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CADEMICYEAR 2013
Cross-Disciplinary Pr ogram Adult Education and ESL
Improvements or Rati onal e for Action Summary of Findings
The Department of Adult Education and Literacy (DAEL) consistently meets or exceeds ICCB targets.
Student learning outcomes have steadily increased in all National Reporting System (NRS) categories, and level gains meet/exceed ICCB targets over the past 3 years.
Adult education course sections and instructors above the beginning/literacy levels should be divided between English and Math in an effort to provide more targeted instruction, and to utilize instructor strengths.
Objectives/Outcomes
What are the student learning outcomes/objectives of the curricula?
The curricular objectives of the adult education (ABE/ASE) are to provide the reading, writing, math, and critical thinking skills necessary to meet the education and employment goals of students. The adult education curricula are designed to move students along a learning continuum from their entry point through transition to postsecondary education/career training without the need for developmental coursework. ESL curricula and objectives are to provide the reading, writing, speaking and listening skills necessary to meet the education and employment goals of non-native English students. The ESL curriculum is designed to move students along a learning continuum from their entry level through transition to the college’s EAP courses and/or career training.
To what extent are these outcomes/objectives being achieved?
The number of students who complete the GED or high school diploma and transition to the college’s academic or CTE programs has increased significantly over the past 2-3 years, coinciding with the creating of 2 College & Career Transition Specialist positions. The number of ESL students who transition to PSE/CTE and/or EAP coursework is much lower; however, ESL students more often enter, retain, and/or advance in employment as a result of improving their English language skills.
How important is this program and how does it contribute to the mission of the college?
As a natural feeder program to JJC’s certificate and degree programs, and as a population identified in the college’s mission statement, the adult education and ESL programs and services are important to fulfilling the mission of the college. JJC also signed President Obama’s ‘Completion Agenda’ with the challenge to graduate students by 2020. Adult education students’ transition to and successful completion at JJC are imperative to meeting this challenge, and to fulfilling the college’s mission of providing quality education to its district residents.
Are cooperation and communication among departments appropriate to achieve the colleges’ objectives for adult education and ESL?
Cooperation and communication between adult education and college academic and CTE
underway to expand bridge programs and services to move adult education students to PSE/CTE credit-bearing courses and programs.
Are students completing the program and advancing to further education?
Adult education and ESL students are completing and advancing to further education. In FY12, three hundred (300) students were identified as transitioning from adult education to JJC’s education and/or CTE programs. Students may opt to seek employment first, and therefore do not always immediately follow earning their GED or high school diploma with enrollment in PSE. The
“employers’ market” economy, and/or the need for education/training beyond the high school level to obtain or advance in employment often lead former students back to Department of Adult Education and Literacy (DAEL) for assistance in enrolling in college.
What alternative delivery methods are being used for instruction with this audience (i.e. Bridge programs, accelerated formats, flexible scheduling, etc.)?
DAEL offers students access to a Health Professions Opportunities Grant (HPOG) bridge program with the initial focus on C.N.A. or Pharmacy Technician certification. The bridge program courses and services include medical terminology, computer skills, Spanish and Math for health care professionals, and others that build students’ access to continued education/training programs in the allied health fields such as L.P.N., Radiology Tech, and others.
DAEL has added “fast-track”/accelerated learning options to its schedule. The full array of adult education classes are offered during morning, evening, and Saturday hours at convenient locations throughout the district. Afternoon workshops, open labs and tutorial assistance are also available. Need
It is expected that there is a continuing need for cross-disciplinary curricula, but are the offerings sufficient to meet the needs of students and supportive of academic programs?
While the current adult education and ESL course offerings are extensive and are scheduled throughout the JJC district, the need far outweighs services due to many factors, including fiscal resources. ICCB needs data provided to Area Planning Councils (APCs) indicates that within the JJC district, well over 56,000 adults have not completed a high school education, and over 87,000 adults speak a language other than English, and would benefit from ESL services. The DAEL serves an average of 2600 students per year, or roughly 3.5% of those in need. High school dropout rates also continue to be high, especially in urban areas. DAEL has developed relationships with 12 high schools in the 4 largest districts who continuously refer students to the Early School Leaver Transition Program for high school credit or GED preparation. Over 100 adult education students received a high school diploma through agreements with these schools. Graduates also received career exploration and transition services.
Cost-effectiveness
What steps can be taken to offer the curricula more cost-effectively?
The instructional programs offered through DAEL are cost effective. Utilizing averages from FY10 – FY12:
o Headcount: 2,229 students Cost: $552.93/student o Attendance Hrs: 172,672.5 Cost: $7.14/hour o Enrollment Hrs: 217,112.6 Cost: $5.68/hour
o Units of Instr: 14,474 Cost: $85.15/unit of instruction o Student persistence rate: 79.55%
The primary means of offering more cost-effective curricula/programming would be to offer (a) fewer classes; (b) fewer sites; (c) larger class sizes; and/or (d) increased distance education. While each option may reduce the overall cost of providing adult education instruction, most would also result in serving fewer adults in need, contrary to the mission of adult education. Larger class size would most likely have a negative effect on student persistence and educational/learning gains.
Are there needs for additional resources?
Additional resources are needed to provide for instructional technology, career pathways/bridges, and professional development. Adult education students need access to the technology they will utilize in PSE if their transitions are to be successful. Bridge programs provide students with the opportunity to combine basic skills/GED/ESL development and coursework in their chosen career pathway. Adult educators require professional development in the areas of using technology in the classroom, preparing for the GED 2014, and in contextualizing and differentiating instruction to meet the evolving curricular and student needs.
Quality
Based on the results of assessment and other information about cross-disciplinary curricula, what steps need to be taken to update or improve instruction?
Updates or improvements needed and/or planned for adult education instruction include: o Updating/revising the adult education curricula to align with the ICCB ABE/ASE Content
Standards (2013)
o Updating/selecting instructional materials to meet the new standards o Preparing adult education faculty to meet new instructional standards
To what extent is the program integrated with other instructional programs and services?
The adult education program is only fully integrated with other instructional programs and services within the department. Adult education staff participates in and coordinates with other college departments and services in special activities and initiatives, but development of additional
bridge/transition programs are needed. As with developmental education, adult education often has a stigma attached. Continuing to collaborate with departments and to participate in individual and college-wide committees, meetings, and initiatives should continue to demonstrate progress toward overcoming barriers and misinformation regarding adult education students, services, and
outcomes.
Describe any programmatic improvements achieved si nce the last review peri od. The leadership of the Department of Adult Education and Literacy (DAEL) changed in May, 2010 and this report is are based on FY10 to FY12. Programmatic accomplishments and improvements since FY10 can be divided into 3 main categories: Administrative/Program Functions, Teaching and Learning, and College and Community Collaborations/Partnerships. Specific accomplishments/ improvements for each category are listed below.
Administrative/Program Functions:
The DAEL consistently meets or exceeds ICCB targets. As a large program in the state of IL, DAEL’s performance has a direct impact on the overall success of adult education at the state and national levels.
As a result of performance, DAEL’s funding has grown over the past 3 years (FY10-FY12) with the largest increases in State Performance funding.
DAEL has continuously refined the process of orientating, assessing, and registering students. Students are provided with a welcome letter and information including program and student expectations, and the attendance policy – information not previously shared with students.
As of 2012, DAEL added an online system for registering for the required
orientation/assessment/registration sessions. Previously done solely via phone or in-person, information gathered on registrations was unreliable and difficult to manage. The hand-written information also frustrated attempts to send a reminder notice, to change individual schedules, etc., functions that are now handled electronically. As orientation sessions close and classes begin, the online system converts to an electronic “inquiry” or “wait list”. If classes are added to the schedule, or if there are a number of open seats in classrooms during the first 2 weeks of each semester, potential students can be contacted in the order in which they entered the system.
Adult Education & ESL courses were moved from an “open enrollment/Open-Entry/Open-Exit” to a “managed open enrollment” system. This change provides DAEL with the flexibility needed to serve students while making informed, data-driven decisions regarding class size, persistence/retention, student outcomes, etc.
Staffing changes within DAEL have been completed, ensuring that staff have clearly defined areas of responsibility, and that all program/service areas are staffed. Positions were created for a part-time volunteer literacy specialist, and a volunteer trainer. The Instructional Coordinator for ABE/GED/HS Credit position was reorganized and filled. Two full-time College & Career Transition Specialists and two part-time bilingual clerical staff have been hired.
Teaching and Learning:
Four (4) adult education and ESL instructors completed Student Achievement in Reading (STAR) training during FY11, and have instituted STAR instruction in 8 sections of ABE and ESL per semester. The Instructional Coordinator for ABE/ASE completed STAR training upon her hire in FY12. The Director and Instructional Coordinator for ESL were among the first trained (2005) as one of the pilot STAR sites in IL.
Beginning in the Spring of 2012, adult education course sections and instructors above the beginning/literacy levels were divided between English and Math in an effort to provide more targeted instruction, and to utilize instructor strengths.
Instructors have been informed of upcoming challenges as they become known. Professional Development has been provided on Adult Career Pathways, the ICCB ABE/ASE Content Standards (rev. 6/12) and the GED 2014.
Instructors are provided information on ICCB outcome targets at the beginning of each academic year, along with a comparison of prior year outcomes and discussion regarding how to meet/exceed the new targets.
Eight instructors have completed the GED-i/i-Pathways New User Training, and utilize this internet based instruction both within and in addition to classroom instruction. Instructors also have access to “My Skills Tutor”, “Career Cruising”, “Career Connects”, and other instructional programs. Increasing access to technology and technology-based teaching and learning is a continuing priority for DAEL.
Student learning outcomes have steadily increased in all NRS categories, and level gains meet/exceed ICCB targets over the past 3 years.
College & Community Collaborations/Partnerships:
Since 2010, several college and community collaborations and partnerships have been developed by or with the DAEL, including:
In FY11, DAEL and the college’s Academic Skills Center (ASC) initiated a collaboration to provide professional tutors for adult education and ESL students. The primary focus is on providing individual and/or small-group tutorials for adult education students preparing for the GED Test and/or the Compass placement test. Tutorials were also made available to individuals who were unsuccessful on the GED Test prior to retesting.
The collaboration with the ASC continued in FY11 with the development, staff training, and use of SARS grids --- a student tracking and support-service management system used throughout the student services departments at JJC.
In FY11, the DAEL co-wrote and developed a federal HHS Health Care Professions Opportunities Grant (HPOG). This Health Care Bridge program is a partnership with JJC’s Adult Education & Literacy, Workforce Development, Corporate & Community Services, and Nursing and Allied Health departments.
JJC’s English and World Languages Department created a new “English for Academic Purposes” curriculum to meet the developmental English needs of ESL student populations. DAEL and EAP staff and instructors worked to identify target populations and to review Advanced ESL and EAP curricula to identify gaps, exit and entry points/criteria, and to decide on which area will meet the identified needs. Both programs also serve as referral sources for the other.
The DAEL also collaborates with offices and departments within the college and community, including the Office of Multicultural Student Affairs (OMSA), Counseling & Advising, Admissions, Developmental Education, the Will County WIB and Workforce Services Division, One-Stop Partners, local DHS Office, the Area Planning Council, Will and Grundy County Regional Offices of Education, and local high schools.
Describe any programmatic improvements planned before the next review. Prior to the next program review (2017), DAEL plans to complete/implement the following improvements and/or programmatic changes:
Completely separate English and Math courses for all levels above literacy/basic (NRS Levels 4-6), place students in each course according to assessment results, and match adjunct faculty credentials to instructional area(s)
GED “Bootcamp”/Fast-Track courses (8-weeks)
Computer Skills courses
Open computer lab hours and keyboarding software/practice
Transition to GED 2014
Professional Development re: Content Standards, GED 2014, Career Pathways
ESL to ABE Transition course
Update technology in the classroom, including Kindle/Nook, tablets, etc.
Move to new City Center Campus facilities
Develop and implement additional bridge programs (manufacturing, transportation/logistics)
Refine and implement the “Passport to Opportunity” programS
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CADEMICYEAR 2013
Cross-Disciplinary Pr ogram Dual Credit
Improvements or Rati onal e for Action Summary of Findings
Since the inception of Dual Credit at the college, there has been tremendous growth. Since 2007, the enrollment has increased from 3,592 to 13, 833 in 2013. However, enrollment growth has not been without accompanying challenges. Issues that need to be addressed include the following:
Mixed classes (students sitting in a class without having met the pre-requisites of the course, primarily related to COMPASS-pre-requisite courses)
Freshman and sophomore enrollment in Dual Credit courses (enrollment will be limited to juniors and seniors)
Course pre-requisites will be followed as indicated in the college catalog for all dual credit courses
Instructor credential requirements should be the same for dual credit teachers as for on-campus adjuncts
All dual credit registrations need to be processed no later than the 10th day Objectives/Outcomes
Provides an opportunity for high school students to take Joliet Junior College courses tuition- free within the high school schedule. Courses are conveniently offered at the high schools and career centers.
Introduces high school students to college-level curriculum and familiarizes them with the academic rigor associated with taking college-level courses.
Prepares students for matriculation to either JJC or another college/university. Students upon successful completion of dual credit courses will have a JJC transcript.
Identifies for students possible career or transfer pathways.
Provides parents and students with tuition-free opportunity to obtain a head start on college.
Enables high schools and career centers to provide more options to juniors and seniors.
Provides the college with a potential recruitment tool, particularly for some of the CTE programs.
Need
We have gone through a year-long process of revising the dual credit course offerings to ensure that both the general education and the CTE course offerings are the appropriate offerings for the program. We have done this in consultation with the high schools and career centers through input received from the Dual Credit Advisory Board. We are moving toward aligning CTE dual credit courses with defined pathways to a college program or career readiness. The general education course offerings have been pared down to reflect curriculum and course content that is at an appropriate level for high school juniors and seniors and that will provide the student with transferable credit in some of the core areas.
Cost-effectiveness
The costs associated with the dual credit program are primarily staff time. We currently have only part- time staff to support a program that processes over 13,000 registrations per academic year. It would be helpful to have more college-wide support in terms of registering students, particularly in light of our need to complete the registration process by the 10th day of the semester.
Quality
We need to more rigorously enforce instructor credential requirements to ensure that dual credit instructors meet the same credential requirements that our adjuncts do. We also need to be more consistent in scheduling curriculum meetings between the college and the high school faculty on an annual basis so that course content and outcomes are a match.
Another area needing improvement is class observations by JJC department chairs and faculty— this needs to happen on a more consistent basis by all departments offering dual credit.
There is a great deal of integration with the college’s academic programs on the CTE side, and in some areas on the general education side. Further integration is needed in the area of students support services, although collaborative efforts have increased significantly over the past couple of years.
Describe any programmatic improvements achieved si nce the last review peri od. There have been major changes implemented in order to achieve compliance with the ICCB rules and regulations and corresponding with the Dual Credit Quality Act. These changes have included a stricter enforcement of instructor credential requirements and a re-alignment of course offerings and pre- requisite monitoring.
Describe any programmatic improvements planned before t he next review.
Implement policy changes that have been communicated to the high schools beginning in fall 2013. These include the enforcement of the COMPASS pre-requisite requirement for mixed classes.
Professional Development opportunities for dual credit teachers will be created and communicated to the high school teachers.
Classroom observations by JJC department chairs or their representatives will be conducted on a more consistent basis across JJC departments.
Make available proper selection of courses for Dual Credit offerings.
Dual Credit at JJC will continue to exist but in a more controlled, structured environment. Course offerings will be selected, limited, and aligned with Career Pathways and transferability criteria.