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Recommendation #2: Bridging/prep classes for students entering ASE or GED classes

Recommendation #2: Bridging/prep classes for students entering ASE or GED classes. Oakland Adult and Career Education Summer Planning Project Subcommittee: Nancy Altman (AWD/OAP)*Roger Chretien (ESL)*Deborah Gordon (ESL)*Suzanne Ludlum (ASE/CBET/CTE)*Lisa Solon (ESL).

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Recommendation #2: Bridging/prep classes for students entering ASE or GED classes

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  1. Recommendation #2: Bridging/prep classes for students entering ASE or GED classes Oakland Adult and Career Education Summer Planning Project Subcommittee: Nancy Altman (AWD/OAP)*Roger Chretien (ESL)*Deborah Gordon (ESL)*Suzanne Ludlum (ASE/CBET/CTE)*Lisa Solon (ESL)

  2. Build bridges and pathways for ESL and CBET students entering ABE, ASE and/or GED classes with the outcome of obtaining GEDs and High School Diplomas with students better prepared to succeed in college and career Goal

  3. Rationale/Background OACE wants to increase the number of ESL and CBET students who earn a GED, a high school diploma and/or who are well prepared for community college and careers. This in turn will directly impact student achievement in OUSD. Bridging classes will bring more English learners into the ABE/GED program by providing them with the confidence and skills they need to be successful

  4. Community College GED ABE ASE ESL Academic Reading/Writing and/or Core Content for GED ESL Intermediate CBET (Intermediate)

  5. FOR SHORT TERM/IMMEDIATE ACTION Create and offer at least two bridging classes to give students the tools, support, and motivation they need to move beyond ESL into the ABE/ASE/GED Programs – and beyond

  6. Other Actions To Be Considered In Support Of This Recommendation • Institutionalize a program to inform all OACE students when they enter OACE to consider the ABE/ASE/GED Programs as options as pathways to succeed in college and career • This would also include strategies for off-site Parenting Education/CBET classes – and outreach to the 50+ and AWD students • Establish structure for cross-program lab access • Investigate the use of the TABE E-Test (a test for students transitioning into ABE/GED/ASE) as an assessment tool • Integrate periodic counseling/advisory forums, guest speakers, and tours into the academic bridging classes

  7. EXPLORE/PLAN NOW FOR IMPLEMENTATION AT A LATER DATE • Explore Parenting Education sites where bridging classes might be offered as a pathway to ABE/GED • Create an additional academic bridging class – Writing/Research (computer-assisted) – to be offered in January 2010. This would include online research, report preparation, citations (MLA), and publication design (possible an iBest model) • Create a preparation class for college-bound students to help them achieve their goals and to avoid remedial classes. This cover study skills, time management, study skills, and test-taking strategies

  8. Future Considerations • Analyze the feasibility of creating pathways in ESL to align with academic and career pathways (for Beginning High and above) • With OUSD moving toward A-G standards, investigate additional academic bridge classes • Set up a working group to explore the supports needed to integrate AWD (Adults with Disabilities) students into the ESL/GED/ASE Programs

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