Oregon Pathways for Adult Basic Skills Transition to Education and Work (OPABS) Initiative

1  Goals  Build pipeline of prepared ABS learners to enter postsecondary education, training programs, and/or jobs in high-demand career areas  Improve quality of adult basic skills programs—systematic processes for assisting students to transition to postsecondary courses and employment

Coordination between ABS & Community College Departments, Employment and Workforce Accelerated Courses Integrating Basic Skills & Occupational Information, College/Career Awareness, Learner Supports ABS Program Management & Services that Facilitate Learner Transition to Postsecondary Courses OPABS Key Elements

3 OPABS Program Components Recruitment Learner Orientation Assessment Placement in Courses

4 OPABS Design Systemic Change  Comprehensive systems’ change model—strengthen overall ABS system in all areas of program services  Develop transferable processes and products—curricula and professional development designed to be used in statewide ABS programs  Build internal state capacity to develop basic skills curricula that integrate occupational information Coordination  Expand relationship between Basic Skills and Career Pathways, other college departments, employment and workforce  Develop learner pathway plan that may change over time and is linked to varied options in college and community

5 OPABS Design Accelerated Curricula  Target ABS learners at 6 th grade equivalent and above  Occupational “survey” approach—high-demand career areas are focus, but range of occupational information integrated into courses  Health Services (e.g., certified nurses assistant, medical transcription)  Industrial & Engineering Systems (e.g., welding, construction)  Business & Management (hospitality, hospitality, food & beverage services)

6 OPABS Design  Types of OPABS Courses  5 Basic Skills’ courses (reading, math, writing) based on academic standards & integrate occupational information  Bridge and Pre-Bridge Levels of Courses (High Int. ABE to Low ASE/Low-High ASE)  1 hr. lessons, 60 lessons per course  Criterion pre-test score for courses to promote learner success  Standardized course format to promote quality instruction

7 OPABS Design Support courses College and Career Awareness, 1-term, 30-hours: High Intermediate ABE, Low ASE, and High ASE levels Advising modules, 2 hour workshops on College Application, Financial Aid and Placement

8 OPABS Approach to Systemic Change Adult Basic Skills (ABS) Coordination with Community college career/technical, workforce, and academic faculty: Determine skill demands of postsecondary courses to deliver accelerated basic skills courses Collaborate on integration of occupational information in ABS accelerated courses Identify technical training credential and certificate options for ABS learners

9 OPABS Approach to Systemic Change Community College “system” of pathways services ABS program organizes services and “messages” to promote postsecondary education as a goal for ABS learners, facilitate their enrollment into Pre- Bridge and Bridge courses ABS staff work with postsecondary and advising staff to develop coordinated services that facilitate ABS learners’ development of career aspirations, skills, and knowledge to transition to postsecondary education and work ABS staff work with one-stop career centers to cross-refer clients

10 Next Steps for OPABS Course enhancements Expand options for ABS career pathways Strengthen coordination between ABS and one-stop career centers Enhance data tracking systems Identify options for coordinating services within ABS and between ABS and college departments Professional Development of faculty and directors

11 OPABS: Results to Date  Assessment of OPABS Implementation  Pilot instructors’ assessment of curricula  Learned new instructional content (78%)  Affected overall approach to teaching (78%)  Learned new instructional methods (56%)  Course participants’ assessment of curricula  Characteristics of class, instructors’ teaching ability, and course content very favorable (245 learners from 34 classes)  Younger learners less likely to indicate that the information about occupations and jobs was always useful, likely due to their participation in career education in high school

12 State Adult Education Policies That Can Facilitate Transition Policies Related to: ABE Instruction Provision of Advising, Counseling as ABE Services Types of Interagency Partnerships Local Programs Should Establish/Expand Types of Professional Development that Local Programs Should Access/Conduct

13 State Adult Education Policies That Can Facilitate Transition Policies Related to: Types of Data to Collect Performance Goals to Set