ABE/ASE /GED Program

1. ABE/ASE /GEDProgram DRAFT Summary July 2009

2. Locations McClymonds Shands Neighborhood Centers (Clinton Park) Organizational Partner locations Students served (2,893) HSD 34% of enrolled students entered HSD 82 students received a HSD GED 37% of enrolled students entered GED 77 students received a certificate (passed GED—English or Spanish & has adequate hours) ABE No student progress or end goal measurement reported Student Profile* 70% are 16 – 24 years old Incoming Skill Level 50% of HSD students require 65 or less credit points to graduate 50% of HSD students have reading & math skills Grade Level 6 or lower 80% of GED students are split between Grade Level 6 – 8 and Grade Level 5 or below Length of time in the program ABE 100 to 150 hrs = 1 Grade Level (GL) HSD Completion of required units Successfully passing CAHSEE-math & ELA Current ABE/ASE Program Profile (FY08-09) Produced by: Di Schwartz

3. ABE/ASE Enrollment TrendEffect of Skills-based Placement • 2007-2008 • 53% of OACE students were placed in the HSD program • Placement driven by perceived value of HSD over GED • 2008-2009 • Increase in GED enrollment is the result of industry acceptance of HSD & GED as equal • Skills-based placement initiated • Increase in ABE enrollment as the result of employers’ need of a workforce with basic literacy & innumeracy skills • 2009-2010 • Initiation of skills-based placement will increase ABE enrollment, while potentially decreasing HSD or GED enrollment • Ensure HDS students are enrolled promptly and correctly placed Enrollment shifts from HSD toward ABE & GED as the result of placement policy changes enacted in FY08-09 Source: Based upon unduplicated student numbers provided by D&A, June 2009 Produced by: Di Schwartz

4. Building the Future-state ABE/ASE Program • Initiative started in 2008 • One driver fact was that students with HSD/GED still lacked the skills to succeed in jobs or continuing education • ABE/ASE Build Team formed to research and propose a comprehensive model • Consultants researched published works to identify best practice, local demographics, community need, and existing program gaps • Assumptions verified by interviews and workshops with instructional staff Produced by: Di Schwartz

5. Future-state ABE/ASE Program • The current ABE/ASE program undertook an extensive realignment process which resulted in the development of a new model • Prerequisite program changes initiated in FY08-09 • Purpose: to develop a high quality learning environment and support that enable the students to achieve educational goals. • Model Features: • Skills-based placement • Learning tracks for skill gap remediation • Life-cycle event planning and tracking to support student persistence to program completion • Environment for academic learning, soft-skills development and career training Produced by: Di Schwartz

6. Future-state ABE/ASE Program Initiatives Defined by Phase • Phase 1—consistent, high quality, scalable processes for attracting and engaging students • Orientation, assessment, intake & enrollment—streamline process that captures data from interest through enrollment of students • Counseling (engagement)—define, document and implement an ideal counseling session that collects, documents and disseminate information about the program, expectations and available resources that encourages student engagement with the program • ABE Program—redevelop ABE program admission, teaching & graduation practices & policies to emphasis literacy & numeracy skills readiness for transition to ASE, employment or other programs • Focus on quality teaching—Equip & support teachers to provide excellent instruction in an engaging learning environment Produced by: Di Schwartz

7. Future-state ABE/ASE Program Initiatives Defined by Phase • Phase 2—retention programs designed to increase persistence • Drop-out analysis—prepare data collection requirements, reporting & analysis guidelines to make program modifications that reduce attrition • Counseling (retention)—develop retention program based on analysis of drop-outs, Phase 1 skill-based placement, • Pre enrollment system development—Design enrollment system that supports program design, process standards, and student need yet assures class sections are completed and skills gained • Individual learning plans—develop learning plan policy and process that establishes a standard for ILP development & management • Self-service kiosk—create a centralized information distribution location • ABE, GED, HDS retention efforts—develop a collaborative program for student retention that transitions students for their current skill-base through the program to careers or higher education without undo delay Produced by: Di Schwartz

8. Major ABE-ASE Program Analysis Assumptions • Implementation beginning July 1, 2009 • Implementation is completed within 3 years • Success is incumbent on acceptance of the model by teachers, educators & staff who will drive program development & implementation based on the model • Funding allocation defined for the 3 year program • Program drives increased student persistence to graduation • Program derives from and delivers to indirect benefits with other OACE initiatives Produced by: Di Schwartz Slide 8

9. Scorecard Produced by: Di Schwartz

10. Scorecard Produced by: Di Schwartz

11. Scorecard Produced by: Di Schwartz

12. Scorecard Produced by: Di Schwartz