1. Group A ( ISD, ESC, CBO) Group Report to General Session

2. Section I: Current Transition Practices Section I contains the following topics which you will address on the subsequent slides:  Organizational Role  Current Transition Efforts  Effective Components  Evidence of Effectiveness

3. Organizational Role  To help students get ready by Providing a bridge with doable steps Focusing on persistence Planting seed of post secondary education through goal setting Providing a counseling/advising component Providing an intensive computer literacy component Assisting with information about financial aid options Incorporating a community outreach component

4. Organizational Role Focusing on demystifying and developing a ‘college going culture’ Identifying post secondary options Increasing the rigor of ABE/ASE curriculum

5. Current Transition Efforts  Create professional development to facilitate transitions by interfacing developmental education staff/teachers with Adult Education  Get advisory board members to take active role in transitions plan  Current transitions model with EPCC and El Paso ISD  Two current models—one at a community college and one at a CBO that provide counselors to help grads to transition

6. continued  Assist grads with registration and financial aid processes  Post-GED advising session  Assist students to develop personal goals  Conduct career interest surveys  Use college professors to teach GED students  Informational college visits

7. Effective Components/Evidence  College tours and informational sessions create interest  On-on-one counselors form a personal bond with GED grads throughout the transitions process; grads say they feel safe and comfortable  That caring connections permeate the process  Quantitative data which proves effectiveness ; i.e. #grads, #transitioned, % transitioned

8. Evidence of Effectiveness  #1 Del Mar has tracking evidence of students completions in college, i.e., 77  % in the 2008 year have transitioned into college. (those with goals to get a GED).  #2 Feedback (surveys, End of Year Evaluations, Antidotal, TEAMS) from teachers and students.  #3 Follow-up data Note: Higher Ed needs to mandate at least one or two Entrance assessments for the Texas Colleges – right now there are THEA, ACCUPLACER, etc.

9. Section II: Recommended Transition Practices Section II contains the following topics which you will address on the subsequent slides:  Recommended Content  Recommended Key Components

10. Recommended Content  Literacy ( Reading, Mathematics, Writing)  Study Skills  Technology Skills

11. Recommended Key Components  Collaborating with higher education campuses  Counseling  Follow-up to gather data  Visits to higher ed institutions  Partnerships with business/corporations to find our GED Graduates jobs  Fund longer programs for transitions  Set attendance requirements for workforce centers to ensure program participants stay in the program length of time required to pre/post test.