WORKFORCE LITERACY INSTITUTE. SESSION 1 - Overview Friday, March 24, 2006. Getting to know you. Tell us who you are and answer one of these questions What are your expectations of this Institute? What questions do you want answered at this Institute?. Overview of Institute.
SESSION 1 - Overview
Friday, March 24, 2006
Tell us who you are and answer one of these questions
After this Academy you will be able to :
Source: Stephen Reder, “Adult Literacy and Post-Secondary Education Students” Review of Adult Literacy and Learning Volume 1(December 1999) This article can be found at: http://www.ncsall.net/?id=523
Source: Reder, Stephen. “Adult Literacy and Postsecondary Education Students: Overlapping Population and Learning Trajectories,” Review of Adult Learning and Literacy. Volume 1 (December, 1999) This article is located at http://www.ncsall.net/?id=523
In general, Adult education programs have overlooked the coordination between adult education and post-secondary education
What do we know?
Source: 2000 Census, special tabulation for LEP
The 2003 National Assessment of Adult Literacy (NAAL) measures the English literacy of America's adults (people age 16 and older living in households and prisons). NAAL builds on the previous national assessment of literacy completed in 1992.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2003 National Assessment of Adult Literacy.http://nces.ed.gov/NAAL/index.asp?file=KeyFindings/Demographics/Overall.asp&PageId=16
Do your plans after this class include:
Go to work
Have not decided yet
How did you decide what vocational training you will go to?
What do you want to learn in this class?
What can be added to this class to help you that is not already being taught?
QUESTION FOR STUDENTS WHO HAVE ALREADY COMPLETED ADULT EDUCATION
What are you currently doing: vocational training or have a job?
How did you decide what training or job you wanted?
What did you learn in Adult Education that helped you where you are now?
Were you prepared for vocational training or employment after Adult Education?Student Questions
Form five groups
Choose a recorder and presenter
Task: Your administrator has asked you to identify those students who are ready to make a transition to post-secondary education. Make a list decision rules to guide you in this task. For example: “Transition students should have BEST literacy score in the Low Advanced range or better”
Use brainstorming rules: all ideas are good, no censorship, no right or wrong answers
10 Minutes to complete list
With your Class
Revisions expected as you review your lists and move forward
Attitude: to improve behavior
Career: level of achievement
Education: skills and abilities needed to achieve other goals
Family: how do you want to be seen by partner, children, or extended family
Financial: desired earnings by life stages
Physical: Athletic goals, good health
Pleasure: vacations, trips: something for you
Public: community service; making the world a better placeGoal Categories
Source:VESL – Vocational English as a Second Language Courses A & B Curriculum Guide by Stephanie Sommers
Discuss how “REAL” Goals must meet the following criteria:
Source: Getting There: A Curriculum for Moving People Into Employment by Marian Colette, Beverly Woliver, Mary Beth Bingman, and Juliet Merrifield
-Short Term - Long Term - Personal – Career – Educational
Successful College Transition Programs
For more information see: “The New England ABE-to-College Transition Project Evaluation Report” available at www.collegetransition.org
To learn more: “The Transitions from Adult Literacy ESL Programs to Academic Reading and Writing: Next Steps for English Language Learners
STEP workshops focused on:
The STEP workshops are based on a five-part model:
See handout for Workshop #1: Introduction
Source: Success Through Transitional English Program STEP Final Report, prepared by Andres Muro and Inez Mendoza
Purpose: In this workshop students will explore their readiness to pursue post-secondary education. Activities are designed to allow students to explore their own skills, abilities, goals, persistence, and possible obstacles to making such a transition.