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Building a Pipeline from Adult Basic Education to Post-Secondary Education. Creating a Culture of College and Career Readiness through Collaboration. Learning Objectives:.

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Building a Pipeline from Adult Basic Education to Post-Secondary Education


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    1. Building a Pipeline from Adult Basic Educationto Post-Secondary Education Creating a Culture of College and Career Readiness through Collaboration

    2. Learning Objectives: • To identify strategies used to build a regional network of ABE and workforce development partners to enhance the pipeline to ABE-Transition to College and Careers program. • To identify key elements necessary for effective collaborative partnerships • To identify key program components and best practices necessary to successfully transition adult learners to post-secondary education. What would you like to know? NCTN 2013

    3. OVAE- Policy to Performance Initiative • Eight state teams focused on enhancing college and career readiness for low-skilled adults through increased access to training and learning opportunities and connecting adult transition policies to larger policy initiatives in their States. The project period was July 2009 to November 2012. • Policy to Performance Toolkit: • Analyze Current Data • Identify Gaps in Current Practices and Policies • Develop a Pilot Test • Implement a Pilot Test • Evaluate the Pilot Test • Develop, implement, evaluate policy http://lincs.ed.gov/lincs/resourcecollections/careerpathways/profile_50 NCTN 2013

    4. P2P Initiative: Models to Transition Adult Learners to Community College • Data told us that we had relatively few ABE students enrolling in the ABE-TCC program • Build program capacity to introduce ABE students to the value of free transition to college and careers programs as an alternative to entering in tuition based low level developmental education classes. • 6 DESE funded ABE programs from Hampshire and Hampden Counties; HCC; HPS; One Stop Career Center; REB NCTN 2013

    5. Incentivized, Collaborative, Professional Development • MOA • 3 extra hours per week of advising focused on next steps. • Deliver CARC to high level ESOL or GED classes • Invite ABE-TCC staff to talk with classes about the ABE-TCC program; facilitate communication between their adult learners who identify college as a goal and the ABE-TCC program liaison. • Host a Career Awareness/Readiness workshop presented by One Stop Career Center staff. • Participate in the Smooth Transitions Working Group NCTN 2013

    6. What are some key elements of successful partnerships? Work with two people and identify some key elements of successful collaborative partnerships. Report back. NCTN 2013

    7. Creating a Culture of Collaboration • Partners design ways to work together to achieve their goals, learn together, share responsibility, authority and accountability for achieving results. • Effective collaboration is achieved through a process of doing things together in a participatory, organized, purposeful way, with clarity of interpersonal communication; embracing the principles of “inclusion”, “equity” and “transparency”. • Often uses a facilitator • No one person is smarter than everyone else. “Creating a Culture of Collaboration: The International Association of Facilitators Handbook”, Sandy Schuman, editor; Jossey-Bass pub., 2006 NCTN 2013

    8. Smooth Transitions Working Group • 10 Tips for Creating a Smooth Transitions Working Group. (hand out) NCTN 2013

    9. The principle of attraction: people come to the meeting because they are compelled by the tasks at hand (not because they “should”). • The principle of inclusion: people return to the meeting because they were included and enabled to contribute. • The importance of communication: both those who participate and those unable to attend need to be informed (use e-mail to send out minutes and keep people in the loop, avoiding feelings of exclusion or secrecy). • Membership: aim for a cross-section of ABE programs and College programs • Keep the membership of the group fluid. Ask: • Who else should/could be at this meeting? • Who should know about what we covered at the meeting? NCTN 2013

    10. Let the agenda be driven by those who participate. Go where the energy is. Focus on measurable, accomplishable tasks. If a task is too big, can it be broken down into smaller steps? • Consider sharing such tasks as meeting facilitation, minute-taking, setting of agendas, etc. • Categorize issues. What is within your control, what is not? What are issues for potential advocacy, resource development, or group, grassroots problem-solving. • Try not to re-invent the wheel. Always ask: • Who might already have this information? • Who might have a model we can build on • (Broaden your information-sharing network to answer these questions). • At each meeting, ask yourselves: What step can we take next to continue moving forward? NCTN 2013

    11. Why ABE Transition to College? “….adults with no post-secondary education or training can face an uphill battle supporting families or climbing out of poverty.  Both national and Massachusetts data show that too few GED graduates (and non-native English speakers):  a) enroll in college, b) score well enough on the college placement test to qualify for credit-bearing courses, or c) earn a post-secondary degree or certificate.  The GED Testing Service reports that 66% of GED Examinees say they are taking the tests to get into college; only 27% of GED graduates ever enroll in college.  Of those, about 20% (5 per 100) ever complete two years of college, and only about 4% (1 per 100) ever complete four years.” Ann Serino, Director of Adult and Community Services, Massachusetts Department of Elementary and Secondary Education NCTN 2013

    12. ABE Transition to College and Careers • 2002-2010: Partnership funded by Nellie Mae Educational Foundation • Since Jan 2011, funded by Holyoke Community College/Community Education Project • ABE-TCC program model: • Prepares students with limited education to enter and succeed in college level academic or occupational training programs that prepare them for career pathways in growth industries that provide family sustaining wages. • Academic remediation, counseling and college navigation; developing college level computer skills, study and time management skills. • Collaborates with ABE providers, regional industries, one stop career centers, and local regional employment boards to enhance the career awareness and career planning components of the ABE-TCC curriculum. • Students leave the program with an education plan tied to a career pathway. NCTN 2013

    13. Successful Strategies for Connecting Adult Learners to Transitions Programs Work with three other people and discuss successful strategies you have used to connect adult learners to your transition programs. Report back NCTN 2013

    14. Why College and Career Ready? • 60% of students enrolling in the nation’s community colleges must take remedial classes to build their basic academic skills • 68% of all jobs in Massachusetts (2.4 million jobs) will require some postsecondary training beyond high school by 2018. • Between 2008 and 2018, of the over 1 million job vacancies created, >710,000 (>71%) will require post secondary credentials; approx. 280,000 (28%) will require a high school diploma; <10,000 (<1%) will be available to individuals with less than a high school diploma or GED.”** • Hampden County ranks last in Massachusetts for post-secondary degree attainment at 35.9%, and Hispanics rank last at 21.3%. (2008 American Community Survey) **Help Wanted: Projections of Jobs and Education Requirements Through 2018: Georgetown University Center on Education and the Workforce, Carnavale, Smith Strohl, 2010. NCTN 2013

    15. College and Career Readiness Standards for Adult Education • Released by OVAE in April 2013 “…to forge a stronger link among adult education, post-secondary education and the world of work.”** **College and Career Readiness Standards for Adult Education, Susan Pimentel, 2013 NCTN 2013

    16. A comprehensive system that provides Academic skill building, College Readiness, and Career Awareness/Readiness skills that lead to NCTN 2013

    17. College Awareness-Readiness Curriculum Piloted 3 years ago Four, flexible 90 minute lessons aligned with DESE Curriculum Frameworks Help ABE students better understand the value and accessibility of post-secondary education To provide a brief, basic introduction to “college culture” Identify free “transition to college” and “bridge” programs as important alternatives to entering college through tuition-based Developmental Education classes that do not provide academic credits towards graduation. http://www.sabes.org/curriculum/instruction/college-awareness-curriculum.pdf NCTN 2013

    18. CARC ~ Day Two ROAD BLOCK STUDENT NCTN 2013

    19. CARC ~ Day Two Objectives: 1-3 things that the learner will know or be able to do at the end of the lesson 1. students will identify potential roadblocks to going to college, and think about how to overcome them 2. students will have a general understanding of college vocabulary 3. students will be able to do basic navigation through a college course bulletin or Registration Book • Review Homework: class brainstorm reflection • Road Block Activity: • Guided Imagination Tour or Drawing the Future • Homework: College Catalog pages • Wrap-up/Reflection NCTN 2013

    20. What are some real or imagined “barriers” to attending college? Work with a partner and identify real or imagined barriers to college. Report back NCTN 2013

    21. Some Lessons Learned • Best to follow the CARC sequentially; not as an elective. • Advising is critical; assign a staff person/adviser to follow up with college bound students • Exit interview with Advisor, Student and if possible staff from the transition program • Take the class to College for a Day or a visit to a transition to college classroom. • Turn over in ABE program staff requires ongoing focus on maintaining effective communication between transition program staff and ABE program advisers and teachers. NCTN 2013

    22. Q&A NCTN 2013

    23. THANK YOU! • Please fill out your Evaluation forms! • Contact info: • Robin Hodgkinson, 413-538-5770, rhodgkinson@cepholyoke.org • Kermit Dunkelberg, 413-583-0320, kdunkelberg@hcc.edu NCTN 2013