t***************** - eric · special appreciation and thanks are due to dr. carroll towey, senior...

DOCUMENT RESUME

ED 302 684 CE 051 703

TITLE Exemplary Adult Education Programs. Highlights ofSecretary's Award Program Filalists 1988.

INSTITUTION Office of Vocational and Adult Education, Washington,DC. Div. of Adult Education.

PUB DATE Dec 88NOTE 51p.

PUB TYPE Reports - Descriptive (141)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Abstracts; *Adult Basic Education; Church Programs;

Community Colleges; Community Programs;*Demonstration Programs; *English (Second Language);*High School Equivalency Programs; PostsecondaryEducation; Private Agencies; *Program Content; SchoolDistricts; Secondary Education; Two Year Colleges

IDENTIFIERS General Educational Development Tests

ABSTRACTThis booklet contains descriptions of the 13

finalists in the U.S. Secretary of Education's Program of Awards forOutstanding Adult Education Programs. The programs, whic":, includeadult basic education (ABE), English as a second language (ESL), andadult secondary education (including general educationaldevelopment--GED) programs are grouped into three categories: localeducation agency, private agency, and postsecondary institutionprograms. Included among the finalists are ABE, GED, and ESL programsin Baltimore County, Maryland; Cerritos, California; Chula Vista,California; Columbia, South Carolina; Louisville, Kentucky; Newport,Rhode Island; and Washington, D.C. Three private agency programs (theDover Adult Reading Center, the Lafayette Adult Reading Academy, andTri-County Opportunities Industrialization Center, Inc.) and threepostsecondary programs (Boise State Uni"ersity Adult Learning Center,William Rainey Harper College Adult Educational DevelopmentDepartment, and Seattle Central Community College Adult EducationProgram) are also included. Each program description includes thefollowing information: program director; funding amounts and sources;number of students served in fiscal year 1988; a description of theprogram's objectives and activities; special program features; and abreakdown of program enrollment by educational functioning level,sex, and ethnicity. (The review criteria for the secretary's awardare appended.) (MN)

*****************************************************t*****************Reproductions supplied by EDPS are the best that can be made

from the original document.***************%*******************************************************

U S OEPAFITMENT OF EDUCATION[Mc(' of Educahonal Research and improvementEDUCATIONAL RESOURCES INFORMATION

CENTER iERICiLe This document nas been reproduced as

received from the person of organ.zahonoriginating Jf

7 Minor changes have beer made to mprovereproduction duality

Pares of new a opmions stated n ems dcc',ant do not necessanly epresent officalOEP, ',mho., or policy

FOREWORD

One of the many rewarding aspects of the work of the Division ofAdult Education is the assistance it is able to provide in thearea of program improvement. The Secretary's Awards Program foroutstanding adult education programs is an ideal vehicle not onlyfor rewarding and recognizing exemplary programs but fordisseminating information on "what works." The brief summariesof the thirteen finalists of the Fiscal Year 1988 competitionhighlight the commonalities and differences of these verysuccessful programs. While much more enthusiastically could besaid about each of the programs summarized here, it is our hopethat this overview will serve as a catalyst for more direct anddetailed communications between those who are interested inlearning more and the program directors who signified theirwillingness to share their ideals and ideas through participatingin the Awards Program.

Special appreciation and thanks are due to Dr. Carroll Towey,Senior Program Analyst, Program Services Branch, who served asthe program officer for this Awards Program and who gathered theinformation and prepared the statistical charts that areincorporated into this booklet. Also to be acknowledged is theable work of Barbara Binker, Education Program Specialist, whoserved as editor of the narrative portions of this material, andof Shirley Dickerson, Branch Secretary, who did the typing.

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Aeg....rR n 1 S. g y.

ChiefProgram Services BranchDivision of Adult Education

BEST COPY AVAILABLE

TABLE OF CONTENTS

FOREWORD ii

INTRODUCTION 1

PART I: Local Education Agency Programs 2

Baltimore County-ABE/GED/ESL Program* 3

Cerritos - English as a Second Language Program 6

Chula Vista - Adult Education Program* 9

Columbia - Richland District One Adult CommunityEducation* 12

Louisville - Jefferson County Adult Education 15

Newport - Aquidnack Island Adult Learning Center 18

Washington - Gordon Adult Education Center ESL Program 20

PART II: Private Agency Programs 23

Dover Adult Learning Center* 24

Lafayette Adult Reading Academy* 27

Tri-County OIC Education 30

PART III: Postsecondary Institution Programs 33

Boise State University Adult Learning Center* 34

William Rainey Harper College Adult EducationalDevelopment Department 37

Seattle Central Community College AdultEducation Program 40

APPENDIX 43

* Secretary's Award Recipients

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INTRODUCTION

The Secretary's program of Awards for Outstanding AdultEducation Programs is used to help stimulate interest in theimprovement of instruction provided under the Adult EducationAct. The Fiscal Year 1988 Departmental search for exemplaryprograms was, with the help of the States, ccnducted among thethousands of programs that together serve 3.2 million adultsunder the Act. The search was intended not only to recognizeexcellence but to identify those characteristics of programquality that readily can be incorporated into other programsthroughout the country.

The awards selection process involved State nominalDns as wellas panel and on-site reviews. First, the Assistant Secretary forVocational and Adult Education invited each State Director ofAdult Education to conduct a within-State competition orfcrmalized screening to identify two program nominees that bestmet ten basic criteria of excellence.

The selection criteria incorporated the following basicconcepts:

o Measurable program objectives;o Evidence of attainment of objectives;o Curriculum design relating to program objectives and delivery

trends;o Program environment adapted to adults;o Coordination with other agencies and institutions;o Provisions for evaluation and feedback by students and others

affected;o Successful recruitment and retention strategies;o Evidence of student learning goal attainment;o Staff development opportunities regularly provided;o Regular evaluation of key program components.

A panel of experts convened by the Department examined eachState nomination against the selection criteria and provided alist of those programs recommended for further, on-siteevaluation by senior staff from the Division of Adult Education.A second panel of experts then examined the site visitors'findings along with the original nomination materials, toidentify the six programs that subsequently received theSecretary's Award and the seven other programs that arerecognized as "National Finalists."

The thirteen programs, both award recipients and finalists,summarized in this booklet are organized by kind of deliveryservice, consisting of local education agencies, privateagencies, and postsecondary institutions. Each summary includesa brief narrative description of the program and its specialfeatures. The six award recipients are identified by theasterisk (*) located near their titles in the Table of Contents.We have provided the name of the program director as well as theprogram address and telephone number for those who wish to securemore information.

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PART I

LOCAL EDUCATION AGENCY PROGRAMS

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BALTIMORE COUNTY ABE/GED/ESOL PROGRAM

Baltimore County Public SchoolsOffice of Adult Education

6901 Charles StreetTowson, Maryland 21204

Program Director: Bert Whitt(301) 887-4064

Funding:

Federal - $ 183,000 Local - $ 87,035State - $ 12,000 Private - $ 19,600

Number of Students Served in FY 1988: 3,614

Program Description: This program involves extensivecooperation between public service agencies and the privatesector. Nonreading and low-literate adults are referred to itby social service agencies, churches, libraries, medicalfacilities, and business and industry. The students are placed,according co their needs, into a variety of educational deliverysystems that include part-time classes, home tutoring, ayear-round learning center, and contractual classes held on thepremises of businesses, governmental agencies, and institutions.Both day and evening classes are available. Reading and learningdisabilities specialists assist teachers and tutors withstrategies tailored to the assessed needs of learning disabledstudents. The program directly, or through referral to otheragencies, provides a host of support services, includingvocational assessment and evaluation, counseling, careerexploration, and minicourses in such areas as job seeking/keeping,immigration and naturalization, and self-concept enhancement. Itsponsors an annual Literacy Networking Conference to bringtogether the agencies and organizations that provide relevantservices.

Special Features:

(1) The collaborative aspect of this project provides a wealth ofservices to students. These services and the organizations thatcontributed to making then possible include the following:

o AT&T provides gran: money for basic education instructionby the public schocls, as well as for prevocational aidvocational skills training at local community colleges.Company employees and retirees serve as "cheerleaders"to encourage students as they take classes and seek jobs.

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o Volunteers-in-Partnership (VIP) trains over 200volunteers annually to serve as classroom aides or ashome-based tutors.

o The Baltimore County Public Library provides free meetingrooms for classes, tutors, special materials, and booklists.

o Some thirty businesses participate in the program'sannual Career Night.

o Rotary Clubs, Lions Clubs, and private nonprofit groupsprovide funds for materials for students with specialneeds.

o An Adult Education Advisory Committee, consisting ofrepresentatives from some 24 agencies, organizations, andbusinesses, helps with publicity, proyosal reviews,budget hearings, Career Night, and Adult Education WeekOpen House.

(2) The program has designed and published a competency-basedEnglish as a Second Language management system entitledReal-Life English. The system outlines functional competenciesin the areas of listening, speaking, reading, and writing, aswell as in culture. Evaluation standards are listed for each '.competency.

(3) The program conducts an annual internal evaluation thatsurveys staff, students, Advisory Committee members, as well asstudents who withdrew before course completion. It adjusts itsgoals, objectives, and services in accordance with the 2indings.

PERCENTAGE DISTRIBUTION AMONG ADULTEDUCATION PARTICIPANTS FOR FY 1988BALTIMORE COUNTY, TOWSON, MARYLAND

ABE - -49%

_......1.-_

EDUCATIONAL FUNCTIONING LEVEL

MALE -48%-....1.....

FEMALE-52%

SEX

BLACK - -24%

HISPANIC--8%

ENROLLMENT DATA BASED UPON 3,614 PARTICIPANTS

WHITE--50%

ETHNICITY

AMER INDIAN--1%

ENGLISH AS A SECOND LANGUAGE

ABC Unified School District-Adult School12254 E. Cuesta Drive

Cerritos, California 90701

Program Director:

Funding: Federal

Betty Gerhardt(213) 926-6734

- $ 61,000 State - $ 1,215,498


Program Description: The ABC Adult School English as a SecondLanguage (ESL) Program provides morning, afternoon, and eveningclasses to students of over 20 nationality backgrounds. Theprogram focuses upon the formation of accurate, appropriatecommunication skills and upon the ability of the participant tofunction in the adult American community. It takes into ac-count individual needs. It uses innovative classroom prac-tices such as cooperative learning. Individualized staffdevelopment is a key program component.

Students are placed into this program's classes after testingand an oral needs assessment. Specific, individual learningobjectives are identified. Classes at the beginning throughadvanced ESL levels as well as college preparatory classesare offered. The curriculum is divided into two strands:

o Skill classes that focus upon developing the basic lan-guage skills of reading, writing, speaking, and listening;

o Classes that integrate English language instruction withtopics that prepare students for everyday life,employment, and citizenship. Material presented includessubjects of cultural and social interest.

The program widely coordinates its activities with other agenciesand programs, such as an advisory committee of business andcommunity leaders, the Comprehensive Adult Student AssessmentSystem, the Southern California Network, the Regional Adult andVocational Education Council, the Job Training Partnership Actadministering organization, and a wide variety of city andcommunity agencies and employers. It has received funding fromCalifornia's Greater Avenue for Independence (GAIN) welfareprogram for a pilot project and participates regularly in LosAngeles county GAIN meetings.

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Special Features:

o This program uses a wide variety of approaches to determinethe extent to which its objectives are being achieved,including pre and post standardized testing, teacherconstructed tests, the results of applied performance,Advisory Committee input, student and teacher surveys,classroom observations, and goal attainment surveys. Theprogram's standards for successful performance are madeavailable to all interested parties

o The program offers a wide variety of instructional strategiesto meet individual learning styles and to foster interest inlearning. Instructional aides are used to assist small groupsof pre-literate and beginning learners.

o The program regularly assesses the needs and interests of itsinstructors and provides a significant amount of paidin-service training. Teacher progress is monitored throughthe clinical supervision model and classroom observations.Instructors also regularly complete an evaluationquestionnaire. The program makes a point of closely relatingstaff development to student goals and performance.

PERCENTAGE DISTRIBUTION AMONG ADULTEDUCATION PARTICIPANTS FOR FY 1988

CERRITOS, CALIFORNIA

ESL-87% ABE--5%

ASE--B%


MALE -45%-....1.-

BLACK--1%WHITE--6%

FEMALE--55%

SEX

ASIAN--41%

HISPANIC - -51%

ETHNICITY


a,

SWEETWATER DIVISION OF ADULT EDUCATION

Sweetwater Union High School DistrictDivision of Adult Education

1130 Fifth AvenueChula Vista, California 92011

Program Director:

Funding: Federal

Jerry Rindone(619) 691-5869

$ 781,755 State - $ 6,622,141 Local - $ 141,000

Number of Students Served in P7 1988: 21,050

Program Description: Likening the diversity of its offerings ineducation to the diversity of goods found in a regional

shopping mall, the Sweetwater Division of Adult Education servesits patrons from four major campuses and over 60 satellitelocations. In addition to the 21,050 adults served in adulteducation programs, approximately 14,000 other adults receivedinstruction in vocational and job training programs conducted bythe District. The Division's offerings consist of 276competency-based courses covering Adult Basic Education, Englishas a Second Language (ESL), vocational training, and programsfor special populations such as parents, older adults,handicapped students, and high risk youth. These courses'measurable objectives are developed from input from students,the community, and the adult education staff. The coursematerials receive continual evaluation from staff and fromcommunity advisory groups. Fifty-one of the courses wererevised within the past year, including Multi-Level ESL Startermaterials that were cited by the State's Dissemination Networkfor Adult Educators as providing an exemplary program.

This program's students--after extensive assessment from abattery of available strategies--agree to individual educationalor training service plans that are developed with the help ofteachers, academic and vocational counselors, job developers,and dropo" recovery specialists. These stcef members also guidestudents toward achieving their goals. Goal attainment is furtherenhanced by the variety of this programs's instructionalapproaches, which range from individualized learning tc largegroup instruction, and from traditional materials to high-techdelivery systems.

Social Features:

o Concrete proof of the success of the Division is found in thesignificant number of course completers, who earn variousdiplomas and certificates, obtain citizenship, or continue onto higher education.

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o Computer-assisted instructional laboratories, containingstate-of-the-art equipment such as laser interactive video,are operated throughout the District to supplement classroominstruction.

o The majority of the Division's staff are permanent, full-timeadult educators, who are highly trained and fully credentialed.

o The Division is well served by a strong business/adulteducation network, which pays off in referral of students,on-the-job training, and hiring of graduates. Community-basedagencies coordinate work experience programs with adulteducation basic skills classes and provide services beyondthose of the District.

o Linkages with more than 136 community programs, agencies, andbusinesses provide an exchange of services and information toprogram staff and participants. To serve community needs,the Division, in the past three years, obtained fundu fromten State or Federal programs.

o Multiple strategies are used in the recruitment of students.These consist of extensive mailings; distribution of fll.irsand brochures; radio, television, and newspaper advertising;staff presentations in the community; use of community-basedorganizations and program alumni to spread the word; andoperation of co-sponsored classes.

o The Division makes a point of creating a climate for the freeexchange of ideas between staff and students. It activelyseeks student input through both personal interviews andevaluation forms. Additionally, students are called upon toparticipate in assessment of various aspects of the Divisionduring accreditation reviews conducted by the WesternAssociation of Schools and Colleges.

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CHULA VISTA, CALIFORNIA


MALE --33%

FEMALE --67%

SEX

HISPANIC --52%

BLACK --3%

ASIAN - -14%

ENROLLMENT DATA BASED UPON 21.050 ADULT EDUCA-TION PARTICIPANTS; AN ADDITIONAL 14.000 ADULTSWERE SERVED IN ADULT VOCATIONAL TRAINING

AMER INDIAN - -0%

WHITE - -29%

ETHNICITY

RICHLAND DISTRICT ONE ADULT/COMMUNITY EDUCATION

Richland School District One1616 Richland Street

Columbia, South Carolina 29201

Program Director: Dr. Carl Medlin(803) 733-6204

Funding:

Federal - $ 81,762 Local - $ 261,921State - $ 228,426 Private - $ 500


Program Description: This highly successful program's main aimis to improve student employability. The workplace-relatedaspects of the program include job search workshops. In the1987-88 program year, the program's business education coursesand staff were doubled. During the past five years, 3,000 ofthis program's students have earned GED/high school diplomas.In 1988 alone, 270 students were placed in jobs. Studentsparticipate in devising their own courses of study, aided by therecording of their personal objectives in the program'scomputerized management system. The program offers students avariety of instructional methods. Learning outcomes arecompetency-based. The program's wide range of services resultsfrom its many cooperative relationships with other agencies.The program hats made its accessibility to students an on-goingissue, as demonstrated by convenient sites, student-rate busfares, and the formulation of a child care plan.

Special Features:

o Through its many cooperative relationships, the Adult/Community Education Program receives both urban and ruralstudents possessing a wide variety of interests andbackgrounds. Referrals to the program come from publicwelfare agencies, public and private employers, churches, andsecondary and postsecondary schools. Single parenthomemakers are a specially targeted population.

o As part of the program's commitment to accessibility, classesare cosponsored by a variety of organizations and currentlycan be found at 22 sites. These classes arc evaluatedcontinually and, if necessary, redesigned to meet the changingneeds of the adult population, who once enrolled, find

. themselves subject to aggressive retention strategies.

12

o This program has exercised a leadership role in designing astate-of-the-art computer-managed curriculum. Thecompetency-based curriculum is matched to every skillobjective. The complementary instructional material can becustomized to meet the learning needs of even those studentsof limited learning capacity. The system's ease of revisionis one of its particular strengths.

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COLUMBIA, SOUTH CAROLINA

ASE--77%


MALE--53%

FEMALE--47%

SEX

BLACK--65%

ENROLLMENT DATA BASED UPON 2, 966 PARTICIPANTS

-.....=1-ASIAN--3%

WHITE--32%

ETHNICITY

JEFFERSON COUNTY ADULT EDUCATION PROGRAM

Jefferson County Public Schools4409 Preston Highway

Louisville, Kentucky 40213

Program Director: Tom Hale(502) 456-3400

Funding:

Federal - $ 108,480State - $ 725,543


Local - $ 89,550Private - $ 106,207

Program Description: The Jefferson County Public Schools AdultEducation Program is focused upon improving its community'seconomic development through producing a better educated workforce. It provides basic literacy training, adult basiceducation, GED (high school equivalency) instruction, Englishlanguage development for non-native speakers, pre-employmentskill training, and deaf sign language instruction. Drawingupon its community's population of adults who do not have a highschool diploma, the program accepts, on an open entry/open exitbasis, all level of students needing its services. The programoffers part-time, evening classes in 13 schools and in 20additional sites such as correctional facilities, libraries,community centers, businesses and churches. Its up-to-dateinstructional resources include learning laboratories that areopen in the daytime and evenings. Its fully certified teachingstaff is supplemented by some 275 trained volunteers.

Special Features:

o Recruitment and Program Marketing --

The program maintains a continuous marketing effort thatuses printed materials and public service videos. Itdraws upon the cooperation of numerous community agenciesand organizations. As a result of this program'shigh-visibility recruiting techniques, the county judgeboth challenged area businesses to encourage theiremployees to obtain their GED certificates and formed atask force to support work site literacy efforts. Thetask force produced a sample GED test, which was adoptedfor a state-wide promotional campaign.

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o Curricular Materials --

The program provides instructional manuals for teacherscovering objectives, materials, supplementary exercises,and evaluation. It annually obtains new instructionalmaterials, which it then assesses through an evaluationinstrument before adoption. Evaluation criteria includefreedom from bias and appropriateness to age level.

o Evaluation --

The program maintains a multi-faceted self-evaluationprocess. This process includes such elements as studentsurveys, follow-up of absentees and dropouts, monitoring -

student records, observation of instructors, obtainingfeedback from employers, and keeping counts on GEDrecipients.

o Outcomes --

The program's success is indicated by such outcomes as a62% rate in improving students' academic skills by atleast two grade levels in 1987-88. Also, during thatperiod, 3,379 of this program's students received GEDcertificates.

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PERCENTAGE DISTRIBUTION AMONG ADULTEDUCATION PARTICIPANTS FOR FY ABB

LOUISVILLE, KENTUCKY

ASE -21%


MALE--43%

11111..

AMER INDIAN -O%HISPANIC -O

...44, ...

FEMALE--57%

SEX

BLACK -38%

11111111FWHITE--56%


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ETHNICITY

ASIAN -1%

AQUIDNECK ISLAND ADULT LEARNING CENTER

Newport School DepartmentSpring Street

Newport, Rhode Island 21204

Program Director: Stanley P. Brown(401) 847-7171

Funding: Federal - $ 46,923 State - $ 23,643 Local - $ 21,005

Number cf Students Served in FY 1988: 492

Program Description: The Aquidneck Island Adult Learning Centerprovides instruction in Adult Basic Education, Adult SecondaryEducation, and English as a Second Language at its main locationand at six satellite locations. The Center offers morning,afternoon, and evening classes. A special class for low-income,single parents and another class specifically for parents of HeadStart children have proven to be highly effective. The Centerstresses personalized instruction based upon pre-tested skilllevels, the objectives of the individual student, and thestudent's particular learning style. The Center's programs andservices include an Adult Diploma modeled after the New YorkExternal Diploma Program, high school equivalency testing, andindividual counseling. The Center is noted for its highlymotivated staff, who successfully communicate enthusiasm fo:achievement to their students.

Special Features:

o Recruitment and Retention -- The Center's aggressiverecruitment program focuses upon all segments of its targetpopulation through media advertising and through thedistribution of notices at local businesses, housingprojects, recreational facilities, and community centers.Its retention strategies include coordination of itsprograms with area schools and Project Head Start

o Curriculum Development -- Frequent staff meetings andworkshops provide settings in which staff discusscurriculum modifications as well as new instructionalmethods and materials.

o Program Outcomes -- The program actively measures itsoutcomes through monitoring students' accomplishmentscontinuously while they are enrolled and through obtainingfeedback from various sources about those who completetheir studies.

o Instructional Methods -- While one-on-one instruction withteachers or tutors and small group instruction are usedprimarily, the Center also makes able use of computers,video tapes, and cable television.


AGUIDNECK LEARNING CENTER NEWPORT, RHODE ISLAND

ABE - -48%-...1.-


FEMALE--69%

SEX

HISPANIC-17% AMER INDIAN-1%BLACK--9%

WHITE -63%

ENROLLMENT DATA BASED UPON 492 PARTICIPANTS

ETHNICITY

ASIAN -9%

GORDON ADULT EDUCATION CENTERESL PROGRAM

Gordon Adult Education Center35th and T Streets, N.W.Washington, D.C. 20007

Program Director: Mrs. Sonia Gutierrez(202) 282-0140

Funding:

Federal - $ 222,308 State - $ 930,109


Program Description: This e'.ogram provides instruction inEnglish as a Second Language to the adult foreign-born student.Drawing upon the enormously varied immigrant, refugee, anddiplomatic population of Washington, D.C. the program offersmorning, afternoon, and evening sessions. Attention is givento both the cultural and linguistic needs of this program'sstudents. Offerings include vocational training and counselingas well as general "survival skills." The program offers a widevariety of instructional approaches that include individual workwith volunteer tutors and weekly sessions in audio, video, andcomputer resource laboratories.

Special Features:

o Supportive services --

Gordon Center's Supportive Services Department offers acomprehensive counseling program geared to fosteringstudents' social/emotional adjustment and featuring astrong academic/career guidance component. Theseservices include college preparation, college and careerplacement, and extensive follow-up support.

o Recruitment --

The program successfully uses a variety of media torecruit students, including radio and the press. It alsoinvolves community-based organizations and program alumniin the referral of prospective students.

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o Coordination --

The program maintains a successful network withcommunity-based organizations, churches, and academic andhealth institutions within Washington, D.C. It hasreceived substantial financial support from a number ofthem.

o Career placement --

Through the maintenance of a central job bank andbulletin board, the program's Career PlacementSpecialist has a record of outstanding success in placingstudents in appropriate occupations and training.

o Evaluation --

The program monitors how well students meet instructionalgoals that are based upon six levels of English as aSecond Language in four skill areas. It gathers impactinformation on a monthly basis concerning studentretention and goals completion. It conducts follow-upstudies to determine whether students achieve suchobjectives as entering college or obtaining Americancitizenship.

PERCENTAGE DISTRIBUTION AMONG ADULTEDUCATION PARTICIPANTS FOR FY 1988GORDON CENTER, WASHINGTON, D. C.

-11111111111

ESL -100%


MALE -44%

FEMALE--56%

SEX

WHITE--14LACK--5%ASIAN -22%

HISPANIC--59%

ETHNICITY

ENROLLMENT' DATA BASED UPON 3,802 PARTICIPANTS

229r,

PART IIPRIVATE AGENCY PROGRAMS

276

DOVER, NEW HAMPSHIREADULT BASIC EDUCATION PROGRAM

Dover Adult Learning Center22 Atkinson Street

Dover, New Hampshire 03820

Program Director: Deborah Tasker(603) 742-1030

Funding: Federal - $ 48,843 Local - $ 11,400 Private - $ 4,000

Number of Students Served in FY 1988: 703

Program Description: The Dover Adult Basic Education (ABE)program is located in a downtown church building that waspurchased by the city for use as an adult education center. Theprogram provides day and evening classes in basic education, GED(high school equivalency) preparation, and English as a SecondLanguage. A special pre work program for teenage dropouts isoffered. Free on-site child care is available to daytimeparticipants. An ABE counselor meets with new participants andprovides follow-up services. The program reaches out into thecommunity by providing instruction at housing complexes for theelderly, the county correctional facility, workplaces, and awell-equipped library literacy center. The program cooperateswith other agencies and organizations to provide additionalstudent support, such as child care, services under the JobTraining Partnership Act, and an annual fair devoted toshowcasing the offerings of local colleges and job trainingprograms.

Special Features:

This program is noteworthy for the outstanding quality of allaspects of its operation. These include:

1) Periodic staff meetings to assess the program's progresstowards its goals;

2) Using a wide range of instruments to assess individualstudent progress;

3) Assisting students who fail to attain objectives to findother personal growth options;

4) An individualized instructional approach that takesinto account student goals and learning styles;

5) Use of volunteers to provide additional help in basicclasses;

6) Offering special speakers on topics of high interest andotherwise varying the program to maintain, students'interest in learning;

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7) Using real-life instructional materials or specialmaterials for disabled students whenever appropriate;

8) Conducting a constant search for new and betterinstructional materials; and

9) Documenting both its strong record of studentaccomplishments during the program and evidence ofstudent success in the year following program completion.

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90

PERCENTAGE DISTRIBUTION AMONG ADULTEDUCATION PARTICIPANTS FOR FY ABB

DOVER, NEW HAMPSHIRE

ABE -56%

ASE -37%


MALE -45%_....I_

FEMALE--55%

SEX

WHITE -85%

BLACK--2%ASIAN--7%

HISPANIC--4%AMER INDIAN--1%

ETHNICITY

ENROLLMENT DATA BASED UPON 703 ADULT EDUCATIONPARTICIPANTS; AN ADDITIONAL 203 WERE SERVED INVOCATIONAL AND 1013 IN COMMUNITY ENRICHMENT

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LAFAYETTE ADULT READING ACADEMY

604 North 6th StreetLafayette, Indiana 47901

Program Director: JoAnn Vorst(317) 742-1595

Funding:



Program Description: First funded as a Right to Read project in1976, the Lafayette Adult Reading Academy (LARA) is acooperative program of the Lafayette School Corporation and theYoung Women's Christian Association. The program providesout-of-school youth and adults with a customized learningexperience based upon their individually assessed educationalneeds, abilities, and learning styles. Its instructional systemprovides a written record of each learner's goals, sequenceof study, and daily learning plan. Instruction is offered tostudents of all ability levels, grades 0 through 12, andincludes GED (high school equivalency) preparation, Adult BasicEducation, and English as a Second Language. Learnerachievements are documented and evaluated.

In addition to as-tending to students' academic needs, LARApromotes person-1, social and citizenship skills, including jobliteracy and pre-employment skills. It offers instruction attwo satellite sites as well as at its main location. Thissuccessful program trains and uses volunteers ds tutorassistants and diagnostic aides and has a professional counselorwho works both with individuals and with groups. It also boastsa strong public relations effort, not only to recruit students andvolunteers, but to promote general public awareness of literacyissues. A community-based advisory board assists the LARADirector in strategic planning.

Special Features:

o Job awareness, pre-employment skills training, and job huntingform an integral part of the LARA program. The programmaintains contacts with local organizations and institutionsthat provide job training. It provides workshops on jobsearch techniques, brings in speakers from business andindustry, and provides field trips to job sites. Staff havereceived in-service training on how to assist students withjob searches.

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o The program's Public relations effort includes coordinationactivities with some 155 local agencies, institutions, clubs,businesses, and industries. The Director, counselor, andteachers serve on local boards and attend meetings ofappropriate groups. On behalf of the LARA, the Directorundertakes 24-30 speaking engagements per month.

o This program has enhanced its accessibility by arranging fornearby low cost child care and reduced bus fares.

o A Job Training Partnership Act program was conducted for 95hospital employees who lacked basic literacy skills who wereemployed in clerical and custodial positions.

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PERCENTAGE DISTRIBUTION AMONG ADULTEDUCATION PARTICIPANTS FOR FY ABS

LAFAYETTE, INDIANA


MALE -45%

FEMALE--55%

SEX

WHITE--73%


29

BLACK--2%

ASIAN--15%

ETHNICITY

HISPANIC-10%

TR' COUNTY OIC ADULT EDUCATION

Tri-County OIC1600 Martin Luther King Boulevard

Harrisburg, Pennsylvania 17103-1941

Program Director: Jeffrey Woodyard(717) 238-7318

Funding:



Program Description: Tri-County Opportunities IndustrializationCenter, Inc., (OIC) provides both academic and vocationaltraining skills. The OIC's services range from outreach throughjob placement and follow-up. This non-profit center servesmembers of the workforce, as well as the homeless, thehomebound, and single parents. Tailoring its programs to nesepopulations, the OIC offers classes at locations within thecommunity convenient to the participants. It uses a variety ofinstructional methods, including one-on-one tutoring andcomputer-assisted instruction. Instruction follows anindividual plan based upon an assessment of the student'seducational needs. Classes offered include those in ESL(English as a Second Language), ABE (basic education/lifeskills/pre-GED), and GED (high school equivalency) preparation.

Special Features: Linkages with community-based organizations,public agencies, churches, adult literacy service providers,local homeless shelters, and business and service organizationsare an important part of the OIC's program and provide thesupport systems that f: them to focus upon their education.The linkages successfully have served:

o Homeless men and women --

Through the Harrisburg area Bethesda Mission, the OIC hasprovided ABE and GED instruction that enabled theparticipants to increase their levels of self-esteem andtheir life-coping skills needed for survival in thecommunity.

o Hershey Foods Company employees --

This workplace literacy program enables company employeesto acquire their GED diplomas. The program's high successrate has encouraged the company to promote the literacycause among other companies in south central Pennsylvania.

o Older learners --

specially designed classes Zor these learners range fromlife skills to GED test preparation. Classes are offeredat senior citizens' centers, senior housing developments,and the local area agency on aging. The agency on agingand the OIC help participants to find employment uponsuccessful completion of the GED course.

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i


TRI-COUNTY OIC, HARRISBURG, PENNSYLVANIA

ABE--66%

ESL - -2%

ASE -32%


MALE -38%

FEMALE--62%

SEX

BLACK -43%

WHITE -40%


32

6

ETHNICITY

ASIAN -2%

HISPANIC--15%

PART IIIPOSTSECONDARY INSTITUTION PROGRAMS

33

37

ADULT LEARNING CENTER

Boise State University1910 University DriveBoise, Idaho 83725

Program Director: Elaine Simmons(208) 385-3484

Funding:

Federal - $ 267,000 Local - $ 20,000State - $ 174,493 Private - $ 100


Program Description: Covering a ten-county region, the AdultLearning Center serves just slightly less than half all adulteducation students in Idaho. The program operates full-timefrom two main locations, and either full-time or periodically at28 other sites. It offers instruction and related services tostudents who come from a variety of settings that range fromvery isolated, rural areas to the State capital itself. Usingan open entry/open exit enrollment process, the Center providesinstruction on an individual basis, and in classes, smallgroups and workshops. Its offerings are of a variety that matchthe needs of its diverse populace. These include instruction inliteracy for nonreaders, basic skills, high school equivalencysubjects, and English as a second language, as well as tutoringto help students meet the entrance requirements forpostsecondary vocational programs, career counseling, computerliteracy instruction, Job Training Partnership Act services, andspecial counseling and support for displaced homemakers and

.

single parents.

Special Features:

o The Center's program is well coordinated with programs of otheragencies and organizations such as vocational rehabilitationagencies, health and welfare agencies, and JTPA service providers.The resulting services include on-the-job training placement,day care for children, transportation assistance, and academicand career counseling.

o The Center serves disabled students through use of specialstrategies that consist of large-print materials, magnifyingdevices, audio and video tapes, and computer programs,including voice-activated computer programs.

34

o The Center regularly seeks feedback on program effectiveness,through written surveys administered both during the student'senrollment period and upon his or her exit from the program,and through follow-up telephone surveys.

o There is a tracking system for measurable student achieve-ments such as skills and competencies acquired, tests passed,program services used, education continued, employmentobtained, and citizenship achieved. This information isincluded in student records and on computer.

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BOISE STATE UNIVERSITY

ESL--4%

ASE--23%


MALE--43%-......L

FEMALE--57%

SEX

BLACK--1%i ,ASIAN--4%

HISPANIC--12%

WHITE--80%


ETHNICITY

AMER INDIAN--1%

ADULT EDUCATIONAL DEVELOPMENT DEPARTMENT

William Rainey Harper College1200 West Algonquin Road

Palatine, Illinois 60067-7398

Program Director: Patricia Mulcrone(312) 397-3000 x2223

Funding:


Number of Ctudents Served in FY 1988: 3,400

Program Description: The Adult Educational Development (AED)Department has served thousands 3f disadvantged adults. Itstarget population includes those of limited English proficiency,the jobless, and minorities. In addition to specific subjectmatter coatent in reading, English, and mathematics, all of theAED Department's course offerings focus upon the improvement ofcognitive skills. Literacy classes for the limited Englishproficient include instruction in everyday practical Englishconversation as well as in basic reading and writing. Thecounseling and guidance services provided by the program'sclassroom instructors are supplemented by the services of aStudent Advisor and a Job Training Partnership Act Job Developer.The program provides a full range of classes at its main campusand at three off-campus centers. Courses also are offered atsix workplaces in the Harper College district. The AEDDepartment has been in the forefront of the emerging partnershipbetween business and industry and education, working with manycompanies in its area to respond to their needs and the needs oftheir employee - students.

Special Features:

o The Department's curriculum places emphasis upon the higherlevel critical thinking and problem solving skills. Thecurriculum also is customized to meet the needs of studentsenrolled in workplace literacy skills classes.

o The prog.ram uses extensive diagnostic testing both duringthe registration process and after students' placement inclasses. The placement instruments were developed andfield tested by the AED Department staff. The staff isworking on matching the results of non-native diagnosticinstruments with the reading levels of native speakerssought by business and industry.

374

o The AED Department provides a strong staff developmentprogram that includes training opportunities at the localthrough national levels. An in-house activity, basedupon the identified needs of the instructors, is offeredeach eight-week term.

o Regular evaluation is a key component of this program.Efforts in this regard include student surveys; assessmentof enrollment patterns; an annual formal, multi-stepevaluation of staff; and periodic assessment by the StateBoard of Education, which also maintains computerizedinformation on enrollment and other data.

3842


WILLIAM RAINEY HARPER COLLEGE

ASE--113%

ABE--32%

ESL--50%


FEMALE - -37%

SEX

HISPANIC - -49%


BLACK--4%

AMERASIAN-4%--AMER INDIAN-0%

WHITE--40%

ETHNICITY

ADULT EDUCATION PROGRAM

Seattle Central Community CollegeBasic Studies Division

1701 BroadwaySeattle, Washington 98122

Program Director: Rachel Hidaka(206) 587-4180

Funding: Federal - $ 105,862 State - $ 517,750


Program Description: Seattle Central Community College's adult-education program provides Adult Basic Education (ABE) at threeseparate skill levels, General Educational Development (GED)instruction, and instruction in English as a Second Language(ESL) to adults in the communities of Seattle's urban core. Allinstruction is offered within the context of life/coping skillsin the areas of: Occupational Knowledge, Consumer Economics,Community Resources, Health, and Government and Law. With aphilosophy that actively encourages each student's developmentof a positive self-image, the program accommodates a variety oflearning paces and styles. The program's commitment toindividualized instruction is enhanced by its Skills riab, whichprovides supplementary assistance using computers andaudio-visual resources.

Special Features:

o A volunteer tutoring program is now in its second year ofoperation at the college as a component of a four-memberconsortium consisting of two community colleges and twovolunteer literacy groups. Tutoring is offered during bothday and evening hours. A spinoff of that project now isoffered at the Central Area Motivation Program site inSeattle.

o The program participates in coordination and linkageactivities with community and governmental agencies as wellas with business and industry. The resulting servicesinclude tutor training, coordination of literacy volunteers,job training, and employment services, in addition toon-site ABE and ESL classes.

o The program regularly seeks the services of the college'svery active Faculty Development Office to address thespecial needs of the adult education staff.

o The program regularly seeks and gives attention to guidancefrom its advisory committee and from cooperating agencies.

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44

o Evaluation is an integral part of this program, whichsystematically studies its instructional effectiveness.The program obtains feedback both formally and informallyfrom a variety of sources, including from students who havecompleted their courses.

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45

PERCENTAGE DISTRIBUTION AMONG ADULTEDUCATION PARTICIPANTS FOR FY ABBSEATTLE CENTRAL COMMUNITY COLLEGE

ASE--3%

ESL - -72%


MALE - -54%

FEMALE-AU

SEX

ASIAN - -55X

AMER INDIAN--1.%

BLACK-14X 'AL_ HISPANIC-16%

ENROLLMENT DATA BASED UPON i,205 PARTICIPANTS

WHITE--14

ETHNICITY

APPENDIX

REVIEW CRITERIA FORSECRETARY'S AWARDFOR OUTSTANDING

ADULT EDUCATION PROGRAMS

Directions: Please indicate your numerical quality score (1 to 12) in theassigned space for each of the ten program criteria.

Weight Score

1. Program has measurable objectives which are consistent 12

with the learning goals of students and program mission.

o Program mission and objectives encourage adult basic edu-cation classes that will: (1) enable all adults to acquirebasic literacy skills necessary to function in society, and(2) provide training and education that will enable them tobecome more employable, productive, and responsible citizens.

o Each student has specific written learning objectives, de-veloped jointly with instructional and/or counseling staff.

o Objective statements describe measureable outcomes (such asself-improvement, educational advancement, job advancement).

Comment:

2. Program can provide evidence that these objectivesare being net.

Weight Score

12

o Informl-son from several sources is obtained to determinethe ext to which program objectives are being achieved.

o Reasona for not achieving objectives are identified.

Comment:

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47

Weight Score

3. Curriculum, instructional methods, and materials are tied 12

to program objectives, and reflect recent trends in deliveryof services.

o The program has a written curriculum which is periodicallyupdated, and includes clearly stated learning objectives.

o Instructional materials, designed for adults not children,are up-to-date, free of sex and/or cultural bias, bilingual/bicultural where necessary, and appropriate to reading andmathematical levels.

o Special materials are available for disabled students whenrequired.

o A variety of teaching methods and approaches are used to enablestudents to accomplish objectives such as small group instruc-tion, tutoring, computer-assisted instruction, or other tech-niques.

Comment:

Weight Score

4. Program environment is appropriate and adaptable to the 0

special needs of adult learners.

o Academic guidance, and career counseling, are available tostudents.

o Flexible course scheduling including daytime and eveningclasses are available.

o Programs are provided in sites accessible to students.

o Facilities provide a serious atmosphere for adult learning.

Comment:

Weight Score

5. Coordination with other agencies and institutions enables 10

program to respond to variety of needs and goals of adultlearners.

o Coordination of student services with other funding sourcesis evident.

o When approprilte, information on occupational and job trainingis circulated to program staff and participants.

o Day care and transportation are available for those who need it.

o Other skill training job training, and placement programs areavailable to participants.

Commenz:

Weight Score

6. Program provides for evaluation and feedback from students, other concerned individuals, and groups; evidenceis available to indicate how this feedback influences programdecisions.

10

o Students have regular opportunities to provide feedback toteachers and counselors on how effective they have found theprogram.

o Information is regularly obtained from graduates on theadequacy of instruction in so far as it has enabled themto achieve their goals or to pursue further education andtraining.

o Information is obtained from program leavers nn why theyleft and whether they use their newly acquired skills andknowledge.

o Feedback on effectiveness, retention and coordination 1.obtained from cooperating groups, organizations, andprograms.

o Program goals, objectives, and services are revised inresponse to evaluation findings.

Comment:

Weight Score

7. Program has specific, successful strategies for rec sting 8

and retaining students.

o Student recruitment and retention strategies are tailoredto all segments of the target population.

o Community based organizations and program alumni aretapped to recruit prospective students.

o Classes are co-sponsored with various organizations tofacilitate recruiting of target population.

o Student participation data is analyzed to determine whetherthe target population is being recruited and retained asprojected.

Comment:

Weight Score

8. Program can provide evidence that student learning goals 10

have been met.

o Instructors make regular assissments of students' progrtagainst seated goals and report these data to administratorsand learners.

o Increased levels of self-confidence are reported andrelated to student goals and academicachievement.

o Student gains in reading, writing, speaking, listening, computa-tion, and problem solving are described in measureable terms.

I

Comment:

Weight Score

9. Regular staff development and in-service training 8

opportunities are provided for program personnel.

o Goals and objectives of staff development andin-service training are clearly defined and regularlyreviewed.

o Staff training needs and priorities are regularlyassessed.

o Staff development activities are tied to the programmission and student goals.

Comment:

Weight Score

10. Key program components are evaluated on a regular basis. 10

o Impact information is regularly obtained from studentcompleters and leavers.

o Evaluations of key program components are regularlyundertaken, including staff and curriculum assessments.

o Student enrollment, instructional progress data, andfiscal information are regularly reported.

Comments:

5r47

TOTAL POINT VALUE

t***************** - eric · special appreciation and thanks are due to dr. carroll towey, senior...

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