ADULT BASIC EDUCATION KNOWLEDGE WITH GED PREP IMPLEMENTATION SCHEDULE FOR LANTANA COMMUNITY CENTER SHEAON MONLOUIS CUR/516 NOVEMBER 3, 2014 ELIZABETH PACE

PHASE I Description Target audience Prepares students to take the General Education Development (GED) exam. GED is a high school equivalency test required by employers and higher education institutions. Covers all four areas of the exam: mathematical reasoning, language arts reasoning, science, and social studies. Male and female students ages High school students and high school dropouts seeking alternative to completion. Middle- to low-class immigrants

PHASE I Goals of Course Students will pass all or parts of the GED test upon completion of the course. Students will improve math, reading and writing skills. Students will learn and apply social studies and science concepts.

PHASE I COURSE OUTLINE NOVEMBER-DECEMBER Student introductions and review of syllabus Ungraded assessment Language Arts reasoning skills Review of key concepts Take sample test DECEMBER-JANUARY Mathematical reasoning skills Algebraic expressions Arithmetic Mental Math Review of key concepts Take sample test

PHASE I COURSE OUTLINE JANUARY-FEBRUARY Key concepts of Science portion Geography Map reading Review session at end of month Take sample test Computer skills assessment FEBRUARY-MARCH Key concepts of Social Studies End of month review Take section sample test Computer skills assessment Take sample GED test

PHASE II COURSE OBJECTIVES Adult GED prep students should be able to solve 15 algebraic expressions with 90% accuracy after given the principles of variables and their functions. Adult GED prep students will write and submit five reflective journals entries with minimal grammar and spelling errors given the website and handouts on sentence structure. LEARNING ENVIRONMENT Adults will be in a knowledge- centered environment. Focus will be on information and activities that will help them develop an understanding in the four subject areas. INSTRUCTIONAL STRATEGIES Lectures Guest speakers Simulations Drills Game show style quizzes Reflective writing E-readers, tablets

PHASE III Implementation Timeline Course will meet four days a week, Monday-Thursday, from 6-9 p.m. for 16 weeks. Anticipated start date is Monday, November 10, 2014; anticipated end date Thursday, March 19, Six holidays will be accommodated: Veterans Day, Thanksgiving, Christmas Eve, Christmas Day, New Year’s Day, and Martin Luther King, Jr. Day.

PHASE III Implementation Timeline Initial meeting, with mock class sessions, will be held on October 27 with the subject matter experts (SMEs): facilitator and Department of Adult Education representative. A follow-up meeting with revisions will be held October 29 with SMEs before presenting plan to community center coordinator on November 3. A trial run of the course with the focus group will be held November 3. Tentative follow-up meeting with further revisions, if any, will be scheduled for November 4.

PHASE III Building Interest Announcement in Palm Beach County Educator. Announcement on community center website, along with flyers in lobby. blast to previous students. Publicity at local high school. Reassurance for community center coordinator and facilitator that attendance is guaranteed.

PHASE III Resources & Materials Sample review questions and surveys for focus group Construction paper for inclusion activity Laptop/desktop with portable storage device for lectures Access to website Buzzer and/or bell for game show style quizzes Internet access E-readers and tablets Paper to make copies of syllabus, etc.

PHASE III Design Process Evaluation Formative Assessment Stage 1: Design Review - Needs analysis, task analysis, learner analysis Stage 2: Expert Reviews - Meet with content expert, facilitator, and ID experts Stage 3: Learner Validation - Small group evaluation with sample audience Stage 4: Ongoing Evaluation - Data will be collected for long-term effectiveness

PHASE IV Criteria for Determining Course Outcome Learner Evaluation using objective and constructed-response tests. Evaluation Instruments Objective tests True or false questions Multiple-choice questions Matching questions Short-answer questions Constructed-response test Essay questions

PHASE IV Future Decisions Instruction will be used multiple times at the community center; therefore, future changes can include: Online classes. A daytime session. Certificate of completion award.

CONCLUSION Demand for additional GED Prep Class offerings Adult Basic Education Knowledge with GED Prep Course will be implemented at the Lantana Community Center Implementation will be done in four phases A condensed version of course will be tested on a sample audience to gauge success Resources and materials are accessible and feasible; therefore, course will pay for itself

REFERENCES Brown, A., & Green, T.D. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice (2nd ed.). Allyn & Bacon. School District of Palm Beach County (2014). Wikipedia. Retrieved from Wlodkowski, R.J., & Ginsberg, M.B. (2010). Teaching intensive and accelerated courses: Instruction that motivates learning. John Wiley & Sons Inc.