tasks are tied to content study and include
word processing letters, email, attachments, creating
files, reports of Internet searches, filling in forms, etc.
This class includes a test-out option.
WorkKeys Locating Information instruction follows
the topics of KeyTrain and includes KeyTrain practice
assignments. Tasks include work examples from
content textbooks and daily life activities. Students
are asked to create, explain, and interpret a variety of
maps, charts, diagrams, and graphs. This class is
scheduled for eight hours, plus time on KeyTrain. The
KeyTrain pre-test is the test out option.
WorkKeys Applied Mathematics instruction also
follows the topics of KeyTrain, includes KeyTrain
practice assignments, and includes tasks from content
textbooks and daily life activities. Topics/skills are:
fractions, decimals, percents, integers, perimeter,
area, volume, metric measurement, etc. The KeyTrain
pre-test is the test out option.
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Students complete course evaluations for each
module completed. Data will be tallied and used to
measuring effectiveness, as well as for informing
decisions regarding revisions. All students are entered
into ABLELink in compliance with OPAS guidelines
and recorded in specific classes for WorkKeys,
Transitions, ABLE, etc. All assessment data (TABE,
WorkKeys, and Compass) is entered when available.
Year to year comparisons are planned to show the
number of: ABLE/GED students entering post
secondary training, students enrolled for WorkKeys
who then enroll in AWE, ABLE transition students who
Page 56 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
complete AWE training, AWE students enrolled vs.
completed, and ABLE and AWE students who
transition to college coursework,.
Page 57 of 70
Ohio Bridges to Work Grant Report
Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Scioto County ABLE (South Central Ohio ESC)
ABLE and AWE Partner Organizations: Scioto County Career and Technical Center and Pike County
Career Center
Person Completing the Summary:
Robert Seaman
Email:
Robert.seaman@scoesc.org
Bridges to Work Funding Amount:
$20,000
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that address
data-driven regional workforce needs.
To create sustainable bridge program(s)that
lead to industry-recognized, marketable,
postsecondary credentials.
Outcomes
At the completion of this program year
our ABLE program had a slight increase
in number of GED completers who went
on to the career center for training, of
those who did go on for training did enroll
in programs specifically targeted to our
regional workforce needs. One of those
students was a 70 year old man who
enrolled in the EMT/Paramedic program at
Scioto County career Center.
I feel that the steps we made during the
short grant cycle were very productive. The
new position that was created; Career
/Transition Coordinator will be one of the
most valuable aspects of our future Able
programming. The awarded grant helped us
to do a tremendous amount of Professional
Development to train this staff member in
specialized counseling. I felt that it was such
good processes that when writing the FY 13
grant I have budgeted that position for the
entire year to incorporate what we have
started into all aspects of our program. I
believe that utilizing a dedicated
Career/Transition coordinator we will
continue to increase awareness and improve
enrollment into credit bearing Career Center
Page 58 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
programs.
Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be used
to support processes such as planned curricular
development, professional development,
capacity building and restructuring existing
resources (ex. career advising, assessment,
transition support).
To establish common intake processes and
procedures that refer and transition low-skilled
adults efficiently to career technical programs
through innovative assessment, advising and
enrollment processes.
Scioto County ABLE continues to
collaborate with the Scioto County Career
and Technical Center to develop a Job
readiness curriculum. This is not complete
currently, but given our partnership and good
working relationship, I feel that we should
have some aspects of this curriculum along
with CTC referrals to our program by midyear FY13. The bulk of our grant funding
was spent on professional development for
training of our Career/Transition Coordinator.
She spent 8 days at Pike CTC involved in
intensive training from their guidance
counselor learning how to incorporate Career
planning into all of our ABLE sites. She also
spent 5 hours with the dedicated test
Administrator at Scioto County CTC, learning
more about WORKEYS and how to
remediate students who need help passing
WORKEYS. We plan to continue
WORKEYS remediation at Scioto County
CTC and expand it to our local One Stop.
Our Career Coordinator was able to meet
with students once a week at each of our
sites. She was given opportunities to speak
to the students about various career training
programs available to them locally. I do plan
on giving this person time during central
orientation this year to discuss options for
training to the students after they earn their
GED diploma. This will be an early start to
creating each students Individual Career
plan.
Page 59 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as
team teaching and CTE contextualized learning
that lead to sector-based certificates.
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Outcomes
I am in continued planning with the Scioto
County CTC to incorporate the START
curriculum into our ABLE classes. We
currently continue to take referrals for
Workeys remediation from the Career
Center. We hope to increase these referrals
throughout FY13.
Scioto County ABLE purchased Career
exploration software site licenses for each
partner program utilizing ABLE-AWE grant
funding this should give all of our students
the opportunity for ongoing career
exploration opportunities. I believe the
most valuable opportunity this grant afforded
our program was the creation of the position
of Career/Transition Coordinator within our
program, the Professional Development
opportunities were tremendously important to
the position of Career Coordinator. Our
program will continue to partner with Scioto
County CTC with the intention of establishing
a free-flowing model of GED completers
moving into credit bearing CTC programs.
Page 60 of 70
Ohio Bridges to Work Grant Report
Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Upper Valley Career Center ABLE
ABLE and AWE Partner Organization(s): Miami County Job Center, Shelby County Department of
Job and Family Services, & Edison Community College
Person Completing the Summary:
Peg Morelli and Naomi Baker
Email:
morellip@uppervalleycc.org
Bridges to Work Funding Amount:
$17,527.00
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that address
data-driven regional workforce needs.
Funding provided by the grant allowed the ABLE
Director, ABLE instructors, AWE instructors, Bridge
Program Coordinator and the associated Career
Placement Specialist to work in collaboration to
develop and implement curriculum to enhance student
learning in a bridge program environment. The team
identified medical based programs as heavily sought
after in the immediate area. Using data from the
Bureau of Labor Statistics, the team decided to
implement a Pharmacy Technician Bridge program
due to an anticipated 32% growth of job outlook 20102020 (Occupational Outlook Handbook). UVCC ABLE
worked in conjunction with outside partners- Clark’s
Rx Pharmacy and Edison Community College to
implement a Pharmacy Technician Bridge Program
that would allow easy transition opportunities for
ABLE students into further postsecondary career
pathway programs and/or employment.
To create sustainable bridge program(s) that
lead to industry-recognized, marketable,
postsecondary credentials.
One outcome of the grant resulted in the
collaboration between ABLE instructors and AWE
instructors to increase student success by integrating
certification and licensure opportunities into the bridge
programs. In the Pharmacy Technician Bridge
program students received CPR, First Aid and AED
certification upon successful completion of the
training. The training was integrated into the
contextualized curriculum component. Students
completed the training via an online interactive
Page 61 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
tutorial, classroom lecture and hands on lab where
skills were demonstrated to the instructor. Upper
Valley Career Center ABLE worked in conjunction
with the Upper Valley Career Center AWE Practical
Nursing program to implement the training. The
course was taught by a licensed nurse and certificates
were awarded to all students who successfully
completed the training and met the pass requirements
of the course. In the pilot Pharmacy Technician Bridge
program the success rate was 100%. Students were
provided a certification card valid for 2 years.
Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be used
to support processes such as planned curricular
development, professional development,
capacity building and restructuring existing
resources (ex. career advising, assessment,
transition support).
In addition, the Dean of Admissions at Edison
Community College made a classroom visit to discuss
opportunities for further education and the Pharmacy
Technician Certification exam (CPhT) opportunities.
The ABLE Director, Adult Division Director, AWE
Counselor and Bridge Program Coordinator
established a schedule of planning meetings with
ABLE instructors and AWE instructors. During these
meeting the team;
1.) Identified appropriate contextualized materials.
Through collaborative efforts with external partner
Clark’s Rx Pharmacy, internal partner UVCC Practical
Nursing program and outside partner Edison
Community College a curriculum outline was
established. The pilot program consisted of 96 hours
classroom time plus an externship experience.
2.) Developed sequential curriculum.
The curriculum consisted of six topics; Medical
Terminology, Pharmacology Math, Virtual Pharmacy,
Introduction to the Pharmacy, Pharmacology and Law
and Ethics. Students were provided with a class
schedule and topics were taught in a blended capacity
in likeness to college level courses.
3.) Developed program specific assessments
including lab and hands on student experiences.
Student were given access to a virtual pharmacy
training software program, assessed periodically in all
topics, trained on the schools online learning
management system Moodle, required to perform skill
specific tasks, attend an externship experience and
maintain a 90% attendance rating.
4.) Identified career counseling needs. Through
collaborative efforts, the UVCC AWE counselor made
several classroom visits to assess student needs.
5.) Identified appropriate assessment tools (i.e.
TABE, Work Keys). Students in the pilot program
were given both the TABE and Work Keys tests. Upon
Page 62 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
completion of the test, results were discussed and the
next levels of training were determined.
6.) Identified essential transitional services
needed by students to navigate between ABLE
and AWE. A key component of the transition process
was to provide ABLE students with the information
about the pilot Pharmacy Technician Bridge Program
through ABLE classroom visits. The Bridge Program
Coordinator worked in conjunction with the AWE
Career Counselor to schedule classroom visits and
inform individuals of the program. In addition, the
Bridge Program Coordinator worked closely with
ABLE instructors to identify students interested in
transitioning into additional training opportunities and
help move them into the career pathway.
7.) Marketing strategies. The pilot program was
announced through a press release in collaboration
with a local newspaper (See Addendum B). In
addition, the pilot program was marketed through
radio, flyers posted at the local Job Centers and the
UVCC website.
8.) Planned ABLE classroom visits to familiarize
AWE instructors with the processes and
classroom structure of ABLE programs. Due to
time constraints ABLE instructors and instructors from
the pilot Pharmacy Technician program attended the
scheduled team meetings to provide feedback on the
program effectiveness and student progress. The
team then used this information to determine the
viability of the process.
9.) Planned AWE classroom visits to familiarize
ABLE instructors with the processes and
classroom structure of AWE programs. Due to time
constraints AWE instructors utilized time in the team
meetings to discuss classroom and curriculum
practice in an effort to establish ways to better
transition students into programs..
10.) Evaluated the effectiveness of the pilot
Pharmacy Tech Bridge Program. Success of the
students in the pilot Pharmacy Technician Bridge
Program were measured through test/assessments,
hands on activities, lab experiences, virtual pharmacy
exercise, pre and post TABE testing and attendance.
Page 63 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To establish common intake processes and
procedures that refers and transition lowskilled adults efficiently to career technical
programs through innovative assessment,
advising and enrollment processes.
To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as
team teaching and CTE contextualized learning
that lead to sector-based certificates.
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Outcomes
ABLE instructors worked in conjunction with Bridge
Program Coordinator and the AWE Career Counselor
to develop career pathways for the Pharmacy
Technician Bridge students (see Addendum A). The
program required students to pre-register and
complete the Work Keys assessment to show their
level of commitment prior to entry into the program.
The first session consisted of an orientation session
conducted by the Bridge Program Coordinator and the
AWE Career Counselor. During orientation, students
were registered for class, TABE tested, provided with
a class schedule, attendance expectations, and
scheduled for background checks to satisfy externship
requirements. The AWE Counselor discussed
expected outcomes of the training and the next step
options of additional post-secondary training with
external partner Edison Community College,
certification opportunities and/or possible
employment.
External partner, Clark’s Rx assisted with the
development and implementation of the training
curriculum as well as provided an externship site
where students could experience the pharmacy in the
retail setting as well as the compounding settings.
Students gained hands on experience in order entry,
assisting the pharmacist, assisting customers,
verifying prescriptions and dispensing medications.
The UVCC Practical Nursing program Director offered
input on curriculum content and provided a licensed
nursing instructor to teach Pharmacology and the
CPR/First Aid components. At the end of the nine
week, 96 hour pilot program students were given a
mock certification exam and provided information on
how to continue the training pathway (see Addendum
A) through outside partner Edison Community College
as well as information on how to register for the
Pharmacy Certification Exam (CPhT).
Collaboration between ABLE instructors and AWE
instructors to determine how to measure student
success and the intended outcome of the pilot bridge
program resulted in these measures of success: The
development of test/assessments, hands on activities,
attendance reports and data tracking tools to measure
student achievement. In addition, the implementation
of a pilot bridge program provided the opportunity to
evaluate the effectiveness of the established
processes and procedures and contextualized
curriculum as well as provide actual student data and
feedback that can be analyzed by the team.
Page 64 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
Students in the pilot Pharmacy Technician program
were held accountable to a 90% attendance record,
given homework assignments, and assessed on a
regular basis. The curriculum consisted of six topics;
Medical Terminology, Pharmacology Math, Virtual
Pharmacy, Introduction to the Pharmacy,
Pharmacology and Law and Ethics. In addition,
students were provided CPR, First Aid and AED
training and an externship through a local partner
pharmacy. At the end of the training students were
given a mock Pharmacy Certification Exam (CPhT).
The outcomes were as follows: The test was
compiled of 80 multiple choice questions. It is not
clear what percent a student must receive to pass the
national exam. When the person completes the
electronic test, they will immediately receive a score of
pass or fail. Official scores are mailed to the recipient
weeks after the test. It is stated on their website that,
"the passing score for the CPhT is based on a
standard of performance that experts in the profession
have determined to be acceptable for certification".
According to Clark's Pharmacy (Upper Valley Career
Center Partner), a passing score on their internal test
is 75% or above. The pilot class consisted of 9
completers. Eight of the nine students took the mock
exam with results as follows:
# of students 75% and above- 5
# of students 70%-75%- 2
# of students 65%-70%- 1
Students were provided with the opportunity to review
their mock exam results with the instructor.
The team will continue to evaluate the pilot programs
effectiveness through periodic student follow up
reports to see if students have found employment, sat
for the national certification exam (CPhT) and/or
continued their education.
In addition to the successful completion of the pilot
program, the team discovered a critical need for the
implementation of soft skills into all programs (ABLE,
Bridge Programs, and AWE Programs). The team
continues to meet and is currently in the process of
developing soft skills modules by working with
external partner Piqua Area Chamber of Commerce to
determine the needs of area employers.
Page 65 of 70
Ohio Bridges to Work Grant Report
Occupational Outlook Handbook. Bureau of Labor Statistics. www.bls.gov. Thursday, March 29, 2012.
http://www.bls.gov/ooh/Healthcare/Pharmacy-technicians.htm
Page 66 of 70
Ohio Bridges to Work Grant Report
Page 67 of 70
Ohio Bridges to Work Grant Report
Ohio Board of Regents
FY 2012 ABLE/AWE Bridges to Work Planning Grant Summary
Program Name:
Wayne County JVSD – ABLE
ABLE and AWE Partner Organization(s): Wayne County ABLE; Wayne County Schools Career
Center – Adult and Continuing Education
Person Completing the Summary:
Julie Kastner, ABLE Coordinator
Email:
jkastner@wcscc.org
Bridges to Work Funding Amount:
$20,000
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
To enhance the collaborative practices
between ABLE and AWE that enable more
students to complete credentials that address
data-driven regional workforce needs.
To create sustainable bridge program(s) that
lead to industry-recognized, marketable,
postsecondary credentials.
Outcomes
We held three cross team joint planning meetings: 1)“We
Are One” was a joint all staff, all day planning session with
all ABLE staff and all AWE Coordinators and several
instructional staff members to share information about
what each program does, training opportunities on each
end, discussed things like ideal scheduling for transitions
courses to meet AWE needs, etc. 2) We held a joint
Support Staff training session to review intake procedures,
paperwork requirements on AWE and ABLE (OPAS) sides of
registration and intake procedures, and to evaluate the
efficiencies/drawbacks of utilizing the AWE Student
Manager registration system; 3) a cross-team meeting with
the ABLE Coordinator, AWE Manager, and the Assessment
Coordinator for the AWE side (also the Chief GED
Examiner) to discuss cross promotion and usage of
assessments to streamline intake and placement into
programs. In addition, the ABLE Coordinator now attends
all AWE staff planning meetings to maintain an ABLE
presence and continuation of integration of opportunities
and resources.
As a result of the all staff meeting, several opportunities
for aligned Bridge courses emerged: a continuation of our
Medical Readiness program, better aligned to Career
Center registration dates; a technical writing course taught
by ABLE for Apprenticeship students; a formalized Business
English/Writing course taught by ABLE for all Office and
Medical Office adult program students; and in an effort to
bring more Career Center presence into ABLE classes,
classes in basic and intermediate coursework taught to
ABLE students to better prepare them to work toward the
2014 GED and eventually move into post-secondary
coursework having some computer skills already present.
Software programs/seat licenses have been purchased for
Page 68 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
the basic introductory foundational courses in Health,
Industrial and Business, and cross training between ABLE
and AWE staff is in process. We expect to be able to start
offering these Cloud based foundational programs within
the next quarter.
Engage in joint planning between ABLE and
AWE that results in processes that result in
more effective and efficient transition
processes. Grant funds must support efforts
that result in tangible, sustainable
improvement. For example funds may be used
to support processes such as planned curricular
development, professional development,
capacity building and restructuring existing
resources (ex. career advising, assessment,
transition support).
To establish common intake processes and
procedures that refer and transition low-skilled
adults efficiently to career technical programs
through innovative assessment, advising and
enrollment processes.
To jointly develop accelerated, integrated and
contextualized curriculum and instruction
including research- based strategies such as
team teaching and CTE contextualized learning
that lead to sector-based certificates.
To identify measures of shared student and
program outcomes as well as collective
evaluation of program effectiveness.
Joint planning time thus far has been in the areas of full
staff cross training, support staff cross training and intake
evaluation of Student Manager, and assessment cross
training. Time has also been used for joint ABLE/AWE
instructional time for the Business English and
Apprenticeship curriculum development, and additional
time will be allotted for Cloud cross training in the next
quarter.
Enrollment barriers have greatly been reduced through a
streamlining of intake paperwork, phone registration, and
common assessments (Work Keys is used seamlessly for
current Bridge programs i.e. Medical Readiness, Business
English and Technical Writing).
OPAS and AWE reporting requirements have been
carefully scrutinized and pared down to meet both parties
minimum levels of data gathering requirements, and can
be obtained from either point of entry. Support staff have
spent time analyzing how to cross use the Student
Manager system currently used by AWE to collect
preliminary data and be able to morph that into future
ABLELink reporting. More detail will follow when ABLELink
2013 fully comes online and we can complete that analysis.
Jointly developed Business English and Technical Writing
courses have been outlined and mutually agreed upon
curriculum has been developed through ABLE and AWE
joint planning processes.
A major breakthrough in this process was the ability for
both ABLE and AWE staff to see elements of shared and
complementary strengths to increase student access and
success. Shared goals of ease of enrollment, academic
preparedness of incoming students to post-secondary, and
having a variety of traditional and non-traditional
certification options available to ABLE-level students to
consider for post-secondary certification, has been
outstanding.
Page 69 of 70
Ohio Bridges to Work Grant Report
Describe your partnership objectives’ outcomes that were achieved, ensuring to
address each objective in your approved Bridges to Work planning grant.
Grant Objective
Outcomes
Future measures of program effectiveness will be
demonstrated in increased numbers of students
successfully transitioning into coursework at the AWE level
from the ABLE level.
Page 70 of 70