Attachment2: Lessons Learned from Minnesota FastTRAC Incubators
Mary Schmidt, Minnesota FastTRAC Director
August 11, 2009
As part of Minnesota FastTRAC (Training, Resources, and Credentialing), seven innovative
education and employment transition programs served as local “incubators” over the last year
– test sites, as it were, designed to help identify the policy changes and agency practices
needed to better deliver education and skills training to low-skilled and/or low-income adults
statewide. Minnesota FastTRAC seeks this improvement through the creation of a statewide
“stackable credentials” framework, in which workers and students access a continuum of
accelerated education and training opportunities that build upon each other, and are linked to
high-demand jobs that pay family-supporting wages.
In October 2008, each of the seven FastTRAC incubators received a modest grant ($30,00045,000) along with the charge to help write a roadmap (i.e. the FastTRAC policy agenda and
action plan) for transforming the state’s workforce and adult education systems in fundamental
ways (i.e. building a stackable credentials framework). Incubators were asked to refine their
good work in the delivery of adult education and skills training by closely coordinating
programming and support services among local Adult Basic Education (ABE) providers,
Minnesota State Colleges and Universities (MnSCU) campuses, WorkForce Centers (WFCs), and
community-based organization (CBOs). Rather than narrowly focus on the number of students
or workers who acquire skills and credentials over the grant period, FastTRAC incubators were
challenged to work to improve alignment among myriad education and training providers, and
to relay the policy obstacles and opportunities for change they encountered along the way.
Selected incubators had a track record of assisting low-wage and/or low-skilled adults
successfully complete training programs leading to better job prospects and/or postsecondary
education opportunities. The types of activities funded were intentionally focused to:
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demonstrate the innovative ways in which local programs work to support client
transitions along an advancing trajectory of education, training, and work – particularly
in the areas of student support services and bridge programming; and
attract and align public and private resources that encourage and support stackable
credential development and improvement.
Incubators were selected based on the following criteria (a two-page summary of each
incubator – including a description of the roles of partners, skill and income level of program
participants, curricula, and program delivery – begins on page 14):
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proven record (at least 12 months) in assisting low-income working adults, ages 25 to
55, with limited basic skills;
experience in bridge program development and improvement;
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experience in linking students/workers with financial aid, transportation, child care,
academic and career counseling, and other student support services;
ability to piece together various funding streams to decrease out-of-pocket expenses for
low-income students/workers;
history of employer participation;
availability of trainings focused on high-demand occupations; and
replicability of program design and strategies.
The purpose of this report is to document the work undertaken by FastTRAC incubators as well
as highlight “lessons learned” for informing the systemic changes proposed under the
Minnesota FastTRAC policy agenda and action plan.
FINDINGS
The lessons learned by the incubators were captured through site visits; one-on-one discussions
with incubator partners; quarterly incubator reports; and FastTRAC collaborative learning team
meetings, in which incubator representatives participated. Through these processes, the
incubators offered numerous insights as well as recommendations for policy change, many of
which have been integrated into the Minnesota FastTRAC policy agenda. The lessons learned
are described below, organized in ten primary categories: Partnerships/Collaboratives,
Stackable Credentials, Curricula, Industries and Sectors, Employer Engagement and
Recognition, Economic Recession, Student Access, Assessment Tools, Support Services, and
Funding.
Partnerships/Collaboratives
Finding 1: Minnesota has a rich array of local level partners to draw upon to build FastTRAC
programs. FastTRAC program development and delivery is a tall order that goes well beyond
the capacity of any single system or program provider. Building and sustaining these programs,
by necessity, requires partners to work together to provide the training and range of services
adults need to succeed. These partners include WorkForce Center partners, ABE providers,
MnSCU institutions, CBOs, and employers; and, as the experiences of the incubators suggest,
the specific expertise each brings to the table strengthens the overall pool of resources
available to help a common clientele.
Finding 2: FastTRAC incubator arrangements were “organic” in that they formed among willing
parties with mutual interests, program goals, and complementary capacities. Parties commit to
share program responsibility, accountability, and resources – financial resources, as well as
professional networks and knowledge of employer and workers/students’ needs. Dedicated
leadership is another valuable resource, and CBOs, MnSCU, ABE, or WorkForce Centers can take
a leadership role as long as there is mutual trust and consensus-based decision-making among
the partners in pursuit of a shared mission. This type of collaboration provides each partner
with the opportunity to broaden its client base, achieve greater effectiveness, and strengthen
relationships with a broader network of funders.
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Balancing a highly decentralized and collaborative process in a way that assures accountability
but allows for on-the-ground innovation and compatibility presents both a challenge and an
opportunity for the next phase of FastTRAC.
Finding 3: CBOs played an integral role in the design and improvement of FastTRAC incubators.
Some of the most innovative stackable credential programs in Minnesota have been developed
by nonprofit CBOs. CBOs have helped advance key stackable credential elements such as career
pathways, bridge programs, individualized support services, and employer skill needs
assessments. Incubator experience suggests that CBOs bring the following specific assets to the
FastTRAC table: (i) strategic connections to local employers that link training offerings and
graduates to open jobs in the local labor market; (ii) a deep understanding of the population in
need of skill training; (iii) personalized advising and counseling methods to assist individual
workers; and (iv) revenue from private foundations, employers, and government contracts to
finance training and support services that adults need to persist.
Stackable Credentials
The incubators are exemplary programs that demonstrate capacities to deliver programming
with many elements of stackable credentials as defined by the Minnesota FastTRAC vision. The
incubators’ track records suggest there is fertile ground to build a stackable credential
framework in Minnesota through the systematic implementation of its key elements (see MN
FastTRAC vision, “Shifting Gears 2.0 Minnesota FastTRAC Proposal for Renewal Grant” August
17, 2009): bridge programming; courses that integrate basic, soft and occupational skills;
programs that prepare adults to achieve occupational credentials in high demand industries;
and training opportunities that are short-term, modular and experiential in nature. Examples of
how each of these stackable credential elements were used by the incubators are given below.
Moving forward, further analysis of these elements will be needed so that practitioners and
policymakers can use them to identify high quality programs that will prepare low-skilled adults
for further education and work.
Finding 4: Incubators integrated basic, soft, and occupational skills. Basic skills refer to the
reading, writing, mathematics and English proficiency aptitudes that constitute the foundation
required for postsecondary education or further job training - typically, the 12th grade level. Soft
skills refer to behaviors and attitudes that help students advance in their personal and
professional life and gain confidence for more work and learning. These skills may also be called
“work-readiness” skills, and include communicating with supervisors and colleagues,
organization and planning, team building, and seeking and receiving assistance. Computer skills
have also become an essential competency for transitioning into education, training or
employment. In fact, many companies require candidates to apply online for jobs. Hence, some
incubators incorporated key boarding, web searching and other basic computer skills with the
more traditional skills of resume writing and interviewing to improve participants’ workreadiness skills. Occupational skills refer to training connected to specific job skill sets,
oftentimes validated by employers and labor market research.
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Incubators demonstrated an ability to help students learn basic, soft, work-readiness, and
occupation-specific skills concurrently. For instance:
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Multicultural Certified Nursing Assistant (CNA) program was founded in 2000 to address
the specific language skills, support services, and training needs of immigrants that
wanted to work in healthcare. Even though students demonstrated sufficient reading,
writing, and English comprehension aptitudes, surveys of graduates indicated they
struggled to retain CNA jobs because of insufficient knowledge of healthcare vocabulary
and cultural norms. Today’s courses integrate cultural competencies for both students
and employers, along with industry-specific vocabulary to prepare students to pass state
examinations and perform well on the job.
Pathway to the Trades assists individuals with interest in manufacturing with soft skills,
career exploration, and basic computer training, followed by a 12-week occupationspecific training that prepares them for job placement and/or a two-year credit-based
diploma or degree program at Lake Superior College.
Building the Healthcare Workforce created its pre-healthcare curriculum for incumbent
CNAs in 2008, but at the request of employers, added a contextualized soft skills
component developed by Minnesota State Community and Technical College (MSCTC)
nursing and ABE faculty.
Finding 5: Incubators used FastTRAC grants to improve bridge programs in particular industries.
Bridge programming refers to innovative programs that close the skill gap between an adult
with limited English language, literacy and/or other basic skills and the skills required to enter
postsecondary education, additional training or a job placement. Development of a bridge
program is contingent upon sufficient knowledge of the education and training programs or
occupations students are coming from and the education, training and occupational options on
the other side of the bridge. Such knowledge becomes the basis for course content alignment
and seamless transitions.
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Building the Healthcare Workforce and Multicultural CNA are examples of bridge
programs that link ABE students and content with MnSCU certificate programs. In the
case of Multicultural CNA, students started in ABE and transitioned into Dakota County
Technical College’s CNA course and state examination. In the case of Building the
Healthcare Workforce, incumbent CNA workers emerged from the ABE pre-heathcare
bridge program prepared for higher level technical certificate programs (e.g. radiology
technician) at MSCTC Fergus Falls or Detroit Lakes.
The other five incubators did not directly bridge ABE students or content to MnSCU
occupational programs. However, M-Powered, Financial Services Industry Skills Training
and Pathways to the Trades are examples of training programs for low-skilled adults run
by a nonprofit in conjunction with a MnSCU institution. On one side of the bridge were
adults that looked very much like ABE students in terms of their skill levels (in the case
of M-Powered students were at the most advanced ABE equivalent levels); and after
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completing training these adults had the option to pursue various for-credit MnSCU
occupational programs and/or enter the workforce (with higher qualifications).
Finding 6: Incubators delivered modular curricula. Modular curricula refers to sets of courses
containing discrete educational and employment outcomes that do not require completing an
entire program at once.
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Under the M-Powered program, Hennepin Technical College provided students with a
three-level training program in metals manufacturing, injection molded plastics,
hospitality, or customer service. In the first 96 hours of metal manufacturing, for
instance, students learned basic skills such as job safety, applied mathematics,
measuring and print-reading. After completing the classroom training, participants
completed 480 hours of paid on-the job training. Then students completed an additional
72-hour hands-on classroom session to graduate with credentials from the National
Institute for Metalworking Skills (NIMS).
Finding 7: Incubators provided short-term training at times and places accessible to working
adults. Short-term training courses ranged from eight hours to 12 weeks. Online and classroom
pedagogical methods helped teachers and students reach their full potential and expand
learning opportunities.
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To accelerate the pace of learning so adults could acquire skills quickly, College Prep and
Pathway to the Trades offered some coursework online, and Long-term Care Skilled
Worker Pathways developed an online simulation-based training module.
Finding 8: FastTRAC incubators made abundant use of contextualized learning. Numerous
incubators used workplace vocabulary, materials, tasks, and procedures specific to occupations
and local employers.
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M-Powered’s On the Job Training component used the workplace as a learning
environment because it was best-suited to teach work readiness and job-specific skills.
Finding 9: Incubators encouraged student cohorts. Incubators formed cohorts of new entrants
and, in one case, combined new entrants with incumbent workers.
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Pathways to the Trades and Multicultural CNA learned that serving groups with common
career tracks enhanced opportunities for peer support.
Incubators covering wide geographic locations and less dense populations such as
Building the Healthcare Workforce in West Central Minnesota struggled with achieving
the economies of scale that student cohorts offered in metropolitan areas.
Finding 10: Most incubators awarded students a credential and no college credit. One of the
principal ways to attest to a student’s qualifications and competencies is to award a certificate
or credential that is employer-sanctioned. The training program provided by one incubator, M5
Powered, resulted in a national industry credential. Most incubators had local employer
recognition. Goodwill/Easterseals financial services completers, for example, received a
certificate validated by local financial service employers.
The incubators’ experience suggests that tying a FastTRAC program to an industry-recognized
credential can be challenging: identifying an “agent” that can confer a credential can be time
consuming, especially when training programs work with individual local employers that, unlike
national or regional industry associations, do not have formal processes for awarding industrysanctioned credentials. Two incubators awarded college credits for their FastTRAC program.
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M-Powered metalworking program completers received a (NIMs) credential and college
credit through Hennepin Technical College.
Multicultural CNA completers received a CNA certificate and college credit through
Dakota County Technical College.
Curricula
Finding 11: Curriculum development and alignment remain challenges. Development of a
FastTRAC program requires partner institutions to work together to identify the skills students
need to transition to MnSCU or other occupational programs or to jobs with higher skill
requirements, and then make requisite changes to curricula and programs to ensure that
students receive those skills. Incubator representatives indicated widespread support for a
curricula repository that would form the foundation for common skill areas and hopefully avoid
the need to “reinvent the wheel” with new curricula. Still, even when curricula can be adapted
from elsewhere, refinement is needed to ensure that students/workers can acquire the skills
local employers most value.
Industries and Sectors
Finding 12: Incubators organized and developed skills training around key sectors in both rural
and urban settings. Incubators developed their business-focused training in three sectors:
healthcare, manufacturing and financial services. Manufacturing and health sectors each have a
high proportion of jobs that pay family-supporting wages and offer good benefits. However it is
dangerous to assume that good paying jobs will be readily available for everyone with upgraded
skills; some incubators in manufacturing have seen much longer job searches for their
graduates, for example. Moreover, not everyone willing to upgrade skills will have an interest in
manufacturing or healthcare. The incubators illustrate several challenges: (i) to develop
FastTRAC programs that increase the access points into high-demand sectors (not all healthcare
workers want to start as a CNA); and (ii) to develop FastTRAC programs in additional highdemand sectors, such as the “green economy” (i.e. markets for green technology, materials,
and design expertise). Washington State’s I-BEST initiative, which we look to as a model,
presently includes 43 different integrated programs at 24 colleges in fields that include various
forms of allied health, office works, computer applications, welding, HVAC, child development
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and customer service. FastTRAC resources should help infuse or accelerate the replication of
industry-based training options in other locations and sectors/occupations.
Employer Engagement and Recognition
Finding 13: The incubators demonstrated promising approaches to connect strategically with
employers, especially around identifying high-demand industries and ensuring employerfocused training. The incubator experience suggests that dealing with individual employers
rather than employer associations is the norm, even though it is time-consuming: Building
employer trust requires close, ongoing, personal connections to ensure that employers will
contribute input to program design and that training will produce workers with the appropriate
competencies.
Economic Recession
Finding 14: The recession had a negative impact on all incubators. In addition to an increase in
the number of program applicants, incubators also reported the recession reduced the number
of employers willing to invest time in partnership activities (e.g. curriculum development),
caused employers to send fewer incumbent workers to incubator trainings, and dampened
employer willingness to hire program graduates. Incubators also reported that compared with
earlier years: (i) incubators experienced more participants dropping programs due to multiple
barriers; (ii) fewer support service resources were made available as demand increased for such
resources; and (iii) job placement became more challenging for program graduates and job
searches lengthened. Two incubators reported they would scale back manufacturing trainings
due to the downturn in the economy.
Student Access
Finding 15: FastTRAC programs are needed for adults with basic skills below 8th grade level.
Incubator representatives confirmed findings from elsewhere that many adults in Minnesota
with high school diploma or GED lack the basic and/or literacy skills to enter and complete
postsecondary work. One-third of applicants lacked the 6th grade equivalent math skills to enter
the Financial Services Industry Skills Training incubator. Further, many also lack the
employment readiness or occupational skills to secure and retain jobs that pay familysupporting wages. Table 1 indicates that 6th grade skills were typically the minimum skill level
for entry into FastTRAC programs. This experience suggests that, going forward, FastTRAC
programs will be needed that accommodate persons with math and reading skills at or below
an 8th-grade level (e.g., “pre-bridge” programs with intensive support in math and English).
Assessment Tools
Finding 16: Incubators used multiple strategies and tools to assess student proficiencies,
interests, and barriers. ABE providers made use of standardized ABE and ESL tests such as TABE
and CASAS to assess basic academic skills. Other partners, such as HIRED, used tests they
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developed to reflect the specialized nature of their programs. Accuplacer was commonly used
to guide general level of readiness for postsecondary education programs at MnSCU institutions
and determine developmental education needs. In addition to assessing student proficiency
and learning gains, incubators also developed individualized education or employment plans
with incubator participants and periodically assessed their progress. And because personal
barriers are among the major reasons why adult students do not persist longer in education
and training programs, most incubators assessed and addressed these barriers at intake.
Table 1: Minimum Skill Levels for Incubator Admission
Incubator Name
Minimum Skill Levels, Assessment Tools
Financial Services Industry Skills Training
Bank skills class:
 6th gr. reading comprehension, ABLE-3
 6th gr. arithmetic, TABE applied math
Bank reconciliation:
 8th gr. reading comprehensive, ABLE-3
 8th gr. arithmetic, TABE applied math
 6th, 7th or 8th gr. reading comprehension and applied
math, TABE and/or ABLE for admission to the noncredit courses at Lake Superior College
 7th gr. reading, TABE
 Academic development, and/or ESOL, Accuplacer
 LASSI (reads anxiety, attention, concentration,
motivation)
 Math and language, Wide Range Achievement Test
 Written application required
 References required
 Computer assessment
 Quality Healthcare Employee Inventory
 CASAS
 Accuplacer
 ELL level 6, CASAS
 235 CASAS reading, math
Pathway to the Trades
College Prep
M-Powered
Building the Healthcare Workforce
Multicultural Certified Nurse Assistant
Long-term Care Skilled Worker Pathway
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Support Services to Encourage Access and Retention
Finding 18: Provision of comprehensive support services requires multiple agencies and
organizations. The barriers that lower-skilled adult students encounter are numerous: lack of
financial means to pay for training/education on top of transportation and living expenses;
juggling work, family, and school responsibilities; limited exposure to career and education
options, including financial aid; lack of confidence and personal support networks; and difficulty
navigating multiple and complex education and training systems. No individual incubator
partner has the resources or expertise to address the range of personal barriers that students
face. Most incubators tapped an array of public and private agencies to provide transportation,
childcare, counseling and case management, including: (i) WorkForce Center partners
(information on career guidance, eligibility for federal WIA training and intensive support
programs, job placement services); (ii) MFIP providers (income support, child care and wide
range of other social services for eligible individuals); (iii) MnSCU institutions (financial aid,
academic counseling and tutoring); and (iv) CBOs such as HIRED, SOAR Career Solutions and
Goodwill/Easterseals that provide support services through their own host of programs or
networks with other organizations.
Finding 19: Federal and state funding streams are inadequate and too restrictive to fill the
financial gaps that keep working adults from accessing and completing skills training.
Participant intake data confirmed statements made by incubator partners that many clients are
not eligible for public assistance while pursuing training programs. Thirty-one percent of
incubator participants were enrolled in the WIA Title I, III and IV programs (Adult 17 percent,
Rehab Services 7 percent, Youth 5 percent). Few received public assistance: MFIP 19 percent;
General Assistance (cash for single adults and childless couples) 4 percent; SNAP 3 percent,
Unemployment Insurance 1 percent). This finding could mean that greater attention is needed
in the future to ensure FastTRAC program applicants are assessed and enrolled in all eligible
public assistance and WIA training and intensive service programs. However, according to
incubator representatives, the problem is not that applicants are not assessed and enrolled;
rather, applicants are not eligible because programs are too restrictive or funds too insufficient
to meet all needs.
Finding 20: Dedicated staffing is needed to assess student needs and link students to support
services. The incubator experience suggests that how support service needs are assessed and
delivered matters. It is not enough to focus on the supply of transportation or childcare
vouchers; in addition, the assessment process and provision of services must be individualized;
be provided by dedicated staff; and be available from intake through job/postsecondary
placement. The staff time to do this work must be paid for.
Funding
While the incubators were able to find the resources to deliver training and education at no
cost to the participants, this will be extremely challenging on a larger scale.
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Finding 21: Flexible financing helped incubators fill critical funding gaps. Most FastTRAC grant
resources were invested in personnel, particularly to cover the costs associated with student
support service assessment and delivery. Incubator partners reported that while the expense of
dedicated staff for integrated assessments and intensive case management is an essential part
of stackable credential programs, it is very difficult to find willing funders of this expense.
Tuition on the other hand, is easier to finance, such as with MN Job Skills Partnership and WIA
programs, for example. Three of five incubators used their grant to enable CBOs to hire
faculty/trainers for program delivery. Three used their incubator grant to enable ABE partners
to fund additional staff hours for curriculum development and program delivery (see ABE
financing constraint in finding 25). Just one of the five incubators in Table 2 used the FastTRAC
grant to pay tuition for training instruction: The other incubators had alternative resources to
cover MnSCU expenses. Marketing and outreach was a recurring though minor expense for the
incubators. One incubator (Multicultural CNA) used grant funds to supplement support
services, in this case, transportation of participants to and from training.
Table 2: FastTRAC Grant Expenditure Categories
Incubator
Name
College Prep
Multicultural CNA
Financial Services
Pathways to Trades
Building Healthcare
Curric. CBO
Devel. Faculty
or Man.
ABE
Faculty
or Man.
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MnSCU
Faculty
or Man.
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Tuition
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Personnel
Support
Services
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Support
Service
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Finding 22: Temporary funding was the norm for all incubator programs. Without a doubt, one
of the greatest risks to a stackable credential framework in Minnesota, according to incubator
representatives, is lack of secure or permanent financing. The FastTRAC incubator grants, like
most incubator funding, was temporary funding. Incubator representatives, especially CBOs,
are engaged in a constant state of fundraising; many government-funded providers such as ABE
providers, MnSCU institutions, and WFC partners also work to supplement federal/state
resources with private funds whenever possible. The timing of the federal American Recovery
and Reinvestment Act (ARRA) bodes well for incubators to build on their FastTRAC incubator
experience (e.g. $1.5 million WSA FastTRAC Supplement and $0.5 million Vocational
Rehabilitation FastTRAC Services for Persons with Disabilities). But these funds also are
temporary. Reliance on temporary funding will become less of a challenge if ARRA principles
and goals are embedded in WIA reauthorization, as this will create a federal mandate for
FastTRAC programming that will filter through ABE, MnSCU and DEED/WFC partners.
Finding 23: Incubators secured resources across many government agencies and often from
employers and private foundations as well. Securing/managing multiple funding streams is time
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Mkt
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intensive. Private foundations and the state’s MN Job Skills Partnership Program (MJSP) have
been and will continue to be important means to leverage employer and other resources for
FastTRAC activities, particularly to pay MnSCU faculty for training delivery and curriculum
development. Employer investments include curriculum development, scholarships, On the Job
training opportunities, wages to incumbent workers while engaged in training, equipment and
space for training.
Finding 24: According to MnSCU partners, allocation formulas are a disincentive to FastTRAC
programming. Full-time Equivalent (FTE) allocations do not recognize the true costs of design
and delivery of occupational programs, such as nursing and machining courses that require
specialized space, equipment, materials and faculty. Simply, occupational courses as desired
under FastTRAC cost more to design and deliver than a reading, mathematics or other general
education course. Moreover, student support service costs—such as transportation and child
care, academic and employment counseling—do not reflect the typical costs of non-traditional
students. For example, it typically costs more to serve two half-time students than one full-time
student with the personalized services that adults need to persist in their studies. Funding must
support the true costs of FastTRAC program development and operation if MnSCU institutions
are expected to deliver them.
Finding 25: ABE providers also face financial constraints. Increased ABE enrollments through
FastTRAC partnerships (on top of higher ABE enrollments from the economic recession) led to
increased demand for ABE faculty, space, materials and administrative assistance to support
incubator plans. The ABE funding structure’s lack of real time flexibility (i.e. according to state
statute, ABE providers must wait until the next fiscal year to be reimbursed for current year
enrollment, plus there is a maximum percentage allowable for annual funding increase) was a
constraint in some incubators. This policy barrier was overcome for the ARRA-financed WSA
FastTRAC Supplement ($1.5 million) in summer 2009: If FastTRAC programs rely on ABE
providers for FastTRAC programming, then ABE providers must be financed in real time for their
increased levels of enrollment/service.
RECOMMENDATIONS
Partnerships/Collaboratives
1. Mandate state-financed systems (i.e. ABE, MnSCU, DEED/Workforce Centers) to coordinate
with each other and with CBOs in the development and delivery of FastTRAC programs. Agency
strategic plans and budgets should reflect commitments to the FastTRAC vision and policy
agenda. Local WIB plans, ABE Consortia plans, and Perkins Consortia plans should indicate locallevel buy in and resource commitments to FastTRAC program development and expansion.
2. Structure professional development to facilitate system connections at the local level (use
FastTRAC as an impetus to connect individual MnSCU, ABE providers, WorkForce Center
partners and CBOs). Ensure all systems get access to professional development and technical
assistance for FastTRAC program development.
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Stackable Credentials
3. Undertake analysis of stackable credentials elements so they can be used by practitioners
and policymakers to identify high quality programs worthy of investment and support. Ensure
all systems use consistent language and standards to finance and administer FastTRAC
programming.
4. Enable sharing of curricula specific to FastTRAC programs, i.e. occupational programs, prebridge programs, and integrated basic, soft and occupational skills training. Invest in technology
to foster sharing of curricula.
5. Look for opportunities to capitalize on ABE’s distance education initiative called “GED-i” and
other online basic skill learning opportunities that are offered by many local ABE and MnSCU
programs.
6. Use researchers from each state system (ABE, MnSCU, DEED) to conduct evaluations of
FastTRAC programs to uncover barriers and opportunities specific to systems, and to facilitate
learning across systems.
Industries and Sectors
7. Use state data and capacity to analyze labor markets and help identify promising sectors and
occupations for FastTRAC program development and expansion.
8. Help state and local employers find opportunities to adopt training in sectors like
manufacturing and healthcare to make them relevant for green jobs, and develop FastTRAC
programs in more sectors/occupations. Federal/national grant competitions could help
leverage this work along with guidance from DEED and MnSCU technical assistance.
9. Look for opportunities to link future FastTRAC programs with DEED’s business development
and regional competitive strategies, such as sector partnership grants, WIRED grants, and
competitive national grants in healthcare and green energy.
Student Access
10. Ensure FastTRAC programs are available to students at a range of skill levels, including
below the 8th grade level. Minnesota will have to invest in “pre”-bridge programs with intensive
support in math and English to help adults with very low basic skills.
11. Set standards for assessment tools in FastTRAC programs that capture student proficiencies,
interests, and barriers; invest in professional development to help ABE, MnSCU, WFC partners,
and CBOs understand the meaning of various system assessment/placement tools.
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Student Support Services
12. Set quality standards and fund staff for individualized assessment and provision of support
services to FastTRAC program participants.
13. Create a new funding stream for transportation, childcare, financial aid and other support
services of FastTRAC participants who are in need but ineligible for other funding streams.
Funding
14. Amend the MnSCU FTE allocation formulas to better reflect the true costs of occupational
programs, and serving non-traditional students. Experience from other states suggest a more
generous FTE funding formula for pilots and a state student grant aid program for working
adults should be explored for feasibility in Minnesota.
15. Explore the feasibility of amending state statute for ABE reimbursement so the timing and
flow of financing does not constrain ABE contributions to FastTRAC program development and
delivery.
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Shifting Gears: Minnesota FastTRAC
Incubator Summary Sheet
Name of incubator program:
Building the Healthcare Workforce (BHW) Pre-Healthcare
Submitting organization:
West Central Initiative
1000 Western Ave
Fergus Falls, MN 56537
Amount of FastTRAC grant:
$45,000
Industry(ies) and occupations:
Healthcare
Geographic focus:
Counties in Minnesota Workforce Service Area 2.
Partners who are key to the design
and delivery of FastTRAC program;
roles and responsibilities:
Detroit Lakes and Fergus Falls Adult Basic Education: curriculum
development and delivery
DEED: data and technical assistance
Central MN AHEC: convener
Healthcare employers: curriculum development and referrals
Healthcare educators: curriculum development and referrals
Northern Connections: referrals
Rural MN CEP: referrals
Other Adult Basic Education Consortia (Alexandria, Bemidji,
Brainerd, Cass Lake, Freshwater ABE, Lakes and Prairie ABE,
Moorhead, Walker- North Country ABE, and White Earth ABE):
referrals
MN State Community and Technical College (MSCTC):
classrooms and technical support with the soft skills component
History/background:
BHW’s focus on CNA training began in earnest in July 2007 with
the help of a Minnesota Sector Partnership grant. Twenty-six
unemployed adult workers participated in the CNA training
provided in collaboration with Rural MN CEP, Inc and MSCTC. Of
the 26 participants, 23 completed the training and 21 are currently
employed as CNAs. After evaluating the CNA training program,
BHW realized that once CNAs are trained and employed, the
majority do not receive support services to help them advance in
their careers or manage employment issues which may impact
productivity and tenure. The steering committee for the CNA
training realized that if they cooperated, they could provide
additional support and skills to increase longevity of individuals in
their positions and encourage the CNAs to advance along the
healthcare career pathway.
Description of the incubator
program:
The incubator grant was used to develop and deliver a bridge
curriculum for incumbent CNAs. FastTRAC funding was used to
add a 100 hour pre-healthcare bridge curriculum to the region’s
healthcare career pathway. The curriculum was developed jointly
by ABE and healthcare educators at MSCTC, plus employers. A
soft skills component (e.g. ethics, team building) was added at the
request of employers. ABE consortia in Fergus Falls and Detroit
Lakes did student intake and delivered the instruction. Upon
completion of the course, students received a certificate (no
credit); students can transition to occupational offerings at
MSCTC, e.g. TMA and radiology technology.
The program was aggressively marketed to prospective students
through 80 healthcare employers as well as ABE consortia,
newspaper and radio.
Four employers provided job shadowing opportunities and a
nursing mentorship session.
Outcomes:
During the incubator grant, 20 students enrolled in the course; 11
completed, of which 10 enrolled in postsecondary courses. 14
students were post tested with TABE; 10 improved scores.
Employers considered the BHW training as a way to retain good
employees: incumbent workers could attend the training (while
earning their wages) and increase their skills for higher levels of
responsibility and increased compensation.
Lessons:
Limited funding and part time employment of ABE instructors
constrained greater ABE involvement during the FastTRAC
incubator. There will be constraints going forward as well, i.e. the
cost to deliver the course through ABE is about $5,000 and ABE
budgets operate on a reimbursement basis, so non-ABE funds
are needed for startup.
The incubator partners did not devote grant or other funds to
support services. While ABE assessed motivation/interest and
basic skills, no partner assessed personal barriers of program
applicants/participants. Nor did anyone monitor if students
received support services. Partners believe this led to some
students dropping out. The incubator experience confirms the
importance of providing both the academic/skills component as
well as the support services to help students complete training.
Skill level of the population,
assessment tools:
The program supports workers from all skill levels, especially
those who are considering CNA as a dislocated worker or second
career worker. The Quality Healthcare Employment Inventory is
used to assess an individual’s ability to work in healthcare.
Accuplacer, CASAS and TABE determine basic skill levels.
Demographic data for participants
for 2007-08:
Program participants from 2007 to 2008 included unemployed
females in the age range of 20 to 40 years.
Income status of participants:
The average hourly wage for CNAs is $10.14. They are working
an average of 35.5 hours per week.
15
Shifting Gears: Minnesota FastTRAC
Incubator Summary Sheet
Name of incubator program:
Submitting organization:
Financial Services Industry Skills Training
Goodwill/Easter Seals
553 Fairview Avenue N.
St. Paul, MN, 55104
Amount of FastTRAC grant:
$45,000
Industry(ies) and occupations:
Financial Services Industry: bank teller, operations specialist, loan
officer, accountant, financial advisory
Geographic focus:
Seven county metro area and surrounding cities.
Partners key to the design and
delivery of the program; roles and
responsibilities
Goodwill/Easter Seals Minnesota (GWES): Financial Services
Skills Training
Minneapolis Adult Basic Education: basic skills and GED
preparation
Minneapolis Community & Technical College (MCTC):
postsecondary education
Financial Services Businesses: hiring, advancement and tuition
reimbursement
History/background:
Description of the incubator
program:
In partnership with Twin Cities Federal and other area banks, the
Bank Skills Training emerged in 1998. Bank Reconciliation Skills
Training was developed in 2006 in collaboration with US Bank.
Both courses are six week, 120 hour courses designed with the
objective to provide soft and occupational skills in order to secure
employment and career advancement within the financial services
industry. Bank Skills Training provides instruction on personal
banking, terminology, customer service, sales, basic ten key
operation, cash counting, balancing, handling, debit and credit
exercises and introduction to computers. Bank Reconciliation Skills
Training provides instruction in basic accounting, Excel, research,
and account settlement and focuses on higher level technical skills,
thus having higher earning potential. The curricula for the two
courses were reviewed and compared to the exit elements of ABE
and MCTC financial literacy workshop curriculum. Gaps were
identified and filled in vocabulary, concepts and procedures.
A pre-financial services “Personal Finance” curriculum is available
for ABE learners to prepare for the two Financial Service Skills
Trainings.
Employment Readiness Training is also integrated into GWES
curriculum and consists of several modules, beginning with Career
Planning and followed by: Job Search, Applications and Resumes,
Interviewing, Finishing Touches (thank you letters and notes, salary
negotiations, etc.), and Job Keeping. A variety of resources are
used and/or made available to participants, including a number of
Internet tools and resources. GWES offers Career $mart, a job
development class that meets weekly and includes employers as
speakers. The class focuses on handling difficult situations at work,
work ethics, and rights and responsibilities of employees and
employers.
The program uses GPSLifePlan and tours to MCTC to promote
students’ understanding and planning for postsecondary education.
Outcomes:
78 individuals have completed the two trainings since October
2008. Within the past 18 months, 169 individuals have completed
the trainings. Of those, 81% graduated and 77% secured
employment. Average wage is $ 11.33 per hour for Bank Skills
graduates securing employment and $13.14 per hour for Bank
Reconciliation graduates. However, earning potential for those who
go on to earn a postsecondary degree range from $23 - $37 per
hour on average.
Goodwill/Easterseals is in conversation with financial services
employers to explore replicating the programs in the St. Cloud area.
Recognition and transfer of test scores and gaining college credit
for approved coursework is a challenge going forward.
Lessons:
Skill level of the population;
assessment tools:
Demographic data on program
participants for 2007-08:
Nearly a third of all Bank Skills and Bank Reconciliation Skills
Training candidates do not have the required math and reading
skills to enter the training. Students who do not pass the minimum
eligibility are referred to Minneapolis ABE, but it is difficult to track
whether these students enroll and persist through ABE.
Bank Skills: minimum 6th grade Reading Comprehension Level on
the ABLE-3 and minimum 6th grade Arithmetic on the TABE
Applied Math Sub-test.
Bank Reconciliation: minimum 8th grade Reading Comprehension
Level on the ABLE-3 and minimum 8th grade Arithmetic on the
TABE Applied Math Sub-test.
Goodwill/Easter Seals: A total of 169 individuals participated in
Financial Services Skills Training services in 2007 and 2008 (as of
March): 62% were minorities, 27% reporting disability, 57% had not
worked in the United States for at least 6 months prior to intake and
16% required childcare support. 68% were female and 32% male.
32% were between the ages of 21-30, 32% were between 31-40
years of age, 19% were between 41-50 years of age and 9% were
between the ages of 51-60. This does not include ages less than 21
and over 60.
ABE Learners: The current Minneapolis-ABE population is about
65% African or African-American, 19% Hispanic; 8% Asian and
Pacific Islander; 8% White and 1% American Indian/Native Alaskan.
About 47% of the learners served in ABE are unemployed and/or
receiving MFIP or other forms of assistance. 53% of the learners
are between 25-44 years old; about 20% of learners are 19-24
years of age.
Income status of program
participants:
75% were considered as low income (meeting poverty guidelines).
45% reported receiving public assistance.
17
Shifting Gears: Minnesota FastTRAC
Incubator Summary Sheet
Name of incubator program:
M-Powered Sector Training Programs
Submitting organization:
HIRED
1200 Plymouth Avenue North
Minneapolis, MN 55411
Amount of FastTRAC grant:
$30,000
Industry(ies) and occupations:
metals manufacturing, injection molded plastics manufacturing,
hospitality (customer service and healthcare are in various
stages of development)
Geographic focus:
Twin Cities metropolitan area
Partners key to the design and
delivery of FastTRAC program; roles
and responsibilities
History/background:
HIRED: intermediary, student supports
Hennepin Technical College: technical skills training
Robbinsdale Adult Basic Education: basic skills for those who are
not prepared for M-Powered
South Hennepin Adult Programs in Education: basic skills for
those who are not prepared for M-Powered
Industry partners: curriculum and program delivery, OJT, mock
interviews, job placements
Minnesota Precision Manufacturing Association
Precision Metalforming Assoc. Education Fnd.
HIRED has utilized a sector approach to workforce development
since 2004, with the introduction of its internationally recognized
M-Powered metals manufacturing program that was created in
partnership with Hennepin Technical College, a group of small to
medium size precision metal employers and community partners.
The program began with a $100,000 grant through the National
Association of Manufacturers and has leveraged $1.9 million. The
program has recruited participants from seven MN Department of
Corrections facilities, moving incarcerated men and women from
pre through post release, into manufacturing careers across the
metro and greater Minnesota.
For the metals manufacturing and injection molded plastics,
HIRED conducts assessment/intake and development of an
individual training and employment plan. Participants in need of
math, reading or other academic skills may be referred to
Robbinsdale ABE and/or receive help from M-Powered instructors
in A+advancer math and reading.
Description of the incubator
program:
Once participants are properly prepared, Hennepin Technical
College provides them with a three-level training program in
metals manufacturing, injection molded plastics, hospitality or
customer service. In the first 96 hours of metal manufacturing, for
instance, students learn basic skills such as job safety, applied
mathematics, measuring and print-reading. After completing the
classroom training, participants complete 480 hours of paid on-the
job training. Then students complete an additional 72-hour hands-
18
on classroom session to graduate with credentials from the
National Institute for Metalworking Skills (NIMS).
Robbinsdale ABE continues to provide academic services
throughout the program while HIRED provides one-on-one case
management to connect participants to child care, transportation,
chemical dependency, housing, etc.
Outcomes:
Manufacturing Fundamentals Graduates:
• 52 Entry Level Students, 48 Incumbents
Average Wages:
• $11.98 Entry Level - entering mfg field w/ Level 1
• $14.16 Entry Level – upon completing Level III
• $13.41 Incumbents – entering Level 1
• $15.34 Incumbents– upon completing Level III
Job Retention:
• 96% Entry Level, 100% Incumbents
By investing $1745 per student, M-Powered was able to train,
place, and advance 100 participants into sustainable employment.
•
ROI resulted in:
– Average entry level wages increased by $2.18 per
hour, upon completion of the program.
– Average incumbent wages increased by $1.93 per
hour, upon completion of the program.
There are too few support services available for the population:
many students are ineligible for financial and other supports, or
the support services do not provide funding sufficient for the need
(e.g. childcare, transportation, financial aid).
Lessons:
The integrated student assessment of personal barriers,
employment readiness, and academic readiness, combined with
motivation and interest is key to understanding the potential
barriers and opportunities for helping students be successful.
Advisory boards were able to foster trust and enthusiasm among
employers, even those that cautiously came to the table.
The economic recession negatively impacted employer ability to
attend meetings, do mock interviews, company tours, etc.
Skill level of the population,
assessment tools:
Each of HIRED’s Sector Training Programs targets workers with
entry-level skills. Skill levels are determined through one-on-one
interviews and by using tools such as Accuplacer to determine
mathematics and reading skill levels. HIRED’s counselors also
assess program participants’ skill levels by having them complete
written applications to the program and by providing references
(such as former employers or job counselors). Participants’
computer skills are also assessed.
Demographic data for participants
for 2007-08.
In 2007, sector programs served 204 program participants, 134 of
whom were people of color.
Income status of participants:
All program participants (with the exception of incumbent workers)
meet federal definitions of low-income status.
19
Shifting Gears: Minnesota FastTRAC
Incubator Summary Sheet
Name of incubator program:
Multicultural Certified Nursing Assistant (CNA)
Submitting organization:
Somali Success School
939 Olson Memorial Hwy
Minneapolis, MN 55405
Amount of FastTRAC grant:
$45,000
Industry(ies) and occupations:
Healthcare/Certified Nurse Assistant
Geographic focus:
Hennepin, Dakota and Ramsey County
Partners who are key to the design and
delivery of FastTRAC program; roles and
responsibilities:
Somali Success School (SSS) is an ABE provider and
member of the Minneapolis ABE consortium. SSS is
responsible for the design and overall implementation of the
program, recruitment, assessment, career counseling, prenursing training, and support services from enrollment
through job placement.
Dakota County Technical College (DCTC) is a two-year
MnSCU institution. DCTC provides the CNA accredited
course, and supervises skills training and preparation for the
state examination.
History/background:
The Twin Cities area has the largest Somali population in
the U.S. Many Somalis arrive with low basic reading and
writing skills; approximately 60% have some degree of
difficulty with English. The Multicultural CNA program was
founded in 2000 to address the specific language, support
services and training barriers of immigrants that wanted to
work in healthcare.
The objective is to prepare low-income and unemployed
immigrants to become state certified, earn credits, and have
the opportunity to obtain a job with a laddered educational
and career path growth.
Description of the incubator:
The program is comprised of three multiple entry phases
with non-accredited pre-certification, support services
provision, and accreditation courses all offered in one place.
All trainees take an intensive orientation to CNA to ensure
they have a clear understanding of the job demands. A prenursing phase (40 hours over two weeks) is delivered by
Somali Success School’s multi-lingual staff to facilitate the
comprehension of terminology, ethics and cultural
sensitivity; a pre-nursing certificate is awarded. The next
phase is 72 hours of CNA coursework at DCTC and 24
hours of hands-on skill work (clinicals) at a nursing home
under the supervision of DCTC. This results in 5 college
credits and opportunity to become state certified. Currently
SSS works with 8 facilities to place graduates. SSS also
provides orientation and mediation to employers to increase
their cultural competency in working with African women.
20
Outcomes:
The FastTRAC incubator supported 4 classes between Nov.
2008 and June 2009:
61 enrollees, 52 successful
completions. 7 dropped out before certification but finished
the course, 2 failed the course. Job placement services are
currently assisting 7 graduates: graduates tend to search
for jobs on their own or already had jobs when they entered
the training but wanted the certification to move up.
To date, 280 students have taken the pre-CNA course, 178
completed and passed the state certification exam. Somali
Success assisted 116 with obtaining and retaining a job in
the healthcare field.
Lessons:
Provision of transportation, coordination of services with
MFIP counselors to approve training activities, culturally
appropriate mentoring and support, after-class advising and
tutoring services, and job search assistance were necessary
elements of support services.
Designated staffing for support services followed trainees
from enrollment through 90 days after employment to
ensure a smooth transition from pre-nursing to certification
to employment retention.
Skill level of the population, assessment
tools:
Demographic data for participants for
2007-08:
Income status for participants:
All trainees are tested with CASES to determine their
English language abilities; minimum level 6.



100% were English Language learners
100% were women
100% were African



100% are at or below poverty line
92% receive some public assistance
Over 85% of enrollees were unemployed before the
training
21
Shifting Gears: Minnesota FastTRAC
Incubator Summary Sheet
Name of incubator program:
Pathway to the Trades
Submitting organization:
SOAR Career Solutions
205 W 2nd St, Suite 101
Duluth, MN 55802
Amount of FastTRAC grant:
$45,000
Industry(ies) and occupations:
Industry: Manufacturing
Occupations: Industrial Sewers, Machine Tool Operators,
Assemblers, Welders, Painters.
Geographic focus:
Northeast Minnesota
Partners key to the design and
delivery of incubator program;
roles and responsibilities.
Lake Superior College: job skills training provider
SOAR Career Solutions: case management, pre-employment
training and supportive services provider
Duluth Workforce Development: referrals, job placement assistance
Northeast Entrepreneur Fund: employer outreach
Area Partnership for Economic Expansion: employer outreach
Northstar Aerospace: employer with input into training
Express Employment Professionals: employer input into training
The Adult Learning Center: ABE testing and instruction
History/background
Planning for this project started in 2006 and the first participants
enrolled in Lake Superior College in May 2008. The project builds
on an earlier initiative with many of the same partners to help low
income clients obtain training and jobs in the health care sector.
The overall goal is to train 45 low income individuals per year in soft
and occupational skills needed to secure living-wage manufacturing
jobs with career advancement opportunities. The minimum
educational goal is a certificate in one of four short term courses at
Lake Superior College: Welding, Intro to Manufacturing Technology,
Machine Tool Operation, or Industrial Sewing.
Description of the incubator
program:
SOAR Career Solutions uses the Employability Measures
assessment at intake to identify employment and training barriers of
Pathway to the Trades applicants (e.g. health, housing, safe living
environment, transportation, childcare). A career specialist provides
intensive support to applicants with significant barriers. Students
also attend: (i) a cognitive change workshop (15 hours); (ii) a career
development workshop (1-4 week options) to develop goals and
plans for training and overcoming personal barriers; and (ii) basic
computer training (16 hours).
22
Description of the incubator
program:
Outcomes:
Students then enroll at Lake Superior College in one of four
occupational trainings (Welding, Intro to Manufacturing Technology,
Machine Tool Operation, or Industrial Sewing). SOAR provides the
first two days of each industry course to facilitate a smooth student
transition from SOAR’s pre-employment training to the college
occupational training. The career specialist continues to meet with
students weekly during their Lake Superior College training. SOAR
also provides homework help and computer lab use as well as
monitors support services. Career development and individual job
seeking services/placement is also provided by SOAR.
Currently 58 participants are enrolled, 22 have completed at least
one college course, 3 have enrolled in degree programs, 1 has
secured employment as a result of the training, and the others are
job-seeking.
100% graduation rate (to date) compared to about a 50% rate in the
previous initiative that did not include supportive services.
Lessons:
Providing support services during the occupational training, job
search and job retention phases was more costly than originally
planned. FastTRAC grant funds helped cover the dedicated staffing
for support services (i.e. career specialists). Financing dedicated
staffing will be a challenge in the future.
MN Job Skills Partnership funds cover tuition costs for students at
Lake Superior College. This also is temporary funding. SOAR staff
are working with students to apply for financial aid.
A dismal labor market outlook for manufacturing jobs in the near
future means the program will shift to health careers and add
manufacturing back when the economy rebounds.
Lake Superior College can provide credit for prior learning toward
the integrated manufacturing certificate or degree program.
Serving groups of students with a common career track provided
opportunities for peer support.
Skill level of the population;
assessment tools:
Demographic data on program
participants for 2007-08.
Income status of program
participants:
ABLE to assess math and reading levels and whenever possible
utilize the services of local ABE office for administering the TABE.
Lake Superior College requires a 6th to 8th grade math and reading
level, depending on which class clients enroll in. The college uses
Tooling U and standard academic assessment processes.
Of the 58 participants enrolled to date:
 84% are male, 16% are female,
 69% are white, 16% are Native American, 9% are African
American, 3% are Asian American, and 3% are multi-racial
 67% (39) have a High School Diploma or GED but no further
training, 14% (8) have less than a High School education,
 100% of the participants are between the ages of 20 and 58,
79% (46) are age 25-55.
100% of program participants are low income, at or below 50% of
the area median income and under 200% of federal poverty
guidelines.
23
Shifting Gears: Minnesota FastTRAC
Incubator Summary Sheet
Name of incubator program:
Pre-Employment Academy Long-Term Care Skilled Worker
Pathways
Submitting organization:
Workforce Development, Inc.
1302 Seventh Street NW
Rochester, MN 55901
Amount of FastTRAC grant:
$30,000
Industry(ies) and occupations:
Healthcare: Certified Nursing Assistants, Home Health/Assisted
Living Aides
Manufacturing: Fork-Lift Drivers, Entry-Level Production
Geographic focus:
11 counties of Southeast Minnesota (WSA 8 plus Winona)
Workforce Development, Inc. (WDI): recruitment, assessment
and co-enrollment in WIA programs; facilitate Academy classes;
provide career counseling and support to incumbent workers in
module training.
Partners key to the design
and delivery the program; roles and
responsibilities:
.
MnSCU Community Colleges: recruitment and assessment for
Academy participants; entry level certification classes; assist
students with job placement.
Adult Basic Education (ABE) Providers: provision of remediation
or other assistance as appropriate; recruitment.
Healthcare/Manufacturing Employers: identification of critical
skills for input in curricula; referral of incumbent workers; tuition
reimbursement; space for computer lab; clinical/internship
experiences; interviewing Academy graduates for open
positions; and Project Advisory Board participation.
The Pre-Employment Academies began in 2000 with a grant
from MJSP to begin a bi-lingual academy to tap the Spanish
speaking workers in the region to meet the demand for entrylevel healthcare workers. The Pre-Employment Academies
include both youth and adults who face barriers that impede
them from attaining the skills to enter fast growing industries.
History/background:
As a method of helping students bridge into additional education
and career opportunities, in 2005 WDI partnered with MnSCU
colleges on a $1 million grant from the Department of Labor to
develop on-line simulation training for incumbent workers to
complete professional development classes that can lead into
credit-based programming at MnSCU colleges. These modules
are targeted to long-term care workers who have the abilities to
move forward but do not typically see themselves as “college
material”. Often, they do not have role models for higher
education, and perhaps were not successful in traditional
education. The DOL grant will finance the simulation modules
as well as installation of computers at worksites to
accommodate schedules and abilities of entry-level workers.
The DOL grant will fund replication of the program in 7 sites.
24
Description of the incubator program:
Outcomes:
Skill level of the incubator population;
assessment tools:
Demographic data on program
participants for 2007-08:
Income status of program
participants:
The Pre-Employment Healthcare Academy (of which Long-Term
Care Skilled Worker Pathway is part of) comprises 15
hours/week for four weeks of integrated basic skills, soft/work
readiness skills and CNA introductory skills, e.g., problem
solving in healthcare, healthcare career opportunities, medical
terminology, study and test taking skills. The Academy class is a
bridge or pre-certification class held at the WorkForce Center or
onsite at a long term care facility. It is followed by short-term
(one month each) certification modules (12 options in five
competencies identified as priorities by long term care
employers): dementia, restorative care, mentoring/leadership,
clinical observation, and psycho-social needs of the elderly.
Certificates may be earned in CNA, TMA, home health aide and
other occupations through MnSCU community colleges.
Simulation modules are under development that will make the
12 options available online, accessible 24 hrs/day.
The Pre-Employment Academy coordinator at WDI does the
initial Healthcare Academy screening and assessment; a job
counselor at the WorkForce Center determines eligibility for WIA
training and/or services or MFIP training or services. Applicants
with poor basic skills are referred to ABE.
Healthcare Academy data (July, 2006 - June, 2008):
Recruitment/enrollment: 251 female, 36 male, 287 total
Manufacturing Academy data (July, 2007 – June 30, 2008):
Recruitment/enrollment: 42 male, 63 female, 105 total
Outcomes-Healthcare Academy: 142 training-related placements (72%)
Manufacturing Academy: 70 training-related placements (70%)
The Return on Investment for this project is 870%, which means
for every dollar invested, $8.70 is returned to the economy in
the form of higher wages and taxes paid by the worker.
For students completing the Healthcare Academy but not
entering healthcare employment, the starting wage was $1.30/hr
less than those entering healthcare employment. Employers
report that new employees who have been through Academy
training are better-prepared for the work environment and the
requirements of the jobs.
All Academy participants currently take the Adult Basic Learning
Assessment (ABLE) and/or the CASAS assessment to
determine grade level equivalency. A minimum score of 235 on
the CASAS is required for participation in the Healthcare
Academy. The skill level of most Academy participants is entrylevel. Applicants also undertake an interview, health screening
and background check.
Academy data (July 2006-June 2008):
Recruitment/enrollment: 314 female, 78 male, 392 total
Youth ages 16-21: 28%, Adults ages 22-55+: 72%
Ethnicity: Black: 17%, Hispanic 13% American Indian: 0
Asian: 2% Other Minority: <1%, White: 68%
With Disabilities: 7
Offenders: 8
All participants have either met poverty guidelines to be eligible
for program support (MFIP, WIA, etc.), or 200% of poverty to
meet MJSP Low Income Worker Training Program
requirements.
25
Shifting Gears: Minnesota FastTRAC
Summary Sheet
Name of incubator program:
Submitting organization:
Amount of FastTRAC grant:
Industry(ies) and occupations:
College Prep
North Hennepin Community College
7411 85th Avenue North
Brooklyn Park, MN 55445
$45,000
Healthcare, Information Technology, and Accounting/Business
Students can select any certificate or degree offered by NHCC
Geographic focus:
Partners key to the design and
delivery of FastTRAC program;
roles and responsibilities:
Northwest Hennepin County
North Hennepin Community College (NHCC) provides classroom
space, computers, recruitment, promotion, non-credit professional
development courses, an adult learning specialist, College Prep
math instructor, and other in-kind services.
Mindquest Academy (a project of MN Dept. of Education and ABE)
provides an online curriculum written for adult learners transitioning
into college-level work, as well as teacher training, and program
development.
Osseo ABE supplies a trained instructor, student referrals, record
keeping and data management.
Workforce Center North supplies student referrals, employment
counseling and placement, and tuition assistance for qualifying
clients.
History/background:
The College Prep Program was initiated in May 2006 by staff at
NHCC staff, Mindquest Academy and Osseo ABE. College Prep
combines online learning, education planning and advising, a
comprehensive curriculum of online college preparatory courses,
college support services and an on-campus location. Its purpose is to
expand transitional opportunities for underserved adult learners to
prepare for and succeed in postsecondary education.
Description of the incubator
program:
With the incubator grant, NHCC offers students non-credit
integrated soft and professional courses. These are short-term (4 –
8 hours in length) and can lead to a professional certificate.
Students take these courses while still developing their collegelevel academic skills. These non-credit courses are designed to
familiarize students with vocabulary and concepts they will use in
future credit courses, help students quickly develop marketable job
skills, and increase student motivation and retention by giving them
a taste of occupational classes and earning certificates.
Some examples of professional development certificates include
Customer Service, Accounting Computer, Microsoft Office, Web
Developer and Human Resources.
Students can take these courses through Mindquest online
delivery.
If students do not demonstrate reading skills at a level that would
enable them to benefit from the College Prep, they are referred to
the Osseo Adult Education Center.
74% of the 2007 summer College Prep program participants
continued to pursue educational goals.
Outcomes:
89% of the 2008 summer College Prep program participants
continued to pursue educational goals.
Findings to date show that over 55% of the students who persist in
College Prep for one or more eight-week terms, enter and succeed
in at least two semesters of post-secondary education/training;
thus, getting students to the “tipping point” for higher wages.
Lessons:
By having a single point of contact working in multiple programs,
students have a consistent resource for student support services,
which reduces confusion while students navigate the college system.
The successful MnSCU-ABE collaboration has become a showcase
for collaboration with other ABEs, and for other MnSCU colleges.
Skill level of the population,
assessment tools:
Demographic data for
participants for 2007-08:
Income status of participants:
TABE and Accuplacer are used to determine students’ academic
skill levels. Data from the TABE indicates that in the summer of
2007, students entering College Prep averaged a reading grade
level of 8.4 and math grade level of 7.6. The nationally
administered Learning and Study Skills Inventory (LASSI) is used
to pre and post-test students’ soft skills. Upon entry into College
Prep, most students demonstrate a need to develop these skills.
50% are non-native English speakers
28% have dependent children
72% are over age 30
40% of College Prep students are unemployed. The majority of
College Prep students are underemployed.
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