Central SABES Presents

1. Central SABES Presents Live from El Paso Texas

2. Susan M. Tollefson and Andrade Blanca

3. Two Systems Collaborating: Strengths & Challenges El Paso Community College Literacy Programs & San Jacinto Adult Learning Center

4. Content Our Reality How we began / What we learned / What we did / Where are we now? Our model � Process

7. El Paso Community College ? Associate of Arts & Associate of Applied Science Degrees 5 Campuses throughout the city ? Literacy Programs - part of Workforce Development and Lifelong Learning

8. San Jacinto Adult Learning Center

9. How we began � Inquiry Normally, literacy programs offer stand alone courses (ESL,GED/Computers) without a cohesive sense of direction. The �transition-to-postsecondary� path began with an experience: 2004-2006 - EPCC Literacy Programs and HACEP (Housing Authority of the City of El Paso) program � adult ESL/GED students wanting a �next step�

10. Our Process � 1st Step Literacy Programs Research and document  the current reality Include all voices Give equal weight to voices and issues raised (including non-academic issues) Draw from Transition research andpromising practices

11. Research, Document & Study Responses Interviews with AE Directors/Instructors and EPCC Developmental Ed Instructors Focus Groups w/ AE learners EPCC Survey - Documented entry points

12. Findings No postsecondary path for the �next step� No alignment tool between AE and postsecondary institutions Confusion/misunderstanding of EPCC process Minimal understanding of financial aid � grant/loan default Need for Career / College Exploration before beginning postsecondary Need to integrate study skills into academic content  Need for �Advisor� (family issues, child care, violence) before and during program to support learners/instructors Need to begin at AE organizations

13. Undefined Postsecondary Path

14. What did we do? Created PowerPoint profile of �our students� Map of what generally happens when attempting/entering EPCC Highlighted Readiness: Career, College, Academic, Personal

15. Readiness

16. �Our� students 81% female 19% male Married w/children Average Age - 34 Minimal formal education to non-US University degrees 85% Latino/Hispanic

17. AGE: 34 MARITAL STATUS: Married w/children YEARS IN UNITED STATES: 4 EDUCATION: Nursing degree, Mexico LANGUAGE: Native Spanish, fluent English WORK: $6/hr.- PT nursing home attendant CAREER READINESS: (?) Wants U.S. nursing job COLLEGE READINESS: (?) ACADEMIC READINESS: (?) PERSONAL READINESS: (?) ELENA

18. PEDRO AGE: 38 MARITAL STATUS: Married w/children YEARS IN UNITED STATES:15 EDUCATION: GED-Spanish, ESL-3 yrs. LANGUAGE: Native Spanish, LEP WORK: $8/hr. - Part-time construction CAREER READINESS: ? Wants career change COLLEGE READINESS: ? ACADEMIC READINESS: ? PERSONAL READINESS: ?

19. MARGARITA AGE: 32 MARITAL STATUS: Single parent w/children YEARS IN UNITED STATES: 10 EDUCATION: 7th grade M�xico), Studying GED LANGUAGE: Native Spanish, LEP WORK: Minimum wage - Fast-food service CAREER READINESS: ? Wants to learn English, wants a �carerra,� something �short� COLLEGE READINESS: ? ACADEMIC READINESS: ? PERSONAL READINESS: ?

20. Drafted 2-stage Transition-to-Postsecondary Process

22. Consulted with National College Transition Network (NCTN) Presented Transition Program Recommendations to EPCC President w/support from AE organizations and NCTN Formed an AE Advisory Committee

23. AE Advisory Committee Planning Retreat facilitated by NCTN Instructor Workgroup Retreat  facilitated by NCTN 6 AE instructors / 1 EPCC Instructor Mandate: Draft transition activities

24. Our Process � 2nd Step Research and document the current reality include all voices give equal weight to voices and issues raised (including non-academic issues) draw from Transition research/promising practices Content Design Based on Findings Designers: Instructors who will teach it Focus: 4 areas of Readiness Content: Competency based Integrate areas of Readiness

25. Instructor Workgroup Choose area of interest: Reading, writing, math, college culture, career exploration, orientation, computers Research: Become familiar with transition research (NCTN website) in area of interest Analyze: Compare Dev. Ed content with AE � alignment Draft a workshop content framework: Competency based Draft recommendations:Site specific implementation

26. Beginnings Only San Jacinto decided to begin: 5-days a week / 4-hours a day �course� Secured funding from EPCC Literacy Programs to support: 2 San Jacinto instructors to lead Math design Math Numeracy Advisor - Pam Meader EPCC Developmental Writing instructor to co-design/teach writing portion

27. Our Process � 3rd Step Research and document the current reality include all voices give equal weight to voices and issues raised (including non-academic issues) draw from Transition research/promising practices Content Design based on findings designers � instructors who will teach it focus on 4 areas of Readiness integrate content areas competencies based Address Teaching Methodology teach process (how to �) discovery-activity based w/strong academic content integrate and practice language skills in all areas PD to prepare instructors to �teach in the gap�

28. What can I expect to gain? Academic Readiness: I can expect to gain improvement in my reading, writing, math and computer skills, and a clear understanding of my strengths and challenges in these areas. Career Readiness: I can expect to gain the ability to describe the requirements of at least one career pathway in a field of study that interests me. College Readiness: I can expect to gain a clear understanding of the college culture and system. I will have the ability to describe the courses leading to a degree based on my career interest, the cost of my education, and the time it will take me to complete it. Personal Readiness: I can expect to gain a greater understanding of the personal strengths I can draw on for support, and the challenges I face that will need attention. I will have the ability to make an informed decision about my next step.

32. Where are we now? - Students Cohort I Began Fall 07  Currently - 2nd semester of college: 7 students at EPCC, 1 at UTEP 85% grade average (6-9 credits) Cohort II Began Fall 08 Currently � attending �The Next Step: Transition� evening course at EPCC 7 students Cohort III Began March 09 (day course at San Jacinto -PACCT) 13 students

33. Blanca Andrade, SJALC Strengths: started in a small scale what can be presented as a promising process from the learners up. Challenges: Encourage the Advisory Council started in collaboration with EPCC to retake that collaborative leadership to expand services to the other AEs in El Paso. One AE has taken the lead, however, the challenge is that isolation might occur if the other AEs are not more actively involved. Guide the AEs in the reallocation of their existing funds to initiate pathways and then finding funds to meet the immense needs as they arise in this respect. Vision: Adapt a process that is viable for every AE in the state to start a pre-transition + transition project with their corresponding postsecondary institution. Of course, adapted to their own reality. Strengths: started in a small scale what can be presented as a promising process from the learners up. Challenges: Encourage the Advisory Council started in collaboration with EPCC to retake that collaborative leadership to expand services to the other AEs in El Paso. One AE has taken the lead, however, the challenge is that isolation might occur if the other AEs are not more actively involved. Guide the AEs in the reallocation of their existing funds to initiate pathways and then finding funds to meet the immense needs as they arise in this respect. Vision: Adapt a process that is viable for every AE in the state to start a pre-transition + transition project with their corresponding postsecondary institution. Of course, adapted to their own reality.

34. Susan Tollefson, EPCC Strengths: started in a small scale what can be presented as a promising process from the learners up. Challenges: Encourage the Advisory Council started in collaboration with EPCC to retake that collaborative leadership to expand services to the other AEs in El Paso. One AE has taken the lead, however, the challenge is that isolation might occur if the other AEs are not more actively involved. Guide the AEs in the reallocation of their existing funds to initiate pathways and then finding funds to meet the immense needs as they arise in this respect. Vision: Adapt a process that is viable for every AE in the state to start a pre-transition + transition project with their corresponding postsecondary institution. Of course, adapted to their own reality. Strengths: started in a small scale what can be presented as a promising process from the learners up. Challenges: Encourage the Advisory Council started in collaboration with EPCC to retake that collaborative leadership to expand services to the other AEs in El Paso. One AE has taken the lead, however, the challenge is that isolation might occur if the other AEs are not more actively involved. Guide the AEs in the reallocation of their existing funds to initiate pathways and then finding funds to meet the immense needs as they arise in this respect. Vision: Adapt a process that is viable for every AE in the state to start a pre-transition + transition project with their corresponding postsecondary institution. Of course, adapted to their own reality.

35. Questions?