1. ABE/ASE /GED Program
DRAFT Summary
July 2009

2. Current ABE/ASE Program Profile (FY08-09)
Locations
McClymonds
Shands
Neighborhood Centers (Clinton Park)
Organizational Partner locations
Students served (2,893)
HSD
34% of enrolled students entered HSD
82 students received a HSD
GED
37% of enrolled students entered GED
77 students received a certificate (passed GED—English or Spanish & has adequate hours)
ABE
No student progress or end goal measurement reported
Student Profile*
70% are 16 – 24 years old
Incoming Skill Level
50% of HSD students require 65 or less credit points to graduate
50% of HSD students have reading & math skills Grade Level 6 or lower
80% of GED students are split between Grade Level 6 – 8 and Grade Level 5 or below
Length of time in the program
ABE 100 to 150 hrs = 1 Grade Level (GL)
HSD
Completion of required units
Successfully passing CAHSEE-math & ELA
12/6/2018
Produced by: Di Schwartz

3. ABE/ASE Enrollment Trend Effect of Skills-based Placement
Enrollment shifts from HSD toward ABE & GED as the result of placement policy changes enacted in FY08-09
53% of OACE students were placed in the HSD program
Placement driven by perceived value of HSD over GED
Increase in GED enrollment is the result of industry acceptance of HSD & GED as equal
Skills-based placement initiated
Increase in ABE enrollment as the result of employers’ need of a workforce with basic literacy & innumeracy skills
Initiation of skills-based placement will increase ABE enrollment, while potentially decreasing HSD or GED enrollment
Ensure HDS students are enrolled promptly and correctly placed
Source: Based upon unduplicated student numbers provided by D&A, June 2009
12/6/2018
Produced by: Di Schwartz

4. Building the Future-state ABE/ASE Program
Initiative started in 2008
One driver fact was that students with HSD/GED still lacked the skills to succeed in jobs or continuing education
ABE/ASE Build Team formed to research and propose a comprehensive model
Consultants researched published works to identify best practice, local demographics, community need, and existing program gaps
Assumptions verified by interviews and workshops with instructional staff
12/6/2018
Produced by: Di Schwartz

5. Future-state ABE/ASE Program
The current ABE/ASE program undertook an extensive realignment process which resulted in the development of a new model
Prerequisite program changes initiated in FY08-09
Purpose: to develop a high quality learning environment and support that enable the students to achieve educational goals.
Model Features:
Skills-based placement
Learning tracks for skill gap remediation
Life-cycle event planning and tracking to support student persistence to program completion
Environment for academic learning, soft-skills development and career training
12/6/2018
Produced by: Di Schwartz

6. Future-state ABE/ASE Program Initiatives Defined by Phase
Phase 1—consistent, high quality, scalable processes for attracting and engaging students
Orientation, assessment, intake & enrollment—streamline process that captures data from interest through enrollment of students
Counseling (engagement)—define, document and implement an ideal counseling session that collects, documents and disseminate information about the program, expectations and available resources that encourages student engagement with the program
ABE Program—redevelop ABE program admission, teaching & graduation practices & policies to emphasis literacy & numeracy skills readiness for transition to ASE, employment or other programs
Focus on quality teaching—Equip & support teachers to provide excellent instruction in an engaging learning environment
12/6/2018
Produced by: Di Schwartz

7. Future-state ABE/ASE Program Initiatives Defined by Phase
Phase 2—retention programs designed to increase persistence
Drop-out analysis—prepare data collection requirements, reporting & analysis guidelines to make program modifications that reduce attrition
Counseling (retention)—develop retention program based on analysis of drop-outs, Phase 1 skill-based placement,
Pre enrollment system development—Design enrollment system that supports program design, process standards, and student need yet assures class sections are completed and skills gained
Individual learning plans—develop learning plan policy and process that establishes a standard for ILP development & management
Self-service kiosk—create a centralized information distribution location
ABE, GED, HDS retention efforts—develop a collaborative program for student retention that transitions students for their current skill-base through the program to careers or higher education without undo delay
12/6/2018
Produced by: Di Schwartz

8. Major ABE-ASE Program Analysis Assumptions
Implementation beginning July 1, 2009
Implementation is completed within 3 years
Success is incumbent on acceptance of the model by teachers, educators & staff who will drive program development & implementation based on the model
Funding allocation defined for the 3 year program
Program drives increased student persistence to graduation
Program derives from and delivers to indirect benefits with other OACE initiatives
12/6/2018
Produced by: Di Schwartz
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9. Produced by: Di Schwartz
Scorecard
12/6/2018
Produced by: Di Schwartz

10. Produced by: Di Schwartz
Scorecard
12/6/2018
Produced by: Di Schwartz

11. Produced by: Di Schwartz
Scorecard
12/6/2018
Produced by: Di Schwartz

12. Produced by: Di Schwartz
Scorecard
12/6/2018
Produced by: Di Schwartz