ADULT BASIC ADULT BASIC EDUCATIONEDUCATION

Meeting the needs of our Meeting the needs of our communitycommunity

ABE MissionABE Mission

Adult Basic Education strengthens Adult Basic Education strengthens community by providing free instruction community by providing free instruction and support to adults and their families to and support to adults and their families to obtain the knowledge and skills necessary obtain the knowledge and skills necessary for success in secondary and post-for success in secondary and post-secondary education, employment, and secondary education, employment, and self-sufficiency. self-sufficiency.

ABE Funding SourcesABE Funding Sources Federal block grant through HED (Workforce Federal block grant through HED (Workforce

Investment Act of 1998)Investment Act of 1998) Federal ESL-Civics Ed block grant through HEDFederal ESL-Civics Ed block grant through HED State legislative funding – formula based on State legislative funding – formula based on

headcount and contact hoursheadcount and contact hours State instructional materials through PEDState instructional materials through PED Literacy Volunteers of Santa Fe (LVSF) – Literacy Volunteers of Santa Fe (LVSF) –

various grants, e.g., City of SF, SF Community various grants, e.g., City of SF, SF Community Foundation, NM Coalition for Literacy, United Foundation, NM Coalition for Literacy, United Way, and othersWay, and others

College – In-kind and fiscal supportCollege – In-kind and fiscal support

ADULT BASIC EDUCATION PROGRAMADULT BASIC EDUCATION PROGRAM

AVP for Educational Leadership – Dr. Meredith Machen

Director of Adult Basic Education (ABE) – Barbara Arguedas

GEDMary Wooten,

Coordinator

ESLAndrea Gaytan,

Coordinator

Literacy VolunteersLVSF

Letty Naranjo, Manager

2.5 FTE regular teachers; 3-4 P-T

Group Instruction5-7 sections at 3-4 sites

Independent Study self-paced classes;

2-3 sections

Support classes inReading and Math

(3 sections)

20 P-T teachers26 sections at 4-5 sites

GED en espanol classes 2-3 sections

Integrated ESL Civics Ed Classes Roxie Daggett,

Program Specialist

Workplace & Small TeamsUp to 22 sites each year of each type

Amanda Rivera, Workplace Spec.Volunteer Tutors

ESL classesthrough paid partnerships

(e.g., SFCC custodial staff, SFPSWellness Program at Pinon School,Agua Fria Family Resource Center)

Neighborhood & Community Groups20-25 sites each year

Cristina Rogel, Neighborhood Spec.Volunteer Tutors

Family Literacy Adolfo Vazquez, F.L. Spec.4-6 child caregiver/teachers

Basic Literacy (for English speakers)Literacy Coordinator (vacant)

Volunteer Tutors

Sullivan LabAt Gallegos Lane Ctr.

Dianna Luces, ABE Rep.Volunteer Tutors

Data SpecialistGayle Torrez

Administrative Assistant

Gloria Duran

Dept. SecretaryChrys Chaparro

Literacy Data Spec.Steve Byers

ABE Lab serves all ABE components

Karen Lindquist, Susan Geary

TANF students integrated into ABE Lab

ABE Program ComponentsABE Program Components

GED and Basic SkillsGED and Basic Skills English as a SecondEnglish as a Second Language (ESL)Language (ESL) Literacy Program – Basic Reading & Literacy Program – Basic Reading &

ESLESL Workforce Development integrated in Workforce Development integrated in

all programs (WorkKeys, KeyTrain, all programs (WorkKeys, KeyTrain, Career Readiness Credential)Career Readiness Credential)

GED and Basic SkillsGED and Basic Skills GED preparation classes and individualized GED preparation classes and individualized

instructioninstruction Prescriptive, skill-based programPrescriptive, skill-based program GED en espaGED en españñolol ““Brush-up” - for students with high school Brush-up” - for students with high school

diplomas but who need skill buildingdiplomas but who need skill building Computer-Assisted Instruction – Lab open 12 Computer-Assisted Instruction – Lab open 12

hours/dayhours/day Partner with Lifelink, YouthWorks, Drug Court, Partner with Lifelink, YouthWorks, Drug Court,

Probation, TANF, othersProbation, TANF, others 687 “fundable” students 2006-2007687 “fundable” students 2006-2007

English as a Second LanguageEnglish as a Second Language

7 levels of ESL classes7 levels of ESL classes Computer-assisted instructionComputer-assisted instruction Sites: SFCC, Agua Fria, Cesar Chavez, Sites: SFCC, Agua Fria, Cesar Chavez,

Turquoise Trail, SalazarTurquoise Trail, Salazar Civics Education integrated in ESL Civics Education integrated in ESL

intermediate and above classesintermediate and above classes 913 “fundable” students 2006-2007913 “fundable” students 2006-2007

Literacy ProgramLiteracy Program

Affiliation with Literacy Volunteers of Santa Fe Affiliation with Literacy Volunteers of Santa Fe provides seamless servicesprovides seamless services

Accredited through ProLiteracy AmericaAccredited through ProLiteracy America Basic literacy and ESL tutoringBasic literacy and ESL tutoring One-to-one tutoring - 26 studentsOne-to-one tutoring - 26 students Workplace – 13 worksites, 84 studentsWorkplace – 13 worksites, 84 students Neighborhood and Community Groups – 30 groups, Neighborhood and Community Groups – 30 groups,

198 students198 students Family Literacy - 137 children, 55 parentsFamily Literacy - 137 children, 55 parents Sullivan Computer Learning Lab – 93 studentsSullivan Computer Learning Lab – 93 students 232 “fundable” students232 “fundable” students

Student-centered InstructionStudent-centered Instruction

Individualized for all levels: basic literacy to 12Individualized for all levels: basic literacy to 12thth grade grade level; no English to pre-college level Englishlevel; no English to pre-college level English

Specialized screening for learning difficultiesSpecialized screening for learning difficulties Use Use PowerPathPowerPath screening instrument and philosophy screening instrument and philosophy Screen for vision, hearing, visual stress syndrome, and ADDScreen for vision, hearing, visual stress syndrome, and ADD Intervention for learners who have “slipped through the cracks”Intervention for learners who have “slipped through the cracks” Engage students as partners in their learningEngage students as partners in their learning Screen English Screen English andand Spanish speakers Spanish speakers Improves persistence!Improves persistence!

Pre-test all students with standardized tests to determine Pre-test all students with standardized tests to determine skill level upon entry. Post-test at intervals to determine skill level upon entry. Post-test at intervals to determine learning gain.learning gain.

AccountabilityAccountability

New Mexico Higher Education New Mexico Higher Education DepartmentDepartment

EvaluationEvaluation Self-assessmentSelf-assessment PoliciesPolicies

National Reporting SystemNational Reporting System Pre- and post-testingPre- and post-testing Level gainLevel gain Core outcomesCore outcomes

Outcomes Outcomes 2006-20072006-2007

Total enrollment: 2,445 students of whom Total enrollment: 2,445 students of whom 1832 were “fundable” (12 hours +)1832 were “fundable” (12 hours +)

Achieved goal of pre-testing 100% of Achieved goal of pre-testing 100% of students and post-testing 50% of all students and post-testing 50% of all students (actual post-test rate is 51.78%)students (actual post-test rate is 51.78%)

Graduated 134 students through the GEDGraduated 134 students through the GED 66 of 134 enrolled for credit at SFCC66 of 134 enrolled for credit at SFCC

Program HighlightsProgram Highlights2006-20072006-2007

ESL student, Margarita Lopez, was awarded the ESL student, Margarita Lopez, was awarded the NM Adult Education Association ESL Student of NM Adult Education Association ESL Student of the Yearthe Year

Transition to College focusTransition to College focus LVSF Awards: Santa Fe Community LVSF Awards: Santa Fe Community

Foundation’s Foundation’s Silver Anniversary PiSilver Anniversary Piñonñon Award;Award; Santa Fe Future 2006 AwardSanta Fe Future 2006 Award

Data-driven decisionsData-driven decisions

One Student’s Story - PatrickOne Student’s Story - Patrick

Patrick has a high school diploma but Patrick has a high school diploma but could not pass the required test to become could not pass the required test to become a city police officer. He enrolled in ABE, a city police officer. He enrolled in ABE, was screened for learning difficulties and was screened for learning difficulties and placed on a reading improvement plan. placed on a reading improvement plan. After 10 months of study with a teacher, a After 10 months of study with a teacher, a Literacy Volunteer tutor, and a computer Literacy Volunteer tutor, and a computer program, he was able to pass the test. He program, he was able to pass the test. He began work with the SF Police Dept. this began work with the SF Police Dept. this month.month.

Maury (tutor) and Patrick (student)

ChallengesChallenges

Retention (persistence) of studentsRetention (persistence) of students Students need more hours of attendance to make Students need more hours of attendance to make

learning gains, to obtain the GED, and to continue on learning gains, to obtain the GED, and to continue on to collegeto college

Rising costsRising costs Cost per student is increasingCost per student is increasing Cost of assessments is increasingCost of assessments is increasing

Tracking outcomes Tracking outcomes College advisement specific to ESL and GED College advisement specific to ESL and GED

populationpopulation

OpportunitiesOpportunities

Transition to college - Greater Transition to college - Greater collaboration with college divisionscollaboration with college divisions E.g., Plan for B & T Division to extend E.g., Plan for B & T Division to extend dual dual

enrollmentenrollment in pre-engineering to ABE students in pre-engineering to ABE students Increase GED graduation rateIncrease GED graduation rate Increase employment goalsIncrease employment goals Use Banner system to improve student Use Banner system to improve student

tracking in post-secondary education at tracking in post-secondary education at SFCCSFCC

ESL Classes Fall 2007

GED Graduation

2006

LVSF Tutoring Groups

ABE Computer

Lab