Effective Health Career Pathways and Academic Supports for TANF Students

1. Effective Health Career Pathways and Academic Supports for TANF Students Small Steps = Big Achievements Elizabeth Patterson BSc RT(R) RDMS Charles Thompson M.Ed Director of Allied Health Education Director, CATCH Program Edmonds Community College Edmonds Community College elizabeth.patterson@edcc.educharles.thompson@email.edcc.edu “This presentation was supported by Grant No. 90FX0025 from the Administration for Children and Families, U.S. Department of Health & Human Services (HHS). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of HHS.”

2. CAN YOU FIND YOUR WAY?

3. CAN YOU FIND YOUR WAY?

4. Self efficacy Difficulty “seeing themselves achieve” Access Retention Meeting TANF requirements 20 hours / week participation in “core” activities alongside the educational program Logistical & Situational Barriers Childcare Transportation Housing Personal & Family Barriers Health and Mental Health Cultural Criminal Background ** Note: these are in addition to the traditional academic barriers of underprepared students. Addressing challenges / barriers for TANF students Small steps = Big achievements • Work ready certificates • Nursing Assistant, Phlebotomy, EKG • Stackable certificates • Persistence in education • Offer more value to an employer • Wage progression • Pathways to Higher Ed • Nursing • CNA  Patient Care Tech / ER Tech / HUC • Medical Lab Sciences • PbT  Clinical Lab Assistant • Health Information Technology • CNA  HUC • Cardiovascular • CNA / EKG Tech/Monitor Tech

5. Foundation courses Academic Supports Extra layer to address Self efficacy Access Transportation 20 hrs. / week in “core” activities Addressing challenges / barriers for TANF students For all Allied Health students including TANF • Introduction to Healthcare • Focus on professionalism; work readiness; culture, communication; opportunity • Basic Medical Terminology • Learn the language, work with professionals • The Human Body • Basic body systems; structure and function • CPR Certification; Bloodborne Pathogens (HIV/AIDS) • State requirement • IBEST • ABE/ESL support targeted to AHE content • Supplemental Instruction • Tutors, open skills labs, faculty availability, can be achieved in the online environment – conferences, chat rooms To address unique social / access barriers of TANF students • “Life skills” • Learn how to balance family, college success, address social barriers • Technology • Education becomes accessible • Addresses transportation, childcare issues • Basic computer skills, MS Office esp. Word, PowerPoint • Skills for success in the online classroom become skills for success in the workplace • “Attendance”, time management, commitment, • Lifelong learning becomes possible • Opens up any educational program whether it is grounded or online

6. Student Voices - Candace • Keys to success • AHE 100 – Life Skills / College Success • “started looking for excuses to skip” • “just another hoop to jump through” • “conditioned my mind for college and life” • “set me up for each class and assignment ahead of me” • “primer to my success at CATCH” • Setbacks • Failed skills assessment in Phlebotomy • Program capacity put retry at skills at risk/students informed by email • “I felt like no one cared/abandoned/hurt/angry” • Rebelled and did not answer emails or calls from CATCH faculty/staff • “In response to my assumption that CATCH had left me out to dry, I pretty much “quit” everything. • How we turned it around • Worked through one of our partners at Housing Hope to reach out to Candace to let her know we were worried / concerned • Agreed to meet if Housing Hope advocate came along and learned • Missed taking CNA state test/could not look for a job • “I stood in the way of my own certification not CATCH” • Also missed the offer to retake the phlebotomy skills test • “Had I responded to email, would have known that option did become available“ • Successfully passed second skills test, placed in phlebotomy externship at a large medical center Challenges Single mom Domestic violence Unemployed “No real skill or trade” “Not crazy about going to school any longer than I absolutely needed to”

7. Candace Today Candace “connected with the staff” at the facility and was encouraged to apply for a position before the end of her externship A month later, she began her new career as a Phlebotomy Technician at Overlake Medical Center • “I love what I do” • “I’m honored to be a part of such a well-educated and trained staff” • “I’m off state assistance now and I really feel I have something to contribute”

8. Retention “I CAN see myself doing this” To address social / family issues that might be barriers to completion Addressing challenges / barriers for TANF students Retention = persistence = success For all Allied Health Students including TANF • Early alert • Attendance, performance issues • Wraparound Support Services • Advising, faculty, Services for Students with Disabilities, Counseling Center, Trio, • Financial resources to supplement financial aid • Opportunity Grant, Trio, Worker Retraining Additional layer for TANF • Dedicated advisor/retention specialist • Works closely with faculty / case managers to identify and address non academic barriers. • “Navigators” • Assess and assist with “life” issues – housing, transportation, child care, food stamps – get them to the support services to help them succeed. • “Team” Management • Faculty, case managers, administration communicate, intervene when necessary

9. Student Voices - Fatou • Keys to success • Wrap-around Support • “Coordinated effort between faculty, advising, administration and community partners” • Setbacks • “Cultural norms and gender roles in the United States have been a challenge. I feel split between two worlds at times” • “Financial hardships and a crowded home added to the challenge of adjusting to the US. • “Despite good grades wanted to quit” • How we turned it around • Worked through one of our partners , Immigrant and Refugee Services NW for support and contact with other immigrants from Gambia • CATCH Academic Advisor helped explore her thinking, reflecting on her strengths and benefits of staying with it • Was recognized at a CATCH perseverance and determination recognition event with the college president. • Engagement in the classroom and with faculty to master skills and build confidence Challenges Recent Immigrant Cultural nuances Unemployed Young infant

10. Fatou Today Fatou completed the program earning her Nursing Assistant license and Phlebotomy Technician Certificate qualifying to sit for the American Society of Clinical Pathologists certification exam. Hired by her phlebotomy externship site, The PolyClinic • Completed on the job training in EKG • Continuing her education at Edmonds CC to reach next step on the pathway, Clinical Lab Assistant and on towards a Bachelor’s Degree in Medical Technology. • “Education is changing my life. I will be independent, have my own money and be able to support my family. I now am realizing my dreams and my career path.”

11. Work readiness Job placement assistance Addressing the challenges/barriers for TANF students It doesn’t end there ….. • Ongoing workshops to address work readiness on completion of the program • Partner with the Workforce Development Council to provide support for • Resumes / interviewing skills • Job fairs • Employer panels • Keep the end goal in mind IT IS ALL ABOUT GETTING TO WORK AND BECOMING SELF SUFFICIENT

12. Student Voices - Helen • Keys to success • Wrap-around Support • During application process was connected to community housing assistance programs • CATCH Navigator team helped Helen receive Commissioner Approved Training Benefits allowing her to collect regular unemployment insurance benefits and she moved into an apartment • College Success Skills/Computer Literacy • With partnership with Business Access provided Helen with a laptop and internet access via Sprint. Five week computer instruction followed by coaching and tutoring by faculty and support staff. • Employment Preparation Coaching and Support • Setbacks • Family member ill and needed care • Discouragement from family members undercutting confidence • “I used the college library as my base of operation and was able to do my online and classroom assignments” • Difficult to get interviews. One site told her “we don’t hire people like you.” She was discouraged and didn’t understand because she was not from a minority culture, she was a vet and recently completed training with excellent grades. • How we turned it around • Intensive wrap around support from CATCH team for computer tutoring, housing, medical care and personal support. • As she completed each course and mastered new skills toward the career goal (Nursing Assistant, Phlebotomy, EKG) she began to see herself successful in a healthcare position and have a way forward toward certificate as a Patient Care Tech. • Received individual coaching and counseling with partnership with local Workforce Development Council to tackle age and other discrimination. Their employment specialist worked with her on job search skills, resume and interview practices Challenges Living in her car and a tent Unemployed No computer skills Computerized WorkSource center (employment center) overwhelmed her Unemployed at 48 years old Faced discrimination in hiring “I felt uncertain and scared”

13. Helen Today Helen earned straight As in her coursework completing Nursing Assisting, EKG and Phlebotomy. She practiced interviewing strategy and persisted in her job search building on her excellent patient care skills and personal confidence. In less than 4 months, Helen was hired as a Nursing Assistant at a long term care facility within walking distance of her home • “I have a future, I have a great outlook. I am forever grateful to the CATCH Program. My confidence is back and I have goals again.”

14. Student Voices - Mustapha • Keys to Success • Self sufficient • Academically prepared • Experience as caregiver • Did not require intensive retention and completion support • Minimal setbacks (failed phlebotomy skills, retook at first opportunity) • Needed financial support to continue on pathway to Clinical Lab Assistant (CLA) • Leveraged funds through parallel grant • Covered tuition, textbooks, fees Challenges Immigrant from The Gambia, in U.S. since 2008 Has been working as a caregiver with developmentally disabled adults Low wage ($10.33 / hour), looking for a better job to support his family Previous college coursework in the U.S.

15. Mustapha Today • Successfully completed Clinical Laboratory Assistant certificate • Now employed as a Lab Assistant at the Polyclinic with an • hourly wage of $16.75 / hour + benefits