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MINNESOTA FastTRAC ADULT CAREER PATHWAYS
DEFINITION AND CORE COMPONENTS
Note: This document contains many references and resources as hyperlinks. Clicking the underlined
text will connect you to web pages and an embedded glossary of terms.
PURPOSE OF THIS DOCUMENT
1. To establish guidelines for approval and delivery for the Minnesota FastTRAC Adult
Career Pathway (ACP) funding opportunities.
2. To guide the continuing refinement of Minnesota’s FastTRAC ACP Initiative.
INTRODUCTION
Minnesota FastTRAC ACP is a partnership of the systems of Adult Basic Education (ABE),
workforce development, community-based organizations, human services, and the Department
of Corrections, Department of Labor and Industry, the Minnesota Office of Higher Education,
and the Minnesota State Colleges and Universities (MnSCU). The goal of this partnership is to
improve outcomes for low-wage, low-skilled adults. Minnesota FastTRAC envisions every two-
year MnSCU campus having one or more FastTRAC programs leading to certification in high
growth, high demand1 occupations.
Minnesota FastTRAC ACP is an adult achievement initiative leading to career pathway
employment. Minnesota FastTRAC ACP builds career pathways for adults along an educational
and training continuum, from foundational preparation to postsecondary program completion.
As a training program, Minnesota FastTRAC ACP programs prepare eligible participants to enter
and complete postsecondary education and training that position them for employment in high
growth, high demand occupations that feature wage progression and levels of income that
1
US Department of Labor High Growth Targeted Industries Initiative defines high growth, high demand as those sectors that
are projected to add substantial numbers of new jobs to the economy or affect the growth of other industries; or existing or
emerging businesses being transformed by technology and innovation requiring new skills sets for workers.
Original draft – January 2012 1
Revised draft – April 2012
support the basic needs for themselves and their families2. As an educational program,
Minnesota FastTRAC ACP provides foundational knowledge for participants to continue career
pathway education.
PARTICIPANT ELIGIBILITY
Minnesota FastTRAC ACP programs are designed for adults, sixteen (16) years old or older, who
are not enrolled in secondary school and who qualify under one or more of the following
conditions:
Lack a recognized high school credential;
Have a limited ability to speak, read, or write the English language;
Lack sufficient mastery of core basic educational skills (math, reading, writing, listening,
speaking below a 12th grade level) to function effectively in the workplace as measured
by the National Reporting System (NRS) list of adult appropriate standardized
assessments, as adopted by the Minnesota Department of Education – ABE Office; or
Note: Programs may apply additional eligibility requirements depending on the specific
providers and skill standards of the program.
CORE PROGRAM COMPONENTS
Minnesota FastTRAC ACP programs contain three required components – contextualized
instruction, career development, and support services tailored to adults – delivered through
collaboration of partners and in a manner appropriate for the needs and circumstances of the
participant.
Required components include:
Career development and support services tailored to adults that include work culture,
exploration and planning within a career area, job placement and job retention services
and that provide each adult with the information and wrap-around assistance needed to
reach a goal.
2
The Job Gap Family Budgets. A report by the JOBS NOW Coalition on the cost of basic needs for Minnesota families in 2008.
Original draft – January 2012 2
Revised draft – April 2012
Contextualized instruction through bridge and integrated courses that integrate
industry/occupation knowledge with basic reading, math, and language skills.
In addition to these required components, it is desirable that all FastTRAC programs provide a
clear link to the next level of Minnesota FastTRAC ACP programming and/or postsecondary
education and career pathway employment.
Minnesota FastTRAC Adult Career Pathways Program Model
Minnesota FastTRAC ACP has developed a comprehensive program model that is designed to
create access along a career pathway education and training continuum for low-wage, low-
skilled adults through bridge and integrated education programming and navigator/navigation
services (defined on page 6 of this document).
Definitions of Bridge and Integrated Programming
Bridge and Integrated Programs provide educational access and support for Adult Basic
Education (ABE) and English as Second Language (ESL) adults to progress further, faster and
more successfully along career pathways. Bridge and integrated programs are described below.
Each description includes required program elements and suggested target populations, goals,
duration, and program features.
Bridge Programming
Bridge Programs prepare adults for an Integrated Program. Effective Bridge Programs need to
be built by a partnership in order to ensure the bridge will “transport” learners to the right
place.
Partners will meet required elements and then define characteristics within each category
based on the needs of their specific partnership.
Required Program Course(s) developed with partners, including employers and workforce
Elements development
Course(s) designed in partnership between ABE and MnSCU college and
technical instructors
Course(s) delivered by ABE
Provides foundational skills in reading, writing and math within identified
occupational or sector context
Original draft – January 2012 3
Revised draft – April 2012
Introduces foundational concepts within a specific career pathway or
pathways
Course(s) linked directly to Integrated Program
Target Participants High Intermediate Basic Education
*CASAS Reading 221-235; Math 221-235
*TABE Reading 518 – 566; Math 506 – 565
High Intermediate ESL
*CASAS Reading 211 – 220
Other Characteristics
With or without HS diploma/GED
Some work history; demonstrated motivation; desire to enter target sector
Deemed “Employable” (for MFIP/Work Benefit participants) as indicated by
state screening tool: Employability Measures
Declared interest to pursue postsecondary technical training or education
Goals Provide higher level instruction in basic skills (reading, communication,
applied math) integrated with teaching of basic occupation-specific technical
skills
Prepare for college occupational certificate and degree program
Features
Basic reading (reading for information), writing (paragraphs), speaking
(presentations), math (pre-algebra), and computer applications (word
processing, spreadsheet, presentation software) taught in the context of an
occupational sector
Training in industry-specific vocabulary and technical fundamentals taught
using workplace problems and tools and material from introductory college-
level classes
Learn success skills (education and employment), including note-taking, study
habits, time management, financial literacy, and test-taking
Build digital literacy skills and readiness for online learning systems (D2L,
Learner Web, etc.)
Job shadowing and internships
* as defined by the NRS Educational Functioning Level (EFL) Descriptors
Integrated Programming
Integrated programming pairs ABE/ESL and college and technical instructors in the classroom to
concurrently advance gains in basic and career and technical skills. Experience has shown that
a minimum of 50% overlap in instructional time between the college and ABE instructors is best
practice. This video provides a view into an integrated course.
Partners will meet required elements and then define characteristics within each category
based on the needs of their specific partnership.
Original draft – January 2012 4
Revised draft – April 2012
Required Program Shared development of integrated course outcomes – MnSCU college
Elements and/or technical course outcomes remain the same; ABE course
outcomes are developed to support successful completion of college
and/or technical course outcomes
Shared instruction – ABE and college and/or technical instructors
working together in the classroom at least 50% of the time using a
variety of teaching strategies
Shared student – the student is in both ABE and MnSCU systems
Courses are in programs that build toward certificates, diplomas,
and/or degrees and lead to employment in high demand, high growth
industries
Integrated Program model used for at least the first 6 credits in the
career pathway
Integrated Instruction model used in introductory “gateway” courses
that embed in multiple certificate pathways
Target Participants Low/High Adult Secondary Education
*CASAS Reading 236 – 246+ ; Math 236 – 246+
*TABE Reading 567 – 596+ ; Math 566 – 595+
Advanced ESL
*CASAS Reading 221 – 235
Other Characteristics:
HS diploma/GED complete or nearly complete
Some work history; readiness to take on independent learning
required in college level coursework
Completion of bridge program or demonstration of
experience/knowledge of occupational sector
Goals For program: Provide support in basic education (reading,
communication, applied math) and college success skills integrated
with teaching of occupation-specific technical skills
For adult: Complete community college occupational certificate,
diploma, degree program; obtain employment
Features Previewing and reinforcing skill concepts facilitated by ABE instructor
Instructional support by ABE instructor during part of the skills training
course
Support with college and employment success skills, including
technology, study habits, time management, and communication
Placement into career pathway employment; continued counseling for
career growth
Training strategies should reflect the needs of both workers and
employers; for example, integrating high school completion with
certificate, diploma or degree coursework
* as defined by the NRS Educational Functioning Level (EFL) Descriptors
Original draft – January 2012 5
Revised draft – April 2012
Articulation to Credit
The Minnesota FastTRAC ACP model allows the option for an adult to obtain a credential, move
into the workforce and subsequently resume and continue career pathway training and
education. Minnesota FastTRAC ACP provides flexible scheduling and delivery modes to
accommodate the specific needs of an adult learning population.
Minnesota FastTRAC ACP seeks opportunities for adults to earn college credit3. A Minnesota
FastTRAC ACP program that is not originally designed for credit must include a plan to develop a
credit option through one of the following methods:
a. Offer a prior learning assessment option to students according to Minnesota State
Colleges and Universities System Policy 3.35 Credit for Prior Learning
http://www.mnscu.edu/board/policy/335.html.
b. Develop and implement the Minnesota FastTRAC ACP program within the credit-bearing
college and/or technical education program of the college.
Navigator/ Navigation Services and Support Services Tailored to Adults
A critical component of the FastTRAC model is navigator/navigation services and support
services tailored to adults. These are comprehensive services that enhance planning and
informed decision making, and increase success in achieving both education and employment
goals. Support services might include formal social services needed to complete a program,
including basic needs, housing, childcare, transportation, crisis intervention, and social service
navigation. Informal supports might include peer support groups, mentor programs and job or
life coaching.
3
The Minnesota FastTRAC Initiative is supported by the Joyce Foundation Shifting Gears Initiative. The Shifting Gears Initiative
has issued the following statement regarding non-credit and for-credit programming. “The Shifting Gears Initiative supports
state policy efforts that are designed to improve pathways for low-skilled adults to progress in the education pipeline from
adult education and noncredit short-term training to postsecondary credit-based education. Postsecondary education
credentials include noncredit and credit-bearing certificates and degrees offered by accredited higher education institutions.
Workers should be supported to pursue credentials that have value in the labor market. To inform this work, states are
encouraged to use data to measure labor market outcomes to assess the economic impacts longitudinally tied to education and
credential attainment. In some exceptional cases, Shifting Gears efforts will include pathways that do not lead to a
postsecondary educational credential such as pathways within the apprenticeship system; this is acceptable if data exists to
demonstrate labor market value from these training pursuits.”
Original draft – January 2012 6
Revised draft – April 2012
FastTRAC programs with a well-organized Navigation strategy have seen greater retention and
completion numbers. The Navigator role is responsible for helping FastTRAC participants
connect to existing resources (workforce development, postsecondary, community) rather than
duplicating those resources.
Technology
Career pathway employment requires the ability to use technology to complement skills rather
than replace them. Therefore, FastTRAC programs will embed technology skill building into
Bridge, Integrated. MnSCU partners will need to facilitate access to D2L for the ABE instructor
in the Integrated Program and potentially ABE instructor and students in the Bridge Program.
ACCOUNTABILITY
Program and Participant Outcomes
All FastTRAC program providers will use assessments consistent with program requirements to
place participants into the appropriate courses and to measure progress. All providers will use
quantitative and qualitative data-tracking systems to collect and analyze key information about
FastTRAC program participants and graduates.
FastTRAC programs are evaluated on the following measures. These measures are based on
research indicating that one year of postsecondary credit and attainment of an industry-
recognized credential lead to career pathway employment. 4
Basic skills acquisition – Attainment of NRS Educational Functioning Level (EFL) gain as
adopted by the Minnesota Department of Education – ABE Office.
Retention in program – Retention of participants throughout the duration of the
program, including information on attrition, identification of program challenges, etc.
4
http://www.sbctc.edu/docs/data/research_reports/resh_06-2_tipping_point.pdf - Building Pathways to Success for Low-
Skilled Adults: Lessons for Community College Policy and Practice from a Longitudinal Student Tracking Study (The “Tipping
Point” Research) April 2005.
Original draft – January 2012 7
Revised draft – April 2012
Credential attainment – Industry recognized certification (not a work readiness
certificate) including a certificate, diploma, or degree with academic credit from a
MnSCU institution.
Job placement in career field – Participant obtained employment in an occupation
related to FastTRAC education and training.
Job retention – Participant maintains employment for 12 months after job placement.
Wage progression – Pre- and post-program completion (e.g., survey, annual reporting,
data match), increased earnings after job placement.
Continuation of career pathway training – Participant enrolls in next level of career
pathway coursework.
Attachment to funding stream – Ability to follow participants through publicly
funded programming, e.g., MFIP, state dislocated worker, Food Support.
Time to credential attainment – Ability to analyze amount of time it takes for participant
to achieve credential.
Participant satisfaction and other process goals as defined by the local partnership.
Measure employer involvement and feedback at the local level.
PARTNERSHIP COMMITMENT
For the purpose of FastTRAC programming, a partner is defined as one who performs specific
service functions and is responsible for the delivery of outcomes. FastTRAC programming
requires partners who perform key roles. These partners will have relationships with other
organizations that provide assistance but are not accountable for outcomes.
Original draft – January 2012 8
Revised draft – April 2012
Organization Potential Roles
Primary ABE and English as a Second Language (ESL) service provider.
Provides:
Approved Minnesota foundational skill building in reading, writing, communication, math, computer
Department of Education – Adult skills, etc., within occupational context
Basic Education Programs recruitment of participants
college prep and work readiness skills
integrated instructional support for career and technical education
placement and outcome assessment
data management
Provides:
marketing and recruitment
case management
support services and support service navigation
Community-Based Organizations
work readiness
occupational training
job placement
job retention
data management
Provides:
program review and feedback
internships, work experience, OJT
instructors
role models
Employers
recruitment
training facilities
equipment
funding (tuition reimbursement)
job advancement information
job requirements
Provides:
industry and career pathway information
Employer Associations
program review and feedback
marketing
employer recruitment and coordination
Provides:
identification of competencies and industry information
program review and feedback
Labor Unions referrals
skills training
apprenticeships
certifications
funding
Primary postsecondary education and training service provider.
Minnesota State College and
Universities System Institutions
Student Services – Provide orientation to postsecondary education; interest and
capacity assessments; educational and career advising; participant referral; support
Original draft – January 2012 9
Revised draft – April 2012
service navigation; data management.
Credit and Non-Credit Instruction – Specific courses that may be adapted to the
integrated program framework; employer connections; adjunct instructors and
trainers. Associate and Applied Associate degree programs; occupational
certificates, and preparation for industry-recognized credentials.
Developmental Education – Advising on linkages between integrated programming
and developmental education; identification of students for programming; career
pathway instruction beyond FastTRAC Integrated ABE.
Financial Aid – Information and application assistance.
Perkins Program – Coordinate Perkins with FastTRAC.
Provides:
co-investors
technical assistance
Labor Market Information and analysis
State Agencies –
economic and workforce trend analysis
FastTRAC Initiative Partners
identification of target industry sectors
connections to employers
evaluation
adoption of program policies that support FastTRAC
Primary grant applicant and fiscal agent (LWIBs/WSAs/DEED).
Provides:
identification of sectors of importance to regional economy
convene partners
plan and budget
policy development
recruitment of participants
Workforce Development System
job search skills
Partners assessment
training vouchers
case management
program design assistance
develop best practice models
advocacy
resource development
conduct focus groups
data management
Partnership table adapted from Women Employed with Chicago Jobs Council and UIC Great Cities Institute, "Women
Employed." Bridges to Careers for Low-Skilled Adults: A Program Development Guide. Women Employed Institute, 2005. Web.
April 2, 2010.
Career and Technical Education (CTE)
MnSCU Career and Technical Education Programs of Study provide CTE and create
opportunities to enter high skill, high wage, and high demand employment in Minnesota for all
learners. Integrated Programs utilize the instructional strategy of integrating basic education
development with career and technical skill instruction. The Integrated Program can be built
Original draft – January 2012 10
Revised draft – April 2012
within an existing CTE course to serve the ABE eligible adults within the same classroom as non-
ABE eligible adults. Thus, the CTE course can simultaneously serve both FastTRAC and non-
FastTRAC participants.
GLOSSARY OF TERMS
Assessments (within the context of FastTRAC programming) – Standardized academic assessments that meet the
Minnesota Department of Education (MDE) – ABE Office and Minnesota State College and University (MnSCU)
System guidelines. MDE – ABE has approved the use of the Comprehensive Adult Student Assessment System
(CASAS) for ESL and ABE students and the Test of Adult Basic Education (TABE) for ABE students. MnSCU has
approved the use of the Accuplacer and the ESL Accuplacer for course placement.
Career Development – Services provided across systems to include work culture, exploration and planning within a
career area, job placement and job retention services.
Can be delivered through bridge programs that explicitly link ABE with preparation for postsecondary
education and occupational skill attainment.
Can be delivered through integrated instruction that pairs instructors from ABE and postsecondary
instructors to deliver occupational training supplemented by English language and basic skills
instruction.
Career pathways model – “Series of connected education and training programs and support services that enable
individuals to secure employment within a specific industry or occupational sector, and to advance over time to
successively higher levels of education and employment in that sector. Each step on a career pathway is designed
explicitly to prepare the participant for the next level of employment and education.” Davis Jenkins, “Career
Pathways: Aligning Public Resources to Support Individual and Regional Economic Advancement in the Knowledge
Economy” (Workforce Strategy Center, 2006), available at http://www.workforcestrategy.org/publications.html.
Career and Technical Education – MnSCU Career-Technical Education Programs of Study provide career and
technical education and create opportunities to enter high skill, high wage, and high demand employment in
Minnesota for all learners.
Certificate, diploma and degree – Academic award means a certificate, diploma or degree as defined by MnSCU
Policy 3.36.1, Part 3. Alternatively, according to Pathways Out of Poverty Solicitation, “a certificate is awarded in
recognition of an individual’s attainment of measurable technical or occupational skills necessary to gain
employment or advance within an occupation. These technical or occupational skills are based on standards
developed or endorsed by employers. Certificates awarded by workforce investment boards are not included in
this definition. Work readiness certificates are also not included in this definition. A certificate is awarded in
recognition of an individual’s attainment of technical or occupational skills by:
A state educational agency or a state agency responsible for administering vocational and technical
education within a state.
An institution of higher education described in Section 102 of the Higher Education Act (20 U.S.C. 1002)
that is qualified to participate in the student financial assistance programs authorized by Title IV of that
Act. This includes community colleges, proprietary schools, and all other institutions of higher education
that are eligible to participate in Federal student financial aid programs.
Original draft – January 2012 11
Revised draft – April 2012
A professional, industry, or employer organization (e.g., National Institute for Automotive Service
Excellence certification, National Institute for Metalworking Skills, Inc., Machining Level I credential) or a
product manufacturer or developer (e.g., Microsoft Certified Database Administrator, Certified Novell
Engineer, Sun Certified Java Programmer) using a valid and reliable assessment of an individual’s
knowledge, skills, and abilities.
A registered apprenticeship program.
A public regulatory agency, upon an individual’s fulfillment of educational, work experience, or skill
requirements that are legally necessary for an individual to use an occupational or professional title or to
practice an occupation or profession (e.g., FAA aviation mechanic certification, state certified asbestos
inspector).
A program that has been approved by the Department of Veterans Affairs to offer education benefits to
veterans and other eligible persons.
Job Corps centers that issue certificates.
Institutions of higher education which is [sic] formally controlled, or has been formally sanctioned, or
chartered, by the governing body of an Indian tribe or tribes.”
Co-enrolled – Adults participate in both career and technical education and ABE services at the same time.
Contextualized Instruction – Attainment of education, skills and credentials through intentional instructional
processes and content that allow students to develop foundational and technical skills and to enter and advance in
careers.
Flexible scheduling and delivery modes – Programming offered through distance learning and flexible scheduling
(e.g., evening and weekend hours) to help students meet school, work and family responsibilities. Can include
modularized curricula developed into sets of courses with discrete educational and employment outcomes that
enable adults to enter and exit a certificate, diploma or degree program at specific points in their educational cycle
rather than completing an entire program at once.
Intrusive academic advising – “Differs from the more traditional prescriptive and developmental models of
advising because advisors are not only helpful and encouraging of students, but they proactively make the initial
contact with students, rather than waiting in their offices for students to schedule an appointment. Most students
know they have an advisor but may be unaware of how and when they are able to contact the advisor or what the
advisor can help them accomplish.” Minnesota State College and Universities Systems website,
http://www.academicaffairs.mnscu.edu/AccessandOpportunity/Best_Practices/Intrusive_Advising.html
Postsecondary program completion – see glossary definition: “certificates, diplomas and degrees”
Program and participant outcomes (data collection and evaluation) – Collection and analysis of baseline
participant data, as well as program outcomes, following the client across multiple workforce and education
systems and the labor market.
Support services specific to adults – Comprehensive support services that enhance planning and informed
decision making, and increase success in achieving both education and employment goals, such as delivering
supportive services to participants and ensuring that these services are integrated with the education and training
strategies. Services include social supports needed to complete a program, including, but not limited to; basic
needs, housing, childcare, transportation, crisis intervention, and social service navigation.
Original draft – January 2012 12
Revised draft – April 2012
ACKNOWLEDGEMENTS
The FastTRAC Definition and Core Components document was developed by the FastTRAC Guidelines Team and
approved by the FastTRAC Executive Committee. Thanks to all of those who were involved in this process.
FastTRAC Guidelines Team:
Associations, Community-Based Organizations and Workforce Intermediaries
Anne Olson – Minnesota Workforce Council Association
Brian Paulson – Greater Twin Cities United Way
Jane Samargia – HIRED
Rebecca Ellenson – SOAR Career Solutions
ABE Program
Bev Mountain – Mankato Adult Basic Education
Karen Wolters – Mankato Adult Basic Education
MnSCU Institutions
Cynthia Muna – North Hennepin Community College, Minnesota State College and Universities System
Rich Kelly – Hennepin Technical College, Minnesota State College and Universities System
Rose Patzer – Minnesota West Community & Technical College, Minnesota State College and Universities
System
Terry Leas – Riverland Community College, Minnesota State College and Universities System
Minnesota State Agencies
Barry Shaffer – Minnesota Department of Education – Adult Basic Education Unit
Chris Halling – Minnesota State College and Universities System – Office of the Chancellor
Jennifer Blanchard – Minnesota Department of Human Services
Jodie Greising – Minnesota Department of Employment and Economic Development – MN Job Skills
Partnership
Julie Dincau – Minnesota Department of Education – Adult Basic Education Unit
Linda Lade – Minnesota State College and Universities System – Office of the Chancellor
Ron Dreyer – Minnesota State College and Universities System – Office of the Chancellor
Shari Olson – Minnesota State College and Universities System – Office of the Chancellor
Stephen Larson – Minnesota Department of Employment and Economic Development – Workforce
Development Division
FastTRAC Executive Team:
Barry Shaffer – Minnesota Department of Education – Adult Basic Education Unit
Inez Wildwood – Allete, Inc.
Kathy Sweeney – Minnesota Department of Employment and Economic Development– Workforce
Development Division
Linda Lade – Minnesota State College and Universities System – Office of the Chancellor
Marcia Fink – Greater Twin Cities United Way
Rick Caligiuri – Minnesota Department of Employment and Economic Development– Workforce
Development Division
FastTRAC Staff:
Anne Marie Leland – Minnesota Department of Employment and Economic Development
Judy Mortrude – Minnesota Department of Employment and Economic Development
Original draft – January 2012 13
Revised draft – April 2012
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