Literacy Works’ free, downloadable handbook provides information and resources to help your program and you encourage clients to seek education or training that will open doors to continuing success in the workforce. Handbook can be used by:

workforce development agencies seeking to implement practices to promote education and training, or

individual frontline staff seeking to have more helpful conversations with clients and make referrals.

Available as a PDF from Literacy Works’ website: www.litworks.org > Publications> Transitions Handbook. Or go directly to this URL: http://litworks.org/Transitions_Handbook.html

Today’s handout includes sample pages from Literacy Works’ handbook, Transitions to Education and Training: Resource Handbook for Chicago Workforce Professionals, Second Edition. Contact Literacy Works about:

Referring your clients to adult learning programs

Professional development training for your staff

Resources on adult literacy, workforce development, and related topics Literacy Works – www.litworks.org – 773.334.8255 – info@litworks.org Betsy Rubin, Adult & Family Literacy Specialist – 773.860.5735 – betsy@litworks.org Addresses:

Office: Literacenter, 641 W. Lake St., 2nd floor, Chicago 60661

Mailing: c/o 6216 N. Clark St., Chicago IL 60660 Social Media – @LitWorksChicago on Twitter; Facebook; Pinterest; LinkedIn; YouTube

Transitions to Education and Training:

Resource Handbook for Chicago Workforce Professionals

Contents 1. Introduction and Reflection: Transitions to Education and Training 1 2. Promoting Further Education: What Your Program and You Can Do 5 3. The Right Fit – Education and Training Programs for Your Clients 17 4. Identifying Quality Colleges and Avoiding Scams 24 5. Finding Help for Students at College 25 6. Tips – Top Ten Types of Support 27 7. Career Exploration Resources 28 8. General Resources 29

Transitions to Education and Training, Second Edition © 2015 Literacy Works 08.01.15– Page 20

Options for Continuing Education One or more of these programs may meet a client’s interests or needs. Most are free or low-cost.

Adult Basic Education (ABE) or Pre-HSE

Reading and math instruction for adults with skills below grade 9. Offered in not-for-profit community-based organizations (CBOs) and community colleges. See ABE info on pages 21 and 23.

Adult Secondary Education (ASE) or High School Equivalency (HSE)

High-school equivalency/HSE programs (to prepare for the GED®, HiSET®, or TASC ™ tests);

alternative high schools for older youth/young adults; adult high school programs. Generally, these are geared for adults with reading and math levels at grade 9 or above; some are provided in Spanish. Offered in CBOs and community colleges. See HSE info on pages 21 and 23.

English as a Second Language (ESL), English Language Learning (ELL), English Language Acquisition (ELA)

Instruction in speaking, listening, reading, and writing in English for adults whose native language is not English. Offered in CBOs and community colleges. See ESL/ELL/ELA info on pages 21 and 23.

Transitional Jobs (TJ) programs

Wage-paid, short-term employment that combines real work, skill development, and supportive services. For adults with multiple obstacles to employment. May incorporate literacy instruction. Offered in CBOs and some for-profit agencies. See TJ program info on page 22.

Bridge programs

Small, selective, rigorous programs usually geared for adults reading from the 6th-9th grade level, with or without a high school credential. Bridge programs provide reading, writing, math, and other instruction in the context of a sector-specific vocational training program. Bridge programs are offered by many CBOs and community colleges. See bridge program info on page 22.

Certificate program or vocational training

Offered in community colleges or CBOs. Some for-profit organizations also offer these; take extra care to ensure these are reliable and affordable. See training programs info on page 21.

College or special college programs

Community colleges offer associate degrees and other training, often in high-demand industry sectors such as health care or TDL (transportation, distribution, and logistics).

An example of a special college program is the Gateway Program at City Colleges of Chicago, which allows enrolled Adult Education students to take “college credit courses at a reduced cost while receiving additional support to select an academic program of study.” Learn about the Gateway Program at http://www.ccc.edu/departments/Pages/Gateway.aspx or search for the keywords gateway program at the City Colleges of Chicago website. See college info on pages 24-26.

Transitions to Education and Training, Second Edition © 2015 Literacy Works 08.01.15– Page 23

Finding Programs: An Overview

1. A community-based organization (CBO). CBOs may offer ABE, ESL/ELL/ELA, high school equivalency preparation, bridge programs, TJ programs, vocational ESL, alternative high schools, or adult high schools.

2. A community college or technical center. Colleges and affiliated tech centers may offer ABE, ESL/ELL/ELA, high school equivalency preparation, bridge programs, certificate programs, and associate degree programs.

3. A for-profit agency that receives government funding to administer its programs.

4. Industry training or apprenticeship programs, e.g. Chicago Regional Council of Carpenters Apprentice & Training Program.

Help your clients:

Avoid companies or “schools” that operate solely for a profit motive.

Steer clear of education

scams, “diploma mills,” and programs that are likely to land students in debt without providing a usable credential.

Places That Offer Free or Low-Cost Training and Education

Identify ABE, ESL, HSE, or bridge programs to meet client needs: For Chicago info, contact Literacy Works: info@litworks.org;

773-334-8255. Literacy Works will make suggestions based on the information you provide about your clients’ needs.

For Illinois statewide info, contact the Illinois Adult Learning

Hotline: 800-321-9511 or http://www.thecenterweb.org/alrc/hotline.html

Outside Illinois, try America’s Literacy Directory, via LINCS,

U.S. Department of Education. https://literacydirectory.org/ (Or do an Internet search using the key word literacy plus the name of your state; narrow your search to non-profit programs such as literacy councils, coalitions, etc.)

Gather info, then share with client.

Gather info, then share with client.

Transitions to Education and Training, Second Edition © 2015 Literacy Works 08.01.15– Page 10

High School Equivalency (HSE) in Illinois: Information for 2016 and Beyond Beginning in 2016, the State of Illinois will grant High School Equivalency Certificates (HSE) to people who pass any of these three standardized exams*:

GED® - https://ged.com/

HiSET® exam - http://hiset.ets.org/

TASC Test Assessing Secondary Completion™ - www.tasctest.com *Illinois also requires that test-takers pass a separate Constitution Test.

Basic facts: On a national level, all three tests launched in January 2014.

The TASC™ and HiSET® are new tests. The GED® is completely overhauled from its

pre-2014 version.

All three tests are computer-based, but the TASC™ and HiSET® offer paper-based

versions. The GED® does not offer a paper-based option.

While Illinois previously accepted only the GED®, it will accept all three tests beginning

in 2016. For a comparison of the three tests, see a summary chart created by New Readers

Press: http://www.newreaderspress.com/HSEcomparison.aspx. For more detail see this chart from ProLiteracy: http://www.proliteracy.org/Downloads/ProLiteracy_hsetestcomparison.pdf

New terminology: Historically, people have used the term “GED” to refer to preparation for high school

equivalency – in the way people use “Kleenex” for facial tissue. For example your client

may say, “I want to attend a GED class. I want to get my GED.”

Illinois officially uses the term High School Equivalency Certificate (HSE).

You may also hear the term “ASE” – Adult Secondary Education. (ASE is what follows

ABE, or Adult Basic Education.) ASE refers to instruction for adult learners who want to

take a test to attain, or earn, their High School Equivalency Certificate (HSE).

As a workforce professional, what should I communicate to my clients about HSE? If your clients say, “I want to get my GED,” you understand they want to earn their

High School Equivalency Certificate (HSE). However, if their reading and math levels are

below the 9th-grade level, you can consider this a long-term goal.

You can acknowledge to your clients that HSE is an important goal. Mention that when

the time comes, they will choose among three different tests (not just the GED®).

Emphasize that the most important thing to do now is to build their reading, writing,

math, and computer skills. Let them know that to pass any of the tests, you need to be

a very strong reader.

Transitions to Education and Training, Second Edition © 2015 Literacy Works 08.01.15– Page 27

Part 6: Tips – Top Ten Types of Support When adults decide to return to school, they may be more likely to enroll and remain in a program if they receive support in these areas over time:

1. Determining what type of education they need. They may need to attend a program to build skills before beginning the type of study they desire.

2. Finding an educational program that is suitable in terms of location, schedule, intensity, and institutional culture, as well as program of study.

3. Finding a program that is reputable.

4. Having a realistic expectation for the amount of time that education takes (often over a year).

5. Understanding the requirements and steps to enroll in a particular program. Gathering and organizing the documents or information needed in order to enroll.

6. Communicating with the program via phone, email, or face-to-face encounter, including knowing what questions to ask.

7. Understanding the program’s admission and enrollment policies and screening or assessment process.

8. Overcoming obstacles such as child care, transportation, and school-related costs.

9. Managing time and logistics to balance work, school, and home responsibilities and to arrange transportation.

10. Knowing what support services are available at the program or school, e.g. services for students with identified special learning needs, students who are first-generation college attendees, or students who discover they are struggling in class.

See the box below for additional tips on communicating with clients and making referrals.

Special Tips for Communication and Referral 1. Keep your conversation with the person matter-of-fact. Everyone has skills and talents; everyone has areas they wish to develop. Classes or tutoring will help adults get the skills they need to get a better job in the future and to meet other personal and family goals. Let your clients know they are not alone in seeking skills – many people at the same age and skill levels will be enrolling too. 2. Let the person know it takes time to get an education. If the person understands up front that education may take a year or more, he/she can plan for it and will be less likely to give up too soon. Let the adult know that there are programs that offer classes or tutoring that can fit around a family or work schedule. Help your clients steer clear of education scams, diploma mills, or programs that are likely to land them in debt without granting a usable credential. 3. Help the person connect with the program. Enrollment usually involves multiple steps: initial contact, intake interview, assessment, placement, etc. You may wish to contact the program in advance to get information about procedures. Provide support to your clients through this process as needed while explicitly explaining the steps so that your clients can take on an increasingly active role.