ADULT HIGH SCHOOL COMPLETION PROGRAM

Agency: Hialeah-Miami Lakes Adult Center

[AHS 1001]

The target population will be those students who are disinterested in school, experiencing academic failures, alienation, social isolation, being over age in grade, experiencing peer pressure, personal problems, students limited in English proficiency, and exceptional education students. Recognizing that the dropout problem has serious personal, social, and academic implications for the students, their families, and the community, Hialeah-Miami Lakes Adult Center made a major commitment to decrease the dropout rate of students.

The Adult center has expanded existing programs and initiated new programs designed to prevent dropouts and to identify and motivate students who have already dropped out to reenter school in order to obtain a high school diploma or its equivalent. All of the learning activities take place in a computer lab setting. Individualized schedules are designed to accommodate student's needs. The activities are self paced and individualized to the student's actual performance. Special tutorial support is triggered when a student has difficulty in mastering a learning objective. The program offered will produce evaluation reports. These reports track individual student performance over short and long term periods. The data can be used to identify each student's individual strengths and weaknesses and to plan appropriate instruction or intervention. In addition a long term student's progress can be evaluated. The automatic management system maintains continuous records of the student's performance and selects the next learning activities accordingly. The data is stored in a cumulative history file for each student and appears on reports.

Three types of reports summarize current performance and progress. Through the use of Computer Curriculum and PLATO software, special tutorial support is triggered when a student has difficulty in mastering a learning objective. Focused sequential practice, interactive tutorials and repeated prerequisite instruction is used when needed. In some courses, the individualized review of the program is either immediate or delayed and presented as appropriate. The curricula for grades 9-12 follow state guidelines stipulated in the Dade County Public Schools' Pupil Progression Plan. The Division of Student Services provides regular guidance and counseling services which are offered in the high school and in the Adult Center. The Adult Center's staff for the computer lab consists of two part-time teachers and three part-time aides. State Certified teachers and aides are selected based on their ability to work with potential dropouts and maintain a positive and helpful relationship with students. The Teacher Education Center provides inservice courses for alternative teachers. Approximately 175 to 200 students register each year to complete their high school credits in order to receive a high school diploma. The Adult Center uses the Dade County Public Schools computerized Student Assistance Profile identifying students with major exceptionalities, limited in English proficiency, Absences, Age, Stanine, Schools attended, grade point average, and suspension. The dropout program also has specific criteria for students who are pregnant, have criminal adjudication, suicidal ideation or attempts, etc.

Each school year the office of Information Technology, Department of Management Information Systems, prints an updated Students Assistance Profile for our school. The report is sent to the school principal of the Adult Center with suggestions regarding special efforts available for use with identified students. At the end of each school term, the official school attendance records of the students will be compared to their attendance records of the previous school program. Utilizing official grade reports, the academic grades of students will be compared to the academic grades of their previous school term. At the end of each school term, based on current student information, the percentage of students in the program promoted to the next grade level or graduated, will be determined. The cost to establish this type of computer lab is estimated at over $200,000. A yearly maintenance contract on the terminals will cost approximately $18,000 a year. Additional costs will be the salaries for the part-time employees who work in the lab. Funding for this project is from the Adult Basic Education Grant through OVACE and any additional grants generated.

Agency: Flagler County

[AHS 1002]

Co-enrolled was established to help high school students, lacking in one or more credits, to meet Florida's 24 credit requirements for high school graduation. The curriculum is competency-based in order to insure all state performance standards are mastered. The program operates after school three days per week three hours per day.

The program is funded through FTE generated through Adult General Education. Certified Teachers are hired, as needed, based upon enrollment. Approximately 25% of those graduating each year have earned one or more credits through CO-enrolled Cooperation between the high school and Adult Education is necessary. High School Guidance Counselors start the process, recommending students for the program. Students may not use this program for acceleration purposes.

Agency: Hillsborough County

[AHS 1003]

A nucleus of five instructors in Language Arts and five instructors in Science met during the 1993-94 school year for a total of fifty hours during which time they received instruction in construction and implementation of competency based materials for use in an adult education setting. Expert direction was provided by a consultant from Hillsborough Community College. Additional support was provided from staff of the School Board of Hillsborough County. This nucleus is used to train other Language Arts and Science instructors in the production of written materials and video tapes.

The specific objectives of this project were to train participants to screen and produce both written materials and video tapes for a competency based adult education instructional program. During this fifty hours the nucleus was trained in the use, evaluation, and production of written materials and video tapes for a competency based adult education instructional program.

Initially all participants were pretested to ascertain what levels of knowledge and expertise they brought to this experience. In-service training was then provided in the integration and use of competency based materials as well as for the writing of competency based materials. Commercially prepared video tapes were reviewed, and criteria for selection was determined. Some of these tapes were selected to be piloted in the Language Arts and Science disciplines during the 1994-95 school year.

Extensive training was also provided in the writing of scripts and the production of video tapes. As a result of this training, two video tapes in Language Arts (oral presentation) and two video tapes in Science (laboratory safety and the scientific method) were written and produced by project participants. They were assisted by the expertise of consultants and by the production staff of Television Station, WTOG, Channel 44. Related written materials were also developed.

A written post test was administered to the project participants covering the use and production of competency based written materials and video tapes along with their use in an adult education classroom setting.

The written materials and four video tapes, which were produced by the participants, were reviewed by the consultants and selected staff of Hillsborough County's Adult and Community Education Center. A representative from the Florida Department of Education viewed one of the four tapes and was enthusiastic as to its content and attested to its meeting the specific objectives of the project.

The four tapes, which were produced, and the related written materials were field tested in Hillsborough County's Adult Education Program during the 1994-95 school year. Over 1,000 Adult Education Program students represent this target clientele. The students are those who are earning credits leading to an adult high school diploma as well as CO-enrolled regular school students earning make up credits in order to graduate with their day school class.

Video presentations in Language Arts and Science were designed to deal with materials which were not being covered adequately in essential curriculum areas. The presentation format was designed for each video to capture the attention of adult students, foster easy understanding, and promote discussion within the class. The result of the usage of these videos during the 1994-95 school year has been a clearer understanding of the target knowledge and/or skills, better use of these skills in life in general, and in more effective and efficient holding of subject matter in subsequent course.

Students' performance on final exams in science courses has improved on the average of three points. Students are now better able to answer questions dealing with laboratory safety and the scientific method. This is due to better and more consistent coverage of vital curriculum components which are included in all science courses.

Agency: Hillsborough County

[AHS 1004]

Peer Coaching & Training for Administrators and School Personnel

Contact: Yvonne Cadiz (813) 974-2548 Suncom: 974-2548

Goal: The goal of EXCEL is to develop specialized training materials and in-service training to Adult ESOL teachers who will serve in their districts as Adult ESOL Peer Coaches. EXCEL will provide ESOL training to school administrators and school personnel and provide districts with an ESOL Resource Kit and resource manual.

Background: As the number of immigrants and refugees who enter Florida continues to grow, an ever-increasing need exists for appropriate educational services which will enable them to become productive members of their communities. Many of these immigrants enroll in adult ESOL classes in which the teachers have little or no formal training in cross-cultural communication and understanding. Moreover, numerous limited English proficient (LEP) students enroll in adult basic education (ABE), general educational development (GED) or adult high school (AHS) classes either upon completing an ESOL program or after having lived in the United States long enough to become able to use English for basic communication, but who need to further develop their academic and functional skills. Teachers for these programs often have little training on the special needs of a multicultural classroom. In Hillsborough County and neighboring districts there is an indication of need to develop a cadre of ESOL Peer Coaches There is also a need for training workshops in order to develop a kit of materials to ensure that ESOL, ABE and GED teachers are meeting the needs of the ESOL student. Training is also needed for school administrators and other school personnel.

Agency: Flagler County

[AHS 1005]

There are now three Adult High Schools in Flagler County. These schools were established to offer an option to those students who drop out of the regular high school, but wish to continue their education while earning an Adult High School Diploma versus a GED diploma. By using competency based materials, the students can work at their own pace to complete the required subjects.

The program operates at three different locations from 8:30 a.m. to 2:30 p.m. Certified teachers are hired and an aide is positioned at each site. The curriculum was taken from Brevard County. Books were purchased to meet the curriculum requirements. The curriculum is competency based. Students work at their own pace to complete assignments.

The program operates through Adult Education and is funded by FTE dollars. Teachers are hired according to the number of students enrolled at each site. Many of our graduates continue their education by going to the community colleges in our area.

Agency: Glades Central Community High School

[AHS 1006]

Students who are failing because of too many absences can make up missed classroom time by attending class on Saturday mornings. Operation Second Chance gives students an opportunity to earn a passing grade(s) and helps chronically truant students to improve their attendance. The program can afford "high-risk" students the opportunity to earn needed credit and progress to the next grade level and/or graduate with their class. During the second semester of each school year, Operation Second Chance operates on Saturday mornings, 7:30 - 11:30. Each student who wishes to participate must have the permission of his or her teacher-advisor, a counselor, a student services assistant principal, the principal and a parent or guardian as well as the permission of the sending teacher. The student completes assignments that are provided by the sending teacher, and finished assignments are given to the teacher on the following Monday.

Each Saturday, every participant receives an Attendance Voucher indicating the number of minutes and periods made up, and a copy is kept in the student's file. At the end of the school year, a Certification of Participation is issued for each student who has satisfactorily completed the program. The Certification of Participation is signed by the principal and authorizes the teacher to change the student's grade. Once time is made up, participating students are not allowed to accumulate any additional unexcused absences in any class. Students who accumulate additional unexcused absences forfeit all made up time. Students may not participate for consecutive semesters.

The program has been operating since the 1985-86 school year. Funds received from area industries and discretionary funds received from a special program are used to pay a certified teacher to monitor the program on Saturday mornings. During its six years of operation, 261 students completed the program's requirements and received a passing grade and credit. A follow-up of the 1986, 1987 and 1988 successful completers revealed that 107, or 66.9%, went on to graduate from Glades Central Community High School.

Agency: Pensacola Junior College

[AHS 1007]

The Peer Counseling/Support Groups for Adult Learners Program at Pensacola Junior College Adult High School assists troubled at-risk youth ages 16 to 20 years with economical, psychological, social and family problems. The program serves at-risk adults and youths who previously dropped out of regular high school for an array of reasons. The primary target population consists of adult high students who have experimented with or used drugs and alcohol or are associated with peer and family members who are substance abusers. Approximately 83 percent of the adult high school students at Pensacola Junior College are between the ages of 16 to 20 years.

The Peer Counseling/Support Groups for Adult Learners Program is an integral part of the adult high curriculum. Students enroll in adult classes consisting of Peer Counseling I or II with Support Group components for high school credits or noncredit Support Groups. Peer Counseling I and II with Support Group components are scheduled as other adult high classes. Noncredit Support Groups without Peer Counseling activities may be limited to weekly meetings. The Peer Counseling classes and Support Groups are staffed by a counselor and two volunteers of appropriate experience and expertise. The counselor and volunteers work as a team in both components--Peer Counseling and Support Group.

The Peer Counseling/Support Groups for Adult Learners Program involved community based agencies from legal systems, mental health, health care, job services, substance abuse associations and rehabilitated substance abusers. Each community based agency provides resource persons, instructional materials and other support services. As a result of the team's commitment and support of agencies: 1) the adult high dropout rate has declined from 64 percent to 42 percent; 2) student arrests and suspensions have declined; 3) regular high schools have adopted the support group components; and 4) program participants are volunteering in the community to prevent other students from becoming substance abusers.

Agency: Florida Community College at Jacksonville

[AHS 1008]

Contact: Kay Thomas (904) 632-5049

Goal: This is a three-year project designed to create, pilot, evaluate, and disseminate a model multimedia professional development training series that meets specific adjunct faculty needs while addressing the institution's financial and time constraints. The project addresses Program Quality Indicator 9.0 by creating an ongoing faculty development process that focuses on the skills necessary to provide quality instruction with opportunities for practice and systematic follow-up.

Background: Like other community colleges and school districts nationwide, Florida Community College at Jacksonville faces shrinking funds, a large percentage of adjunct (part-time) faculty and a highly diverse student population. These factors create a number of professional development challenges. Nearly 40% of applied technology and adult educators currently receive no in-service training. Less than 25% are highly satisfied with current offerings and opportunities according to "Applied Technology and Adult Education: Professional Development Needs for the 21st Century." Within a three-year period FCCJ hopes to create, pilot, evaluate, and disseminate an innovative multimedia professional development series of six 30-minutes videos, and six audio tapes along with an interactive series workbook and facilitator guide for adjunct instructors of ABE, GED, and Adult High School adult students.