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Enhancing Transitions for Adult Learners: Best Practices and Recommendations

This report explores current transition practices for adult learners, focusing on organizational roles, current efforts, effective components, and evidence of effectiveness. It offers recommendations for improving transitions through literacy, study skills, technology, and partnerships.

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Enhancing Transitions for Adult Learners: Best Practices and Recommendations

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  1. Group A(ISD, ESC, CBO) Group Report to General Session

  2. Section I: Current Transition Practices Section I contains the following topics which you will address on the subsequent slides: • Organizational Role • Current Transition Efforts • Effective Components • Evidence of Effectiveness

  3. Organizational Role • To help students get ready by • Providing a bridge with doable steps • Focusing on persistence • Planting seed of post secondary education through goal setting • Providing a counseling/advising component • Providing an intensive computer literacy component • Assisting with information about financial aid options • Incorporating a community outreach component

  4. Organizational Role • Focusing on demystifying and developing a ‘college going culture’ • Identifying post secondary options • Increasing the rigor of ABE/ASE curriculum

  5. Current Transition Efforts • Create professional development to facilitate transitions by interfacing developmental education staff/teachers with Adult Education • Get advisory board members to take active role in transitions plan • Current transitions model with EPCC and El Paso ISD • Two current models—one at a community college and one at a CBO that provide counselors to help grads to transition

  6. continued • Assist grads with registration and financial aid processes • Post-GED advising session • Assist students to develop personal goals • Conduct career interest surveys • Use college professors to teach GED students • Informational college visits

  7. Effective Components/Evidence • College tours and informational sessions create interest • On-on-one counselors form a personal bond with GED grads throughout the transitions process; grads say they feel safe and comfortable • That caring connections permeate the process • Quantitative data which proves effectiveness ; i.e. #grads, #transitioned, % transitioned

  8. Evidence of Effectiveness • #1 Del Mar has tracking evidence of students completions in college, i.e., 77 • % in the 2008 year have transitioned into college. (those with goals to get a GED). • #2 Feedback (surveys, End of Year Evaluations, Antidotal, TEAMS) from teachers and students. • #3 Follow-up data Note: Higher Ed needs to mandate at least one or two Entrance assessments for the Texas Colleges – right now there are THEA, ACCUPLACER, etc.

  9. Section II: Recommended Transition Practices Section II contains the following topics which you will address on the subsequent slides: • Recommended Content • Recommended Key Components

  10. Recommended Content • Literacy ( Reading, Mathematics, Writing) • Study Skills • Technology Skills

  11. Recommended Key Components • Collaborating with higher education campuses • Counseling • Follow-up to gather data • Visits to higher ed institutions • Partnerships with business/corporations to find our GED Graduates jobs • Fund longer programs for transitions • Set attendance requirements for workforce centers to ensure program participants stay in the program length of time required to pre/post test.

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