Presentation at T

1. ESL Bridge Program in Partnership with
Grand Rapids Community College (Michigan)
March 19, 2011, TESOL Conference, New Orleans

2.  To build a literate community and transform
lives by strengthening reading and language
skills
 Providing services to 1500 adults and families
2009-2011

3.  Labor Force
◦ In 2008, 15.6 percent of the U.S. civilian labor
force were foreign-born.
 Educational Attainment
◦ 26.4% foreign-born labor force had no HS Diploma
-- compared with 5.8% native-born
 Wages
◦ Foreign-born workers with less than a high school
education earned $417 per week in 2008, while
those with bachelor's degrees and higher earned
about 2.6 times as much--$1,092 a week.
Source: Bureau of Labor Statistics of the U.S. Department of Labor reported on March 26, 2009.

4. Less than 9th grade $22,662
9th to 12th grade $24,881
HS Graduate $33, 609
Some college $39,106
Associates Degree $41,447

5.  Funded by Michigan Department of Labor and
Economic Growth (MDLEG)
 Part of Adult Learner Demonstration Grants
◦ 10 projects overall in Michigan
 February 2009-December 2010
◦ Classes started in April of 2009
 Main partner: Grand Rapids Community
College and Literacy Center of West Michigan
 $300,000 in funding to both organizations
for 23 months

6. Program of
•Referrals Enrollment •Employment
•Walk-Ins •Post-Secondary Education
•Word-of-Mouth •English as A Second Language •Job Training
•Marketing/Advertisements (High Intermediate and Advanced • Not in the Labor Force
•Adult Basic Education (Reading
Grade Level 6th - 8th)
•GED Preparation (Reading Grade
Level 9th - higher)
Points of Entry Points of Exit

7.  Various locations, off the main college
campus
◦ GRCC‟s Learning Corners
 ABE and GED students
◦ Literacy Center of West Michigan
 ABE and ESL students
 Below 9th grade level reading
 Community-wide marketing of the program
to participants
◦ Advertising the program as the „bridge‟
◦ Ability to start at „any point‟ in students‟ education

8. Community College Services‟ Map

9.  Align marketing materials across partnerships
within the program for continuity as a form of
brand recognition.

11. GRCC‟s West Side Learning Corner
Literacy Center of West Michigan

12.  Orientation and Intake
 Assessments
 Career Coaching
 Instruction
 Transitions/Outcomes
 Professional Development

13.  Adult ESL exit standards
◦ 236 on CASAS Reading or Listening (9th grade level
reading)
◦ But: students not ready to transition to college or GED
preparation programs
 GED preparation entry standards
◦ 9th Grade Level reading on TABE
 Job Training programs use ACT‟s WorkKeys
testing for entry standards
 College entry: Accuplacer (Reading, Listening,
Language usage, Algebra, Arithmetic)
 College ESL (Credit): LOEP test-Listening,
Speaking, Writing, Grammar, Reading,
Vocabulary—up to 4 hours

14.  Joint orientations between Community
College and Literacy Center of West Michigan
 Explanation of program, student commitment
and outcomes
 Collection of required documentation
 Assessment
 Initial meeting with
Intake specialist and
career coach

15.  CASAS
◦ Helps determine initial level of students and place
in ESL classes
◦ Assess progress
 TABE 9 &10 Survey
◦ Given to students, who do not have a GED, at the
end of the ESL course to determine level of
readiness for a GED program
 ACT‟s WorkKeys
◦ Students can receive a nationally recognized
certificate of basic skills, valuable for employment
and further education

16.  Offered to students at High Intermediate and
Advanced ESL levels (CASAS)—ESL 3 Courses
 Recruitment
◦ LCWM orientations/waiting list
◦ Referrals from partners
◦ Current LCWM students
 Intake
◦ Group orientation or individual intake
 CASAS pre-testing (Reading, Listening, Math (optional))
 Information about the program
 Initial WIA eligibility verification (WIA pre-registration
form)
 $25/program year registration fee

17.  Composite Technician
 Description:
 Composite Technician is an 80 hour job training program to prepare for an entry level
position in a manufacturing plant that produces products using composites. This
training is focused specifically for those who will work in composites manufacturing for
the renewable energy industry (wind energy, green transportation). Please note that
composites manufacturing involves resins epoxies and other chemical materials.
There is one location: Energetx Composites Lab in Holland (click here for map.)
Pre-requisites:
This course requires an assessment prerequisite using the WorkKeys National Career
Readiness Certificate system at an additional cost of $60. Registration, payment and
scheduling information to complete the pre-requisite may be made at
www.grccworkkeys.com, and choosing the National Career Readiness Certificate Bundle.
In order to effectively perform in this training, the following levels must be achieved
prior to class start:

Applied Mathematics- Level 3
 Reading for Information- Level 4
 Locating Information - Level 4

18.  Entry point for the adults with multiple
barriers to education
 Small comfortable community of learners,
less intimidating
 Classes are free
 Students can choose to work with a one-on-
one tutor or take more intensive ESL classes
 Content is not-only academic, but also life-
skills and workplace skills

19.  One-on-one meetings
 Convenient time and location
before and after classes
 Assessment of barriers
 Career Coaching assessments
◦ LASSI: Learning and Study
Strategy Inventory
◦ VARK: Learning Style assessment
◦ True Colors and Michigan Career
Pathways Survey
◦ Exploration of careers (ex. ONET)

20.  Career Goals
◦ Action Steps
◦ Barriers
◦ Support Systems and learning how to use them
◦ Understanding personal strengths and transferable
skills
You‟ve developed many abilities throughout
your lifetime. As a parent, worker or student
you‟ve learned skills that transfer from one
activity to another. These transferable skills
can be used in a variety of situations.

21.  Comprehensive and holistic approach to
students needs:
◦ Referral to 1-1 tutoring, if needed
◦ Referral to human services organizations (Michigan
Works!, Department of Human Services, Housing
Commission)
◦ Assistance with temporary employment if needed
◦ Assistance with College application
◦ Information about college admissions and
programs
◦ Understanding college requirements

22.  Personal connection with the students
 Help clarifying educational and employment
goals
 Development of a Career Plan and Next Steps
 Communication with ESL instructor to
determine instructional goals and provide
individualized help
 On-going meetings with student and end of
semester meeting
 Follow-up on economic and educational
goals after students leaves the program

23.  Instruction
◦ 6 hours of instruction/week, 12-14 week sessions
◦ Speaking, Listening, Reading, Writing, ESL Math
◦ Test taking strategies
◦ Employability skills (Equipped for the Future
framework of employability skills)
◦ Computer lab (KeyTrain, Rosetta Stone, Plato‟s
Pathways)
◦ Field trips and student projects (GRCC‟s Tassel-
MTEC, Davenport University, United Way)

24.  Group projects
 Student portfolios
◦ Employment and education
 On-line delivery of curriculum and
computerized learning programs (ACT‟s
KeyTrain, Rosetta Stone)
 Open computer lab
 Use of varied technology in the classroom
 Internet search and research skills

25.  Varied student needs  mix of skills taught
◦ Academic: test taking, study skills
◦ Workplace: Reading for Information, Locating
Information, Applied Math
◦ Language skills: reading, writing, speaking,
listening
 Life Skills context
 Workplace context
 Competency based
◦ Holistic approach  teaching all four skills
◦ Individualization and small group work
◦ Research industry relevant competencies

26.  In partnership with West Side Leaning Corner
and Wealthy Learning Corner, Huntington
Bank and Lake Michigan Credit Union
 Computer Literacy
 Financial Literacy
 Bridges to College
◦ Delivered to ESL students each
Semester by college admissions
counselors

27. LCWM ESL students visit GRCC Tassell MTEC

28. Health literacy is promoted by a Friday‟s bike
in the park!

29. Working in small groups helps students gain
confidence.

30. ESL classes create communities of learners.
“I never thought I could learn English before I started coming to my classes at the
Literacy Center.”
ESL student

31. Hours Weeks Months
Average 83 34 9
Maximum 260 75 19
Minimum 16 9 2
Median 62 23 6

32.  At the end of the semester
◦ CASAS post-test
◦ TABE post-test (if given at the beginning of the semester
and 60 hours of instruction are achieved)
◦ Student completes Goal Sheet
◦ Meeting with Career Coach/Instructor to determine next
steps/classes
◦ ESL Instructor input
 Transition
◦ CASAS post-test at 236 or higher on Reading AND
listening—GRCC ESL courses
◦ TABE test at 9th grade level—GRCC GED preparation
program
◦ Job Training

33.  CASAS Life and Work, Reading and Listening
 40 ESL students with 1 Educational
Functional Level (NRS) gain or more (64%)
◦ High Beginning—100%
◦ Low Intermediate—88%
◦ High Intermediate—100%
◦ Advanced—47%

34.  Enrolled: 62
 Completed Program: 57
 Transitioned: 16
(28% of completed)
◦ GED:3
◦ College Courses: 1
◦ College Credit ESL: 9
◦ Job Training: 3

35.  WorkKeys Testing
◦ 31 students took
WorkKeys and scored at
level 3 or higher in
at least one
test—60% of total
 National Career Readiness Certificate
(NCRC)
◦ 15 students achieved an NCRC
◦ 10 Bronze Certificates (3-3-3)
◦ 5 Silver Certificates (4-4-4)

36.  http://www.literacycenterwm.org/pages/abo
ut.htm

37.  High quality staff
◦ ESL Instructors with MA TESOL degree
◦ Experienced in teaching adults
◦ Dedicated to teaching diverse population
◦ Career Coach with knowledge of local industries
 Commitment of Program Directors to
collaboration and partnership
 Joint presentation at conferences
 PD
◦ Jointly with GRCC and LCWM Developmental and Adult
Ed instructors
 Learner persistence
 College readiness
 Reading strategies for college success

38.  Encourage students to get higher test scores
in noncredit programs, such as GED, to be
able to skip some developmental courses.
 View them and treat them as college bound;
help them see themselves as “college
material.”
 Help students develop self management
skills
 Include strong teaching focus on teamwork
on meta-cognitive skills

39. Conley, D. (2007). Redefining College Readiness
epiconline.org/publications/college_readiness
Downing, S. (2008). On Course: Strategies for creating success in
college and in life. Boston: Houghton Mifflin. See also
www.oncourseworkshop.com
Weinstein, C. E. LASSI (Learning and Study Strategies Inventory)
see www.hhpublishing.com/_assessments/LASSI
Promising Practices for Transitioning Students from Adult
Education to Postsecondary Education: A review of
Literature with Implications for California Community
College Practitioners, January 2009, Retrieved from:
www.cccbsi.org/Websites/basicskills/Images/Promising-
Practices.pdf

40.  Equipped for the Future at the Center for Literacy
Studies (2009). Retrieved from
http://eff.cls.utk.edu/default.htm
 Michigan Department of Labor and Economic
Growth, Office of Adult Education (2008). Preparing
Worker for 21st Century Employment: Making the
Most of the Job. Retrieved from
http://maepd.org/lib-preparingworkers.html
 http://wfsolutions.workforce3one.org/
 ACT (2011). KeyTrain. Retrieved from
http://keytrain.com

41. Vera Grishkina
Customized Workplace English
Program Director
Literacy Center of West Michigan
1120 Monroe Ave NW, Suite 240
Grand Rapids, MI 49503
vgrishkina@literacycenterwm.org
Phone: 616-459-5151 ext. 14