Introduction to Research ,Need for research, Need for design of Experiments, ...
Transitioning ESL Students to Post-Secondary Education and Job Training
1. ESL Bridge Program in Partnership with
Grand Rapids Community College (Michigan)
March 19, 2011, TESOL Conference, New Orleans
2. To build a literate community and transform
lives by strengthening reading and language
skills
Providing services to 1500 adults and families
2009-2011
3. Labor Force
◦ In 2008, 15.6 percent of the U.S. civilian labor
force were foreign-born.
Educational Attainment
◦ 26.4% foreign-born labor force had no HS Diploma
-- compared with 5.8% native-born
Wages
◦ Foreign-born workers with less than a high school
education earned $417 per week in 2008, while
those with bachelor's degrees and higher earned
about 2.6 times as much--$1,092 a week.
Source: Bureau of Labor Statistics of the U.S. Department of Labor reported on March 26, 2009.
4. Less than 9th grade $22,662
9th to 12th grade $24,881
HS Graduate $33, 609
Some college $39,106
Associates Degree $41,447
5. Funded by Michigan Department of Labor and
Economic Growth (MDLEG)
Part of Adult Learner Demonstration Grants
◦ 10 projects overall in Michigan
February 2009-December 2010
◦ Classes started in April of 2009
Main partner: Grand Rapids Community
College and Literacy Center of West Michigan
$300,000 in funding to both organizations
for 23 months
6. Program of
•Referrals Enrollment •Employment
•Walk-Ins •Post-Secondary Education
•Word-of-Mouth •English as A Second Language •Job Training
•Marketing/Advertisements (High Intermediate and Advanced • Not in the Labor Force
•Adult Basic Education (Reading
Grade Level 6th - 8th)
•GED Preparation (Reading Grade
Level 9th - higher)
Points of Entry Points of Exit
7. Various locations, off the main college
campus
◦ GRCC‟s Learning Corners
ABE and GED students
◦ Literacy Center of West Michigan
ABE and ESL students
Below 9th grade level reading
Community-wide marketing of the program
to participants
◦ Advertising the program as the „bridge‟
◦ Ability to start at „any point‟ in students‟ education
9. Align marketing materials across partnerships
within the program for continuity as a form of
brand recognition.
10.
11. GRCC‟s West Side Learning Corner
Literacy Center of West Michigan
12. Orientation and Intake
Assessments
Career Coaching
Instruction
Transitions/Outcomes
Professional Development
13. Adult ESL exit standards
◦ 236 on CASAS Reading or Listening (9th grade level
reading)
◦ But: students not ready to transition to college or GED
preparation programs
GED preparation entry standards
◦ 9th Grade Level reading on TABE
Job Training programs use ACT‟s WorkKeys
testing for entry standards
College entry: Accuplacer (Reading, Listening,
Language usage, Algebra, Arithmetic)
College ESL (Credit): LOEP test-Listening,
Speaking, Writing, Grammar, Reading,
Vocabulary—up to 4 hours
14. Joint orientations between Community
College and Literacy Center of West Michigan
Explanation of program, student commitment
and outcomes
Collection of required documentation
Assessment
Initial meeting with
Intake specialist and
career coach
15. CASAS
◦ Helps determine initial level of students and place
in ESL classes
◦ Assess progress
TABE 9 &10 Survey
◦ Given to students, who do not have a GED, at the
end of the ESL course to determine level of
readiness for a GED program
ACT‟s WorkKeys
◦ Students can receive a nationally recognized
certificate of basic skills, valuable for employment
and further education
16. Offered to students at High Intermediate and
Advanced ESL levels (CASAS)—ESL 3 Courses
Recruitment
◦ LCWM orientations/waiting list
◦ Referrals from partners
◦ Current LCWM students
Intake
◦ Group orientation or individual intake
CASAS pre-testing (Reading, Listening, Math (optional))
Information about the program
Initial WIA eligibility verification (WIA pre-registration
form)
$25/program year registration fee
17. Composite Technician
Description:
Composite Technician is an 80 hour job training program to prepare for an entry level
position in a manufacturing plant that produces products using composites. This
training is focused specifically for those who will work in composites manufacturing for
the renewable energy industry (wind energy, green transportation). Please note that
composites manufacturing involves resins epoxies and other chemical materials.
There is one location: Energetx Composites Lab in Holland (click here for map.)
Pre-requisites:
This course requires an assessment prerequisite using the WorkKeys National Career
Readiness Certificate system at an additional cost of $60. Registration, payment and
scheduling information to complete the pre-requisite may be made at
www.grccworkkeys.com, and choosing the National Career Readiness Certificate Bundle.
In order to effectively perform in this training, the following levels must be achieved
prior to class start:
Applied Mathematics- Level 3
Reading for Information- Level 4
Locating Information - Level 4
18. Entry point for the adults with multiple
barriers to education
Small comfortable community of learners,
less intimidating
Classes are free
Students can choose to work with a one-on-
one tutor or take more intensive ESL classes
Content is not-only academic, but also life-
skills and workplace skills
19. One-on-one meetings
Convenient time and location
before and after classes
Assessment of barriers
Career Coaching assessments
◦ LASSI: Learning and Study
Strategy Inventory
◦ VARK: Learning Style assessment
◦ True Colors and Michigan Career
Pathways Survey
◦ Exploration of careers (ex. ONET)
20. Career Goals
◦ Action Steps
◦ Barriers
◦ Support Systems and learning how to use them
◦ Understanding personal strengths and transferable
skills
You‟ve developed many abilities throughout
your lifetime. As a parent, worker or student
you‟ve learned skills that transfer from one
activity to another. These transferable skills
can be used in a variety of situations.
21. Comprehensive and holistic approach to
students needs:
◦ Referral to 1-1 tutoring, if needed
◦ Referral to human services organizations (Michigan
Works!, Department of Human Services, Housing
Commission)
◦ Assistance with temporary employment if needed
◦ Assistance with College application
◦ Information about college admissions and
programs
◦ Understanding college requirements
22. Personal connection with the students
Help clarifying educational and employment
goals
Development of a Career Plan and Next Steps
Communication with ESL instructor to
determine instructional goals and provide
individualized help
On-going meetings with student and end of
semester meeting
Follow-up on economic and educational
goals after students leaves the program
23. Instruction
◦ 6 hours of instruction/week, 12-14 week sessions
◦ Speaking, Listening, Reading, Writing, ESL Math
◦ Test taking strategies
◦ Employability skills (Equipped for the Future
framework of employability skills)
◦ Computer lab (KeyTrain, Rosetta Stone, Plato‟s
Pathways)
◦ Field trips and student projects (GRCC‟s Tassel-
MTEC, Davenport University, United Way)
24. Group projects
Student portfolios
◦ Employment and education
On-line delivery of curriculum and
computerized learning programs (ACT‟s
KeyTrain, Rosetta Stone)
Open computer lab
Use of varied technology in the classroom
Internet search and research skills
25. Varied student needs mix of skills taught
◦ Academic: test taking, study skills
◦ Workplace: Reading for Information, Locating
Information, Applied Math
◦ Language skills: reading, writing, speaking,
listening
Life Skills context
Workplace context
Competency based
◦ Holistic approach teaching all four skills
◦ Individualization and small group work
◦ Research industry relevant competencies
26. In partnership with West Side Leaning Corner
and Wealthy Learning Corner, Huntington
Bank and Lake Michigan Credit Union
Computer Literacy
Financial Literacy
Bridges to College
◦ Delivered to ESL students each
Semester by college admissions
counselors
30. ESL classes create communities of learners.
“I never thought I could learn English before I started coming to my classes at the
Literacy Center.”
ESL student
31. Hours Weeks Months
Average 83 34 9
Maximum 260 75 19
Minimum 16 9 2
Median 62 23 6
32. At the end of the semester
◦ CASAS post-test
◦ TABE post-test (if given at the beginning of the semester
and 60 hours of instruction are achieved)
◦ Student completes Goal Sheet
◦ Meeting with Career Coach/Instructor to determine next
steps/classes
◦ ESL Instructor input
Transition
◦ CASAS post-test at 236 or higher on Reading AND
listening—GRCC ESL courses
◦ TABE test at 9th grade level—GRCC GED preparation
program
◦ Job Training
33. CASAS Life and Work, Reading and Listening
40 ESL students with 1 Educational
Functional Level (NRS) gain or more (64%)
◦ High Beginning—100%
◦ Low Intermediate—88%
◦ High Intermediate—100%
◦ Advanced—47%
34. Enrolled: 62
Completed Program: 57
Transitioned: 16
(28% of completed)
◦ GED:3
◦ College Courses: 1
◦ College Credit ESL: 9
◦ Job Training: 3
35. WorkKeys Testing
◦ 31 students took
WorkKeys and scored at
level 3 or higher in
at least one
test—60% of total
National Career Readiness Certificate
(NCRC)
◦ 15 students achieved an NCRC
◦ 10 Bronze Certificates (3-3-3)
◦ 5 Silver Certificates (4-4-4)
37. High quality staff
◦ ESL Instructors with MA TESOL degree
◦ Experienced in teaching adults
◦ Dedicated to teaching diverse population
◦ Career Coach with knowledge of local industries
Commitment of Program Directors to
collaboration and partnership
Joint presentation at conferences
PD
◦ Jointly with GRCC and LCWM Developmental and Adult
Ed instructors
Learner persistence
College readiness
Reading strategies for college success
38. Encourage students to get higher test scores
in noncredit programs, such as GED, to be
able to skip some developmental courses.
View them and treat them as college bound;
help them see themselves as “college
material.”
Help students develop self management
skills
Include strong teaching focus on teamwork
on meta-cognitive skills
39. Conley, D. (2007). Redefining College Readiness
epiconline.org/publications/college_readiness
Downing, S. (2008). On Course: Strategies for creating success in
college and in life. Boston: Houghton Mifflin. See also
www.oncourseworkshop.com
Weinstein, C. E. LASSI (Learning and Study Strategies Inventory)
see www.hhpublishing.com/_assessments/LASSI
Promising Practices for Transitioning Students from Adult
Education to Postsecondary Education: A review of
Literature with Implications for California Community
College Practitioners, January 2009, Retrieved from:
www.cccbsi.org/Websites/basicskills/Images/Promising-
Practices.pdf
40. Equipped for the Future at the Center for Literacy
Studies (2009). Retrieved from
http://eff.cls.utk.edu/default.htm
Michigan Department of Labor and Economic
Growth, Office of Adult Education (2008). Preparing
Worker for 21st Century Employment: Making the
Most of the Job. Retrieved from
http://maepd.org/lib-preparingworkers.html
http://wfsolutions.workforce3one.org/
ACT (2011). KeyTrain. Retrieved from
http://keytrain.com
41. Vera Grishkina
Customized Workplace English
Program Director
Literacy Center of West Michigan
1120 Monroe Ave NW, Suite 240
Grand Rapids, MI 49503
vgrishkina@literacycenterwm.org
Phone: 616-459-5151 ext. 14