ADULT BASIC EDUCATION
(ABE)/
ENGLISH AS A SECOND LANGUAGE (ESL)
Overview
Over the years, GBC’s adult education program has faced challenges—huge
distances to cover, sparse population (making it difficult to attract the critical
mass of students in the small communities), limited numbers of trained teachers
willing and available to work part-time for little money, a variety of training
venues (prisons, casinos, ranches, potato processing plants, reservations),
and fairly frequent changes in the directorship of the program. Despite the
challenges, or perhaps because of them, in January 2000, the U.S. Department
of Education recognized GBC as one of the 35 nominees for the Secretary’s
Awards for Outstanding Adult Education and Literacy Programs 1998–99,
and the program did receive a commemoratory certificate from the Secretary.
The program continues to meet the College’s mission by providing quality
pre-college level courses and one-on-one tutoring to students with limited English
proficiency, non-traditional adult students, area workers, and incarcerated
individuals.
The ABE/ESL/Workplace Literacy Program offers a range of mostly
non-credit classes to serve all interested students. The ABE component serves
students seeking the most basic of skills and from there prepares students to
take the GED exam and continue with the Adult High School Diploma (ADHS) program
if they choose. The ESL component, the largest percentage of students, is comprised
of six different levels, from beginning literacy to advanced high. These classes
are mostly offered in small group settings, with some full class instruction,
and some one-on-one tutoring. The workplace literacy component is offered in
cooperation with area businesses and provides their employees with the skills
needed to succeed at their jobs, and interact appropriately with clientele.
The final component is to serve the four conservation camps in the region by
offering GED preparation, basic computer literacy and keyboarding skills and
life skills management courses. These camps are minimum-security prisons operated
jointly by the Nevada Department of Prisons and the Nevada Division of Forestry.
The ABE/ESL/Workplace Literacy Department is geographically
the most widespread of all the College’s departments. Sites are located
at the GBC branch campuses in Ely and Winnemucca and at the main campus in Elko.
There are sites in casinos in Wendover, the recreation center in Jackpot, at
the school districts in both Wells and Battle Mountain, at the GBC Annex in
Elko, the Human Development Center in Owyhee, the JOIN offices in Winnemucca,
and at the four area Conservation Camps. The department collaborates with area
businesses, school districts, county officials, the Shoshone-Paiute Tribe, Humboldt
Evenstart, Elko Head Start, Early Head Start, and the Nevada Department of Prisons.
Students. 12+ hour students enrolled in the
program. Each student averages approximately 55 hours of instruction per semester.
ESL students comprise 79 percent of the entire enrollment. Seventy-two percent
of these students are Hispanic, mostly from rural Mexico. About 26 percent of
the students are in ABE courses and are working toward their GED or Adult High
School
Diploma. The remaining five percent of the
students are taking workplace literacy courses. There are 889 (12+ hour) students
enrolled in the program. Each student averages about 55 hours of instruction
per semester.
Faculty. The department consists of one full-time
coordinator, one full-time support staff and about 40 part-time instructors,
including inmates who are hired as on-site teachers at the camps.
Of the instructors, four have masters degrees, 16 have undergraduate
degrees, 14 have associate degrees, and six have completed high school or attained
their GED.
Resources. All programs, teachers, and resources
are supported by a federal grant administered through the Nevada Department
of Education. In July 2002, GBC’s program completed the first year of
a three-year grant cycle, which was funded at $350,000 for the first year. Subsequent
funding is dependent upon availability of federal funds, need, and performance.
Significant Changes
Instructional changes. Approximately two years ago the focus of the department
changed from one that was based on student seat time to one in which pre- and
post-test and interim updates are collected and kept on each student in a much
more rigorous fashion. The assessment system used to track student achievements
is the Comprehensive Adult Student Assessment System (CASAS). This paradigm
shift changed the way in which classes were taught within the department. Previously,
all centers were considered drop-in centers to which students would come and
study at their own pace, with the help of a tutor. The program is moving away
from that teaching method, and offering both structured classroom settings and
one-on-one tutoring until students are able to enter a specific class. Additionally,
in previous years curriculum varied by site and most teachers used what was
available to them. Now, curriculum is being set department wide, so that each
level is using the same materials and following the same general lesson plan.
The most difficult part of this change from drop-in centers
to structured group instruction has been for teachers in smaller centers because
of the varying educational levels of students. Having a multi-level classroom
means writing and imparting specialized curricula and lesson plans. Some training
has been given in this area, and more training and practice is anticipated in
the future.
Enrollment trends. Overall, enrollment in the ABE/ESL/Workplace Literacy program
follows general population trends in the service area. The entire population
in this five county region is declining, so program numbers have also declined.
That trend explains the surge in numbers in 2000-2001 and the decline in 2001-2002.
Program populations for the last six years are as follows:
Number of Students with at Least 12 Hours of Instruction
Year |
Students |
1996 |
790 |
1997 |
892 |
1998 |
809 |
1999 |
672 |
2000 |
444 |
2001 |
889 |
2002 |
628 |
Curricular changes. Other changes in the department pertain
to curriculum design, student tracking, and classroom delivery. At this time,
the department has one more year to finish the standardized curriculum and lesson
plans for all sites. This requires the continued writing of lesson plans for
the books and programs chosen by teachers and the coordinator and the purchasing
of materials for all 16 sites. Additionally, every teacher receives training
on the use of new materials, lesson plans, and teaching methods.
Teachers in the program
set curriculum. The curriculum is comprised of materials that have been used
successfully for years and of new, innovative materials. Each year, different
sites try new materials to see if they could be used program wide. The coordinator
approves all curricula and receives reports on any new materials used.
A bridge course (ENG 080)
has been developed by the coordinator and a member of the GBC English Department
faculty for ESL students to matriculate into college English courses. For teachers,
a Nevada State Certificate system has been implemented with both student and
professional success to be recognized in their departments, amongst their peers,
and by the state.
Analysis
The major challenges in the program—and these are long-standing—are
the recruitment and retention of students, finding and keeping quality instructors,
and the difficulty in monitoring all teachers and sites in the spacious service
area. Due to the continued economic struggle in the area, program numbers will
probably not increase greatly over the next few years. The goal is to maintain
a student base of approximately 650 registered (12+ hour) students per year,
program wide. At this point there is sufficient staffing, although having funds
for one or two full-time teachers would greatly benefit the program.
Since the 1992-1993 accreditation
report was written, staff development and training opportunities have improved
greatly for the department. Nevada Department of Education Leadership monies
now provide two professional training sessions per year for all ABE/ESL/GED/Workplace
Literacy instructors; interdepartmental training has also started. Monies are
also available for several teachers to attend regional and national conferences
each year.
Student outcomes and evaluation.
Student tracking is now done with the Tracking of Programs and Students (TOPs-pro)
software package that reads all CASAS pre-tests, post-tests, and updates records.
With this software, it is possible to follow student success, attendance, separation
from level or program, and demographic information. Student goals can be set
and then tracked (e.g., gained employment, been promoted).
Student outcomes are measured
by a pre- and post-test system. The ABE/ESL/Workplace Literacy Department follows
the GBC semester schedule. Students are tested upon entry into and exit from
the program. They are measured as completing a level, attaining a goal and advancing
a level. Tables 1–6 show FY 1999–2000 and 2000–2001 student
outcomes and measurements as shown on the final report. Along with the final
report, quarterly reports and upcoming year proposals are submitted to the Nevada
Department of Education’s Adult Education Consultant, Mary Katherine Moen.
The ABE/ESL/Workplace Literacy
Department is monitored and evaluated every other year by Ms. Moen. She last
visited the department in April 2001. A copy, along with an outline for program
restructure, which was requested by the Nevada DOE, is also attached.
Students who have graduated
generally express satisfaction with the English skills they have acquired. A
percentage of students do not complete programs. When polled, students give
the following four reasons for non-completion: lack of childcare, change in
work schedule, illness, and change in spouse’s work schedule. The employers
involved in the Workplace Literacy Program are very satisfied with the instruction
provided. The majority of those students retain employment or gain better employment
after the class. To ensure that instructors are current in meeting student needs,
they are evaluated by the students at the end of each year. The coordinator
then discusses evaluations with the teachers address any needed changes or concerns.
Also, the coordinator informally monitors most teachers. (Exhibit 2.28)
Due to the nature of the
assessment system, it is possible to identify areas in which each student needs
improvement. A printed report of a test indicates subject matter the student
understands, and areas that need improvement. There is a database that specifies
which materials are available to teach that specific subject matter. GBC’s
outcomes are higher than the state-projected statewide outcomes. Teachers are
also extremely aware of their students’ outcomes; therefore, they continuously
modify lesson plans and curriculum to be more effective in the classroom.
STRENGTHS
• Commitment to professional development and staff training.
• Continued improvement of curriculum and high level of instruction.
• Committed teachers.
• Support from GBC and the Nevada Department of Education.
CHALLENGES
• Lack of funding.
• Large geographic area.
• Overall decline in area population.
RECOMMENDATIONS/ACTION ITEMS
• Recruit and retain more students.
• Retain quality instructors on staff.
• Set up a system for program monitoring and assessment.
• Find additional funding sources. |
