ESL Bridge Program in Partnership with

Grand Rapids Community College (Michigan)March 19, 2011, TESOL Conference, New Orleans

To build a literate community and transform lives by strengthening reading and language skills

Providing services to 1500 adults and families 2009-2011

Labor Force◦ In 2008, 15.6 percent of the U.S. civilian labor

force were foreign-born.

Educational Attainment◦ 26.4% foreign-born labor force had no HS Diploma

-- compared with 5.8% native-born

Wages◦ Foreign-born workers with less than a high school

education earned $417 per week in 2008, while those with bachelor's degrees and higher earned about 2.6 times as much--$1,092 a week.

Source: Bureau of Labor Statistics of the U.S. Department of Labor reported on March 26, 2009.

Less than 9th grade $22,662

9th to 12th grade $24,881

HS Graduate $33, 609

Some college $39,106

Associates Degree $41,447

Funded by Michigan Department of Labor and Economic Growth (MDLEG)

Part of Adult Learner Demonstration Grants◦ 10 projects overall in Michigan

February 2009-December 2010◦ Classes started in April of 2009

Main partner: Grand Rapids Community College and Literacy Center of West Michigan

$300,000 in funding to both organizations for 23 months

•Referrals

•Walk-Ins

•Word-of-Mouth

•Marketing/Advertisements

Points of Entry

•English as A Second Language

(High Intermediate and Advanced

•Adult Basic Education (Reading

Grade Level 6th - 8th)

•GED Preparation (Reading Grade

Level 9th - higher)

Program of

Enrollment •Employment

•Post-Secondary Education

•Job Training

• Not in the Labor Force

Points of Exit

Various locations, off the main college campus◦ GRCC‟s Learning Corners

ABE and GED students

◦ Literacy Center of West Michigan

ABE and ESL students

Below 9th grade level reading

Community-wide marketing of the program to participants◦ Advertising the program as the „bridge‟

◦ Ability to start at „any point‟ in students‟ education

Community College Services‟ Map

Align marketing materials across partnerships within the program for continuity as a form of brand recognition.

GRCC‟s West Side Learning Corner

Literacy Center of West Michigan

Orientation and Intake

Assessments

Career Coaching

Instruction

Transitions/Outcomes

Professional Development

Adult ESL exit standards◦ 236 on CASAS Reading or Listening (9th grade level

reading)◦ But: students not ready to transition to college or GED

preparation programs

GED preparation entry standards◦ 9th Grade Level reading on TABE

Job Training programs use ACT‟s WorkKeystesting for entry standards

College entry: Accuplacer (Reading, Listening, Language usage, Algebra, Arithmetic)

College ESL (Credit): LOEP test-Listening, Speaking, Writing, Grammar, Reading, Vocabulary—up to 4 hours

Joint orientations between Community College and Literacy Center of West Michigan

Explanation of program, student commitment and outcomes

Collection of required documentation

Assessment

Initial meeting with

Intake specialist and

career coach

CASAS◦ Helps determine initial level of students and place

in ESL classes◦ Assess progress

TABE 9 &10 Survey◦ Given to students, who do not have a GED, at the

end of the ESL course to determine level of readiness for a GED program

ACT‟s WorkKeys◦ Students can receive a nationally recognized

certificate of basic skills, valuable for employment and further education

Offered to students at High Intermediate and Advanced ESL levels (CASAS)—ESL 3 Courses

Recruitment◦ LCWM orientations/waiting list◦ Referrals from partners◦ Current LCWM students

Intake◦ Group orientation or individual intake CASAS pre-testing (Reading, Listening, Math (optional))

Information about the program

Initial WIA eligibility verification (WIA pre-registration form)

$25/program year registration fee

Composite Technician

Description:

Composite Technician is an 80 hour job training program to prepare for an entry level position in a manufacturing plant that produces products using composites. This training is focused specifically for those who will work in composites manufacturing for the renewable energy industry (wind energy, green transportation). Please note that composites manufacturing involves resins epoxies and other chemical materials.

There is one location: Energetx Composites Lab in Holland (click here for map.)

Pre-requisites:This course requires an assessment prerequisite using the WorkKeys National Career Readiness Certificate system at an additional cost of $60. Registration, payment and scheduling information to complete the pre-requisite may be made at www.grccworkkeys.com, and choosing the National Career Readiness Certificate Bundle. In order to effectively perform in this training, the following levels must be achieved prior to class start:

Applied Mathematics- Level 3

Reading for Information- Level 4

Locating Information - Level 4

Entry point for the adults with multiple barriers to education

Small comfortable community of learners, less intimidating

Classes are free

Students can choose to work with a one-on-one tutor or take more intensive ESL classes

Content is not-only academic, but also life-skills and workplace skills

One-on-one meetings Convenient time and location

before and after classes

Assessment of barriers Career Coaching assessments

◦ LASSI: Learning and Study Strategy Inventory

◦ VARK: Learning Style assessment◦ True Colors and Michigan Career

Pathways Survey◦ Exploration of careers (ex. ONET)

Career Goals◦ Action Steps

◦ Barriers

◦ Support Systems and learning how to use them

◦ Understanding personal strengths and transferable skills

You‟ve developed many abilities throughout your lifetime. As a parent, worker or student you‟ve learned skills that transfer from one activity to another. These transferable skills can be used in a variety of situations.

Comprehensive and holistic approach to students needs:◦ Referral to 1-1 tutoring, if needed

◦ Referral to human services organizations (Michigan Works!, Department of Human Services, Housing Commission)

◦ Assistance with temporary employment if needed

◦ Assistance with College application

◦ Information about college admissions and programs

◦ Understanding college requirements

Personal connection with the students Help clarifying educational and employment

goals Development of a Career Plan and Next Steps Communication with ESL instructor to

determine instructional goals and provide individualized help

On-going meetings with student and end of semester meeting

Follow-up on economic and educational goals after students leaves the program

Instruction◦ 6 hours of instruction/week, 12-14 week sessions

◦ Speaking, Listening, Reading, Writing, ESL Math

◦ Test taking strategies

◦ Employability skills (Equipped for the Future framework of employability skills)

◦ Computer lab (KeyTrain, Rosetta Stone, Plato‟s Pathways)

◦ Field trips and student projects (GRCC‟s Tassel-MTEC, Davenport University, United Way)

Group projects

Student portfolios◦ Employment and education

On-line delivery of curriculum and computerized learning programs (ACT‟s KeyTrain, Rosetta Stone)

Open computer lab

Use of varied technology in the classroom

Internet search and research skills

Varied student needs mix of skills taught◦ Academic: test taking, study skills◦ Workplace: Reading for Information, Locating

Information, Applied Math◦ Language skills: reading, writing, speaking,

listening Life Skills context

Workplace context

Competency based

◦ Holistic approach teaching all four skills◦ Individualization and small group work◦ Research industry relevant competencies

In partnership with West Side Leaning Corner and Wealthy Learning Corner, Huntington Bank and Lake Michigan Credit Union

Computer Literacy

Financial Literacy

Bridges to College◦ Delivered to ESL students each

Semester by college admissions

counselors

LCWM ESL students visit GRCC Tassell MTEC

Health literacy is promoted by a Friday‟s bike in the park!

Working in small groups helps students gain confidence.

“I never thought I could learn English before I started coming to my classes at the Literacy Center.”

ESL student

ESL classes create communities of learners.

Hours Weeks Months

Average 83 34 9

Maximum 260 75 19

Minimum 16 9 2

Median 62 23 6

At the end of the semester◦ CASAS post-test◦ TABE post-test (if given at the beginning of the semester

and 60 hours of instruction are achieved)◦ Student completes Goal Sheet◦ Meeting with Career Coach/Instructor to determine next

steps/classes◦ ESL Instructor input

Transition◦ CASAS post-test at 236 or higher on Reading AND

listening—GRCC ESL courses◦ TABE test at 9th grade level—GRCC GED preparation

program◦ Job Training

CASAS Life and Work, Reading and Listening

40 ESL students with 1 Educational Functional Level (NRS) gain or more (64%)◦ High Beginning—100%

◦ Low Intermediate—88%

◦ High Intermediate—100%

◦ Advanced—47%

Enrolled: 62

Completed Program: 57

Transitioned: 16

(28% of completed)◦ GED:3

◦ College Courses: 1

◦ College Credit ESL: 9

◦ Job Training: 3

WorkKeys Testing◦ 31 students tookWorkKeys and scored at level 3 or higher in at least one test—60% of total

National Career Readiness Certificate (NCRC)◦ 15 students achieved an NCRC◦ 10 Bronze Certificates (3-3-3)◦ 5 Silver Certificates (4-4-4)

http://www.literacycenterwm.org/pages/about.htm

High quality staff◦ ESL Instructors with MA TESOL degree◦ Experienced in teaching adults◦ Dedicated to teaching diverse population◦ Career Coach with knowledge of local industries

Commitment of Program Directors to collaboration and partnership

Joint presentation at conferences

PD ◦ Jointly with GRCC and LCWM Developmental and Adult

Ed instructors Learner persistence

College readiness

Reading strategies for college success

Encourage students to get higher test scores in noncredit programs, such as GED, to be able to skip some developmental courses.

View them and treat them as college bound; help them see themselves as “college material.”

Help students develop self management skills

Include strong teaching focus on teamwork on meta-cognitive skills

Conley, D. (2007). Redefining College Readiness epiconline.org/publications/college_readiness

Downing, S. (2008). On Course: Strategies for creating success in college and in life. Boston: Houghton Mifflin. See also www.oncourseworkshop.com

Weinstein, C. E. LASSI (Learning and Study Strategies Inventory)see www.hhpublishing.com/_assessments/LASSI

Promising Practices for Transitioning Students from Adult Education to Postsecondary Education: A review of Literature with Implications for California Community College Practitioners, January 2009, Retrieved from: www.cccbsi.org/Websites/basicskills/Images/Promising-Practices.pdf

Equipped for the Future at the Center for Literacy Studies (2009). Retrieved from http://eff.cls.utk.edu/default.htm

Michigan Department of Labor and Economic Growth, Office of Adult Education (2008). Preparing Worker for 21st Century Employment: Making the Most of the Job. Retrieved from http://maepd.org/lib-preparingworkers.html

http://wfsolutions.workforce3one.org/

ACT (2011). KeyTrain. Retrieved from http://keytrain.com

Vera Grishkina

Customized Workplace English

Program Director

Literacy Center of West Michigan

1120 Monroe Ave NW, Suite 240

Grand Rapids, MI 49503

vgrishkina@literacycenterwm.org

Phone: 616-459-5151 ext. 14