- Let me go ahead and get set up here. All righty, Chelsea, how does that look? - It looks great to me. - Let me get my notes going,
and as we get started, I just wanna welcome
everybody to our webinar on IET overview on single
set of learning objectives. My apologies in advance as I am recovering from strep throat, you know how it goes with your kids, you know,
I'm bound to get it too. But anyway, I'm glad to be here. So my apologies for my raspy
voice, but I have my tea on the side and we're g
onna
have a great time today. So let's get started with
our session for today, we have our welcome. I'd like to know what
is your claim to fame? Name a time you had an
encounter with a famous person, and go ahead and post
that in the chat please and we'll, I'm eager to
find out your responses. Let's see, what is your claim to fame? Have you met any famous people? Have you interacted? And I think the folks in
Nevada have like a leg up, you know, because you are in
like the mega of the Mecca where
all Hollywood elites show up. So let me move this here. Thank you for posting
it in the chat, Jose. Oh my gosh, Gail, you met
Sheila E. at a concert? Oh, love her music. Oh, your mom, hey, by
association you met her too. That's so great. Let me see, Gladys says... (Elizabeth gasps) You were on stage with Enrique
Iglesias and he kissed you. Wow, oh my gosh, that is so awesome. I am so jealous. Nancy says, you saw Bart Connor
and Nadia Comaneci, really? In Chicago, like were they
doing some type
of like a tour, or were they... oh, they were shopping. (Elizabeth gasps) Oh my gosh. Did you get any autographs? That is so great. Oh, that is really nice. I love gymnastics and they
were really great gymnasts. Oh, you weren't brave enough. (Elizabeth laughs) You know, a long, long
time ago in another life, I used to work in security,
I was a security guard, I was trying to pay off my school bills. It was one of the three
jobs that I had at the time. And one of my assignments, I got pulled in a
nd my manager called me
and he said, "I need someone who could discreetly take
our guest around the mall through the back doors, and
I think you would be great for the job." And I was like, "Okay, well who is it?" And he is like, "I can't tell you, but I'm gonna introduce you. But I have to tell you, discretion
is the name of the game." Okay, so I go downstairs
and in this office I see that it's Steven Spielberg. Oh my gosh, I started freaking out. I'm like, "Oh my gosh,
you're Steven Spielberg.
" My manager just grabbed me
by my shoulders and said, "You're done for today." (Elizabeth laughs) So I didn't do so well. Okay, let me see. Adrian you said, that in your
teens you were a receptionist and you met the Red
Hot Chili Peppers guys. Oh my gosh, Tupac and Neil Diamond. Oh, were you singing like "Sweet Caroline" when you saw Neil? That is great. I see Marianne, oh, you
flew to Vegas between Vegas and Sacramento and you sat
next to the mayor at the time, Kevin Johnson, and he
told you y
ou should buy all the real estate in
the region and you could because it was about to
blow up, you didn't listen, but you wish you had. Ah, those coulda, would've, shoulda have. That is so cool, what a really
great conversation, Brenda. You shook hands with
Hillary Clinton in 2015. Awesome. Marianne says that you
interview Donald Trump, wow, in Palm Beach back when
you were a young reporter. Wow, that is so interesting. We should all just gather
around for like a cocktail hour, I'm sure the stor
ies would be great that everyone would be sharing. So thank you so much for
posting that and assisting, we're gonna go ahead and
move on for time's sake, but keep on posting those in the chat. And so for today's agenda, we're
gonna cover the four phases of advanced IET. Specifically, we're gonna
go into phase three, develop and implement,
which is where we gonna pull the SSLOs from. We're gonna have an
overview of the IET program design process and share
some of the resources and toolkits that a
re available. And we'll talk about the
integrated learning objective components followed up by our wrap up. But first I'd like to
pass it over to Mairann to share a few words. - Thank you so much, Liz, and it is great to see all of you again. I think last time, the last
webinar we were at together, I gave the review of the latest resources. So in the interest of
time, I just want to say a big thank you to you, Liz,
for preparing this session. And I know you're very
busy and making time for us fo
r this group is just really
valued and appreciated. And likewise Jose Cleveland
are extremely competent and extremely wonderful
technical support associate. Thank you very much for
coordinating and organizing the day. And with that, I will hand it
back and I believe to Nancy, if you have a word of
greeting to start us out. - [Nancy] Thank you. I will very quickly say that
I realized the need for this when we were going through a
new form that we're requiring, starting with the the new
program ye
ar in July one, when I was trying to explain single set of learning objectives and
found that I couldn't do a very good job explaining it. So I think that was really what hit home as far as meeting this content. So really appreciate Liz doing this today and pulling it together quickly. Thank you very much. - Thank you so much Marianne,
and thank you so much Nancy. And I gotta say this is not an easy task, there's a lot that is
involved in the single set of learning objectives,
but we're gonna go
ahead and work on this together. And of course if you have any
questions through the session, make it as interactive as possible, go ahead and post those in the chat. And Jose will go ahead and let me know if there's a question in the chat. I have it open, but in
case I miss something, Josie, if you'd be so kind to let me know, and even after the session,
if you have questions, just let us know. So we're gonna go into our training goals. By the end of our session,
we're going to identify the ad
vanced IET resources and materials. We're gonna consider all the
components that are necessary in the development and
the process for developing those signal set of
learning objectives for IET. As a reminder, all of
the content is derived from the advanced IET
material and project, which is funded by OCTAE,
and it provides the technical assistance to expand
availability and quality of IET programs to
effectively support diverse adult learner pathways
to high quality careers. In today's session,
we're
going to be using a lot of the resources from
the toolkit and Jose has posted that in the chat. Thank you, Jose. So for those of you who may be new to IET or with a refresher too
many, I will be referencing this toolkit, which is centered
around the four key basis of IET design and implementation
research and assess, design and plan, develop and implement, and evaluate and improve. It contains several resource
links and desk gate, including the IET assessment
tool, which I would recommend
is a really great starting point. I would invite you to
download this link because I will be referencing some of
the items within this toolkit. So let's talk about the
IT program design process in today's segment. Today's session is just a little
spot among the four phases that we're talking about. There are four phases, we
are centering our approach on that third phase, and
within that third phase, there are key tasks. It is orient staff and
stakeholders and provide professional development,
de
veloping the IET curricula, developing program materials,
tools and procedures, and implementing the IET
program and collection of data. Our focus today will be on
the steps for developing a standard-based IET
curricula around a single set of learning objectives. The IET toolkit introduces two approaches for accomplishing this,
which I would encourage you to explore outside of this webinar. As you know, WIOA requires
that the IET curricula be designed and developed
around a single set of learnin
g objectives. But what is a single set
of learning objectives and what is its relationship to integrated learning objectives or ILOs? For those of you who either
participated in the BDC or ADC training sessions, or
even access the IET resources from links, you may
recall that we spent time discussing which activities... Bill (indistinct) thank you. Into the adult education
and literacy activities, workforce preparation activities, and workforce training categories. And we learned that it's
possi
ble for some activities to belong in more than one one category depending on their context. First, an IET must be of
sufficient intensity and quality. One way to ensure sufficient
quality is to base your IET on the most rigorous research
available, particularly with regards to improving
reading, writing, mathematics, and English proficiency
of eligible individuals. Additionally, as you
design your IET program, remember that the elements
of your IET program must be provided concurrently
and conte
xtually ensuring that all three IET components,
the adult education and literacy activities,
workforce preparation activities, and workforce training
activities simultaneously occur within the overall scope
of the IET program. And use occupationally relevant
instructional materials to contextualize the adult education and literacy standards being taught. The program activities must be organized to function cooperatively as a whole. Finally, oh, finally, sorry,
click cut trigger happy there. Fina
lly, the IET program
must be designed around a single set of learning
objectives or SSLOs that identify specific adult education
content standards, workforce preparation skills,
and workforce competencies. You'll see how together the
individual integrated learning objectives you create
for the entire curricula, become the IETs program, single
set of learning objectives. Keep these three components
in mind as we move into the development
process of the single set of learning objectives or SSLOs.
So let's talk about how
we develop those SSLOs. Let's start with a quick check-in about how you feel prepared today. There's a poll that
Josie's about to share, thank you Jose, and
there are five questions. How prepared do you feel in writing integrated learning objectives? You are number one, what
are learning objectives? Number two, I know what they are, but I do not feel prepared to write them. Three, I need guidance
before I begin to write them. Four, I know how to write them now. And five,
I could teach
others to write them. So go ahead and post your responses, and I see that they're coming in. I see that many of you are
falling within the middle section of between two and three. Great. Excellent. And Josie, if you don't
mind sharing the result. And the majority shows
that I need guidance before I begin to write them with 73%. And then three of you indicated
you know what they are, you don't feel prepared
to write them just yet. So thank you so much for
participating in that, and
that helps me identify
where we are for today. So thank you for sharing
Josie, and we're gonna go ahead and move on. So what are integrated
learning objectives or ILOs? I realize there are many
people on this training today from instructors to program
directors, but I am certain that learning objectives are
not a new concept to you. So you can find this content
that we're about to explore on page 60 of the IET toolkit. Effective learning objectives
describe what learners will be able to do upon
completion of the major instructional unit within the IET program to demonstrate competency. They include three key elements. First, conditions under which the learner will demonstrate competency. There are the specific
circumstances or context in which the learning will be applied. You can think of this as the what. Number two, the behavior
the learner will perform using action verbs. These behaviors should be
expressed using action verbs that clearly indicate what
the learner is expected to do
. You can of this as the how. And finally, the criteria
by which competency will be measured. Let's establish the
criteria by which competency will be measured. These criteria set the
standards for performance and provide clear benchmarks for success. This third element can be
thought of as the how much. By clearly defining the conditions,
behaviors, and criteria, we ensure that learners
are not only equipped with a necessary knowledge,
but are capable of applying it in real world context. Now l
et's see how the
individual integrated learning objectives or ILOs work
together to form the single set of learning objectives. The IET planning tool has
a single set of learning objectives template beginning
on page 157 of the toolkit. And you can use this as a guide
to develop your single set of learning objectives
and organize the skills, competencies, and standards
for your units of instruction. We'll practice doing that a
little later in the session. You can see that the
template includes a
field to enter the name of your
IET program at the top, and then your single set
of learning objectives, right below the title. Then on the next page, you'll
see that there's a separate table that you can copy
and paste for each unit of your instruction in your curriculum. In the top area of this table,
you'll enter the integrated learning objective or objectives for the unit of instruction. To be clear, integrated learning
objectives should include all three required components
of adult ed and
literacy, workforce preparation,
skills and competencies, workforce training activities,
and you may have more than one learning objective per unit. Below that, you'll notice
that you'll enter the skills and competencies for each of
the three required components, as well as the state adult
education standards associated with the objective or objectives for that unit of inspection. Each integrated learning objective
you create for your units of instruction across
the curriculum combined to make
the single set of
learning objectives for SSLOs. So the entire list of of
objectives would be compiled within the top gray section. I know I've talked a lot,
threw a lot of things at you, I'm gonna go ahead and walk
you through that process. Any questions so far? And if you don't have
questions now, feel free to post them later, or you can unmute. I don't see any questions yet,
but maybe people are typing, I'm gonna move on and if I see a question, I'll pause and respond. We briefly reviewed the
importance of learning objectives and the principle
components, now we'll look at a modified approach
to developing SSLOs. These four steps include, the
first step in this approach, is to identify the
workers' training skills and competencies. Thinking with the end in
mind, what will our students be able to attain at the
end of this IET program? Next, you'll identify
relevant state adult education standards and academic literacy skills. Then you'll identify the
workforce preparation skills. Onc
e you identify the
skills and competencies for all three required
components, as well as the adult education standards,
you'll create one or more learning objectives for
each unit of instruction by integrating the identified
workforce training skills, state adult education
standards and skills, and as well as a workforce
preparation skill. Again, the learning
objectives you create across the curriculum will
combine to become the SSLO. Part of this step is to
confirm alignment of your SSLO with y
our program goals. You can find a different
version of the same concept in the toolkit on pages 65-66. You'll use this template to
organize all the required elements into one place. We'll explore each of the components and how they are
integrated to form a single integrated learning objective, an ILO. Keep in mind that the
development of an ILO is a subset of the collection of ILOs,
which forms the single set of learning objectives. Ensuring that you are always in alignment with your program lev
el goals,
you'll start identifying the workforce training skills
and competencies learners in your program will
need to accomplish them. Typically, you'll start with
the existing occupational training and identify
or refine the workforce training skills and
competencies that are covered in the curriculum. Review, the occupational skills standards that support mastery of
the training content. You'll also work with a training partner or industry lead to identify
the specific knowledge, skills, and
competencies needed to accomplish the program-wide level goals. And you'll work with your
training partner to identify workforce training skills
and competencies needed to successfully complete
the training and obtain industry recognized credentials. Once you've identified these,
you will base the construction of the workforce training
skills and competencies within your SSLO, which is
located at the bottom left of the template. So I'll be referring to this
template through the remainder of the
session, and we're
going to be building it out step by step. Finding specific occupational knowledge, skills and competencies is not a secret, but the trick is finding
the regulating source. In other words, it is best
to begin with the issuing credential in authority
for your IT design. There are three sources of
information to consider, occupational skill
standards, training partners. Consider those at the
national and or state level regulating entities and industry leaders. Again, your traini
ng
partners and industry leaders will inform your instruction. Therefore consider their
ongoing involvement to ensure alignment to
the end of mind of earning an industry recognized credential. So in the chat, I'm going
to ask if there are some additional resources that you
can think of where you can access workforce training
competencies, information. And what I've done thus far
is I've posted some examples. On the left hand side, you see
it's the Nevada Fire Service certification system
manual
on how to become a firefighter level one. There's also a welding manual
and a Nevada driver's license manual to earn the CDL class A and C. Can you think of any others? Now I'm looking at the chat. Adrian says, have a copy
of the instructor materials for the course. Mhmm. Yes, that is important. So as you add your comments in the chat, I've used a resource
from Florida just to give a different perspective,
that depicts the workforce training competencies for
a patient care technician. In this pa
rticular case,
the state has outlined the required competencies
for a nursing assistant or PCT in this case. One of those is considered
16.18, and I will use this information to help
frame my curriculum design and integrate into my SSLOs. I've also added some additional
resources like Nevadaworks, which I know many of
you are familiar with, the Nevada Nursing Assistant
Candidate Handbook. And I see that Debbie added
the required state licensing materials like the CNA. Nevada State Board of
Nursi
ng Skills Handbook, absolutely, that's a
really great resource. And as we go through
these, like the Nevadaworks or the Nevada Department of Public Safety, we have a third option, which is leaning into your industry leaders. I did a quick search
and found a good number that would be able to
provide sound direction as to industry growth
credential thought after, and the specific
occupational training skills and competencies required to
gain entry-level employment, as well as those required
to sca
le up along a career pathway within the company. You don't necessarily
need to have a partnership to gain this information,
but it is important to know where you can go for
credible resources that, again, pull that
authority into the issuing of licenses or credentials. So I'm looking to see Debbie
also list O*Net list of skills for careers within that industry. Yes, Debbie, it will list it and consider that O*Net might not be state specific, so you'll still need to
check within your state to see
if those skill
sets or those licenses or certifications are valid within Nevada. But certainly own it
is a valuable resource to consider as well. Okay, so thank you for sharing. And so when I used that Florida resource on patient care technician,
I drew from the Florida Department of Education
website, and they have a set of curriculum frameworks ready to go, and they develop their syllabi based on the Florida State Department of Education. They reference the
governing agency to pull those work
force training
skills and competencies. And what I did is that I copied and pasted from that Florida
resource, and I posted it on the bottom left hand
corner of the screen. Looking at the completed
portion of the SSLO template, we see that this
particular ILO is focusing on the patient care technician. I like to draw your
attention to that bottom left that I mentioned earlier on
the workforce training skills and competencies that have been added. Let's center our attention
to that diamond marked
as 1A. This column only lists the
workers training skills and competencies for the
sake of this presentation, yet we are well aware that being a quality patient care technician
involves more than just four competencies that
you see on your screen. But of those listed, we
will use the first skillset, which is why it's denoted in
blue, it's that first bullet. This first bulleted
competency says, assist with preoperative and
postoperative patient care. This is going to serve as
a basis in the deve
lopment of our initial ILO or
integrated learning objective, and it's denoted at the very top part here where it says, following
preoperative procedures, the student will be able to
assist with preparing patients for a surgical procedure. Now, keep in mind that
this ILO is not complete, and typically we would
not write an integrated learning objective based
on only the competencies, one at a time. Normally, you'd have
all three or four types of competencies together, and
then you develop your IL
O. But I want it to be
intentional in my approach to show where this
information is coming from. So we will be expanding on
this ILO as we learn about the other foundational components. In other words, the
integrated learning objective that I read at the very top
will transform to include the additional competencies
from adult education and the workforce preparation skills. So at this time, I'm gonna
ask if you could please use your virtual thumbs
up or down if you think there is alignment betwe
en the
patient care technician ILO, and the workforce training
skills and competencies that you see indicated in blue. And I'm gonna look at my
screen to see a thumbs up or thumbs down. I don't see any yet. And you could just put maybe a yes or a no in the chat as well. I'm gonna take a quick sip of my tea. Okay. And Adrian, I see that
your hand is raised. Did you have a question? No? Rain, Jeremy, give me a thumbs up. I see some yes from Mariann
and Adrian says, no, there's not an alignment. Oh
yes they align. Okay, alright. Oh, I see and no, you
didn't have a question, yes, they aligned. Ah, I see, I read your virtual mind. Okay. (Elizabeth laughs) Alright, so we're gonna
continue with this process with the remaining section. So the next step in this
approach is to identify the adult education standards
and align the necessary adult education skills and competencies needed to meet the standards. To do this, you'll analyze
the occupational training curriculum materials and
look for th
e adult education content standards that are
embedded in the curriculum, that will support mastery
of the training content and that provide opportunities
to develop strong academic skills that are transferable and apply in a variety of settings. You'll align those
standards to adult education literacy skills that build literacy skills for course completion,
but more importantly that these support the
transition to employment and ongoing educational opportunities. So how do we do this? Well, usin
g that same template,
now we're gonna be focusing on the middle aspect. Notice that we have two columns
to represent this section. Why do we have two columns? Because it depends on the state. In Nevada, I know that
you use the College Career Readiness Standard, which you would note on that second column to your left, right? The Adult Education Content standards. In other states, they not
only focus on their state adult education content
standards or the college career readiness standards, but
th
ey also have separate adult education literacy
skills that they focus on. Maybe they base themselves
off of the National Reporting System Assessment, and
they draw from that as well as a metric to meet. And that would go on
that right hand column that you see under Adult
education Literacy Skills and competencies. I'm going to demonstrate
both just for funsies, but I know that you use
the College and Career Readiness Standards,
which we'll go into next. So where can we find
these resources that
speak to adult education standards? I know that you know this,
but we're gonna be intentional in this approach. We have two public publications
that are available. One focuses on the
transitional skills necessary for post-secondary, and that
is the College and Career readiness standards that you
see in blue on your screen on the left hand side. And the guide on the right
addresses the language proficiency skills of
English language learners. Again, let's see, gimme
a thumbs up or down if you're
familiar with either
one of these two resources. Okay, I see some thumbs up. I see some hands raised. Okay, thank you. And thank you Josie. Josie's showing you where
I'm drawing my information that I'm gonna be using
for the next slide. So thinking along the
same lines as before, I will look to see which
of college and career readiness standards both
addresses my learner's needs and fits with the occupational context of the patient care technician. So I can integrate that
component into our sing
le set of learning objective template. So I'm gonna take a moment to
see what that would look like in our SSLO template. And I'm gonna go ahead and pause my screen so that I could share and show you where I'm pulling that from. You could just gimme a quick minute and, oh, press the wrong button. I knew I was gonna do that. Okay, I'm do that one more time. So these are the... let's see, Josie, you can see my screen? - [Josie] Yes, I can see it. - Thank you. So what I'm doing, I'm using the Colleg
e and Career Readiness Standards. Let me magnify this a little bit. There we go. And I'm gonna pull from
anchor number eight, specifically, I'm going to
pull in writing that 5.8 benchmark where it says,
recall relevant information. And what I've done is
I've copied and pasted, and I did the same thing for
the workforce training piece. I'm gonna embed that into my template that I was using earlier. So let me go ahead and pull
my PowerPoint once again. And we're back to the PowerPoint, Jose? - [Jo
se] Yes we are. - Okay, thank you. Alright. Now that you know where
I pulled that from, I'm gonna go ahead and navigate
to our next section here. We're back at the template and
we'll see how this enhances our current integrated learning objective sample on the Patient Care Technician. We've completed the
workforce training skills and competencies piece,
but now we're gonna look at the adult education content standards. And in this area, we are
building our framework based on those workforce
trai
ning competencies, right? So we start from the industry, what is the industry looking for? And you can also look at
what your learners need, what area they need for remediation. Both approaches are correct. The most important aspect is
that there is an alignment in what skills the students are lacking and what skills the industry is requiring. So we ask ourselves, what
academic preparation is needed for a student to demonstrate
mastery in assisting with a preoperative and
postoperative patient c
are? Will this involve reading skills, writing, speaking, and listening? So you'll see that it
incorporates all of the above. However, for this particular
ILO will be focusing solely on that writing 5.8, which
is copied and pasted, and it's in blue. This says, recall relevant
information from experiences or gather relevant information from print and digital sources. Summarize or paraphrase
information in note and finished work, and
provide a list of resources. So a word of caution. It's easy to
copy and
paste, but it is important to accurately document
the specific skill sets and competencies that a
student needs to master by the end of the course. Oftentimes SSLOs list a
multitude of competencies that might be introduced
but are not developed and certainly not enough
to the mastery level. So keep this in mind as you
practice developing ILOs, or if you're set out to
evaluate the development of ILOs or SSLOs. So before we move on,
let's compare our ILO to our adult education
standards a
nd let's look at our unfinished ILO and
have someone read it out to see what we have so far. So I'm gonna ask for a volunteer. Who would like to read the
portion that is marked as 2B? Do I have any takers, any volunteers? I'm looking, I'm looking. Any volunteers? No? Adrian, you wanna read those out. And it's simply reading
out where it says 2B, following written... - So this part here, I'm
sorry, I was looking for 2B, I see a 2A. - On the top. - Okay, following written
pre-operative procedures,
the student will be able to
assist with preparing patients by following, I'm sorry, my screen went... following technical
instructions, conveying sequence and expectations to patient
and creating a digital report utilizing PCT terminology,
summarizing steps taken and documenting patient activity. - Thank you so much, Adrian. And I didn't mean to put you on the spot. You did- - Oh, that's fine, my part
of the screen was covered. I'm sorry. - No, you were perfect. Thank you so much. So folks, I'm
gonna ask now,
can you gimme a thumbs up, thumbs down if you see
if there's an alignment between the areas marked in
blue in the adult education content standards and adult
education literacy skills and competencies, only the blue
sections, and you compare it to that ILO, that we're
still forming in 2B. So gimme a thumbs up, thumbs down. And I see thumbs up, thumbs up. Okay. And any questions so far? Okay, I see a yes in the chat. Thank you so much. Okay. So no questions. Okay, great. It looks
like we are on
track to add that last piece. - I'm sorry, Elizabeth,
can I ask a question? I'm sorry.
- Please. - So when we're looking at
the adult education component of it to say, following
written instructions or conveying written
and oral instructions, when we're designing this,
should we not be a little bit more specific especially with
our English language learners. Following written
instructions, that's great, but I mean, how are we
gonna get them to do that? - I'm glad that you asked th
at question. Keep in mind that in this template, we're incorporating two pieces. One is the standards, which
in Nevada you use the College and Career Readiness Standards. So you're going to automatically
default to that piece. Here I didn't use the ELPS standards, I use the College of
Career Readiness Standard. But in some states what they
do is they'll also add in the NRS approved assessment
performance benchmarks, and that is what's
represented on the right. So that could be from CASAS
or BEST
or (indistinct) And so you're absolutely
correct, you wanna be specific, but you need to draw from
the resource that you have. And so if I'm not mistaken,
you're using the ELPS and the CCRS, unless
there's something else that's being used. Nancy, you could correct
me if I'm wrong or Adrian. No? So you're right Adrian. I'm glad that you asked that question. Great, great question. Okay, I don't see any other questions, but hit me with one if it comes up. Next, you'll identify the
workforce prepar
ation skills and competencies related to or embedded in the occupational training. You research with a question in mind of what are the transferable skills and competencies that
in the industry focus on and expect from my IET program? What do they look for in an employee? You may know these as
employability skills, soft skills, or 21st century skills, but
separate from the industry training skills, these
are the competencies that adult learners can apply to a variety of contexts outside of the c
lassroom. What skills do you
think of when we discuss workforce preparation skills? Can you post an example in the chat? What skills come to mind when you think of workforce preparation skills? Adrian says Computer literacy. Thank you for sharing. I'm looking for more examples. You could also unmute if that's easier. Debbie also adds computer literacy. Thank you. Teamwork says Gladys. Let's see, I'm looking for a couple more, how to ask questions. Yeah, that's something that we
don't often think
of, right? How to ask a question. Thank you for sharing. Punctuality, time management. Thank you for posting those,
I really appreciate it. Communications, says Mariann. Critical thinking, problem
solving, absolutely. Soft skills, yes. So some common workforce
preparation skills, which you already mentioned,
but it includes collaboration, problem solving, time
management, speaking, leadership. Oh, Debbie yes, conflict resolution. And there's so many more. These must be taught in the context of
the workforce training instruction. You can see how these
overlap with adult literacy and education competencies,
and that's okay if there's that overlap. But just be aware that
they can be separate and there they can be some overlap. Okay, so there are several
resources to help you identify workforce preparation skills. These will be the skill sets
that help shape a person's work ethic, understanding of
systems, working with others, committing to professional
growth and more. For example, you c
an analyze
the occupational training curriculum itself to see where
workforce preparation skills might come into play. You can consult with local
industry representatives, the local workforce development
board and industry partners to identify relevant in demand
workforce preparation skills needed on the job. Other skills include the
foundational skills framework, integrating academic
skills with digital skills, as well as transferable skills. Perhaps you are familiar, oops, go ahead. Perhaps yo
u're familiar
with the employability skills framework. The skills in this framework align closely to workforce preparation skills. Using a framework can help
you identify workforce preparation skills and to
facilitate the communication with a training partner
because it helps you have that common language. And the graphic that
you're looking at now, is from the Transitions
Integration Framework, which addresses how to
navigate systems as well as develop those transferable
skills that you'll need
either for post-secondary or employment. Sorry, I'm trying not to cough. And finally, you'll also
want to consult with O*Net, which has detailed occupational
descriptions for use by job seekers, workforce
development, and human resources professionals, students and researchers. Sorry about that. You'll also want to bring
your professional knowledge and experience to bear
to identify workforce preparation skills that
will ready your learners to transition to employment or
additional learning con
text. And be sure to include any skills related to required credentials and or licensure. And so here what I have on the screen, and it's really small and I understand. I got this from O*Net, and
what I want to focus on is that these skills are
from the work activities, not the training activities. The training activities are important. I know that someone
mentioned that earlier on when we were doing that
first piece of the template. But here we're drawing
from those work activities that are rel
ated to
the transferable skills that are not necessarily specific
to that specific industry. I mean they should be, but
we're talking about those people skills that work ethic development. And so what you see on
your screen are things like evaluating information
to determine compliance with standards, guiding,
directing and motivating subordinates, analyzing
data or information thinking creatively,
scheduling work and activities, repairing and maintaining
mechanical equipment. So again, although
this is
pulled from the patient care technician within O*Net,
and I know at the top of your screen that
says nursing assistants, but there was an update that
a patient care technician is classified under
nursing assistant in O*Net, so you could see why
there's that disparity. And what Jose has done
is she's placed all of those resources in the
chat for you, so that you can explore on your own and
see how you can integrate those as part of your planning process. Now that we have grabbed
our empl
oyability skills from O*Net Online, we will plug
those into the corresponding section under 3A. Again, we will only
focus on one benchmark, which is indicated in blue, and
knowing that there's several more that we could add. Who can read out or who
would be willing to read out that 3B at the very top, that ILO. - [Rain] I will. - [Elizabeth] Thank you. - [Rain] Following written
preoperative procedures, the student will be able to
assist with preparing patients by following technical instruction
s,
assessing, documenting, and reporting day of patient
health, conveying surgical sequence and expectations
to patient and creating a digital report
utilizing PCT terminology, summarizing steps taken and
documenting patient activity with 95% accuracy. - Thank you so much Rain. I really appreciate
lending your voice to this. Thank you for sharing. So notice that we've added
that 95% accuracy at the end. This is important
because we want to convey how learners, instructional
staff, and the IET pr
ogram will be held at (indistinct) So let's wrap things up
with a few questions. Again, I ask how we effectively integrated the workforce preparation
skills and competencies into our ILO. Gimme a thumbs up or a thumbs down. I'm looking, I'm looking, I
see a couple of thumbs up. Okay. Thank you. Okay, our next question. Does this ILO have all three types of competencies represented? Does it have the
workforce training skills, the adult education content standards, and the workforce preparation? A
gain, gimme a thumbs up, a thumbs down or put it in the chat. Yes, say's Robert. Yes, says, Gail? Yes say's Gladys. Yes, say's Jeremy. Yes, say's Debbie. And I have a yes from Maryanne, but I don't know if it was for this question or the previous one. Sorry, yes, yes. Okay, thanks Maryanne. (Elizabeth laughs) Okay, here's another question. It's a trick question, okay? So get your thinking caps on. Is an ILO indicative that it's supposed to be met at the end of
one instructional period? Is an ILO
supposed to be met, achieved, mastered, by the end of
one instructional period? Is that a yes or a no? Post that in the chat? No, says Adrian. No, says Robert. No, no, no. Oh, thank you for answering that. Yes, 'cause we don't wanna
give the instructional staff a heart attack, right? This is not to be met
within one class period. But it's an overarching
goal where the individual lesson plan objectives,
if you have lesson plans or if you use those,
that's where those come in. You still have your
daily lesson objectives. But the ILO, it could be a
daily learning lesson objective depending how you wrote it. But can you imagine having
an instructional period where they have to do all
these things at 95% accuracy, that sounds like an eight hour day to me, but it is possible, right? So I'm glad that you shared that. And Rain, I see that you
put, no, not necessarily, so thank you for keeping that in mind. Okay, so this ILO ensures
that the integration of the AEL activities,
workforce trainin
g activities and workforce prep
activities, that they occur concurrently and contextually. I'm gonna move on, we're
running outta time, and we're ensuring that it is measurable. So what does this look like
when it's put all together? Because remember we did one ILO. Well, what you secure in
pink is a different example where we have the different competencies and how they fit into that. Number two ILO, I'm not
gonna read it out to you and I'm not gonna have
you read it out to me. I know it's too
much to read right now, but I'll share that PDF
so that you could see it on your leisurely time,
especially when you have insomnia. Here's another example, this
is example number three. And it's indicated in
green so that you could see how it's spread out so
that when you're done, this is what that top part underneath where it says patient care technician. Each individual objective
is your integrated learning objective, but
together form that single set of learning objectives, which
is what we r
eviewed today. So I want you to consider
that the single set of learning objectives
describe what the learner must be able to do at the
end, at the completion of a major instructional
components of the lesson. And they have to integrate
those three components. And remember that it has to
have those three elements of the condition, the
behavior, and the criteria must be indicated right
within those integrated learning objectives. And they have to ensure
that there's vertical and horizontal alignm
ent,
ensuring that those uniformity in the alignment. I'll answer any questions at the end, I know that we are on time. And I'm gonna ask, how do
you feel based on this quick run through, how are you feeling? Are you A, you're very prepared. B, somewhat prepared. C, you need a little more
training and support. And Jose has kindly posted
that, though someone indicated one, they're very prepared, yay. Some are indicating
they're somewhat prepared. Good. Jose, can you go ahead and
let me see, we're
almost there. Can you post those results? We have 56% indicating that
they're somewhat prepared and one is indicating they
may need more training. Folks, we are at time. I'm gonna go ahead and advance
my slides to share that. We have one more resource
and I'm gonna ask Jose to post that resource where
you can find the toolkit that we use today along with other items. So please explore that. You could find PowerPoint
templates, handouts, case studies, templates,
really great stuff. And I'll be s
eeing you on the next month, later this month actually in April for introduction to lesson planning. That one is an hour and
a half session I believe. And then we'll be learning
about internationally trained professionals in May. I'll be sharing those Zoom links as well as the session descriptions with y'all. And so with that, I
thank you for your time. my apologies for going
over and I will share that PowerPoint out today. Robert, I'll share it through Nancy, and then she'll make the magic happ
en, I'll share it with Nancy. So thank you all so much,
I'm gonna stop sharing and see if there's any
questions I'll be here. You wanna ask me any questions or- - I do wanna say thank you Liz. I did not know you had strep
throat, I knew you had a cold. So thank you for being
here, keeping this session, providing all this great information. And I know on behalf of the
group, we're very thankful to have you and Jose. Thank you for running a
smooth webinar as always. - And I just have a quick
quest
ion about the recording. We'll have access to the recording, yes? Okay. I think I need to share this with others. (Gail laughs) - Great, thank you all for being here. - [Nancy] This will also
be put on our website along with the other resources that we have? - Yes.
- [Nancy] Thank you. - Okay, if there are no other questions, then I'll leave you to
the rest of your day. Thank you so much and have
a wonderful, wonderful week. Y'all take care. See...
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