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Vallejo Adult School

Vallejo Adult School. Workplace Adult Basic Education Program (WABE) Kay Hartley, Principal Maureen Talbot, WABE Teacher. How it all started. CASAS Pilot Leadership Team reviewed persistence and completion rate data. Research.

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Vallejo Adult School

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  1. Vallejo Adult School Workplace Adult Basic Education Program (WABE) Kay Hartley, Principal Maureen Talbot, WABE Teacher

  2. How it all started • CASAS Pilot • Leadership Team reviewed persistence and completion rate data

  3. Research Research: Welfare to Work Studies showed that classes that blended workplace skills with academic skills were the most effective.

  4. Research Research: Adults learn better when they can see the relevance to their own lives

  5. Research Leadership Team expanded program to include Technology to meet the 21st Century Skills demand

  6. Selling it to the Teachers • Teachers were already so busy – how can we do one more thing??? • Modifying curriculum instead of adding curriculum • Additional classes for technology and soft skills

  7. Program Set Up • List of skills that we felt students needed to master in order to be successful • Added classes specializing in soft skills and technology • Emphasis on using technology in the classroom • Workplace related curriculum

  8. Curriculum • LRI Curriculum • Authentic Materials • Aztec Software • Textbooks – Downtown, Workplace Math • E-portfolio

  9. Selling it to the Students • Having workplace skills in English and math classes showed the students that it was relevant to their lives and they were still working towards HSD • Soft Skills class was slow to start but is now one of the favorite classes • Soft Skills is offered as an elective class now but we hope to make it a graduation requirement

  10. Demonstrating Skills • WABE Level I and Level II Check off list • Students assessed in class or one on one • WABE English and Math Challenge Moodle • CASAS Testing

  11. Tracking Students • WABE Check off Sheet given to students • Zoho and Engrade – online tracking systems • Teachers track students

  12. Student Response Data An informal study shows positive trends in persistence and completion rates

  13. Student Response Student Survey A student survey looking at the students’ perception of the success of the program and its effects on their self-esteem and confidence was provided to WABE students who had completed at least one quarter of the program. Twenty six students responded to the survey.

  14. 88% reported that the quality of instruction was improved when teachers used technology in the classroom • 69.2 % stated that their own technology skills had improved since starting the program. • 100% reported increased motivation to attend school • 92.3 % reported feeling more confident in their skills after participating in the program. • 100% reported an increase in their self-esteem.

  15. Teacher Survey When queried about the workplace curriculum and its effect on the students’ performance:

  16. Teacher Survey 86 % reported that they felt that the inclusion of the WABE curriculum increased persistence in their class

  17. Teacher Survey 71 %perceived that the implemented curriculum increased student motivation.

  18. Employer Response • Teacher liaison to employers • “One chance” rule • Soft Skills Emphasis • What do we do when there are no jobs?

  19. Next Steps • WASC Accreditation Visit team listed our WABE Program as something special about our school • Expand the program • More marketing • Coordinator

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