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Model Development

Resources to guide the selection and development of programmatic and instructional models.

The annual Fall Technical Institute is an opportunity for Breaking Through and Accelerating Opportunity state teams to receive targeted TA on a variety of topics. For this meeting, JFF recruited 18 subject matter experts from across the country to help state teams work through complex issues such as sustainability planning, employer engagement, and building comprehensive support services. Nine state teams attended this year's Institute.

Meeting Objectives 

  • Provide state teams with targeted technical assistance designed to strengthen solutions, advance the work, and meet outcomes through structured interactions with subject matter experts.
  • Enable teams to exchange effective practices and understand how other states or colleges are addressing key issues through peer sharing opportunities.
  • Ensure that teams leave the Institute with specific actions and plans to further their implementation and sustainability efforts.
Jobs for the Future

Thursday, June 30th, 3:00-4:30 PM EDT

The Washington State Board of Community and Technical Colleges developed this webinar to further explore concepts about I-BEST and I-BEST-like model development. States also had the opportunity to ask questions during the webinar.

Louisa Erickson, SBCTC
Israel Mendoza, former State ABE Director for Washington

Moderator: Rachel Pleasants, Jobs for the Future

Streaming recording link:

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Louisa Erickson, Israel Mendoza
Jobs for the Future, Washington SBCTC

Monday, September 12th, 3:00 PM EDT

Jobs for the Future hosted a Bidders' Webinar to help design states develop their implementation proposals. The goals of this webinar were to:

  • Create a common understanding of the goals for the Three-year Implementation Phase;
  • Reinforce the high level expectations of states that will be selected to participate; and
  • Address questions about the Request for Proposal.


Maria Flynn, Vice President, Jobs for the Future
Barbara Endel, Program Director, Accelerating Opportunity, Jobs for the Future
Nate Anderson, Senior Project Manager, Jobs for the Future
Randy Wilson, Senior Project Manager, Jobs for the Future
Rachel Pleasants, Project Manger, Jobs for the Future

Streaming recording link:

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Jobs for the Future
Jobs for the Future

Thursday, January 19th, 3:00-4:30 PM EST

This webinar kicked off the implementation phase of Accelerating Opportunity and covered a variety of topics, including important grants management information, an overview of the technical assistance plan, and an update on upcoming events. Each of the partner organizations provided a summary of the TA they would be providing. Participants also had a chance to view a variety of online resources. The four implementation states and their colleges also shared an overview of their goals for the implementation phase.


Barbara Endel, Program Director, JFF
Monique Sheen, Project Manager, JFF
Rachel Pleasants, Senior Project Manager, JFF
Darlene Miller, Executive Director, NCWE
Israel Mendoza, Former State ABE Director/Consultant
Jon Kerr, State ABE Director, SBCTC
Ellen Hewett, Director, NCTN
Kaye Beal, Project Director, World Education, Inc.
Randall Wilson, Senior Project Manager, JFF

Streaming recording link:

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Jobs for the Future, Washington State Board for Community & Technical Colleges, Nation Council for Workforce Education, National College Transition Network

Wednesday, September 5th, 2:00 PM EDT

This webinar highlighted a new toolkit developed through JFF's Greenways work. Women represent less than 25 percent of the labor force and remain underrepresented in many occupations that offer high wage jobs and career advancement opportunities.  Recruitment is the first step in connecting women to these high quality careers and emerging areas of the economy, and this webinar provides concrete ideas on how to recruit women into training for nontraditional occupations. Lauren Sugerman of Wider Opportunities for Woemn discussed the value of adding a gender lens to outreach and assessment and provided examples of successful strategies that have been implemented by workforce development providers.

The webinar also introduced the Pink to Green Toolkit: Adding a Gender Lens to Green Jobs Training Programs, which provides tools to assist organizations in developing relevant plans, processes, and curricula at each stage of their training programs in order to foster success of women in nontraditional occupations.


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Oregon Tradeswomen, Inc (video)
Chicago Women In Trades Online Manual

Presenters:  Deborah Kobes, JFF and Lauren Sugerman, Wider Opportunities for Women

Streaming recording link:

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*Note: the recording starts about 15 minutes into the webinar.

Deborah Kobes, Lauren Sugerman
Jobs for the Future, Wider Opportunities for Women

Wednesday, August 15th, 2:00 EDT

This webinar focused on approaches to recruiting students into AO programs, including partnering with referring agencies, marketing efforts, and employer engagement. Bill Sperling of Shoreline Community College in Washington shared some of the ways the college has marketed its I-BEST programs, including partnering with workforce agencies, outreach to CBOs and the K12 system, and the creation of marketing materials. The coordinators and college representatives from Kansas, Kentucky, North Carolina, and Illinois each shared some of the strategies they have been using to recruit students into AO programs. 

Moderator: Nate Anderson, JFF

Materials and Links

More about Shoreline Community College I-BEST

Shoreline Pathway Diagrams (PPT)

Kansas's Marketing Materials

Kentucky's AOKY Website

From the National Skills Coalition: SNAP Education & Training Guide

Streaming recording link:

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Note: Shoreline's I-BEST video starts at 9:05

Nate Anderson, Bill Sperling
Jobs for the Future, Shoreline Community College

October 4, 2012

As states start to grow and expand pathways it’s important to think about how to ensure fidelity to the model while allowing for local variations when needed. On this webinar Louisa Erickson of the Washington State Board for Community and Technical Colleges discussed how states can create processes to evaluate current pathways and approve new pathways, drawing on the process used for I-BEST programs.

Moderator: Darlene Miller

Guest Expert:
Louisa Erickson, SBCTC: Louisa will talk about the I-BEST program approval process, and how SBCTC works with colleges whose proposed pathways don't meet the approval criteria to improve the pathway design.

Streaming recording link:
Download recording link:

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Darlene Miller, Louisa Erickson
Jobs for the Future, Washington State Board for Community & Technical Colleges, Nation Council for Workforce Education

Integrated Basic Education and Skills Training (I-BEST) integrates the teaching of basic skills and technical content in order to accelerate basic skills students’ transition into and through a college-level occupational field of study.

The study reported on here represents the final phase of a multi-year evaluation of the I-BEST model that began in 2009, conducted by CCRC in collaboration with MPR Associates and the Washington State Board for Community and Technical Colleges. Based on fieldwork undertaken in spring 2011 on 16 I-BEST programs at eight colleges, this report builds on CCRC’s earlier qualitative and quantitative research by seeking to understand those aspects of I-BEST that best support student learning, progression, and completion.

In addition, the report considers the I-BEST student experience and presents the results of a cost-benefit analysis of the program. The findings and recommendations highlighted in the report will be of interest to funders, policymakers, and practitioners in other states who are considering transition interventions similar to the I-BEST model.

John Wachen, Davis Jenkins, Clive Belfield, and Michelle Van Noy with Amanda Richards and Kristen Kulongoski
The Community Collge Research Center, Teachers College, Columbia University

The Michigan Center for Student Success commissioned this study to determine whether strategies employed to improve adult students' success at 41 Breaking Through colleges nationwide have taken root at Michigan's original colleges and spread beyond them. A statewide survey revisited four of the colleges profiled in previous publications, and the research looked more closely at two additional colleges that have experimented with Breaking Through-type programs. 

In this research, some themes emerged to guide future state investments: 

  • The importance of scaling up from “boutique” programs to serve more students; 
  • The need to create clear pathways between noncredit workforce training and credit programs leading to Associate’s degrees in occupational disciplines; 
  • The significance of investment in upfront program features such as skill assessments and career guidance; and 
  • The role of workforce training programs in incubating student success strategies. 

Based on this research, the Center for Student Success has created a new initiative, Michigan Pathways to Credentials, to broaden the impact of Breaking Through strategies and support the development of career pathways across the state. Supported by a grant from the Kresge Foundation, six colleges will scale up their efforts to support adult students in obtaining credentials leading to family-sustaining careers.

Jennifer B. Schanker & Judith C. Taylor
Jobs for the Future

The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) calls for states to offer programs of study (POS), which local educational agencies and postsecondary
institutions may adopt as an option for students participating in career and technical education (CTE). Each local recipient of Perkins IV funds must offer at least one
POS that, at a minimum:
• Incorporates and aligns secondary and postsecondary education elements;
• Includes academic and CTE content in a coordinated, non-duplicative progression of courses;
• Offers the opportunity, where appropriate, for secondary students to acquire postsecondary credits; and
• Leads to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

The intent of this guidance is to clarify and offer suggested criteria for states to consider as they identify and certify whether a local POS provider is ready and has sufficient capacity
for full POS implementation. Implementation of the intentional POS structure that incorporates the statutory requirements will be confronted with a need to develop
a number of supporting elements. These supporting elements will aid and support POS implementation by addressing the system elements that comprise a fully developed
program of study. A self-assessment of these supporting elements makes up the content contained in this POS readiness and capacity review guide. Each of the elements are addressed individually, but work in concert with each other to help support full implementation of a program of study.

MPR Associates, Inc.
MPR Associates, Inc.