David,

Funny you should ask.  Here in RI we are in the planning stages of designing an integrated model for TTC and External Diploma Program (EDP). Participants will be earning a high school diploma along the pathway to preparing for college through our Pawtucket TTC program. These two programs have been working along side each other, but exclusively  We require the learner to complete the EDP before participating in TTC.  In an effort to be more efficient in preparing the learners for academic college readiness, we will integrate the academic part of the TTC with the  demonstration of skills needed to earn the high school diploma.  The academic secondary reading, writing, math, and metacognitive skills need to be demonstrated (competency-based assessment) for EDP will prepare the participants to be college ready.  Since EDP uses all the components of competency-based assessment, learners are more motivated to learn what is needed to learn and see immediate results of the learning.  (As an aside, let me say, this approach works particularly well with ELL since it is not a timed test and the learning is scaffolded)   They will have earned a high school diploma and completed TTC at the same time.  

Since this pilot will combine both programs we already know we need to be creative in determining how much actual time is required to be in class, and at the same time we do not want to cut corners for either program.  Many of our participants' schedules do not allow them to spend more than about eight hours in class and for some this is even too much.  It is expected that most participants will need to remediate their basic academic skills.  With all this in mind, we know it will require a blending of online self-study with face-to-face class instruction and assessment time.  

This is still in the planning stages, but since we have already been working with the processes of these two programs, I am very optimistic about the results.  I believe we will end up with an effective model combining high school completion and transtions to college. 

Donna Chambers
RI EDP Coordinator


---- Original Message ----- 
  From: David J. Rosen 
  To: The Assessment Discussion List 
  Sent: Tuesday, February 03, 2009 10:43 AM
  Subject: [Assessment 1581] Transition models


  Assessment Colleagues,

  I have some questions for the guest experts and for others who work in transition from adult secondary (GED/ADP/EDP) to post-secondary education: 

  1) what is the range of models of current transition programs? Are they all separate transition classes? Are some ASE/GED classes that are beefed up with transition content? Does anyone use a blend of online instruction and face-to--face mentoring (for example 2- 3 hours/week of one-on-one or small group mentoring accomianied by 6-10 hours a week of online transition self-study)? Does anyone use a pure distance learning transition model? Are there other models? 

  2) Given the thin resources available to support separate transition classes, how can adult secondary education programs add an affordable transition component? What strategies are you thinking of?

  3) I have been thinking about a design for a blended transition model -- face-to-face mentoring in combination with a highly-structured online transitions curriculum. How does that idea strike you? Does it already exist someplace? Is anyone using it now? How is it working?

  Thanks.

  David J. Rosen
  djrosen at theworld.com


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