Tool kit Link:
https://collegeconnection.workforcegps.org/resourc…
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CAPSTONE PROJECT: FINANCIAL IMPACT AND SUSTAINABILITY
5.3 You may currently have little or no cost for your project because your organization is covering the costs. But there will be costs for the continuation of your project after this course. Even if it as simple as printing instructions for patients or nurses, there is a cost for paper and printing. There is also a cost for the time of an educator if your project will continue to be taught in orientation for new nurses. Be sure to include the cost savings and ongoing benefit to the organization if the project is continued after this class is finished.
Getting Started
Throughout the NUR-495 course, you will actively engage in strategically planning for and managing a planned change project within the scope of your current professional role. For this field-based project, you will identify a specific problem or need to serve as the foundation for a faculty-guided capstone experience. Project-related experiences are integrated throughout the course, and will involve application of strategic planning and management processes.
As you consider the activities necessary to implement your capstone project, you will find many similarities between the “planning and implementation” phases of the nursing process to the “work schedule” used to guide the capstone project. In both cases, these steps serve as an action plan to direct specific activities and tasks that will facilitate achieving a specific outcome. In the case of your capstone project, the work schedule you developed in Workshop Three serves as a dynamic plan to communicate the activities and tasks that are necessary to perform to successfully achieve your project outcome. During Workshop Four, you identified potential threats or challenges to the capstone project, as well as a contingency plan to address those concerns. This week, you will specifically focus on the financial impact of the capstone project and the sustainability of the planned change within your organization over time.
Upon successful completion of the course material, you will be able to:
Assess the financial impact and sustainability of the capstone project.
Implement the activities of your strategic plan necessary to complete the capstone project.
Resources
Textbook: Fundamentals of Project Management
Website: United States Department of Labor Sustainability Toolkit
Background Information
As discussed in Workshop One, the planned change process is rather iterative in nature, with dynamics that are organic rather than static. For this reason, we tend to think of a planned change project as a work in continual process. With each workshop, you will polish and fine-tune aspects of your plan as part of the learning process. Each facet of the planned change process will be unpacked, examined, and critically applied to your capstone project. As you advance in the course, each workshop will bring an opportunity to carefully reflect upon and streamline your work. When the capstone course ends, your final project documentation will accurately articulate the planned change process that you have created and managed.
In the previous workshops, you considered a variety of factors that affect the change process, established a problem statement, plan for evaluation, and detailed work schedule to guide the capstone project. In addition, you examined potential threats and challenges to the capstone project.
In this workshop, you will assess the present and future financial impact of the capstone project, as well as any modifications to the plan that may result from financial constraints. In addition, you will consider the sustainability of the project, identifying specific measures and resources necessary to maintain the change once the formal work of the capstone is complete.
Please note: Eight hours of workshop time is allocated for your efforts in this assignment since this work does not directly pertain to your 7.3 Capstone Project Presentation.
Instructions
Review the rubric to make sure you understand the criteria for earning your grade.
Review chapter 20 in Leading and Managing in Nursing.
Review Chapter 12 in the Fundamentals of Project Management textbook.
Visit the Department of Labor’s Trade Adjustment Assistance Community College and Career Training Program Sustainability Toolkit page at https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit.
Please go to the “Related Content” on the left side of the webpage, select and read the “TAACCCT Sustainability Toolkit.
Revisit the capstone work you completed in the previous workshops, as well as any instructor feedback that you received.
Navigate to the threaded discussion and respond to the following:
What is the current financial impact of your capstone project on the organization and the patient? Explain current costs involved with project implementation, and how those expenses are being funded. (Be sure to include the cost of both human and material resources, as well as savings realized through the initiative.)
What is the future financial impact of your capstone project on the organization and the patient? Explain projected costs necessary to sustain the change project, and how those expenses will be funded. (Be sure to include the cost of both human and material resources, as well as savings projected for the future.)
Identify and explain any modifications to the capstone project that are necessary because of financial considerations.
Describe the project-related activities you want to sustain after your NUR-495 coursework is complete, and explain how sustaining these elements of the project will benefit the organization. Include specific resources, stakeholders, and collaboration necessary to sustain your change initiative.
Cite and reference a minimum of one source for your initial posting.
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
SUSTAINABILITY Toolkit
This toolkit is designed to support the sustainability of the programs and innovations developed
by grantees through the Department of Labor’s Trade Adjustment Assistance Community College
and Career Training program. It has been developed for project managers, directors, and others
responsible for implementing and overseeing TAACCCT grants.
1
INTRODUCTION
`
The U.S. Department of Labor’s Trade
Adjustment Assistance Community College
and Career Training (TAACCCT) grant
program is a major investment to increase
the ability of community colleges to address
the challenges of today’s workforce. An
investment of $1.9 billion over 4 years, the
TAACCCT program is designed to serve a
diverse population of workers eligible for
training under the TAA for Workers program,
as well as a broad range of other adults.
There are 256 total TAACCCT grantees, 146
of which represent individual college grants
and 110 that lead consortia of between 3
and 15 community colleges. With such a
large investment of funds, time, effort, and
reach that extends to more than 60 percent
of the community colleges in the country,
sustainability is an ongoing topic for
TAACCCT grantees, employer and workforce
system partners, and policymakers.
This toolkit is structured to help you and
your planning team consider each of the
innovations that have contributed to the
success of your project. These innovations
can be successful program practices,
institutional policies, instructional designs,
new staff roles such as navigators—any key
innovation that has been created through
your grant efforts and that contributed to
your success. Once your team has identified
and prioritized innovations to sustain or
scale, the toolkit will help you develop a plan
to ensure that they become a permanent
part of how your college/consortium helps
students build successful careers.
The toolkit should be used with planning
worksheets, which you can find at
https://taaccct.workforcegps.org/.
2
DEFINING SUSTAINABIILITY
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
What is sustainability?
Sustainability is the effort to maintain the impact
and capacity of programs and innovations. For
some, sustainability implies that the program
or project will be sustained as it currently is.
But the goal of sustainability isn’t necessarily to
maintain programs as they currently exist, but to
maintain key aspects of the impact the program
has had. As you work to sustain your efforts past
the term of your grant, how you approach your
program(s) may change as you consider how
best to sustain your efforts’ impact on student
success and your college’s ability to build
industry-aligned programs.
For others, sustainability means continuing grant
efforts with new sources of funding. It may well be
that some program elements require additional
funds to sustain, but it’s important to recognize
the capacity that has been built in terms of
strategic innovations such as program designs,
instructional innovations, policy changes, and
partnerships. These innovations may or may
not require additional funds to sustain, but they
definitely require thoughtful planning.
How are sustainability and
scaling related?
Sustainability usually refers to how something
will be continued. Scaling refers to how
a successful program or practice will be
broadened to affect larger numbers of students—
e.g., other programs on your campus or other
campuses. The strategy to sustain something
may also involve scaling it.
3
In developing a sustainability plan, grantees
should consider how their success will be scaled
to impact larger numbers of students. If workbased learning components were critical to the
success of students in the TAACCCT-funded
manufacturing program, you might seek ways to
build work-based learning into more programs.
If student progress was accelerated by a revised
prior learning assessment (PLA) process, for
example, you may focus on making sure that
the revised PLA process is available to students
in other programs of study. TAACCCT grantees
will truly have the greatest impact when they
seek out ways to spread successful strategies
across the college. The best way to sustain an
effective program innovation is to “scale it up”
and integrate it into the standard practices of the
college, colleges within the consortium, or other
community colleges in the state.
Why focus on sustainability?
In any capacity-building effort, there is often
an assumption that the capacity that was built
will remain past the period of performance. But
that is not usually true without conscious focus
and planning. Considering what to sustain is
the first step. When considering sustainability,
grantees may think of deliverables such as new
curricula, new programs, and new equipment.
But TAACCCT deliverables often include a host
of new capacities: new approaches to employer
engagement, new ways of supporting students
and new methods of instructional design and
delivery, among many others, which have been
critical to success. All of these can be considered
when developing a strategy for sustainability.
Scaling Change
The Transformative Change Initiative at the University of
Illinois has developed a set of tools to help community
colleges scale their innovations. Based on their Guiding
Principles for Scaling Transformative Change, the online tools
walk users through several steps including Engaging Leaders,
Describing the Innovation, and Using Evidence.1
1. Office of Community College Research and Leadership. 2016. “Guiding Principles for Scaling Transformative Change.”
Available at: http://occrl.illinois.edu/tci/principles
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
4
Examples of successful sustainability efforts
The chart below includes just a few of the many innovations created across the core elements
of TAACCCT, and provides examples of the strategies that grantees have used to sustain those
innovations.
SUSTAINABILITY STRATEGY
Creating a Permanent, For-Credit Offering
TAACCCT Core Elements
Innovation
Career Pathways / Stacked and Latticed Credentials
Embedding industry-recognized credentials in
programs of study
Many grantees worked closely with employers and industry
associations to embed industry certifications into programs
of study. Excellent examples can be found in the work of the
Arizona Sun Corridor; Get into Energy Consortium, Florida
TRADE, the Institute for Cybersecurity at the Community
College of Baltimore County, and Advance Wisconsin, to
name just a few. These programs, many designed as stackable
certificates, are now aligned with industry requirements and are
among the permanent offerings at these colleges.
TAACCCT Core Elements
Innovation
Career Pathways / Credit for Prior Learning
Expanding credit for prior learning
Credit for prior learning is not a new idea, but its use was
significantly expanded through TAACCCT, and it has been put
to work as a strategy to accelerate the time to completion for
adults with prior work experience. In the cases of Colorado,
Wisconsin, Louisiana, and others, the prior learning assessment
processes put in place to help TAACCCT participants attain their
credentials more quickly became the bases for formalized prior
learning assessment processes that are now used statewide and
made transparent to incoming students.
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
SUSTAINABILITY STRATEGY
Creating Registered Apprenticeships
TAACCCT Core Elements
Strategic Alignment with Employers
Transferability and Articulation of Credit
Innovation
Developing work-based learning elements
Many TAACCCT programs developed components for handson learning, including internships and on-the-job training.
Some TAACCCT grantees like Macomb Community College
are sustaining work-based learning components by creating
registered apprenticeships, which prepare students for highly
skilled positions by incorporating on-the-job training with
classroom and practical lab instruction, and participating in the
Registered Apprenticeship-College Consortium.
SUSTAINABILITY STRATEGY
Building a Case for Funding by Showing a Return on Investment
TAACCCT Core Elements
Career Pathways / Student Supports
Strategic Alignment with the Workforce System
Innovation
Adding greater student support
Many TAACCCT colleges have used funds to invest in staff—
coaches, navigators, and advisors—who work directly with
students to help them map out a career plan, stay on track,
and attain a job. At State Fair Community College, Missouri, a
member of the MoWINs consortium, TAACCCT staff were able
to make the case that the navigator positions led to far higher
rates of completion and job attainment, with benefits accruing
to the college in the form of enrollments, tuition, and enhanced
reputation. As a result, the college has sustained 14 navigators
who work at 4 campus sites.
5
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
6
SUSTAINABILITY STRATEGY
Adopting New Designs as Permanent Offerings of the College
TAACCCT Core Elements
Online and/or Tech-Enabled Learning
Innovation
Developing new instructional designs
TAACCCT grantees have developed new designs involving
modular schedules, online instruction, and competency-based
learning, to name just a few. The competency-based programs
created at Sinclair, Broward, and Austin Community Colleges
have been adopted by each college as permanent models.
Each of these CBE programs, which are online and self-paced,
have required significant administrative changes affecting
registration, financial aid, and other departments, providing
models for such changes at other institutions.
SUSTAINABILITY STRATEGY
Obtaining Statewide Funding and Adopting Practice Statewide
TAACCCT Core Element
Career Pathways / Accelerated Strategies
Innovation
Redesigned developmental education
Many states built programs under TAACCCT that would ensure
that lower-skilled adults had access to college credentials.
Approaches include adoption of the I-BEST model, which
embeds remediation in technical courses and uses a team
teaching model to ensure that students build foundational
math and literacy skills as they work toward a college-level
credential.2 In Louisiana, the I-BEST model has been adopted
in colleges across the state. Other colleges used different
models of developmental education redesign, such as those
in Colorado, which completely redesigned developmental
education to reduce the amount of time, developmental credits,
and number of courses in the developmental sequence.
2. Washington Community and Technical Colleges. 2016. “Integrated Basic Education Skills Training (I-BEST).”
Available at: https://www.sbctc.edu/colleges-staff/programs-services/i-best/
HOW TO USE THIS TOOLKIT
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
The questions and the examples in each
worksheet on the following pages will
help to guide your planning team through
a process that includes analyzing your
progress, identifying opportunities to sustain
and scale key elements of success, and
developing a full sustainability work plan.
The Sustainability Toolkit should be used
with the accompanying worksheets and/
or used at a planning retreat or series of
meetings that involve people from across
departments within a college and/or across a
consortium.3
Sustainability planning for consortia can
be a two-phase process: each college
within the consortium can consider what
to sustain and how to scale key elements
of the project within their college. At the
same time, college representatives from
across the consortium can consider together
what to sustain and and how to scale efforts
consortium-wide.
Getting started
There is no perfect time to begin this
planning, but the advice of Rounds 1 and 2
grantees is the sooner you start, the better.
If you are a Round 4 grantee, you can begin
the process and revisit it later to refine your
plan as successful strategies that should
be sustained emerge. Implementing your
project with sustainability and scaling in
mind increases the chance that it will be
sustained and scaled.
3. Jobs for the Future. 2016. “TAACCCT Sustainability Toolkit”. Available at:
https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit
7
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
step
1
8
Who should be on your planning team?
It is important to engage a broad team in the planning process—grant staff, senior
leadership, faculty, deans, student services staff, and others should all be included in
discussions about sustainability. You should also consider which external partners should
be part of the planning team. In addition, if senior leadership—including the college
president and vice presidents—are not currently involved in your planning, consider how
you can begin to engage them now or down the road as you continue your sustainability
efforts. Their involvement and support will be key to long-term sustainability. Individuals
you may want on your planning team might include:
Internal members of the college
TAACCCT
project manager
Deans and faculty from
academic and workforce/
CTE programs
Financial aid staff
and leadership
Development staff
Presidents;
academic and workforce
vice presidents
Student services staff
and leadership
External members
Workforce Development
Board and America Job
Center (one-stop) staff
Employers
Staff of
community-based
organizations
Staff of veterans
organizations
Regional Apprenticeship
representatives
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
step
2
How is your TAACCCT vision aligned with the strategic priorities
of the institution, the state, and other community college reform
efforts?
Make sure that everyone on the planning team is aware of all of the programs, program
components, major partnerships, innovations, and strategies of your TAACCCT project.
Walk through your statement of work with your planning team, noting what your project
is working toward under each of the TAACCCT core elements. Then note how they are
aligned with other strategic priorities that guide the work of your college. Consider both
college-level priorities and the statewide priorities established for higher education. Also
consider how your innovations are aligned with the workforce investment system in your
area and its work to implement the Workforce Innovation and Opportunity Act (WIOA).
The reason for this step is that innovations that support a broader agenda have a greater
likelihood of being sustained. And understanding what is aligned with the broader
strategic priorities will help reveal sustainability strategies.
With your full project in mind, ask yourselves these questions:
A
How does our work fit into the overall
institutional vision for meeting the
career needs of students and workforce
needs of employers?
B
Has a vision been articulated by the
higher education system in our state, by
the governor, by the legislature, or by
others that aligns with our work?
C
What is the vision of the Workforce
Development Board for WIOA
implementation, and how does that
align with our TAACCCT work?
D
What have we done that can contribute
to or expand our college/state/
consortium’s vision for industry-aligned
programs and adult learners that have
been informed by the project?
E
What specific innovations, strategies,
and approaches are central to the
vision?
9
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
10
step
2
Next, turn to the chart below
1
2
Review the example in the chart below. Then, turn to the
Step 2 worksheet.4
For each innovation, indicate the strategic priority(ies) that
it is aligned with. Remember to include any that apply from
your college, the higher education system, and the workforce
system.
TAACCCT CORE ELEMENT
Career Pathways with Stacked or Latticed Credentials
Successful Innovation
Alignment with
Strategic Priorities
Example: New certifications that stack to associate’s
Example: The college’s goal to create shorter-term
degrees in manufacturing (Strategy I, Activity I from the
credentials in response to industry needs
Quarterly Narrative Progress Report (QNPR))
4. Jobs for the Future. 2016. “TAACCCT Sustainability Toolkit”. Available at:
https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
11
step
2
TAACCCT CORE ELEMENT
Strategic Alignment with Workforce System and Other Stakeholders
Successful Innovation
Alignment with
Strategic Priorities
Example: Shared intake processes so all students
Example: Governor’s goal of aligning higher
are screened for workforce system eligibility and all
education and workforce system resources
students are aware of workforce system services
TAACCCT CORE ELEMENT
Transferability and Articulation of Credit
Successful Innovation
Alignment with
Strategic Priorities
Example: Statewide articulation policy between
Example: State higher education system’s goal
all community colleges and the state’s public
to improve the transfer process from community
four-year institutions
colleges to four-year colleges/universities
TAACCCT CORE ELEMENT
Technology-Enabled Learning
Successful Innovation
Alignment with
Strategic Priorities
Example: Online and blended courses that were
Example: College’s goal to increase accessibility and
developed through TAACCCT will be expanded to
completions for adult working students
programs of study beyond TAACCCT
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
step
3
12
What has had the greatest impact on your success?
Demonstrating your success through data is a critical part of sustainability. In order to
make a case that your innovations should be sustained you must be able to show—to
senior officials at your college, faculty, others in the higher education system, partners in
the workforce system, employers, and others—that the innovations that have been created
through TAACCCT have had an impact.
Think about the data, both quantitative and qualitative, that you have available to help
determine where your success has been and what has contributed to your success. Then
think about the data you wish you had that could help you show your success.
Remember, you’re not just sustaining “the program.” When you consider your successes,
don’t simply think in terms of the program(s) that has been created. Each program
contains multiple innovations that may have contributed to its success and that require
attention to sustain. So, for example, as you consider sustaining a project that developed
a computer numeric control machining program, break the program apart to consider all
of its innovations: the instructional methods that were developed, the relationship with the
employer, the navigators, the updated equipment, the way that developmental education
was integrated into the program, the curriculum, and the stackable credentialing model.
These components will become the innovations that you will examine to determine what
makes the most sense to sustain and/or to scale to affect students in other programs
of study.
As your team discusses the
innovations you believe have
had the greatest impact, ask
yourselves these questions:
• What does the data tell
us about programs and
program innovations that
have had the greatest
impact?
• What have been our “ripple
effects”—unintended
impacts or spin-off efforts?
• Are there innovations that
we believe have been
successful, but we need
more data to support them?
Quantitative data
Qualitative data
Participant outcomes from the
Annual Performance Report
(APR) (e.g., completions,
employment)
Partner feedback (employers,
workforce system staff)
Number of students
receiving coaching
Student feedback
Data on deliverables
from QNPR
Faculty observations
Interim evaluation
report
Third-party evaluator
observations
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
13
step
3
Next, turn to the chart on the next page
1
2
3
Review the example in the chart on the next
page. Then, turn to the Step 3 worksheet.5
For each innovation, indicate how you know
it’s successful in the second column. What
data points (qualitative or quantitative) do you
currently have that demonstrate success? Are
there any you would like to collect to show your
success that you don’t currently have?
In the third column, indicate the source of that
data (e.g., APR, QNPR, third-party evaluation,
interviews of faculty or employers, etc.). If there
is data you would like to collect, include what
the data source would be, and note how you
plan to collect it.
What if data doesn’t exist for a
specific element?
In many cases, you may not have data that demonstrate
the impact of specific innovations you’ve implemented
as part of your TAACCCT grant. Most of your quantitative
data may indicate success for the whole program (e.g., a
95 percent completion rate). At that point, you will have to
ask yourselves how you know which element contributed
to that success: Was it a new instructional method? The fact
that each student had a coach? Something else? You may
not know exactly what the success factor(s) was/were. That’s
where your qualitative data can provide some insight. Talk
to faculty, students, and others to hear their observations:
What do faculty say about how this experience has been
different from previous classes? What do students say?
And importantly, what do your third party evaluator’s data
and observations contribute to your understanding of your
project and its impact?
TAACCCT
CORE ELEMENTS
6
Evidence-based
designs
Career pathways with
stacked or latticed
credentials
Strategic alignment of
the workforce system
and other stakeholders
Sector strategies and
employer engagement
Transferability and
articulation of credit
Online and technologyenabled learning
5. Jobs for the Future. 2016. “TAACCCT Sustainability Toolkit”. Available at:
https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit
6. These core elements are common for all Rounds 2—4. Specific language and how they are described is slightly different in each round, but the language here captures
the commonalities across rounds. “Transferability and Articulation of Credit” was a core element of Round 3 only, but has been a focus for grantees of other rounds as
well. Alignment with other TAACCCT projects was also a core element but was not included as part of sustainability planning. To access the Braided Funding Toolkit
produced by Jobs for the Future, log on to http://application.jff.org/. Click on “Request Access” next to “Accelerating Opportunity Braided Funding.” Click on the link for
“Accelerating Opportunity Braided Funding.” Click “Log In” in the top right corner and then click on “click here to register.”
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
14
step
3
TAACCCT CORE ELEMENT
Career Pathways with Stacked or Latticed Credentials
Successful Innovation
Data Points that
Demonstrate Success
Example: New certifications that
Example: Number of student
stack to associate’s degrees in
completions in new certifications
manufacturing (Strategy I,
and employment
Data Source
Example: APR
Activity I from the QNPR)
TAACCCT CORE ELEMENT
Strategic Alignment with Workforce System and Other Stakeholders
Successful Innovation
Data Points that
Demonstrate Success
Example: Shared intake processes
Example: Number of TAACCCT
so all students are screened for
participants who are also registered
workforce system eligibility and all
at the One-Stop Center; number of
students are aware of workforce
TAACCCT participants that are eligible
system services
for Trade Adjustment Assistance and
Data Source
Example: One-Stop data; APR
other workforce system programs
TAACCCT CORE ELEMENT
Sector Strategies and Employer Engagement
Successful Innovation
Data Points that
Demonstrate Success
Data Source
Example: The Business Industry
Example: Employer commitments of
Example: Employer interviews; data
Leadership Team developed for
internships and jobs have increased;
from internships and career offices
manufacturing will be continued
employer satisfaction with graduates
regarding internships and jobs from
and expanded to IT programs
has increased
key employers in the industry before
and after the program
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
15
step
3
TAACCCT CORE ELEMENT
Transferability and Articulation of Credit
Data Points that
Demonstrate Success
Successful Innovation
Example: Statewide articulation
Example: State policy on
policy between all community
articulation
Data Source
Example: State policy issuances
colleges and the state’s public
four-year institutions
TAACCCT CORE ELEMENT
Technology-Enabled Learning
Successful Innovation
Data Points that
Demonstrate Success
Example: Online and blended
Example: Students are enrolling
courses that were developed through
and completing hybrid courses
TAACCCT will be expanded to
programs of study beyond TAACCCT
Data Source
Example: APR
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
step
4
16
What mechanisms will you use to sustain your innovations?
In this step, you will consider how you will sustain/scale the innovations you have identified
previously. For each innovation that you want to sustain based on evidence of success (Step
3), and its alignment with other strategic priorities (Step 2), identify the specific mechanism
or strategy you may be able to use to sustain it. Make sure the mechanism is as concrete as
possible. Here are some examples:
• Create a new policy at our college
• Implement new protocols
• Build it into faculty professional
development
• Support it within the college budget
• Codify the partnership through a
memorandum of understanding (MOU)
• Advocate for a statewide policy
• Restructure college programs and
offices to eliminate “silos”
• Identify additional funding
Finally, ask yourselves, are there other mechanisms that can be used?
Next, turn to the chart below
Review the example below. Then, in the Step 4 worksheet list in the left-hand column the
innovations you have decided to sustain, and, in the right-hand column, the mechanisms you
will use to sustain them.7
Innovation to Sustain
Mechanism(s) to Sustain It
Example: Shared intake processes so all students
Example: MOU between college and One-Stop Career
are screened for workforce system eligibility and all
Center; Training for all staff in admissions and the registrar’s
students are aware of workforce system services
office, and appropriate staff at the One-Stop Career Center
7. Jobs for the Future. 2016. “TAACCCT Sustainability Toolkit”. Available at:
https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
step
5
17
What might require additional funding?
Some of the innovations that will be sustained, and the mechanisms for sustaining them,
will require additional funding. For example, elements that might require additional
funding include student support staff, faculty who have been paid to teach non-credit
courses, or a subscription service for a tool to analyze the labor market with real-time labor
market information. For these cases, the strategies below will help grantees consider what
those funding sources might be. Several TAACCCT grants have used return on investment
(ROI) tools to help build the case to college leadership that exists for innovations that have
led to higher rates of student retention, completion, and employment.8
As you assess these costs, you may consider one of the following strategies
to sustain that element:
A
Restructure existing staff roles so that they include the practices and strategies
developed by TAACCCT-funded staff. For example, if you have hired an employer
liaison with TAACCCT funds as part of your project, consider how the activities of
that individual could be built into the role of other college staff. If the strategies and
methods for employer engagement are built into the roles of other staff, such as
career services staff, deans, or faculty, those employer engagement strategies will be
sustained beyond the life of the grant, and may be scaled to other programs in other
industries.
B
Restructure the program so that its costs can be covered by tuition. Some colleges
have chosen to redesign non-credit programs as credit bearing so that students
would be eligible for financial aid. Mott College in Michigan has been able to access
Pell grants for income-eligible, non-credit students by adopting the alternative “clock
hours” method of calculating financial aid.9
C
Build cost-sharing alternatives with partners. Colleges in Massachusetts are sharing
the costs of Help Wanted Online, a real-time labor market tool, with the state’s
workforce system and local One-Stop Centers. In Missouri, costs of the navigators are
being shared between the colleges and the One-Stop Career Centers.
D
Develop a “braided funding”strategy to secure additional funds.10 Colleges have
found creative ways to combine funding sources to support workforce priorities. The
Braided Funding Toolkit can help colleges develop their approach.
E
Make a case that the cost should be absorbed into the college budget by
documenting a return on investment. Some grantees have begun to calculate an
ROI to build a case that the college should continue to fund services and positions
that increase student retention, such as the navigators from the Missouri example at
the bottom of page 5. They have created an ROI tool that helps calculate the specific
return in terms of tuition revenue for those services that result in increases in student
retention or other quantifiable benefits to the college.11
8, 11. Jobs for the Future. 2016. “TAACCCT Sustainability Toolkit”. Available at:
https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit
9. Altstadt, D. 2016. The Power of Pell: Mott Community College’s Use of Federal Aid to Train Unemployed Workers and Dissolve Silos Between Credit and
Noncredit.Washington, DC: The Aspen Institute. Available at: http://www.aspenwsi.org/wordpress/wp-content/uploads/Promising-Practices-The-Power-of-Pell.pdf
10. To access the Braided Funding Toolkit produced by Jobs for the Future, log on to http://application.jff.org/. Click on “Request Access” next to “Accelerating
Opportunity Braided Funding.” Click on the link for “Accelerating Opportunity Braided Funding.” Click “Log In” in the top right corner and then click on
“click here to register.”
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
step
6
18
Your sustainability work plan
Now you are ready to develop your sustainability work plan. Review the examples in
the chart below. Then use the Step 6 worksheet to develop your plans to sustain the
innovations you listed in Step 4.12 Work through the chart to get as concrete and specific
as possible regarding the specific action steps you will need to develop the mechanism/
strategy that you decided (in Step 4) you need to develop to sustain each innovation.
Remember, each innovation is likely to take several action steps. Be sure to consider who
you need to engage and how you are going to secure the support of senior leadership. Do
you need to build a case that the innovation is something that the college should adopt as
policy? How will you make that case? All of those questions should be answered through
your action-step development.
Innovation #1
Shared intake processes so all students are screened for workforce system eligibility and are aware of workforce
system services
Mechanism/Strategy
to Sustain it
(from Step 4)
Action Steps Required
Person in
the Lead
Example: MOU between
Example: Hold meeting of leads from college
Example:
college and One-Stop Career
and One-Stop Center; draft MOU describing
Director of
Center; staff training
process; obtain signatures; design and hold
workforce
staff training at both institutions
development
12. Jobs for the Future. 2016. “TAACCCT Sustainability Toolkit”. Available at:
https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit
Completion
Date
Conclusion
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
The process of designing a sustainability
plan isn’t linear. Begin the process early and
review over time the innovations that you
had flagged as keys to success. Pay attention
to new opportunities that emerge, as well as
what else is happening at the college, and
revisit your work plan to update it as your
sustainability effort moves along. Grantees
that plan and implement their grants with
sustainability and scaling in mind throughout
will have far greater success in leveraging
grant capacity to the fullest, to make truly
lasting and transformative change that will
improve outcomes for unemployed workers
and adult learners far into the future.
This toolkit is available at
https://taaccct.workforcegps.org/.
Prepared for the U.S. Department of Labor,
Employment and Training Administration,
by Jobs for the Future under contract
DOL-ETA-14-C-0034.
19
Impacting Factors Tool
Instructions: Use this tool to document your assessment of the factors impacting the capstone
project. Be sure to cite and reference necessary sources according to APA format, using the last
page for your reference list.
Name: __Hope J. Chung____________________________________________
Stakeholder
Identification and
Engagement
Strategies to
Secure Support
Stakeholders:
• Practice Manager
• Outreach Executives
• Receptionists
• Physicians
• RN/LPN/Medical Assistants
• Patients and family members
Engagement strategies to secure support:
• Communication of the plan in a clear, concise, consistent and
ongoing manner. Manage expectations by sharing outcomes
often
• Involve providers to endorse the concept of the interventions
with patients, identify needed interventions needed to
engage patients, and provide valuable input
• Collaboration in achieving a shared sense of opportunity
SWOT Analysis
Strengths
•
•
•
•
Strong support from
practice manager and
physicians.
Increasing access to blood
pressure monitors.
Increase access to healthy
food.
Positive change in the
overall health of
individuals living in Stone
Mountain.
Weaknesses
•
•
•
•
Time consuming for
clinical staff and
possible overtime
accumulation.
Some staff see the
program as an extra
duty to an already busy
caseload.
High turnover rate
amongst clinical staff.
Staff unable to meet
daily demands of
contacting patients with
phone reminders for BP
checks.
Opportunities
•
•
•
•
Eating healthy can become
a trend like glutton free
diets, forcing companies to
adopt.
Improves
doctor/nurse/patient
interactions.
Opportunity for
patient/family to discuss
plan of care.
Improve patient
satisfaction.
Threats
•
•
•
•
Financial
Implications of the
Capstone Project
External
Influencing
Factors
Eating healthy requires
a lot of work. People
may default back to old
eating habits because of
the convenience
unhealthy foods
provide.
Lack of patient
readiness for the
proposed program.
Lack of transportation
for some patients.
Poor patient attendance
for education classes
and follow up
appointments.
Direct Budget Proposal
• Marketing Department ($125 to $150/Hr.) in overtime
• Pressure monitors ($14.40 per unit) if not covered by
insurance
• Web hosting ($249/month)
• Web Developer
– $7,000 to $11,000
– $59/Hr. to make updates to the website
• Educational Material/Brochures for patients ($37.17 per 50
books) = $1486.80
Stress, psychological and emotional conditions
Strong emotions (both negative and positive) trigger the activation
of the sympathoadrenal axis, a long chain from the brain to the
adrenal glands, which leads to the release of hormones into the
bloodstream, such as adrenaline. Adrenaline makes the heartbeat
faster and leads to vasoconstriction. In such situations, blood
pressure rises. This is one of the reasons why people with
cardiovascular disease are advised to avoid strong emotional
experiences. Chronic stress is an important factor in the
development of hypertension. In urban conditions, it is provoked by
increased noise, an abundance of artificial light and the syndrome of
professional burnout. Studies show that men in general cope worse
with these factors than women. Only 5 years of work associated with
negative emotions is enough for the development of hypertension
(Samadian, et.al, 2016). Women are also confirmed to be influenced
by an unfavorable environment, however, for the development of
hypertension, the duration and strength of environmental factors
must be greater than in the case of men.
Other external factors
In addition to the factors described above, the World Health
Organization (WHO) note the following most common reasons for
an increase in blood pressure levels:
•
•
•
•
Outcome
statement for the
capstone project
Evaluation plan
for the capstone
outcome
unbalanced nutrition, excessive consumption of table salt
and caffeine (Ozemek, et.al, 2018)
poor environmental conditions, high levels of lead, cadmium,
mercury (Brook, et.al, 2011)
use of certain drugs, which side effects can increase blood
pressure
smoking (Ozemek, et. al, 2018).
74% of our patient population at Oak Street Health suffer from
hypertension. The desired outcome is to have 155 patients
participate in our Hypertension Program that will provide them with
resources and education to decrease their blood pressures to goal
levels of 130/80 to 140/90 for 10% of or patient population within
eight weeks.
No modifications to be made
By enrolling 155 patients into the Hypertension Program and
decreasing their blood pressures to Goal ranges of 130/80 to
140/90, our patient population with hypertension will successfully
decrease by 10%. Our initial evaluation of program participants will
include baseline labwork, EKG, and blood pressure measurement.
Thereafter, patients will have weekly blood pressure checks to
evaluate their progress.
Modifications were made
References
Brook, R. D., Weder, A. B., & Rajagopalan, S. (2011). “Environmental hypertensionology”
Effects of environmental factors on blood pressure in clinical practice and research.
Journal of clinical hypertension (Greenwich, Conn.). 3(11), 836-842.
https://doi.org/10.1111/j.1751-7176.2011.00543.x
Cleveland Clinic (2016). Disease and Conditions. Retrieved June 16, 2022, from
https://my.clevelandclinic.org/health/diseases_conditions/hic_Hypertension_High
Blood_Pressure
Nirajan Panthee Passionate engineer who loves talking about Machine learning and ways to
Improve Software development practices. CEO and Director of Software Engineering
of Wolfmatrix. (2022, June 10). Web developer salary [2022 updated]. Wolfmatrix.
Retrieved June 17, 2022, from https://wolfmatrix.com/application-development/webdeveloper-salary
Ozemek, C., Laddu, D.R., Arena, R., & Lavie, C.J. (2018). The role of diet for prevention and
Management of hypertension. Current opinion in cardiology, 33(4), 338-393.
https://doi.org/10/1097/HCO.0000000000000532
Samadian, F., Dalili, N., & Jamalian, A. (2016). Lifestyle Modifications to Prevent and Control
Hypertension. Iranian journal of kidney diseases.
World Health Report 2016. Reducing risks, promoting healthy life. World Health Organization;
Geneva: 2016.
Strategic Planning Tool
Instructions: Revisit your strategic plan under development in Discussion 1.2. Use this tool to
document your updated strategic plan to guide the planned change capstone process. Be sure to
cite and reference your sources according to APA format, using the last page for your reference
list.
Name: Hope Chung____________________________________________________________
Statement of Need or
Statement of Problem
to Be Addressed
Background of the
Problem
(minimum of three
scholarly sources
current within the last
five years)
Estimates issued by the World Health Organization indicate that in
the United States alone, over 85 million people are suffering from
hypertension. In the low and middle-income countries in the world,
urbanization has steadily caused an upsurge in the number of
diagnosed cases of hypertension due to changes in lifestyle habits.
Globally, increased blood pressure has been found to cause over 7
million deaths, a figure which accounts for over 12% of the total
world deaths. Overall, both men and women develop high blood
pressure, although the prevalence rates are higher for men than for
women. Therefore, hypertension is a public health concern that has
been found to cause the development of cardiovascular disease and
stroke (Khdour, Hallak, Shaeen, Jarab & Shahed 2013).
Here at Oak Street Health, we serve the underserved communities
where 74% of our patient population suffers from a modifiable
health concern of hypertension. The purpose of this capstone project
is to demonstrate how crucial it is to incorporate lifestyle
modifications alongside medical treatments in the management of
high blood pressure so that our patients can regain optimal health
and wellness.
Oak Street Health is a community based medical center that
caters to the needs of the elderly population in the surrounding
communities. Approximately 74% of our patients suffer from
hypertension and have not had adequate follow up care or education
regarding their disease and remain in an uncontrolled status. The
condition is disproportionate among men. About one in four men are
diagnosed with hypertension. Statistics show that one in every three
adults in the United States has hypertension (Kirkland et al., 2018).
Despite the US
heavy investment in healthcare, hypertension remains among
chronic diseases that are still undertreated. One of the main
challenges resulting in reduced healthcare quality and delivery is an
investment in treatment instead of primary preventive measures.
Hypertension has become a significant health problem because
of its high prevalence and the numerous health risks it poses to
patients, such as cardiac disease, chronic kidney problems, and
cerebrovascular problems. A 2018 publication by the Centers for
Disease Control and Prevention (CDC) considers hypertension as a
primary or contributing cause of mortality in about 494,873
Americans (CDC, 2020). A more recent CDC publication in 2020
estimated that about 108 million adults in the United States (45% of
the adult population) are affected by hypertension (CDC, 2020).
High blood pressure (hypertension) is relevant to the patients
because it can quietly or more appropriately, asymptomatically
endanger health for a long period before its detected. People all over
the world are wary of hypertension because unchecked increase high
blood pressure can bring about a poor-quality life, disability, a
deadly cardiac arrest, stroke, and death. Medication treatment and
adoption of healthy lifestyle are important in controlling high blood
pressure to prevent or reduce the risk of life-threatening
consequences. The impact of Hypertension affects care quality
patient safety and poses a financial burden to both the patient and the
health care system for close to half of the adult population in the
United States, as reported by Del Pinto & Ferri (2019).
Desired outcome of
the capstone
project
74% of our patient
population suffer
from hypertension.
The desired outcome
is to have patients
participate in our
Hypertension
Program that will
provide them with
resources and
education to
decrease their blood
pressures to goal
levels of 130/80 to
140/90 for 10% of or
patient population
within eight weeks.
Related activities to
facilitate the stated
outcome
Form a
multidisciplinary team
to include the team
leader (RN),
physicians, medical
assistants, and the
patients.
Timeline for
implementation of
stated activities
Week 1
June 7, 2022
Assess current views
on the implementation
of the hypertension
program, engage
patients and clinical
staff in the process to
enroll in the
Hypertension
Program.
Week 2
June 14, 2022
Recognize challenges
Week 3
Evaluation plan
(corresponding to
the stated outcome)
To measure the
effectiveness of what
is being implemented,
patients will monitor
their blood pressures
daily at home and
keep a blood pressure
log and meet weekly
with the staff RN for
blood pressure checks
as well as provide any
education and
coaching to reach
desired patient set
goals. By enrolling
155 patients into the
Hypertension
Program and
decreasing their blood
and discuss the aim of
the implementation of
the program.
June 21, 2022
Enrolled patients
continue daily blood
pressure monitoring
and weekly nurse
visits.
The team leader will
ask the physicians and
clinical staff what is
going well and what is
not and make
necessary
improvements.
Obtain data of
enrolled patients with
improvement in
lowering blood
pressures
Monitor the nurse’s
commitment to the
process and
Week 4
June 28, 2022
Week 5
July 5, 2022
Week 6
July 12, 2022
Weeks 3-8: beginning
June 21, 2022
The team leader will
Weeks 5 and 7
ask the physicians and July 5, 2022
clinical staff what is
July 19, 2022
going well and what is
not and make
necessary
improvements.
pressures to Goal
ranges of 130/80 to
140/90, our patient
population with
hypertension will
successfully decrease
by our goal of 10%.
References
CDC. Facts About Hypertension. (2020). Facts About Hypertension in the United States.
Retrieved from https://www.cdc.gov/bloodpressure/facts.htm
Del Pinto, R., & Ferri, C. (2019). Hypertension management at older age: an update. High Blood
Pressure & Cardiovascular Prevention, 26(1), 27-36.
Kirkland, E. B., Heincelman, M., Bishu, K. G., Schumann, S. O., Schreiner, A., Axon, R. N., …
& Moran, W. P. (2018). Trends in healthcare expenditures among US adults with
hypertension: National Estimates, 2003–2014. Journal of the American Heart
Association, 7(11), e008731.
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
SUSTAINABILITY Toolkit
This toolkit is designed to support the sustainability of the programs and innovations developed
by grantees through the Department of Labor’s Trade Adjustment Assistance Community College
and Career Training program. It has been developed for project managers, directors, and others
responsible for implementing and overseeing TAACCCT grants.
1
INTRODUCTION
`
The U.S. Department of Labor’s Trade
Adjustment Assistance Community College
and Career Training (TAACCCT) grant
program is a major investment to increase
the ability of community colleges to address
the challenges of today’s workforce. An
investment of $1.9 billion over 4 years, the
TAACCCT program is designed to serve a
diverse population of workers eligible for
training under the TAA for Workers program,
as well as a broad range of other adults.
There are 256 total TAACCCT grantees, 146
of which represent individual college grants
and 110 that lead consortia of between 3
and 15 community colleges. With such a
large investment of funds, time, effort, and
reach that extends to more than 60 percent
of the community colleges in the country,
sustainability is an ongoing topic for
TAACCCT grantees, employer and workforce
system partners, and policymakers.
This toolkit is structured to help you and
your planning team consider each of the
innovations that have contributed to the
success of your project. These innovations
can be successful program practices,
institutional policies, instructional designs,
new staff roles such as navigators—any key
innovation that has been created through
your grant efforts and that contributed to
your success. Once your team has identified
and prioritized innovations to sustain or
scale, the toolkit will help you develop a plan
to ensure that they become a permanent
part of how your college/consortium helps
students build successful careers.
The toolkit should be used with planning
worksheets, which you can find at
https://taaccct.workforcegps.org/.
2
DEFINING SUSTAINABIILITY
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
What is sustainability?
Sustainability is the effort to maintain the impact
and capacity of programs and innovations. For
some, sustainability implies that the program
or project will be sustained as it currently is.
But the goal of sustainability isn’t necessarily to
maintain programs as they currently exist, but to
maintain key aspects of the impact the program
has had. As you work to sustain your efforts past
the term of your grant, how you approach your
program(s) may change as you consider how
best to sustain your efforts’ impact on student
success and your college’s ability to build
industry-aligned programs.
For others, sustainability means continuing grant
efforts with new sources of funding. It may well be
that some program elements require additional
funds to sustain, but it’s important to recognize
the capacity that has been built in terms of
strategic innovations such as program designs,
instructional innovations, policy changes, and
partnerships. These innovations may or may
not require additional funds to sustain, but they
definitely require thoughtful planning.
How are sustainability and
scaling related?
Sustainability usually refers to how something
will be continued. Scaling refers to how
a successful program or practice will be
broadened to affect larger numbers of students—
e.g., other programs on your campus or other
campuses. The strategy to sustain something
may also involve scaling it.
3
In developing a sustainability plan, grantees
should consider how their success will be scaled
to impact larger numbers of students. If workbased learning components were critical to the
success of students in the TAACCCT-funded
manufacturing program, you might seek ways to
build work-based learning into more programs.
If student progress was accelerated by a revised
prior learning assessment (PLA) process, for
example, you may focus on making sure that
the revised PLA process is available to students
in other programs of study. TAACCCT grantees
will truly have the greatest impact when they
seek out ways to spread successful strategies
across the college. The best way to sustain an
effective program innovation is to “scale it up”
and integrate it into the standard practices of the
college, colleges within the consortium, or other
community colleges in the state.
Why focus on sustainability?
In any capacity-building effort, there is often
an assumption that the capacity that was built
will remain past the period of performance. But
that is not usually true without conscious focus
and planning. Considering what to sustain is
the first step. When considering sustainability,
grantees may think of deliverables such as new
curricula, new programs, and new equipment.
But TAACCCT deliverables often include a host
of new capacities: new approaches to employer
engagement, new ways of supporting students
and new methods of instructional design and
delivery, among many others, which have been
critical to success. All of these can be considered
when developing a strategy for sustainability.
Scaling Change
The Transformative Change Initiative at the University of
Illinois has developed a set of tools to help community
colleges scale their innovations. Based on their Guiding
Principles for Scaling Transformative Change, the online tools
walk users through several steps including Engaging Leaders,
Describing the Innovation, and Using Evidence.1
1. Office of Community College Research and Leadership. 2016. “Guiding Principles for Scaling Transformative Change.”
Available at: http://occrl.illinois.edu/tci/principles
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
4
Examples of successful sustainability efforts
The chart below includes just a few of the many innovations created across the core elements
of TAACCCT, and provides examples of the strategies that grantees have used to sustain those
innovations.
SUSTAINABILITY STRATEGY
Creating a Permanent, For-Credit Offering
TAACCCT Core Elements
Innovation
Career Pathways / Stacked and Latticed Credentials
Embedding industry-recognized credentials in
programs of study
Many grantees worked closely with employers and industry
associations to embed industry certifications into programs
of study. Excellent examples can be found in the work of the
Arizona Sun Corridor; Get into Energy Consortium, Florida
TRADE, the Institute for Cybersecurity at the Community
College of Baltimore County, and Advance Wisconsin, to
name just a few. These programs, many designed as stackable
certificates, are now aligned with industry requirements and are
among the permanent offerings at these colleges.
TAACCCT Core Elements
Innovation
Career Pathways / Credit for Prior Learning
Expanding credit for prior learning
Credit for prior learning is not a new idea, but its use was
significantly expanded through TAACCCT, and it has been put
to work as a strategy to accelerate the time to completion for
adults with prior work experience. In the cases of Colorado,
Wisconsin, Louisiana, and others, the prior learning assessment
processes put in place to help TAACCCT participants attain their
credentials more quickly became the bases for formalized prior
learning assessment processes that are now used statewide and
made transparent to incoming students.
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
SUSTAINABILITY STRATEGY
Creating Registered Apprenticeships
TAACCCT Core Elements
Strategic Alignment with Employers
Transferability and Articulation of Credit
Innovation
Developing work-based learning elements
Many TAACCCT programs developed components for handson learning, including internships and on-the-job training.
Some TAACCCT grantees like Macomb Community College
are sustaining work-based learning components by creating
registered apprenticeships, which prepare students for highly
skilled positions by incorporating on-the-job training with
classroom and practical lab instruction, and participating in the
Registered Apprenticeship-College Consortium.
SUSTAINABILITY STRATEGY
Building a Case for Funding by Showing a Return on Investment
TAACCCT Core Elements
Career Pathways / Student Supports
Strategic Alignment with the Workforce System
Innovation
Adding greater student support
Many TAACCCT colleges have used funds to invest in staff—
coaches, navigators, and advisors—who work directly with
students to help them map out a career plan, stay on track,
and attain a job. At State Fair Community College, Missouri, a
member of the MoWINs consortium, TAACCCT staff were able
to make the case that the navigator positions led to far higher
rates of completion and job attainment, with benefits accruing
to the college in the form of enrollments, tuition, and enhanced
reputation. As a result, the college has sustained 14 navigators
who work at 4 campus sites.
5
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
6
SUSTAINABILITY STRATEGY
Adopting New Designs as Permanent Offerings of the College
TAACCCT Core Elements
Online and/or Tech-Enabled Learning
Innovation
Developing new instructional designs
TAACCCT grantees have developed new designs involving
modular schedules, online instruction, and competency-based
learning, to name just a few. The competency-based programs
created at Sinclair, Broward, and Austin Community Colleges
have been adopted by each college as permanent models.
Each of these CBE programs, which are online and self-paced,
have required significant administrative changes affecting
registration, financial aid, and other departments, providing
models for such changes at other institutions.
SUSTAINABILITY STRATEGY
Obtaining Statewide Funding and Adopting Practice Statewide
TAACCCT Core Element
Career Pathways / Accelerated Strategies
Innovation
Redesigned developmental education
Many states built programs under TAACCCT that would ensure
that lower-skilled adults had access to college credentials.
Approaches include adoption of the I-BEST model, which
embeds remediation in technical courses and uses a team
teaching model to ensure that students build foundational
math and literacy skills as they work toward a college-level
credential.2 In Louisiana, the I-BEST model has been adopted
in colleges across the state. Other colleges used different
models of developmental education redesign, such as those
in Colorado, which completely redesigned developmental
education to reduce the amount of time, developmental credits,
and number of courses in the developmental sequence.
2. Washington Community and Technical Colleges. 2016. “Integrated Basic Education Skills Training (I-BEST).”
Available at: https://www.sbctc.edu/colleges-staff/programs-services/i-best/
HOW TO USE THIS TOOLKIT
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
The questions and the examples in each
worksheet on the following pages will
help to guide your planning team through
a process that includes analyzing your
progress, identifying opportunities to sustain
and scale key elements of success, and
developing a full sustainability work plan.
The Sustainability Toolkit should be used
with the accompanying worksheets and/
or used at a planning retreat or series of
meetings that involve people from across
departments within a college and/or across a
consortium.3
Sustainability planning for consortia can
be a two-phase process: each college
within the consortium can consider what
to sustain and how to scale key elements
of the project within their college. At the
same time, college representatives from
across the consortium can consider together
what to sustain and and how to scale efforts
consortium-wide.
Getting started
There is no perfect time to begin this
planning, but the advice of Rounds 1 and 2
grantees is the sooner you start, the better.
If you are a Round 4 grantee, you can begin
the process and revisit it later to refine your
plan as successful strategies that should
be sustained emerge. Implementing your
project with sustainability and scaling in
mind increases the chance that it will be
sustained and scaled.
3. Jobs for the Future. 2016. “TAACCCT Sustainability Toolkit”. Available at:
https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit
7
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
step
1
8
Who should be on your planning team?
It is important to engage a broad team in the planning process—grant staff, senior
leadership, faculty, deans, student services staff, and others should all be included in
discussions about sustainability. You should also consider which external partners should
be part of the planning team. In addition, if senior leadership—including the college
president and vice presidents—are not currently involved in your planning, consider how
you can begin to engage them now or down the road as you continue your sustainability
efforts. Their involvement and support will be key to long-term sustainability. Individuals
you may want on your planning team might include:
Internal members of the college
TAACCCT
project manager
Deans and faculty from
academic and workforce/
CTE programs
Financial aid staff
and leadership
Development staff
Presidents;
academic and workforce
vice presidents
Student services staff
and leadership
External members
Workforce Development
Board and America Job
Center (one-stop) staff
Employers
Staff of
community-based
organizations
Staff of veterans
organizations
Regional Apprenticeship
representatives
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
step
2
How is your TAACCCT vision aligned with the strategic priorities
of the institution, the state, and other community college reform
efforts?
Make sure that everyone on the planning team is aware of all of the programs, program
components, major partnerships, innovations, and strategies of your TAACCCT project.
Walk through your statement of work with your planning team, noting what your project
is working toward under each of the TAACCCT core elements. Then note how they are
aligned with other strategic priorities that guide the work of your college. Consider both
college-level priorities and the statewide priorities established for higher education. Also
consider how your innovations are aligned with the workforce investment system in your
area and its work to implement the Workforce Innovation and Opportunity Act (WIOA).
The reason for this step is that innovations that support a broader agenda have a greater
likelihood of being sustained. And understanding what is aligned with the broader
strategic priorities will help reveal sustainability strategies.
With your full project in mind, ask yourselves these questions:
A
How does our work fit into the overall
institutional vision for meeting the
career needs of students and workforce
needs of employers?
B
Has a vision been articulated by the
higher education system in our state, by
the governor, by the legislature, or by
others that aligns with our work?
C
What is the vision of the Workforce
Development Board for WIOA
implementation, and how does that
align with our TAACCCT work?
D
What have we done that can contribute
to or expand our college/state/
consortium’s vision for industry-aligned
programs and adult learners that have
been informed by the project?
E
What specific innovations, strategies,
and approaches are central to the
vision?
9
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
10
step
2
Next, turn to the chart below
1
2
Review the example in the chart below. Then, turn to the
Step 2 worksheet.4
For each innovation, indicate the strategic priority(ies) that
it is aligned with. Remember to include any that apply from
your college, the higher education system, and the workforce
system.
TAACCCT CORE ELEMENT
Career Pathways with Stacked or Latticed Credentials
Successful Innovation
Alignment with
Strategic Priorities
Example: New certifications that stack to associate’s
Example: The college’s goal to create shorter-term
degrees in manufacturing (Strategy I, Activity I from the
credentials in response to industry needs
Quarterly Narrative Progress Report (QNPR))
4. Jobs for the Future. 2016. “TAACCCT Sustainability Toolkit”. Available at:
https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
11
step
2
TAACCCT CORE ELEMENT
Strategic Alignment with Workforce System and Other Stakeholders
Successful Innovation
Alignment with
Strategic Priorities
Example: Shared intake processes so all students
Example: Governor’s goal of aligning higher
are screened for workforce system eligibility and all
education and workforce system resources
students are aware of workforce system services
TAACCCT CORE ELEMENT
Transferability and Articulation of Credit
Successful Innovation
Alignment with
Strategic Priorities
Example: Statewide articulation policy between
Example: State higher education system’s goal
all community colleges and the state’s public
to improve the transfer process from community
four-year institutions
colleges to four-year colleges/universities
TAACCCT CORE ELEMENT
Technology-Enabled Learning
Successful Innovation
Alignment with
Strategic Priorities
Example: Online and blended courses that were
Example: College’s goal to increase accessibility and
developed through TAACCCT will be expanded to
completions for adult working students
programs of study beyond TAACCCT
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
step
3
12
What has had the greatest impact on your success?
Demonstrating your success through data is a critical part of sustainability. In order to
make a case that your innovations should be sustained you must be able to show—to
senior officials at your college, faculty, others in the higher education system, partners in
the workforce system, employers, and others—that the innovations that have been created
through TAACCCT have had an impact.
Think about the data, both quantitative and qualitative, that you have available to help
determine where your success has been and what has contributed to your success. Then
think about the data you wish you had that could help you show your success.
Remember, you’re not just sustaining “the program.” When you consider your successes,
don’t simply think in terms of the program(s) that has been created. Each program
contains multiple innovations that may have contributed to its success and that require
attention to sustain. So, for example, as you consider sustaining a project that developed
a computer numeric control machining program, break the program apart to consider all
of its innovations: the instructional methods that were developed, the relationship with the
employer, the navigators, the updated equipment, the way that developmental education
was integrated into the program, the curriculum, and the stackable credentialing model.
These components will become the innovations that you will examine to determine what
makes the most sense to sustain and/or to scale to affect students in other programs
of study.
As your team discusses the
innovations you believe have
had the greatest impact, ask
yourselves these questions:
• What does the data tell
us about programs and
program innovations that
have had the greatest
impact?
• What have been our “ripple
effects”—unintended
impacts or spin-off efforts?
• Are there innovations that
we believe have been
successful, but we need
more data to support them?
Quantitative data
Qualitative data
Participant outcomes from the
Annual Performance Report
(APR) (e.g., completions,
employment)
Partner feedback (employers,
workforce system staff)
Number of students
receiving coaching
Student feedback
Data on deliverables
from QNPR
Faculty observations
Interim evaluation
report
Third-party evaluator
observations
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
13
step
3
Next, turn to the chart on the next page
1
2
3
Review the example in the chart on the next
page. Then, turn to the Step 3 worksheet.5
For each innovation, indicate how you know
it’s successful in the second column. What
data points (qualitative or quantitative) do you
currently have that demonstrate success? Are
there any you would like to collect to show your
success that you don’t currently have?
In the third column, indicate the source of that
data (e.g., APR, QNPR, third-party evaluation,
interviews of faculty or employers, etc.). If there
is data you would like to collect, include what
the data source would be, and note how you
plan to collect it.
What if data doesn’t exist for a
specific element?
In many cases, you may not have data that demonstrate
the impact of specific innovations you’ve implemented
as part of your TAACCCT grant. Most of your quantitative
data may indicate success for the whole program (e.g., a
95 percent completion rate). At that point, you will have to
ask yourselves how you know which element contributed
to that success: Was it a new instructional method? The fact
that each student had a coach? Something else? You may
not know exactly what the success factor(s) was/were. That’s
where your qualitative data can provide some insight. Talk
to faculty, students, and others to hear their observations:
What do faculty say about how this experience has been
different from previous classes? What do students say?
And importantly, what do your third party evaluator’s data
and observations contribute to your understanding of your
project and its impact?
TAACCCT
CORE ELEMENTS
6
Evidence-based
designs
Career pathways with
stacked or latticed
credentials
Strategic alignment of
the workforce system
and other stakeholders
Sector strategies and
employer engagement
Transferability and
articulation of credit
Online and technologyenabled learning
5. Jobs for the Future. 2016. “TAACCCT Sustainability Toolkit”. Available at:
https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit
6. These core elements are common for all Rounds 2—4. Specific language and how they are described is slightly different in each round, but the language here captures
the commonalities across rounds. “Transferability and Articulation of Credit” was a core element of Round 3 only, but has been a focus for grantees of other rounds as
well. Alignment with other TAACCCT projects was also a core element but was not included as part of sustainability planning. To access the Braided Funding Toolkit
produced by Jobs for the Future, log on to http://application.jff.org/. Click on “Request Access” next to “Accelerating Opportunity Braided Funding.” Click on the link for
“Accelerating Opportunity Braided Funding.” Click “Log In” in the top right corner and then click on “click here to register.”
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
14
step
3
TAACCCT CORE ELEMENT
Career Pathways with Stacked or Latticed Credentials
Successful Innovation
Data Points that
Demonstrate Success
Example: New certifications that
Example: Number of student
stack to associate’s degrees in
completions in new certifications
manufacturing (Strategy I,
and employment
Data Source
Example: APR
Activity I from the QNPR)
TAACCCT CORE ELEMENT
Strategic Alignment with Workforce System and Other Stakeholders
Successful Innovation
Data Points that
Demonstrate Success
Example: Shared intake processes
Example: Number of TAACCCT
so all students are screened for
participants who are also registered
workforce system eligibility and all
at the One-Stop Center; number of
students are aware of workforce
TAACCCT participants that are eligible
system services
for Trade Adjustment Assistance and
Data Source
Example: One-Stop data; APR
other workforce system programs
TAACCCT CORE ELEMENT
Sector Strategies and Employer Engagement
Successful Innovation
Data Points that
Demonstrate Success
Data Source
Example: The Business Industry
Example: Employer commitments of
Example: Employer interviews; data
Leadership Team developed for
internships and jobs have increased;
from internships and career offices
manufacturing will be continued
employer satisfaction with graduates
regarding internships and jobs from
and expanded to IT programs
has increased
key employers in the industry before
and after the program
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
15
step
3
TAACCCT CORE ELEMENT
Transferability and Articulation of Credit
Data Points that
Demonstrate Success
Successful Innovation
Example: Statewide articulation
Example: State policy on
policy between all community
articulation
Data Source
Example: State policy issuances
colleges and the state’s public
four-year institutions
TAACCCT CORE ELEMENT
Technology-Enabled Learning
Successful Innovation
Data Points that
Demonstrate Success
Example: Online and blended
Example: Students are enrolling
courses that were developed through
and completing hybrid courses
TAACCCT will be expanded to
programs of study beyond TAACCCT
Data Source
Example: APR
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
step
4
16
What mechanisms will you use to sustain your innovations?
In this step, you will consider how you will sustain/scale the innovations you have identified
previously. For each innovation that you want to sustain based on evidence of success (Step
3), and its alignment with other strategic priorities (Step 2), identify the specific mechanism
or strategy you may be able to use to sustain it. Make sure the mechanism is as concrete as
possible. Here are some examples:
• Create a new policy at our college
• Implement new protocols
• Build it into faculty professional
development
• Support it within the college budget
• Codify the partnership through a
memorandum of understanding (MOU)
• Advocate for a statewide policy
• Restructure college programs and
offices to eliminate “silos”
• Identify additional funding
Finally, ask yourselves, are there other mechanisms that can be used?
Next, turn to the chart below
Review the example below. Then, in the Step 4 worksheet list in the left-hand column the
innovations you have decided to sustain, and, in the right-hand column, the mechanisms you
will use to sustain them.7
Innovation to Sustain
Mechanism(s) to Sustain It
Example: Shared intake processes so all students
Example: MOU between college and One-Stop Career
are screened for workforce system eligibility and all
Center; Training for all staff in admissions and the registrar’s
students are aware of workforce system services
office, and appropriate staff at the One-Stop Career Center
7. Jobs for the Future. 2016. “TAACCCT Sustainability Toolkit”. Available at:
https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
step
5
17
What might require additional funding?
Some of the innovations that will be sustained, and the mechanisms for sustaining them,
will require additional funding. For example, elements that might require additional
funding include student support staff, faculty who have been paid to teach non-credit
courses, or a subscription service for a tool to analyze the labor market with real-time labor
market information. For these cases, the strategies below will help grantees consider what
those funding sources might be. Several TAACCCT grants have used return on investment
(ROI) tools to help build the case to college leadership that exists for innovations that have
led to higher rates of student retention, completion, and employment.8
As you assess these costs, you may consider one of the following strategies
to sustain that element:
A
Restructure existing staff roles so that they include the practices and strategies
developed by TAACCCT-funded staff. For example, if you have hired an employer
liaison with TAACCCT funds as part of your project, consider how the activities of
that individual could be built into the role of other college staff. If the strategies and
methods for employer engagement are built into the roles of other staff, such as
career services staff, deans, or faculty, those employer engagement strategies will be
sustained beyond the life of the grant, and may be scaled to other programs in other
industries.
B
Restructure the program so that its costs can be covered by tuition. Some colleges
have chosen to redesign non-credit programs as credit bearing so that students
would be eligible for financial aid. Mott College in Michigan has been able to access
Pell grants for income-eligible, non-credit students by adopting the alternative “clock
hours” method of calculating financial aid.9
C
Build cost-sharing alternatives with partners. Colleges in Massachusetts are sharing
the costs of Help Wanted Online, a real-time labor market tool, with the state’s
workforce system and local One-Stop Centers. In Missouri, costs of the navigators are
being shared between the colleges and the One-Stop Career Centers.
D
Develop a “braided funding”strategy to secure additional funds.10 Colleges have
found creative ways to combine funding sources to support workforce priorities. The
Braided Funding Toolkit can help colleges develop their approach.
E
Make a case that the cost should be absorbed into the college budget by
documenting a return on investment. Some grantees have begun to calculate an
ROI to build a case that the college should continue to fund services and positions
that increase student retention, such as the navigators from the Missouri example at
the bottom of page 5. They have created an ROI tool that helps calculate the specific
return in terms of tuition revenue for those services that result in increases in student
retention or other quantifiable benefits to the college.11
8, 11. Jobs for the Future. 2016. “TAACCCT Sustainability Toolkit”. Available at:
https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit
9. Altstadt, D. 2016. The Power of Pell: Mott Community College’s Use of Federal Aid to Train Unemployed Workers and Dissolve Silos Between Credit and
Noncredit.Washington, DC: The Aspen Institute. Available at: http://www.aspenwsi.org/wordpress/wp-content/uploads/Promising-Practices-The-Power-of-Pell.pdf
10. To access the Braided Funding Toolkit produced by Jobs for the Future, log on to http://application.jff.org/. Click on “Request Access” next to “Accelerating
Opportunity Braided Funding.” Click on the link for “Accelerating Opportunity Braided Funding.” Click “Log In” in the top right corner and then click on
“click here to register.”
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
step
6
18
Your sustainability work plan
Now you are ready to develop your sustainability work plan. Review the examples in
the chart below. Then use the Step 6 worksheet to develop your plans to sustain the
innovations you listed in Step 4.12 Work through the chart to get as concrete and specific
as possible regarding the specific action steps you will need to develop the mechanism/
strategy that you decided (in Step 4) you need to develop to sustain each innovation.
Remember, each innovation is likely to take several action steps. Be sure to consider who
you need to engage and how you are going to secure the support of senior leadership. Do
you need to build a case that the innovation is something that the college should adopt as
policy? How will you make that case? All of those questions should be answered through
your action-step development.
Innovation #1
Shared intake processes so all students are screened for workforce system eligibility and are aware of workforce
system services
Mechanism/Strategy
to Sustain it
(from Step 4)
Action Steps Required
Person in
the Lead
Example: MOU between
Example: Hold meeting of leads from college
Example:
college and One-Stop Career
and One-Stop Center; draft MOU describing
Director of
Center; staff training
process; obtain signatures; design and hold
workforce
staff training at both institutions
development
12. Jobs for the Future. 2016. “TAACCCT Sustainability Toolkit”. Available at:
https://taaccct.workforcegps.org/resources/2016/07/25/13/22/Resource_TAACCCTSustainabilityToolkit
Completion
Date
Conclusion
TAACCCT | TRADE ADJUSTMENT ASSISTANCE COMMUNITY COLLEGE AND CAREER TRAINING
The process of designing a sustainability
plan isn’t linear. Begin the process early and
review over time the innovations that you
had flagged as keys to success. Pay attention
to new opportunities that emerge, as well as
what else is happening at the college, and
revisit your work plan to update it as your
sustainability effort moves along. Grantees
that plan and implement their grants with
sustainability and scaling in mind throughout
will have far greater success in leveraging
grant capacity to the fullest, to make truly
lasting and transformative change that will
improve outcomes for unemployed workers
and adult learners far into the future.
This toolkit is available at
https://taaccct.workforcegps.org/.
Prepared for the U.S. Department of Labor,
Employment and Training Administration,
by Jobs for the Future under contract
DOL-ETA-14-C-0034.
19
CAPSTONE PROJECT – WORK SCHEDULE TOOL
Instructions: Use this tool to create a work schedule for your capstone project. In the appropriate column,
indicate the specific task or activity, as well as the target date for implementation of that activity or task. If an
activity requires a span of time, such as implementation over a particular week, simply include the range of
dates in the target date column. You may add additional rows as needed.
Delete the red explanatory wording and use this form.
Name:
Hope J. Chung_____________________________________________________
List all activities necessary for your project. Include
activities to address research, development, approval,
education, implementation, and evaluation. Be as
detailed as possible.
Capstone Project Work Schedule
Activities
Gather staff (Physicians, medical assistants, and front office staff) involved in the
capstone project for the first meeting in regard to the start-up of the capstone study.
Discuss with team the number of patients in clinic with uncontrolled hypertension with
data collected by RN over the past month.
Outline a budget plan for the capstone project. Present the outline to the clinic manager
for approval.
Obtain approval from clinic manager and implement the change proposed by the
capstone project in the facility.
Meet with team to assess current views on the implementation of the hypertension
program, engage patients, and clinical staff in the process of enrollment in the
Hypertension Program. Patients will start to enroll to participate in the program and
sign consent forms.
Enrolled patients are coming in for nurse visits for baseline labs, EKG, and blood
pressure checks and will have a focused discussion outlining the program guidelines
and be provided with resources to help lower their blood pressures such as diet
modification, exercise routines, daily blood pressure monitoring log and blood pressure
machine for home use.
.
Recognize challenges and discuss the aim of the implementation of the program
Program participants continue to monitor the blood pressures daily at home and are
returning for their weekly follow up with the RN to assess blood pressure in the office,
discuss patient goals and answer questions or concerns patient/family may have.
Target Date
June 2022
(May 16-20)
June 2022
(May 23-30)
June 2022
(May 30- June 3)
Week 1
(June 6-10)
Week 2
(June 13-17)
Week 3
(June 20-24)
Week 4
(June 27-30)
Activities
Present information to the stakeholders regarding my capstone project including any
changes that need to be made, remind them we are a team and that each one is
important and our commitment to the patients will determine a successful outcome.
Receive feedback from stakeholders. Continue weekly nurse/program participant visits.
Address any concerns from program participants/family. Compare baseline
measurements and current blood pressure readings to assess for improvement). Meet
with provider to see if medication adjustments are necessary for individual participants.
Continue weekly nurse/program participant visits.
Continue weekly nurse/program participant visits. Collect final week of participant
assessments. Evaluate results of program participants.
Present final results/program outcome to stakeholders.
Present final results to Prof Leis via university preferred modality
Target Date
Week 5
(July 6-10)
Week 6
(July 11-15)
Weeks 2 through 7
(June 13th – July
28th)
July 30, 2022
© 2013
____________________________________________________________
SCHOOL OF NURSING