AGENCY: Leon County Schools Adult and Community Education

[GED 1001]

With the advent of Florida's new plan for school improvement and accountability, increasing emphasis will be placed on measurable student outcomes. Not only will this require individual schools to access baseline data for their student population; it will require schools to analyze such data from year to year in order to develop plans for school improvement.

The Automated Florida Student Performance Standards System (AFSPS) was designed to track student successes beyond the testing environment. The system was developed through a 1992-93 Department of Education 353 Grant to gather data for review and evaluation of student progress through use of student performance standards as identified in the Florida Program Course Standards. In addition a training model for teachers and support staff was developed for the implementation of the system. The AFSPS can track any student's performance if they are enrolled in programs that use the Florida Program Course Standards.

The system was designed to run on an IBM PC workstation with 640k RAM with at least 10 MB of hard disk space operating under DOS 3.3 or above. The program requires a dot matrix ~ printer to print reports and may be used with NCS sentry 3000 scanner and bubble sheets for easy data entry. Every effort was made to minimize the computer resource requirements. The AFSPS is designed to track a student's performance in a particular course. The screens are used to maintain the individual performance standards that a student has met within a class for each outcome related to that course. Information is collected using NCS bubble sheets designed specifically for the system. Teachers complete the Course Header and Student Data Forms and turn them in for scanning on a quarterly basis. Individual student, teacher and district-wide reports are then generated.

Any size program or district may use the AFSPS System. It requires minimal equipment and support staff for use. Currently, Adult & Community Education utilizes all teachers to complete the forms. In addition, one person is assigned the task of checking and scanning the forms during the evening hours/four times a year.

Agency: Flagler County

[GED 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: Florida Community College at Jacksonville, Duval County

[GED 1003]

Florida Community College at Jacksonville (FCCJ), in collaboration with a statewide consortium of adult education professionals, has developed a customized computer-based tracking system to capture and report data on ABE, GED and AHS student demographics, assessment, curriculum progress, instructional success, and student goals. This first of its kind, innovative system addresses the literacy needs of Florida's undereducated, disadvantaged, and other targeted adult learners. It will be used to improve student success, program quality and responsiveness, and planning. The Student Success Tracking System (SSTS) responds to emerging state and federal concerns regarding accountability and indicators of program quality.

The SSTS program is written to run on an IBM PC or clone that operates as a standalone unit. Program routines can be written to interact with mainframe systems, however. The data components (demographics, registration, assessment, and curriculum progress) can be obtained from mainframe Systems, via disk in ASCII format from other programs and systems such as TESTMATE, and/or by scan forms. The schedule for obtaining the information will vary depending on how agencies operate. Student curriculum progress is tracked based on state curriculum frameworks' performance standards and intended outcomes or objectives that have been developed specifically for this system. Reports on data categories such as student progress, goals, learning styles, assessment results, instructional success, by sites, subjects, cohort groups and specified time periods, are produced.

The SSTS requires an institutional commitment to ensure its success. Cooperation among interrelated departments is also a necessity. In many instances, existing staff can be utilized to implement and maintain the system. There has been no established student record on adult learners. The SSTS provides the vehicle for collecting and reporting comprehensive, consistent and reliable data that will facilitate institutional planning and evaluation of student success.

Agency: Hillsborough County

[GED 1004]

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 that 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.

Contact: Yvonne Cadiz (813) 974-2548

Agency: Flagler County

[GED 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: Florida Atlantic University (Dr. Lucy Guglielmino): 1998-1999

[GED 1006]

Florida GED 2000 will develop, publish and deliver a program to train GED program staff statewide, reflecting current and proposed changes in the GED test, related state legislation, print and multimedia classroom resources, and local implementation strategies.

The target population includes administrators, trainers, and teachers responsible for GED Programs in Florida.

The federal goals to be addressed include:

1. Training persons engaged, or preparing to engage, as personnel in programs designed to carry out the purposes of the Act; and
2. Training persons engaged or preparing to engage in adult education including:

• Full-time professional adult educators
• Minority adult educators
• Educators of adults with limited English proficiency
• Training teachers of adults to more effectively serve illiterate adults with learning disabilities and individuals who read below the fifth grade level.

The State Goals to be addressed include:

• Enable adults who desire to continue their education to at least the level of completion of the General Educational Development Tests (GED);
• Describe and provide for fulfillment of the literacy needs of individuals by continuing to expand funds and through proactive indicators of program quality which accommodate the diverse learner and nature of the adult education delivery system.

Related State Priorities include:

• Training of adult administrators/teachers
• Dissemination of exemplary programs
• Use of technology
• Provision of educational services to achieve school improvement and accountability

The Indicator(s) of Adult Education Program Quality selected are:

• Staff Development
• Program Planning and Evaluation
• Curriculum and Instruction
• Support Services

Funds will be used for Teacher Training.

What makes this project innovative:

• This project will provide both group and individual self-paced learning modules, and will incorporate up-to-date resource listings of print and technology resources for use in GED programs.
• Dissemination will be national, statewide, regional, and local. Modules can be given as a complete program, or specific components to meet the various needs of aspiring, new, and experienced teachers, as well as teachers in training.

 Total budget requested: $69,903

Agency: Hillsborough County

[GED 1007]

Students who qualify for the In-School GED Program offered through Adult and Community Education are those identified as potential dropouts (aged 16 or over) who have attempted at least two years of high school credit (grades 9-12). Emphasis is placed on those who are behind grade level, have GPAs below 1.5, or have been served by a dropout prevention program. During the 1985-86 school year, 1,932 students in grades 10-12 dropped out of the regular day program with no expressed intention to enroll in another school in the near future. Because of this problem we proposed the implementation of a program for the potential dropout that would focus on extending the student's time in school so that he could earn a GED. Students and parents are counseled, indicating this is the final opportunity to receive a State of Florida High School Diploma (GED) in a conventional high school setting. Students and parents then sign a contract agreeing to standards for participation and behavior. Consequences of non-adherence are stipulated. Principals have final jurisdiction over all disciplinary action, which may include dropping the student from the program. Then, with parental permission, the student withdraws from day school and immediately enrolls as a student in the Adult Education In-School GED Program.

Students are scheduled into a self-contained traditional classroom for seven periods daily for a minimum of 45 days. During this time they work on the five GED topics as well as Life Management and Employability Skills. Students are permitted to use school transportation and cafeteria facilities, but they are not allowed to participate in any extra-curricular activities.

Teachers work closely with the vocational division to ensure that by the time the students exit the program they will have received a work evaluation. The program is funded at the regular Adult Secondary FEFP level. Each class is initially staffed with one full time and one part time instructor. The full time instructor is responsible for the screening and intake process based upon the needs of the prospective student as well as by the recommendation of day school administration and counselors. This program has been in effect since 1985 in nine of thirteen high schools and has an approximate 85% passing rate for those students who complete the course and are subsequently tested.

Agency: Santa Rosa County 1993-1994

[GED 1008]

The Opportunities Unlimited Program is designed for students 16-21 who have exited the formal educational setting before graduation. Students earn a regular high school diploma by meeting regular graduation requirements of 24 credits & passing the HSCT, or by completing through the GED Exit Option Program.

The program serves approximately 140 students per semester. The average length of program attendance is two to three semesters, although some students have remained for 6 semesters.

Students are counseled before entering the program as to program requirements and student expectations. All students sign a contract binding them to be responsible for the program requirements and for their personal conduct in the program.

Students in the program take 1/2 day of academics and 1/2 day of the vocational program of their choice. The curriculum is competency based and computer assisted learning is an integral part of every classroom. Instructors are caring and competent. Typical class size is between 15 to 18 students.

All students are TABE tested during orientation. Students are remediated through a pullout program on specific deficiencies. Santa Rosa Adult School and Locklin Vocational Technical Center are full service school sites. The Opportunities Unlimited students have a wide variety of services available right on campus. A Job Service of Florida Counselor is available for assistance with job placement and employability skills instruction. An Avalon Center Counselor is scheduled two days per week for intensive and individual counseling and group activities. Also available on campus is a full time child care facility, a Children's Home Society Counselor, Vocational Rehabilitation Counselor, a Private Industry Council Representative, an Occupational Specialist, and a full time Guidance Counselor.

During the 92-93 school year, 47 students in the Opportunities Unlimited program graduated. All books and transportation are provided through drop out prevention funding.

AGENCY: Gulf Coast Community College: 1998-1999

[GED 1009]

 The Passport Program, Gulf Coast Community College's ABE/GED prep program seeks to launch the Hire Learning Initiative (HLI) - a recruitment/publicity tool combined with a comprehensive employability skills program - in an effort to: 1) increase overall enrollment in the Passport Program, 2) increase the number of students advancing through program levels and/or achieving the GED, 3) provide students with learning opportunities that make the educational experience relevant and meaningful, and 4) increase students' employment potential and opportunities. An "Employee Development Program" (created in consultation with local employers to determine necessary skills and competencies for entry level employees) will be integrated with the current Passport Program curriculum. Successful completion of the Employee Development Program will be linked to successful progress through the ABE/GED curriculum and will result in letters of reference, employment referrals and guarantees of interviews with employers offering permanent, full-time employment. The "Hire Learning Initiative" would provide an identity through which to coordinate the creation of the Employee Development Program, employer participation, as well as publicity and recruitment efforts.

The Passport Program serves educationally disadvantaged adults and undereducated adults. Gulf Coast Community College operates a "One-Stop Center" for workforce development and is a designated service provider for JTPA and WAGES. These programs target the "hard-core" unemployed, many of which lack basic skills and struggle with multiple employment barriers. The Passport Program has formal referral processes in place with both the JTPA and WAGES programs. In addition, the Passport Program currently operates cooperative agreements to deliver ABEIGED instruction in two Section 8, HUD Housing projects.

The dictates of welfare reform are pushing WAGES participants to position themselves to be self-sufficient within a two-year window. Many of these individuals are ill-equipped to overcome the obstacles they face in gaining permanent, full-time employment that will provide them with an income adequate to sustain themselves and their families. Over half of all welfare recipients do not have a high school diploma or GED; an estimated 40% read below an eighth grade level. They are left to compete for jobs in a town that has historically relied on tourism dollars. The challenge they face is in obtaining employment that can provide a future beyond the summer boom months. The Hire Learning Initiative will address this problem, providing opportunities leading to stable employment with future possibilities.

In recent years, Bay County has begun to attract new and better industry, employers that provide gainful employment on a year-round basis. They are frequently frustrated, however, by the lack of job-ready applicants. Donna Roberts of LEED Staffing Services represents three of the larger employers in Bay County. "The biggest challenge I face is finding enough qualified workers to fill the jobs. It holds these businesses back and it holds Bay County back." The Hire Learning Initiative will provide the bridge between employers in need of job-ready applicants and individuals whose lack of skills and substantial employment experience typically exclude them from in consideration by such employers.

The multi-media instructional approach utilized by the Passport Program (computer-aided instruction, print and video materials, group workshops) accommodates a variety of learning styles. The infusion of the Hire Learning Initiative into the program will provide a missing component by making clear connections between academic gains and employment opportunities.

The curriculum and implementation of the program will be compiled into a format that could be adopted by other programs to address the challenge of motivating the under-educated to return and complete their academic studies, while at the same time providing them with meaningful work skills relevant to local industry demands.

The selected indicators of Adult Education Program Quality are: 1) Educational Gains, 2) Recruitment, and 3) Program Planning and Evaluation.

This is a special demonstration project designed to increase the numbers of students participating in the Passport Program, improve their performance and increase their employment possibilities.

The requested funds would allow for development of a program that is unique to Gulf Coast Community College and the Bay County area and that would provide a new dimension to the Passport Program. By collaborating with local employers to enhance the ABE/GED curriculum offered to Passport Program students we are not only providing our students with a clear incentive. (employment possibilities) to continue with their academic studies, but we are also stepping Out of the box, moving away from traditional approaches taken with adult learners and embracing the spirit and intention of workforce development legislation.

The budget requested is reasonable in that it reflects the minimal elements necessary to make this project successful. The total budget requested for this project is $48, 000.

Agency: University of South Florida, Hillsborough County, 1996-1997

[GED 1010]

Goal: The goals of this project are to facilitate the placement, instruction, and promotion of LEP students in ESOL, ABE, GED, and AHS courses in Pinellas County by creating a technology-assisted model transitional program at Tarpon Springs Community School and then extending this model to four additional community schools in Pinellas County. There will also be an Implementation Plan to assist other Florida counties in replicating the model program.

Background: Many Pinellas ESOL students take years to reach their goal of attaining a GED or preparing for advanced study. All students enrolled in ESOL programs at the intermediate to advanced levels have special needs in refining their English and preparing for promotion to the ABE/GED programs. These needs include diagnostic assessment and individualized development of writing and reading skills, refinement of speaking and listening skills, and development of appropriate learner strategies. To assist students in this transition there must be a well-defined and planned articulation between ESOL and ABE/GED programs and collaboration and understanding between the ESOL and AHS instructors. Contact: Joyce Watson Nutta (813) 974-3533

Agency: Seminole Community College

[GED 1011]

Project Turn Around is a cooperative venture between Seminole Community College and the John E. Polk Correctional Facility, a temporary, short term facility. It is targeted at the inmates housed in the GED Pod, a cell designated exclusively for those studying for the GED Tests. The goal is to increase the number of graduates. The objectives are to enhance preparation by using a greater variety of materials and to reduce the weeks required for preparation by using after class hours as well as class time. Inmates can be better prepared, move rapidly through the program and take the tests before being released, transferred, or paroled.

Monies provided through the 353 grant purchased the 42 KET/GED videotapes, 4 tape recorders, 7 headsets and 6 audiocassette programs. Another grant provided funds to adapt these materials to the established "book oriented" program. The jail purchased a TV/VCR and 8 monitors, and they did some remodeling to accommodate the equipment. During class time, the instructor assisted students on an individualized basis with book, video, or audio study materials. When they were not in class, it was intended that they continue their studies by watching the tapes over the jail's closed circuit television.

However, rapid changes in the jail administration prevented the after class hour segment of the project from being implemented. That portion correlating the videotapes to the GED workbooks was successful. The materials were received enthusiastically by the students and preparation was enhanced. It was felt that when this is combined with the missing component, weeks required for preparation time can be reduced considerably, and the number of graduates will increase.

Agency: Florida Community College at Jacksonville, Duval County

[GED 1012]

Goal: This is a three-year project designed to create, pilot, evaluate, and disseminate a model multi-media 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 on-going 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 multi-media 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. Contact: Kay Thomas (904) 632-5049

Agency: Pinellas County

[GED 1013]

We're SOLD: Strategies for Overcoming Learning Differences is designed to meet the unique learning needs students in adult basic education and GED classes. research indicates that as many as 30 to 80 percent of functionally illiterate students have one or more learning differences. To be effective, educators must be knowledgeable about learning differences and employ teaching strategies to assist LD students overcome these challenges. This project has been developed to provide a comprehensive training program and follow-up services for administrators, teachers, and volunteers working with LD adults. This training will increase their effectiveness in providing instruction to adults who have, or suspect they have, learning differences. A workshop facilitator's manual has been developed to make it possible for any other district or literacy organization to replicate the training at very low cost.

We're SOLD consists of several unique components. The workshop facilitator's manual is a comprehensive training manual that can be used by other districts and literacy organizations to replicate this valuable training. All handout materials are provided for duplication. The manual contains information about the educational needs of LD adults and detailed information about each workshop. The workshops can be presented to any size group. The program was developed around three six-hour workshops, but the eighteen hours could be divided into six three-hour workshops or other configurations to meet the needs of the adopter. A script for each workshop is provided, as well as all handouts and instructions on workshop activities.

The We're SOLD project can be adopted at a cost which can be contained within any parameters designated with the minimum being the duplication cost of handouts for participants. Audiovisual materials are available at minimal cost or can be borrowed from state agencies. A consultant/specialist can be hired to provide the training or existing staff can be used. Copies of a needs survey and methods for implementing the survey are included in the facilitator's manual. Pre/posttests are provided for each workshop as well as a follow-up survey to evaluate implementation.

Agency: Baker County

[GED 1014]

Target Clientele: The target clientele are employees of Northeast Florida State Hospital. Most employees in the target group work in the dietary, housekeeping, and maintenance departments where a high school diploma or its equivalent is not a prerequisite for employment.

Objectives: The Baker County School Board, in conjunction with Northeast Florida State Hospital, provides a Workforce Education program consisting of Adult Basic Education and GED Prep to employees of Northeast Florida State Hospital.

Program Format: Eligible adults are identified and recruited into the program. Release time is provided by Northeast Florida State Hospital for employees in the maintenance, housekeeping, and dietary departments. The program has been expanded to include family members of employees. Classes are offered twelve hours per week, which accommodates employees' shift schedules. Free GED testing is offered by the Baker County School Board to eligible individuals.