This document summarizes an ESL vocational program developed at Elgin Community College. The program aimed to improve completion rates for adult education students in career and technical education programs. It used a cohort model with curriculum developed to match ESL support courses to vocational content. Challenges included gaining institutional support, identifying faculty, and navigating prerequisites. Successes included developing employer partnerships, highlighting the welding program during a visit by the Lieutenant Governor, and positive outcomes for students who completed the program and found jobs in their field.

1. Elgin Community College
¡Si Se Puede!
Using I-CAPS to Develop
an ESL Vocational
Program That Works!
Pete Almeida, Peggy Heinrich, Marcia Luptak

2. Agenda
Background
Classroom Experience
Curriculum Development
Employer Partnerships & Engagement
Challenges & Lessons Learned

3. • Statistically, only three percent of adult education
students (ESL, ABE, ASE) ever complete a college
certificate or degree program.
• CTE programs are seeking to improve student
enrollment and completion rates.
• There is currently a high demand for
qualified/certified workers in manufacturing and
health care fields.
• There is a shortage of qualified workers to meet
this demand.

4. Why project came to be
How project came to be
Program Design
1. Curriculum Development
2. Course Auditing
3. Contextualized Support Course
4. Program Coordinator
5. Adult Ed. Transition Coordinator
6. Cohort Model
Transition to I-CAPS 2012

5. • Proposed Outcomes
• Budgeting
1. Curriculum Development
2. Course Auditing
3. Contextualized Support Course
• Braided Funding

6. Classroom Experience
Pre-meeting with content area instructors
First week or two of class
Importance of auditing
Flexibility

7. • Meeting student needs
• Positivity
• Relationship building
• Celebrating success

8. Curriculum Development
•Changing outcomes and expectations
•Matching support curriculum to content area
•Student diversity
•Reflective teaching

9. Role of the Coordinator
• Conduct recruitment and student pre-screening
• Personal student case management;
registration, college requirements, etc.
• Academic support services
• Individual/Group workshops that focus on job-
readiness
• Coordinate with CTE/ABE instructors

10. Developing Employer/Community
Partnerships - The Art of Networking
Role of Coordinator
1. Assist with job search and placement (Elgin Sweeper)
2. Network with area employers
3. Regular dialog to ensure course content meets needs
of industry

11. Employer Partnerships - The
Importance of Employer Engagement
Direct involvement in educational/training process

12. CHALLENGES
Institutional buy-in from top; building support (ICCB, Presidents)
Record keeping (braided funding)

13. CHALLENGES
Screening for special needs - health, learning
disabilities, physical disabilities, and expense
Finding support services - funding for students
(PELL)

14. Challenges
Identifying faculty, faculty buy-in, and compensation issues
Pre-Assessment

15. Challenges
Registration and scheduling
Prerequisites for course content

16. Challenges
• Stepping on Toes
– Advisory Councils
– Presentations
– Newspaper Quotes
– Employer Partnerships
– Academic Territories
– Lack of Adult Ed. Awareness

17. • Need for an extensive pre-screening process
• Teacher/ coordinator attendance in content courses crucial
• Understand course needs- language, math, computer (beyond
course outlines)

18. • Establish reasonable outcomes based upon experience - may not
be able to touch on all skills – prioritize – be flexible
• Develop curriculum concurrently
• Accept reality of Adult Ed. teacher's role in connection with the
content course faculty (leave ego at the door)

19. • Importance of hiring "right”
• Need for dedicated I-CAPS coordinator
• Select viable career pathways (financial aid eligible, no pre-requisite
barriers, willing/flexible CTE faculty)

20. • Establish “feeder” bridge courses
• Maintain cohort model (reserved seats vs. dedicated
class)
• Communication with CTE faculty (first day experience)

21. ESL Welding Program Successes

22. I-CAPS
ESL Welding Program Successes
Three were hired in welding positions midway through the program.
Program coordinator successful in developing partnerships with local
manufacturing companies and continues to connect students to employment
opportunities.

23. ESL/Welding Program
• Program was highlighted during Lieutenant
Governor Sheila Simon’s visit to ECC in Sept.

24. • Spring 2012: Welding and CNC cohorts
began.
• Fall 2012: Welding, CNC and Dental Office
Aide cohorts begin.
• Additional vocational pathways will be
explored.

25. OUTCOMES
“I am glad to have a program like this,” said ECC welding student
Efrain Martinez. “I feel like I have a career now.”
“We are taking students with zero experience and getting them to
work,” said David Reich, welding program coordinator. “Nationwide, we
are hurting for welders.”
“The programs at ECC are great examples of how we are responding
to the recession,” said state Sen. Michael Noland, D-Elgin.