We have grappled with this exact situation here at Santa Fe Community
College (in NM).  We have determined that the first decision point is
based on the student's goal.   For example, if their goal is to get the
GED then we place them in ABE/GED classes and use the TABE as the
assessment.  However, many of them still want to improve their English
and that is their goal.  This group (who have topped out of the CASAS
with a score of 236 or above) is being encouraged to take the
developmental level credit classes at our community college.  There are
several lower level English classes that they can place into (a
placement test is required).  Though the emphasis is not necessarily
ESOL, they will make additional progress in these credit classes.  They
are proud to move on and to be considered "college students" and often
can apply for financial aid as well (undocumented students are the
exception for financial aid).  Our developmental studies department has
been instrumental in transitioning these students into the college's
system.

 

Hope this helps.

 

Barbara Arguedas

Director of Adult Basic Education

Santa Fe Community College

Santa Fe, NM

 

-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Ira Yankwitt
Sent: Thursday, September 14, 2006 7:39 AM
To: The Assessment Discussion List
Subject: [Assessment 497] Re: FW: [ProfessionalDevelopment 526] ESOL to
ABETransition

 

I completely agree, but this is actually a different point.  For
students with limited or no literacy in their native language, the
evidence seems overwhelming that they should begin their studies in a
basic education class in their native language (BENL).  Unfortunately,
this presents a challenge for programs funded through WIA  because NRS
doesn't recognize BENL as an instructional type.  In NYC, WIA-funded
programs incorporate native language literacy development into
instruction, but their classes have to be designated ESOL, and
educational gain must be measured by the BEST Plus.  This is obviously a
very dubious, problematic solution.

 

The problem I was referring to is actually at the other end of the
continuum -- what to do about higher level ESOL students who, because of
the elimination of the former NRS Advanced ESOL level, are now placing
out of ESOL, and, paradoxically, must now be considered ABE students in
order to continue to develop their oral proficiency.

 

So we actually have two complimentary problems -- students who are
considered ESOL but should be ABE (i.e., BENL); and students who are
considered ABE who should be ESOL.  My question was about the second
issue, but I would also be very happy to hear suggested strategies to
address the first!

 

Ira Yankwitt, Director
NYC Regional Adult Education Network
Literacy Assistance Center
32 Broadway, 10th Floor
NY, NY 10004
212-803-3356

 

 

________________________________

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of andresmuro at aol.com
Sent: Thursday, September 14, 2006 9:12 AM
To: assessment at nifl.gov
Subject: [Assessment 496] Re: FW: [ProfessionalDevelopment 526] ESOL to
ABE Transition

The logical process should be ABE to ESL. First, students acquire basic
literacy in L1. Then, you can transition them into ESL and they will do
very well. If you try to do the opposite, it will be very frustrating
for students and teachers. I understand that there are things that make
this process very difficult, e.g. too many languages, people from oral
societies, etc. However, if at all possible, the process should be from
ABE to ESL.

Andres 

 

Please take a look at my artwork: www.geocities.com/andresmuro/art.html

 

 
-----Original Message-----
From: marie.cora at hotspurpartners.com
To: Assessment at nifl.gov
Sent: Thu, 14 Sep 2006 6:31 AM
Subject: [Assessment 495] FW: [ProfessionalDevelopment 526] ESOL to ABE
Transition

Colleagues,
 
This email query is from the Professional Development Discussion List.
What are your thoughts and comments?
 
Marie Cora
Assessment Discussion List Moderator
 
***********************
 
 
Professional Development Colleagues:
 
I'm wondering what policies and supports your states are putting into
place to assist programs in transitioning their ESOL students into ABE,
now that the cut point for NRS level six has been lowered.  In New York
City, some programs are creating special classes for students who score
above 540 on the BEST Plus, but still need to improve their oral
proficiency.  These students will be tested on the TABE and designated
ABE for NRS purposes, but their classes will be comprised only of
non-native English speakers and will incorporate much more oral language
development than a typical ABE class.  What are some other strategies
you might suggest?
 
 
Ira Yankwitt, Director
NYC Regional Adult Education Network
Literacy Assistance Center
32 Broadway, 10th Floor
NY, NY 10004
212-803-3356
----------------------------------------------------
 
 
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