Creating Pathways to Prepare Adult
Learners for Successful Transitions


      Presented at TESOL Convention
          Mar...
Presentation OUTCOMES

   Become familiar with strategies we
    have found useful
   Consider how these strategies coul...
Key Points

   Organizational Culture
     of Transitions at SSCC
   Strategies
   Institutional Effects
   Applicatio...
Organizational Culture of
Transitions at SSCC
   More than 40% of college‟s FTEs are
    non-native English speakers
   ...
Overview of Strategies
Comprehensive Programs cover:
   Awareness and Orientation
    Activities
   College Counseling A...
Strategy: Transitions Day
   Quarterly „Transitions Day‟ program
   „College Night‟ participation
   College tours
   ...
Pathways To College
                      MAT 102                                                                         ...
Strategy: Transitions Day
Presentations

    Fall: Goal Setting & College Procedures
    Winter: 8 Program Areas
    Sp...
Strategy:
College Counseling and Referrals
 •   B&TS Student Advisor:
     •   Helps students create Career and Education ...
Strategy: Transitions Portfolios


   Faculty developed content
   Travel with the student
   Content can be re-visited...
Strategy: More access to
Assessment
Both college-wide and divisional practices
needed to change.
   Students in upper lev...
Strategy: Provide instructional
support during early transition

•   Additional non-credit skills classes
    including ES...
Strategy: Provide instructional
support during early transition
HEALTHCARE PATHWAY
Developed with director & faculty of Nu...
Strategy: Provide instructional
    support during early transition
The WALL (ELL Learning Lab)
   Supports diverse stude...
Provide instructional support during
early transition - Computer Skills Courses

    Develop basic computer skills and
  ...
Strategy: Faculty Learning
       Communities and FIGS

      College faculty need support
       to work effectively wit...
Strategy: Faculty Learning Communities:
Information Literacy for ESL Students


   Collaborate with Librarians
   Create...
Institutional Effects
This had to be campus-wide to be effective

     Administration mandated (critical since basic skil...
What Students Say:



“Attending these workshops really helped me understand
better and it gave me and orientation to what...
Application of Strategies
Discuss in groups of five or fewer:
   Which of these strategies would be
    feasible to imple...
Thanks for coming and
    participating!

                  Yilin Sun
  ESL Faculty, Basic & Transitional Studies
     Sou...
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Creating Pathwaysto Prep Adult Learnersfor Successful Transition Tesol2010

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Transcript of "Creating Pathwaysto Prep Adult Learnersfor Successful Transition Tesol2010"

  1. 1. Creating Pathways to Prepare Adult Learners for Successful Transitions Presented at TESOL Convention March 25, 2010, Boston Sara Baldwin Yilin Sun South Seattle Community College
  2. 2. Presentation OUTCOMES  Become familiar with strategies we have found useful  Consider how these strategies could be applied in your program
  3. 3. Key Points  Organizational Culture of Transitions at SSCC  Strategies  Institutional Effects  Application of Strategies
  4. 4. Organizational Culture of Transitions at SSCC  More than 40% of college‟s FTEs are non-native English speakers  „Tipping Point‟ study from WA  State-issued Momentum Points  SSCC pioneered I-Best model  Two large grants helped fund focus on transitions  Institutional buy-in to transition
  5. 5. Overview of Strategies Comprehensive Programs cover:  Awareness and Orientation Activities  College Counseling Activities and Referral Services  Comprehensive Transition Services (academic prep and support)
  6. 6. Strategy: Transitions Day  Quarterly „Transitions Day‟ program  „College Night‟ participation  College tours  Partnerships formed across campus  Activities infused into curriculum  Students from off-site bused in  Pathways identified
  7. 7. Pathways To College MAT 102 ENG 101 ESL DEVELOPEMENTAL TRANSITIONAL ENG 098 DEVELOPEMENTAL MATH MAT 098 ENG 096/097/086 103/105/106 ENGLISH ENG 096 ESL MAT 085 ESL INSTRUCTION ENG 108 094/095/085 RELATED MAT 084 ENG 094 MAT 110 MAT 083 ENG 080 SERIES PSY 240 GED ABE/COMPASS ESL LEVEL 5 COMMUNICATION PREPARATION ABE MATH PREPARATION COMPASS GED MATH ESL ESL LEVEL 4 PREPARATION PREPARATION MATH ESL LEVEL 3 Non-Credit ESL ESL LEVEL 2 ABE LEVEL 4 ABE LEVEL 4 COMMUNICATION MATH ESL LEVEL 1 ABE LEVEL 3 ABE LEVEL 3 COMMUNICATION MATH
  8. 8. Strategy: Transitions Day Presentations  Fall: Goal Setting & College Procedures  Winter: 8 Program Areas  Spring: Support and Pathways to College (Faculty incorporate transition focus into curriculum. http://www.newmanix.com/toolkit/lo.php)
  9. 9. Strategy: College Counseling and Referrals • B&TS Student Advisor: • Helps students create Career and Education Plans • Provides transition workshops during class visits • Plans activities with Transitions Task Force • Collaborates with Basic Studies faculty • Form important alliances across campus • Outreach office • Tutoring/disability services • Career development services center • Financial aid office • Testing office
  10. 10. Strategy: Transitions Portfolios  Faculty developed content  Travel with the student  Content can be re-visited often  Serves as a helpful document when student meets with an advisor URL: http://www.successatsouth.org/resources
  11. 11. Strategy: More access to Assessment Both college-wide and divisional practices needed to change.  Students in upper levels of ESL tested for college placement without cost  Testing process was demystified – important especially since the test is computerized  Relationship between testing and the divisional office improved  Testing office could become a conduit, bridging students between basic skills and college-level
  12. 12. Strategy: Provide instructional support during early transition • Additional non-credit skills classes including ESL Math and Computer Skills • Reading/writing blocks in credit ESL • ELL Learning Lab (WALL) to support pre-college and college level work • I-BEST model of embedded ESL • Healthcare Pathway
  13. 13. Strategy: Provide instructional support during early transition HEALTHCARE PATHWAY Developed with director & faculty of Nursing and ESL and its implementation was the focus of a FIG • Students contract to do pre-requisites as cohort. • Get conditional admission if they maintain 3.0 in each class. • Attend a support class taught by ESL faculty. http://vids.myspace.com/index.cfm?fuseaction=vids.indivi dual&videoid=10570923
  14. 14. Strategy: Provide instructional support during early transition The WALL (ELL Learning Lab)  Supports diverse students in credit and non-credit classes  Supported cooperatively by Immigrant, International Programs and Tutoring Center  Faculty, tutors, group work and computer access
  15. 15. Provide instructional support during early transition - Computer Skills Courses  Develop basic computer skills and information literacy based on the state technology competencies  Bridge gaps for students to complete transition portfolio activities  Integrate case studies which teach Excel and quantitative reasoning
  16. 16. Strategy: Faculty Learning Communities and FIGS  College faculty need support to work effectively with non-native speakers  Faculty-identify issues and solutions Cooperative faculty development is key to changing the ways we view and work with diverse students. We strategically developed opportunities that focused on transition and academic support while encouraging collaboration among content and ESL faculty.
  17. 17. Strategy: Faculty Learning Communities: Information Literacy for ESL Students  Collaborate with Librarians  Create Content-based Info. Lit activities  Assess Students‟ learning-rubric  Encourage critical thinking and transferrable skills
  18. 18. Institutional Effects This had to be campus-wide to be effective  Administration mandated (critical since basic skills costs revenues of about $2.75 million)  Change in how the college views basic skills students - moving from deficits to assets model  Change to expect that students will transition  Change in the expectation that the college will provide ongoing support of students beyond transition  Faculty and staff own the process of change  The VESL model with successful short-term training programs  Imagining a lattice for students with stopping and starting points  Increase from 12% in 2000 to 29% in 2006 to 34% in 2009
  19. 19. What Students Say: “Attending these workshops really helped me understand better and it gave me and orientation to what I need to do to reach my goal. It answered all my questions. I am glad the school do stuff like these to help students succeed.” “The most important thing that I learned from the workshops was Education is the key of life.”
  20. 20. Application of Strategies Discuss in groups of five or fewer:  Which of these strategies would be feasible to implement in your program?  What would be the benefit to your students?  What issues or concerns need to be addressed?
  21. 21. Thanks for coming and participating! Yilin Sun ESL Faculty, Basic & Transitional Studies South Seattle Community College ysun@sccd.ctdc.edu Sara Baldwin ESL Faculty, Basic & Transitional Studies South Seattle Community College sbaldwin@sccd.ctdc.edu

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