o n r amp to i-best p rogram sinead fitzpatrick plagge, director of workforce grant programs...
TRANSCRIPT
ON RAMP TO I-BEST PROGRAM
Sinead Fitzpatrick Plagge, Director of WorkForce Grant Programs
Gretchen Robertson, On Ramp Faculty
Lisa Krivanek, On Ramp Faculty
FIRST, WE THOUGHT……..
THEN, WE FELT LIKE THIS….
THEN, WE DID THIS…..
FINALLY, WE ARRIVED HERE!
WHO WE SERVE:
Students eligible for various WorkForce Grant Programs
Students overcoming poverty, trauma and/or transition
Professionally and academically under-prepared Students who test too low to enter and succeed in
an I-BEST pathway- ABE levels 3 and under
PROGRAM RATIONALE
This program takes a holistic approach for students overcoming poverty, trauma and/or transition.
We designed a contextualized basic skills course that familiarizes students w/ academic and workplace cultures, expectations & challenges.
Additional instruction time allows instructors to
assess students’ deficits and adjust instruction to backfill knowledge gaps.
COURSE COMPONENTS
On Ramp Course IBEST Model: 100% overlap English: 55 hours Math: 44 hours College Success Skills: 22 hours Basic Skills: 33
Total credits: 14
KEY SUCCESSFUL INSTRUCTIONAL STRATEGIES
Use assessments to inform instruction and skill remediation
Community building Integrate workplace expectations Apply Reading Apprenticeship strategies to math
instruction Embedded college success skills into curriculum
and instruction Wrap around support services
RETHINKING MATH INSTRUCTION
Our students’ math barriers: Confidence and past experiences Reading comprehension Knowledge gaps Lack conceptual understanding of processes See skills in isolation Don’t see relevance
FRAMEWORK
Personal Math History So What? Logs Whole Group Topic Analysis Word Problem Reading Strategies Self Directed Remediation (Khan Academy) Explanation of Themes Post Test Self Evaluations
SAMPLE ASSIGNMENT
Word Problem Reading Strategies (Adapted from: Dr. Yu-Chung Chang, http://www.cfkeep.org/html/stitch.php?s=66561915414931&id=29150028181402)
Incorporate RA strategies to help decode word problems.
Define and select data to be used in solving the problem.
Identify words and phrases that suggest mathematical operations.
Targets community and workplace objectives by having students working in pairs.
Develops metacognition by encouraging self assessment and remediation.
SAMPLE