Oregon Pathways for Adult Basic Skills Transition to Education and Work (OPABS) Initiative

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Oregon Pathways for Adult Basic Skills Transition to Education and Work (OPABS) Initiative

Goals Build pipeline of prepared ABS learners

to enter postsecondary education, training programs, and/or jobs in high-demand career areas

Improve quality of adult basic skills programs—systematic processes for assisting students to transition to postsecondary courses and employment

Coordination between ABS & Community College Departments, Employment and Workforce

Accelerated Courses

Integrating Basic Skills & Occupational Information,

College/Career Awareness,

Learner Supports

ABS Program Management

& Services thatFacilitate Learner

Transition to Postsecondary Courses

OPABS Key Elements

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OPABS Program Components

Recruitment

Learner Orientation

Assessment

Placement in Courses

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OPABS Design Systemic Change Comprehensive systems’ change model—strengthen overall

ABS system in all areas of program services

Develop transferable processes and products—curricula and professional development designed to be used in statewide ABS programs

Build internal state capacity to develop basic skills curricula that integrate occupational information

Coordination Expand relationship between Basic Skills and Career Pathways,

other college departments, employment and workforce Develop learner pathway plan that may change over time and

is linked to varied options in college and community

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OPABS Design

Accelerated Curricula Target ABS learners at 6th grade equivalent and

above Occupational “survey” approach—high-demand

career areas are focus, but range of occupational information integrated into courses Health Services (e.g., certified nurses assistant,

medical transcription) Industrial & Engineering Systems (e.g., welding,

construction) Business & Management (hospitality, hospitality,

food & beverage services)

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OPABS Design

Types of OPABS Courses 5 Basic Skills’ courses (reading, math,

writing) based on academic standards & integrate occupational information

Bridge and Pre-Bridge Levels of Courses(High Int. ABE to Low ASE/Low-High ASE)

1 hr. lessons, 60 lessons per course Criterion pre-test score for courses to promote

learner success Standardized course format to promote quality

instruction

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OPABS Design

Support courses College and Career Awareness, 1-

term, 30-hours: High Intermediate ABE, Low ASE, and High ASE levels

Advising modules, 2 hour workshops on College Application, Financial Aid and Placement

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OPABS Approach to Systemic Change

Adult Basic Skills (ABS) Coordination with Community college career/technical, workforce, and

academic faculty: Determine skill demands of postsecondary courses to

deliver accelerated basic skills courses

Collaborate on integration of occupational information in ABS accelerated courses

Identify technical training credential and certificate options for ABS learners

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OPABS Approach to Systemic Change Community College “system” of pathways

services ABS program organizes services and

“messages” to promote postsecondary education as a goal for ABS learners, facilitate their enrollment into Pre-Bridge and Bridge courses

ABS staff work with postsecondary and advising staff to develop coordinated services that facilitate ABS learners’ development of career aspirations, skills, and knowledge to transition to postsecondary education and work

ABS staff work with one-stop career centers to cross-refer clients

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Next Steps for OPABS

Course enhancements Expand options for ABS career pathways Strengthen coordination between ABS and one-stop

career centers Enhance data tracking systems Identify options for coordinating services within ABS

and between ABS and college departments Professional Development of faculty and directors

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OPABS: Results to Date Assessment of OPABS Implementation

Pilot instructors’ assessment of curricula Learned new instructional content (78%)

Affected overall approach to teaching (78%)

Learned new instructional methods (56%)

Course participants’ assessment of curricula Characteristics of class, instructors’ teaching ability, and

course content very favorable (245 learners from 34 classes)

Younger learners less likely to indicate that the information about occupations and jobs was always useful, likely due to their participation in career education in high school

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State Adult Education Policies That Can Facilitate TransitionPolicies Related to: ABE Instruction

Provision of Advising, Counseling as ABE Services

Types of Interagency Partnerships Local Programs Should Establish/Expand

Types of Professional Development that Local Programs Should Access/Conduct

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State Adult Education Policies That Can Facilitate Transition

Policies Related to: Types of Data to Collect

Performance Goals to Set