11Ivan

…..IBEST means I am the BEST!

AGENDAAGENDA

*INTRO*INTRO

*MODELS*MODELS

*CURRICULUM*CURRICULUM

*BENEFITS & CHALLENGES*BENEFITS & CHALLENGES

*QUESTIONS & DISCUSSION*QUESTIONS & DISCUSSION

22

33

Retention Rate Comparison – IBEST vs. Non-IBEST students Retention Rate Comparison – IBEST vs. Non-IBEST students Accounting 110, Winter 2007Accounting 110, Winter 2007Tacoma Community CollegeTacoma Community College

IBE

ST

0102030405060708090

100

Non-IBEST

IBEST

IBE

ST

Retention Rate

100%

73%

44

Grade Comparison – IBEST vs. Non-IBEST students Grade Comparison – IBEST vs. Non-IBEST students Accounting 110, Winter 2007Accounting 110, Winter 2007Tacoma Community CollegeTacoma Community College

0

0.5

1

1.5

2

2.5

3

3.5

4

Non-IBEST

IBEST

IBE

S T

Grade Comparison

3.5

1.7

55

Passing Rate Comparison – IBEST vs. Non-IBEST students Passing Rate Comparison – IBEST vs. Non-IBEST students Accounting 110, Winter 2007Accounting 110, Winter 2007Tacoma Community CollegeTacoma Community College

0102030405060708090

100

Non-IBEST

IBEST

Passing Rate Comparison

IBE

ST

100%

47%

66

IBEST – Accounting Model 1

Students Students Instructor (s) Instructor (s)

118:30-9:208:30-9:20

IBEST OnlyIBEST Only ABE/ESLABE/ESL

229:30-9:30-10:2010:20

IBEST + Non-IBEST IBEST + Non-IBEST ABE/ESLABE/ESL

++

CTECTE

++

TutorsTutors

Schedule for Accounting 1

•IBEST students are ABE and ESL students.

•Non-IBEST students are college level students.

77

IBEST – Accounting Model 2IBEST – Accounting Model 2IBEST/ACCT 145 Payroll and Business Taxes

Students Students Instructor (s) Instructor (s)

1.1.8:30-9:208:30-9:20

IBEST + Non-IBEST IBEST + Non-IBEST CTE CTE

++

ABE/ESLABE/ESL

2. 2. 11:30-11:30-12:2012:20

IBESTIBEST ABE/ESLABE/ESL

BEFORE STUDENT FOCUSED LEARNING BEGINSBEFORE STUDENT FOCUSED LEARNING BEGINS

  SHARE RESOURCES WITH BOTH INSTRUCTORS:SHARE RESOURCES WITH BOTH INSTRUCTORS:

  LEARNING OUTCOMESLEARNING OUTCOMES

  ASSESSMENT:ASSESSMENT:

   HOMEWORK, EXAMS HOMEWORK, EXAMS

SUPPLEMENTAL IBEST MATERIAL SUPPLEMENTAL IBEST MATERIAL  

LECTURESLECTURES  

SYLLABUS WITH A SYLLABUS WITH A CALENDARCALENDAR  

TEXTBOOKS AND ANCILLARY MATERIALSTEXTBOOKS AND ANCILLARY MATERIALS    

    

88

99

Focus During the IBEST Only Period Model 1

• Preview the lesson

Key points of the chapter

Vocabulary

• Classroom issues

Cultural differences

Academic expectations

• Review – Q & A

1010

…..After the first class, I understand 50% to 60% of the material to be covered later that day.....

Ivan

1111

IBEST – Accounting Model 2IBEST – Accounting Model 2IBEST/ACCT 145 Payroll and Business Taxes

Students Students Instructor (s) Instructor (s)

1.1.8:30-9:208:30-9:20

IBEST + Non-IBEST IBEST + Non-IBEST CTE CTE

++

ABE/ESLABE/ESL

2. 2. 11:30-11:30-12:2012:20

IBESTIBEST ABE/ESLABE/ESL

The shortfall must be The shortfall must be deposited on or before the first deposited on or before the first Wednesday or Friday, Wednesday or Friday, whichever is earlier, falling on whichever is earlier, falling on or after the 15or after the 15thth day of the day of the month following the month in month following the month in which the deposit was which the deposit was required to be made.required to be made.

p.3-20 Payroll Accounting, Bieg & Tolandp.3-20 Payroll Accounting, Bieg & Toland

1212

IBEST Support Daily ActivitiesIBEST Support Daily Activities

Model 2Model 2 Student Generated Vocabulary listStudent Generated Vocabulary list

Practice and quizPractice and quiz

Questions – Reading ComprehensionQuestions – Reading Comprehension

From today’s lessonFrom today’s lesson

From previewing From previewing

Problem solvingProblem solving

Additional accounting problemsAdditional accounting problems1313

1414

Focus During Integrated period -- IBEST and Non-IBEST Together

1515

The Accounting instructor:

• teaches the class as she would a regular accounting class

•understands the needs of the ABE/ESL students

1616

The basic skills instructor:

• monitors

• assists

• clarifies

• notes issues

• participates with minimum interference

1717

After Class

•Extra support is available to all students in the tutoring center.

•Basic Skills instructor and Accounting instructor get together and debrief.

1818

Benefits of Co-teaching Across DisciplineBenefits of Co-teaching Across Discipline

Learn about a different fieldLearn about a different field Learn about different student populationsLearn about different student populations Learn new teaching strategies and stylesLearn new teaching strategies and styles Learn to work collaborativelyLearn to work collaboratively More effective in helping students to meet their More effective in helping students to meet their

educational goalseducational goals Higher retention rate and better resultsHigher retention rate and better results Positive feedback from studentsPositive feedback from students

1919

2020

Challenges of Co-teaching Across DisciplineChallenges of Co-teaching Across Discipline

Different teaching styles and strategiesDifferent teaching styles and strategies Different personalities and communication stylesDifferent personalities and communication styles Unfamiliar with the other subject areaUnfamiliar with the other subject area Unfamiliar with different student populationsUnfamiliar with different student populations TimeTime Chain of authorityChain of authority

2121

OvercomingOvercoming the Challengesthe Challenges Clear program guidelines Clear program guidelines Clearly defined roles for each instructor Clearly defined roles for each instructor Getting to know each other and developing a trusting Getting to know each other and developing a trusting

relationshiprelationship Spending time necessary to familiarize oneself with Spending time necessary to familiarize oneself with

content area (Basic Skills instructor)content area (Basic Skills instructor) Providing detailed syllabus and course calendar (content Providing detailed syllabus and course calendar (content

area instructor)area instructor) Understanding the needs and goals of the different student Understanding the needs and goals of the different student

populationspopulations Being organized and detailed-orientedBeing organized and detailed-oriented Willing to be open-minded and work collaborativelyWilling to be open-minded and work collaboratively Willing to go the extra mileWilling to go the extra mile Familiar with the program. Able to see the big pictureFamiliar with the program. Able to see the big picture

Let’s hear from the studentsLet’s hear from the students

IBEST Support Class really helps becauseIBEST Support Class really helps because

* We can ask questions related to * We can ask questions related to language issues.language issues.

*We get extra time to practice.*We get extra time to practice.

*We feel more comfortable asking *We feel more comfortable asking questions.questions.

2222

IBEST Support doesn’t really help IBEST Support doesn’t really help when…when…

The ESL support instructor doesn’t know The ESL support instructor doesn’t know the content.the content.

2323

2424

…I didn’t think I would be doing as well as I am. I am loving it….

Desiree

2525

…I was afraid to take Accounting, but now I know I can do it…

Young-Sil

2626

…I want to be a payroll specialist. I am going to take Accounting 145, Payroll Taxes next quarter…

Insuk

2727

…I’d like to get a four year degree in

Accounting…

Sreyroath

2828

Please contact us at:wlarsen@tacomacc.eduarothenberg@tacomacc.edu

Presented by

Annalee Rothenberg

Wendy Larsen