College and Career Transitions

Nadezhda Nazarenko, PhD, Director, ESOL/Lang. & ABEMarilyn Kaye Smith, Program Manager IP AES Grant

Tristyn Davis, Program Manager ABE Innovation GrantMichelle Lanz, Faculty LSC-Tomball

Tina Washco, Program Manager GREAT Center

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Designing the Model

Design Models– Alamo College, San Antonio, Texas– I Best, Washington State– Portland University Innovations– National College Transition Networkhttp://

www.collegetransition.org/promisingpractices.briefs.html

GULF COAST WORKFORCE BOARD

HIGH-SKILL, HIGH-GROWTH OCCUPATIONS SUPPORTED BY SCHOLARSHIPS:

– Educational Services

– Specialty Construction

– Professional and Technical Services

– Oil and Natural Gas Extraction and Manufacturing

– Health Services

– Other 3

Crosswalk BetweenLSCS Programs approved

by TWC and Local Workforce Board

Demand OccupationCredit - AASCredit – Certificate

Workforce Certificate - CEIndustry Certificationor Licensure

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Crosswalk BetweenLSCS Programs approved by

TWC and Local Workforce Board

Network and Computer Systems Administrators (2)

– CNC Operator II Certificate– Automated Manufacturing Technician Certificate– Machine Tool Operator (includes Machine Shop Assistant)

Health Services

– Registered Nurses– Licensed Practical and Licensed Vocational Nurses– Radiology Technologists and Technicians

 Accountants and Auditors

– Accounting AAS– Accounting Advanced Technical Certificate

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Funding and Partners

Texas Higher Education Coordinating Board

ABE Partners– Region 6– Lone Star College ABE

Workforce SolutionsHarris County Department of EducationLocal ISDsLocal Non-Profit Organizations

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Target populationIP AES (Aurora Project)

Grant

GED Graduates17 years and older

Returning Adult LearnersGED or High School Graduate

Can not have any college creditsPlan to pursue a 2-year or 4-year degree or

Workforce Certification

Aurora Project

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Recruitment

Recent GED GraduatesRe-entering Adult Learners

Information Sessions

Orientation for prospective participantsOverview of ProgramPersonal interviewEnrollment

PRE-TESTING

THEADetermines eligibility LASSI• I

dentifies needed skills for college readiness

10 Weeks-Intensive

Language Arts-Writing/ReadingMathematicsCollege SuccessComputer LiteracyMandatory• M

entoring

• Tutoring

• Academic Advising

Aurora Project

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POST-TESTING

THEA LASSI

INCENTI

VES

Financial• A

ttendance

• Class Participation

• Completion of mandatory program requirements

TRACKI

NG

Enrollment • C

redit classes

• Workforce programs

Academic Level

Statistics

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Summary of Pre vs. Post LASSI AVERAGE Scores  AVERAGE AVERAGE AVERAGE

  Pre-LASSI Score Post-LASSI Score % Change

ANX 59.6 62 4%

CON 60.2 69.4 15%

MOT 53.5 67.5 26%

SMI 50.1 65 30%

TMT 65.0 71.1 9%

ATT 54.1 63.1 17%

INP 61.0 76.5 25%

SFT 58.8 66.5 13%

STA 59.5 74.7 26%

TST 56.6 68.2 20%

       

Total 578.4 684 18%

 

Skill Component of Strategic Learning Information Processing 25%Selecting Main Ideas 30%Test Strategies 20%

Will Component of Strategic Learning

Attitude 17%Motivation 26%Anxiety 4% 

Self-Regulation Component of Strategic Learning

Concentration 15%Time Management 9%Self-Testing 13%Study Aids 26%

Where are they now?

50 Aurora Project Graduates in FY12 !

32 are enrolled in College29 – Lone Star College System 2 - Other Colleges 1 – CE Workforce Certification

Program

Target populationABE Innovation

Grant

18 yrs. and olderReading TABE test 6.0 grade level or higherLanguage, reading and/or math below 9.0 grade levelCan not college credit beyond development education

Intake and Advising

College Readiness

Career Path Model ABE Innovation Grant

Intake and Advising

College Readiness

Concurrent Support class

Workforce class

Advising

Intervention as needed

Tutoring

Career Path Model ABE Innovation Grant

Intake and Advising

College Readiness

Concurrent Support class

Workforce class

Advising

Intervention as needed

Tutoring

Obtain Certificate

Employment

GED

Credit course

Career Path Model ABE Innovation Grant

Advising

Advising– Intrusive

• Students meet with advisor 2 times per cohort

• Advisor receives written feedback from instructor

• Advisor available on an appointment or drop in basis

• Assists students with next step• Intervention as needed

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Intervention

• Intervention – Meet with

• student• advisor• contextualized skills teacher • workforce teacher

– Completed on a need basis

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Additional Services

TutoringConnection to credit advisingQuarterly follow upCollege day each semester

- Financial aid- College admissions- Credit advisor- Building tour- Meet teachers

Successes

Successes- 7 CNA cohorts – 90 % passing rate- 5 Welding Cohorts - 70 % passing rate- 2 Pre Apprentice Machining cohorts – 93% passing

rate- 3 Phlebotomy cohorts – 94% passing rate- Invited to implement program on other campuses- Partnership with Developmental Studies Department- Improved self-image as a College Student- Faster transition to College Credit programs

Challenges

Challenges- Finding and training teachers that are willing to work outside of the traditional role- Designing support classes for multiple certificates- Creating sustainable model - Recruitment of students

Professional Development Model

Working on blended models: GED/Dev. Ed

ABE/ESOLCreating Advising modulesOrganizing PD for Dev. Ed., ABE, ESOL

and Technical Skills instructors and faculty

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Professional Development Model

Target Group

• Development Education Instructors• Adult Education Instructors

– Higher level ABE– ASE– GED

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Professional Development Model

Academic Learning Outcomes

• College 101: College Success• Language Arts: Writing and Reading• Mathematics• Computer Literacy

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Professional Development Model

Alignment with ICA and JFF Initiatives

• College and Career • Language Arts: Writing and Reading• Mathematics• Computer Literacy

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Professional Development Model

College 101 Learning Outcomes

• Get to know the students– Personality traits– Learning style– Lifestyle

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Professional Development Model

College 101 Learning Outcomes

• Teach skills to the students– Motivation– Memory enhancement– Self-image as a “college student”– Healthy lifestyle– Improved study skills

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Professional Development Model

College 101 Learning Outcomes

• Techniques • Strategies

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Professional Development Model

ICA Outcomes

• College and Career Readiness• Services available to student on

campus• Career counseling based on career

interests• How to determine career interests

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Professional Development Model

JFF Outcomes

• Counseling to Career Initiative• Contextualized Instruction• Teaching across the Curriculum

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Elements of Professional

Development

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College 101: College Success

ICA JFF

Student Self-awareness

Life Success Skills

College and Career Readiness

Counseling to Careers

Contextualized Instruction

MathLanguage Arts: Writing & Reading

Computer Literacy

ContactInformation

Nadezhda.M.Nazarenko@lonestar.edu

Marilyn.K.Smith@lonestar.edu

Tristyn.Davis@lonestar.edu

Michelle.L.Lanz@lonestar.edu

Tina.Washco@lonestar.edu

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