ABE Orientation/Counseling A Special Population = A Special Set of Procedures

AGENDA  Welcome  Introductions  General ABE Climate  Importance of Orientation and Counseling  Approaches that have worked at NVAE  What can work for your ABE Program?

What Does Adult Education Already Know?  ABE students have had “unique” educational experiences  ABE students often have little confidence in their academic abilities  ABE students have trouble with persistence  ABE students are often academically under-skilled  ABE students usually have poor study skills, but  ABE STUDENTS ARE DESPERATE TO LEARN!

What Do ABE Students Need?  An educational environment that is committed to teaching them  An instructor who is committed, qualified and who demonstrates that he/she is dedicated to improving the student’s skill level  Up-dated, researched-based materials and instructional strategies that give the students the best chance to be successful  A carefully structured Educational Plan that will encourage, monitor, and challenge the student’s educational progress

Nuts and Bolts of the Procedure  A positive introduction to the new educational environment  Reliable pre-and post-testing to accurately determine skill levels in reading, math, and writing  Detailed counseling sessions to explain and outline an educational plan  Appropriate student placement

Pair and Share  Share one “nagging” problem in the ABE Program that is specifically related to counseling or orientation  Report back to group

What Has Worked at Napa Valley Adult Education (NVAE)  Orientation  Testing  Counseling  Goal Setting  Program Evaluation

Orientation 2-Hours   Welcome to the facility by ABE/Supervisor   Information about the types of programs available   Completion of a Student Individualized Education and Career Plan   Pre-test in reading and math   Scheduling of counseling appointments   Questions and Answers

Testing   CASAS Pre-tests in Reading and Math   Regularly Scheduled CASAS Post-tests in Reading and Math   Regular Check-Ups in Math, Reading and Writing Skills   Discussion of Test Results

Keys to Counseling   Student must be kept aware of the facts   Students must participate in the decision making   Students must set realistic goals   Students must have immediate access to counseling   Students need to have frequent and concrete feedback of their progress

Types of Counseling   Academic   Motivational   Career   Check-Up   Goal

Goal Setting   Long-Term Academic Goal(s)   Short-Term Academic Goal(s)   Weekly Individual Classroom Goal(s)   Shared Class Goal(s)

Program Evaluation  Improvement of student skills  Improvement in student test scores  Attainment of student goals  Student assessment of program and progress  Increased student persistence