Cynthia, Colorado was one of 4 states to earn an OVAE grant specifically to
help transition GED grads into college successfully, with a target age of
18-24. We take Ss outside that age range, but only those who make gains in
the age range are counted for the purposes of this grant. The grant charges
us with helping Ss make gains in their remedial classes, and if they score
in one of the lower of the three courses, to zoom past the next level, the
idea being to save them time, money, and frustration. Of course, if you are
familiar with the Accuplacer, then you know that this is a hard road to hoe.
Our fall students made real strides as readers, writers thinkers, and
computers, but they did not all make vast leaps on the Accuplacer. The grant
also expects us to do a lot with career exploration and teach study skills.
I am having a terrific time with the Career Goal Exploration Project that
I've put together.

This is an 8-week intensive course taught M-R, the Eng/Rdg from 8:30--10:00
and math to 11:45. Ss attend study sessions in their weak subjects for 2
hours minimum every week. We have a "Navigator," not a teacher, who recruits
and functions to reduce non-academic barriers--someone that at least in
theory the students may bond with and go to when trouble of any sort arises.

As it happens, my colleague Nan and I both have extensive college teaching,
and we believe deeply in the need for education well beyond the GED for
people who want to live a reasonably decent life in terms of the usual
amenities, so we were a perfect fit.  I don't think Ss would do as well in
the college course with a teacher who wasn't familiar with college
coursework, expectations, workload, etc.

Did this answer your question adequately? I am flying this week and trying
to keep up with these discussion replies!
Stephanie
-----Original Message-----
From: Cynthia Zafft [mailto:cynthia_zafft at worlded.org] 
Sent: Tuesday, February 03, 2009 5:49 AM
To: stephanie at durangoaec.org; assessment at nifl.gov
Subject: Re: [Assessment 1563] Reply to Questions 1 and 2

Hi Stephanie:

In your post, you mention the role of the teacher, especially the
additional skill set that GED teachers need in order to teach
transition-related skills.  I wonder if you would say a few words about
how you decided what to include in your transition program and how the
GED/adjunct teacher perspective was included.

Cynthia

Cynthia Zafft, Senior Advisor
National College Transition Network
World Education in Boston
617 385-3650



>>> "Stephanie Moran" <stephanie at durangoaec.org> 02/03/09 7:28 AM >>>

1.        The low skill level of many students trying to transition from
GED
to college may be the biggest barrier. We are part of the SUN
grant/College
Connection grant here in Colorado, so we are in the middle of  doing
exactly
this-working in an intensive 8-week program that is attempting to help
our
GED grads accelerate their skill levels in reading, writing, math, study
skills, critical thinking-and learn how to "do college" as well as
explore
career options. Our students are dedicated, but many nevertheless lack
more
sophisticated skills. One of our grant goals is to help them
successfully
pass through their current remedial course, and if they are at the 030
or
060 level, to perhaps skip over the next one into the higher 060/090 or
into
credit-bearing courses altogether.

--Study skills of students-many GED students are episodic in their
attendance and can still pull off a solid GED score, but college demands
consistent and focused show-up-and-suit-up skills that may be unfamiliar
if
not downright foreign to GED grads.

--Another barrier is that some teachers perceive their primary role as
helping students earn the GED and although such teachers often support
post-GED studies, they don't want to push students or focus on
higher-level
skills. This creates a de facto tracking system, and it may be that
centers
will need to formalize such tracking so that students who know they want
to
go on to post-GED studies can work with those teachers.

2.  Resources:  Having GED teachers who also teach as adjuncts for
community
colleges is hugely helpful because we understand both systems and what
is
required for a student to be successful in a college environment; we
also
can tutor and advocate in a way that teachers who teach at only one
level
may not be able or willing to do as effectively.

--THE SUN/ College Connection grant has given us time and funding to
develop
curriculum, to work in close collaboration with other teacher/team
members,
and to introduce this approach to the community colleges.

 

Stephanie Moran

Durango, CO

 

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On
Behalf Of Marie Cora
Sent: Monday, February 02, 2009 7:52 AM
To: Assessment at nifl.gov
Subject: [Assessment 1557] Transitions Discussion begins today!

 

Good morning, afternoon and evening to you all.

 

Today begins our week-long discussion on Transitions in Adult Education.
 

 

For full information on this discussion, go to:

 

http://www.nifl.gov/lincs/discussions/assessment/09transitions.html

 

I have some questions for subscribers:

 

1.  What seem to pose the biggest obstacles for your program when trying
to
successfully transition adult students from one education level to
another,
or from education to the workforce?  What does your program try to do
about
this?

 

2.  What resources have you found helpful when trying to successfully
transition a student?  How have they been helpful?

 

3.  Please comment on the Introduction and/or Recommended Preparations
for
this Discussion, found at the announcement URL above.

 

Please post your questions and share your experiences now.  

 

Thanks!!

 

Marie Cora

Assessment Discussion List Moderator