DOC 1) Provide offender students who have aspirations with a formal introduction to the concepts and processes in higher education, including but not limited to creating educational goals, time management, what to expect as a college students, study skills, etc. 2) Use focused resources to create and implement a DOC TPS program class and curriculum. 3) Begin work on a standardized DOC-wide TPS curriculum including objectives, assessments and common benchmarks for completion/success. 1) Contract with to teach two sections of their CARE 1100 “College Success Strategies” course to students at MCF-Faribault. 2) Create a focused pilot Transition to Postsecondary curriculum at MCF-St. Cloud. Pay a portion of one teacher’s salary. Allow extra TPS-related staff development for this teacher. 3) Create a committee with one teacher or manager representative from each adult facility. Meet every other month to work on TPS curriculum development. Detroit Lakes 1) Develop and enrich partnerships to promote successful postsecondary and career transitions for all adult learners. 2) Improve staff knowledge of postsecondary and 1) Maintain and further develop collaborative relationships with multi-agency and industry partners through regular communication, participation in meetings, evaluating and improving services and programs, developing new services and programs to meet community needs. Work to smooth communication and referral processes with MSCTC, CEP, Vocational Rehabilitation, ALC, Veteran’s Administration, Human Services and DOC. Strive to identify and meet specific basic education needs for local business and industry. Continue offering services at the community college to aid in successful entry into the postsecondary education service. Collaborate with faculty and staff at the college. ABE students and college students to expand this opportunity to include more students, more services and improved services. Continue offering pre-NAR course. Develop and implement pre-nursing and pre-CDL courses. Offer on-site courses to meet specific business and industry needs. Continue positive growth in the increasingly diverse organizations represented on the local MN Literacy Council. Utilize this unique gathering secondary
5) Create a transition from ABE classroom too postsecondary class for our GED graduates who have college goals. career development curriculum. Fergus Falls 1) To develop a transition class for ABE learners and others who need help “transitioning” into further training or employment. 2) To continue learning about transition programs and to network with other providers in ABE as well as other organizations. To begin building a healthcare career pathway model for this region. 3) To continue collaboration with MSCTC, the Workforce Center and other postsecondary institutions. Add Vocational Rehab Services as a collaborating partner. To continue collaborating as a member of the regional Labor Force Development and Family Economic Success/Building a Healthcare Workforce Groups in order to integrate ABE into the equation of helping workers transition to further training and/or better employment. 4) To offer a pre-nursing class to CNA’s pursuing other healthcare training in order to help them 1) In the spring of 2008, the Transition Committee worked together to develop a second transition class called College Success Seminar—3 hours a day, 3 days a week, for 3 weeks, or 27 hours of instruction to take place in July 2008 at MSCTC/Fergus Falls. This class expands on the first class FFABE offered, and all transition collaborating partners were prepared to present portions of the seminar which would take place on the college campus. One college credit for those completing all sessions was offered by MSCTC. There was intensive marketing through media, posters, letters and brochures. However, not enough students registered in July 2008 in order for the class to be given. The committee met on September 15 and began looking at alternative schedules and options to present the material. We will explore the possibility of providing ABE tutoring to transitional learners on campus. 2) Attend state ABE Transition to Postsecondary Conference on Oct. 30-31. Visit SE Arkansas with Family Economic Success (FES) Regional Team to learn more about their successful career pathways project involving ABE, colleges, employers and Social Services. 3) Meet bimonthly with Transition Committee. Invite DVS to participate. Meet bimonthly with Labor Force Development Council and monthly with Family Economic Success/Building a Healthcare Workforce Group.
Community College-Owatonna Center for developmental writing and reading classes to strengthen GED+curriculum in the Owatonna ABE program. 4) Establish a relationship with the new Riverland Comm. College-Owatonna Center Director. Fund a faculty networking process resulting in articulation of the Developmental and GED+writing and reading curriculums. Formalize a communication pathway between college and ABE instructors in responding to student learning needs. Red Wing 1) Continue transitional class for detainees at Goodhue Co. Adult Detention Center (GCADC). 2) Continue to establish partnership with SE MN Technical College to develop transitional classes. 3) Develop transitional class for Allure School of Cosmetology. 4) Establish new partnership with Inver Hills Comm. College and 3 other ABE consortia for implementing a transitions class at IHCC. 5) Continue partnership with Workforce Development, Inc. and ABE advisor for FIRST grant. 6) Continue developing transitions to postsecondary options for current ABE learners in our program. 1) Teach classes in study skills, career exploration at GCADC class site. Purchase materials for classes. 2) Implement pilot math “bridge class” (transitional) to be held at SE MN Tech. College taught by ABE teacher. Evaluate pilot class and continue new session after adjustments based on of pilot. 3) Meetings with owner of Allure School of Cosmetology to develop a basic skills/transitional class for students enrolling without a GED and/or high enough test scores to be successful in their cosmetology course program. Establish classes in conjunction with Allure’s course schedule. 4) Continue evaluation of pilot class; share costs of providing one ABE teacher and class materials for the “Transitions to College” class at IHCC for 2 912 wk) sessions. Curriculum already developed for pilot class will be used in our ABE classroom and study labs. 5) Attend FIRST grant meetings, participate on SECTOR committees which provide educational grants for low income/low level graduates desiring to attend college for “hot” career fields. 6) Establish “study labs” for advanced learners preparing for college and classroom curriculum for career exploration.
Robbinsdale 1) Prepare GED and Advanced ELL for technical or community college. 2) Improve vocabulary and ability of ELL adults to use computers. 3) Prepare adult learners for Accuplacer Test. 4) Close the gap between ABE and postsecondary institutions by incorporating skills in all levels and classes of Adult Academic programming. 5) Develop a handout for ABE students on how to succeed in college. 1) College Prep Fridays Session I: January 16-March 20, 2009, 9 am – noon College readiness: financial aid, admissions, process, placement testing—first hour. Second 2 hours per Friday will focus on strategies for college reading. Session II: April 3-May 29, 2009, 9 am – noon College Reading and Study Skills will focus on using textbooks efficiently and learn multiple strategies for organizing and remembering academic work. Writing for college will explore the writing process needed for college. Courses are taught by licensed vocational counselor and licensed reading and writing teacher. 2) Wednesday evening and Saturday computer classes will focus on basics including: vocabulary, keyboarding, internet, introduction to Word. Sessions will be offered: October - November 2008 and February– March, 2009. 3) Accuplacer Prep classes: Offer classes to GED/Advance ELL to help prepare for Accuplacer test in reading and math. Focus on math for Accuplacer—time and day to be determined. Class will begin in February, 2009. 4) Based on “Closing the Gap” article in Atlas flyer we will address the following gap recommendations by embedding methods and skills in all levels of ABE: Academic Reading/Writing-November, 2008; Academic Listening-Jan, 2009; Group/Collaborative Work-March, 2009. To prepare for this model, the AAP will provide staff with training on each of the above topics. Each topic will be introduced separately at monthly staff meetings. Staff will pair to work together as colleagues to discuss how to strengthen or add topic to instruction. AAP will work closely with ATLAS trainers in any needed training areas.