Preparing the Whole Learner 2013 Summer Institute Wednesday, August 14 th, :00 – 5:30pm

Hiawatha Valley Adult Basic Education Red Wing, MN

Who We Are…  Theresa Luther-Dolan – HVABE Director, Chief GED Examiner  Britt Gulstrand – ELL/ABE Instructor, Curriculum and Instruction Specialist, Data Specialist, GED Examiner

Learner retention and persistence…  In ABE, learner retention is an integral program goal.  Because of their unique needs, learner retention in ABE is difficult at best.  We try to address the “whole learner” from the moment they set foot into our programs.  In order to reach our retention goals, we do the following with our learners:  Set goals  Develop individualized learning plan  Establish motivators (find the “carrot”)

What kinds of variables affect our learners?  A barrier in adult education can be defined as any reason or variable which prevents a learner from entering or completing educational goals. Barriers can be present both prior to and during an educational activity (Cross, 1981).  There are three common types of barriers with which ABE learners experience.  Situational barriers  Institutional barriers  Dispositional barriers

Situational barriers…  A situational barrier is one that is relevant to a learner’s daily life or situation.  cost  time  responsibilities to children  job schedules  transportation issues  Also, there is a lack of problem-solving skills to successfully navigate adding education to their already full lives.

Institutional barriers…  An institutional barrier is one that is controlled by the program policies that are in place at the educational institution.  lack of relevant courses or programming  insufficient course hours/times  inaccessible locations  inadequate support for unique adult learners  confusing program/institutional rules  Many ABE learners have experienced a lifelong incongruence with educational institutions

Dispositional barriers…  Dispositional barriers are those barriers which are related to a learner’s beliefs, attitudes, behaviors, past school experiences, hopes/expectations, and/or self-esteem.  values and attitudes of the people around the learner (family, spouse, friends, etc…),  experiences from past educational conflict or situations, and fear.  ABE learners often have very low self-esteem and a lack of confidence.  The design of our program and instruction attempts to address the learner’s barriers, acknowledge their hopes and fears, and establish expectations (achievable goals).

The 1 st three weeks is critical time for our learners.  The first three weeks…  we attempt to establish a connection with the learners through conversations and time spent addressing goals, motivation, and developing a personalized educational plan.  During this time we:  Provide a supportive and positive learning environment  Involve the student in the learning process and planning – emphasizing their overall control over the process as self- directed and autonomous learners (you can lead a horse to water….)  Facilitate the learner in finding personal relevancy and meaning in the process (helps them “own” the process and decision)

First three weeks, cont….  Emphasize goal-setting as a critical tool in achievement:  long-term goal (GED completion)  short-term goals (steps leading to successful completion of long-term goal).  If the learner can see that each small step is leading them closer to their long-term goal (and can check them off as they go), there is greater probability that they will see the process to its conclusion…persistence!  Remember, we are often working with learners who have multiple reasons NOT to trust the educational “system”.  The more we can do to provide a stable, consistent, “user-friendly” path for them to follow, the higher our retention and completion rates will be.

What is the HVABE Delivery Model?  Intake Counselor (completes all ABE program learner intake except for Red Wing ELL learners):  Makes appointments for the 1 st two-hour orientation  Administers the orientation to the learners  Completes regular and frequent follow-up  Intake/Orientation for Adult English Language Learners follows a similar protocol but is completed by the ELL instructor on the first day of a scheduled class session.

Orientation objectives…  Gives learner an overview of the program  including the program structure,  expectations, and the  instructor’s role (as facilitator).  Thoroughly explains the learners’ options of choosing face-to-face or online learning method or hybrid  Discusses attendance (and the importance of committing to a schedule)  Administers assessments to determine baseline skills and abilities.  Sets goals (long-term/short-term)

Goal-setting  The learner must see a focus and relevance for their studies, which is directly linked to their motivation.  Accomplished by the instructor and intake person facilitating the goal-setting.  The goals must:  Be SMART goals (specific, measurable, achievable, realistic, and timely)  Consider the learner’s level and abilities  Include strategies for achieving goals  Include creating a learning plan with objectives  Be carried out (and revisited often)  Monitored and refined as necessary

Importance of goal-setting  Goal-setting helps build self-esteem by teaching the learner how to set reasonable goals which can be reached in a short period of time.  Emphasis on goal-setting is worthwhile. It is also a cooperative, continuous, ongoing process between the learner and the instructor.

Assessments *Pre/Post testing is required for all learners* (CASAS, TABE)  Assessments in Reading and Math are completed (exception being that the lowest Adult English levels are initially only assessed in Reading)  A Learning Styles survey is completed  A computer skill survey is completed

Tools for helping learners see their progress over the course of instruction.  Portfolios  Checklists  Certificates of Achievement  Attendance, Course Completion, Essential Skills, etc…

Portfolios  Throughout the course of instruction, portfolios help learners keep track of completed course work, pre-test scores, writing samples, performance assessments, progress test scores, photos, and/or certificates of accomplishment.  Instructors set aside class time for learners to label each items as they select them for the portfolio – there is also time included for the learner to write a brief reflection about why they chose the items they did.  Portfolios encourage learners to look back on earlier items in order to see their progress over time.  Instructors also allow class time for learners to celebrate and display their portfolios and review with classmates.

Checklists  Checklists establish a process for keeping track of the learner’s goal work.  Learners and instructor can (and should) regularly review progress and complete the checklists.  Also reinforces the use of self- management tools in the learner’s daily life.

Certificates of Achievement  Course Session Completion  Essential Skills  For 12 Hours of Attendance  For 20 Hours of Attendance  For 30 Hours of Attendance  Increasing a Level  Completing Entire Goals Checklist

Handouts  Tips for Teachers, “Managing the Classroom Goal-Setting Process  Goal-setting form  ABE structure chart  How to Reduce Student Attrition  More Strategies for Retention Thank You!!