Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iB5HXTZ02129; Sun, 5 Dec 2004 12:33:29 -0500 (EST) Date: Sun, 5 Dec 2004 12:33:29 -0500 (EST) Message-Id: <003501c4daef$60677b90$abd93d40@homexq5g6gwvpa> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "MaryK" <maryk@clear.lakes.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10630] "advanced" students:GED, or what? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1065 Lines: 25 For the first time ever, we have a few students in our 4-level community-based program who are testing at CASAS SPL 8, and we're uncertain what to do with them. The solution that would allow for state-mandated documentation of level advancement is transitioning them to GED, but, A) their actual reading level is much lower than their CASAS score would indicate -- 3rd grade NS materials are a challenge; B) none of these current students have academic goals beyond our program; and, C) their real needs are oral fluency, social skills and job- or child-related reading and writing. So my 2 questions are, if we go the GED route, what texts and/or software have you found useful in making this (huge) transition? -- and, what are the rest of you doing with your non-college-bound ESL population that has reached the top of the CASAS or other state-mandated scale (and cannot, therefore, show further documented progress that counts toward program funding)? Thanks in advance for all suggestions and wisdom. Mari Kylo Austin Community Ed/ABE/ESL
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