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Emerging Practices with Promise

Submitted By: Burr Guthrie, South Bay Consortium for Adult Education


Credit bearing college pathway courses on Adult School campus

  • Type of Practice: Partnerships & Collaboration
  • Targeted Population: Adult Basic Education Students, Adult Secondary Education Students, English Language Learners, High School Diploma Students, High School Equivalency Students, Vocational Certificate Students, K12 to CC Transitioning Students, State &/or Industry Certification Students
  • Program Area(s): Adult Basic & Secondary Education, English as a Second Language & Citizenship , Career Technical Education
  • Consortia Involved:
    South Bay Consortium for Adult Education: Campbell Union High School District, East Side Union School District, Milpitas Unified School District, San Jose - Evergreen Community College District, San Jose Unified School District, Santa Clara Unified School District

The Challenge

Adult Ed ESL (level 3 and above) students are the primary target. ASE and concurrent minors were also part of recruitment. The challenge users (ESL students) face is accessing college pathways programs, navigating college registration, adapting to college level work and in general connecting life skills based ESL curriculum to meaningful CTE College Pathways that were accessible. Affordability and immigration status has also been a barrier for many ESL students seeking college level technical training. The challenge was to craft a CTE pathway supporting students from diverse backgrounds that allows them to start earning college credits, acquire necessary education/job skills while simultaneously completing HS and ESL coursework.

The Solution

The solution was to integrate basic skills into a college CTE program and deliver the first two classes of the program on an adult school campus. Addition support services have been provided. The instructor is the chair of the Child Studies Department at West Valley College. She has been teaching this class for over 20 years to students of every skill level. A basic skills instructor has hours before and after class and is in class each session to provide immersion support. She forms study groups, provides vocabulary and research support. An experienced ESL teacher provides additional support for the ESL students who were recruited to the class.

Outcomes

So far, the outcomes are promising. Thirty five adult school ESL students are succeeding in the introductory credit bearing college class (noteworthy is that there is a waiting list for the introductory class) and West Valley College is proposing to add the next class in the pathway sequence, also on the Adult School campus (Campbell Adult and Community Education).
1 is from ESL 3
9 are from ESL 3/4
2 are from ESL 4/5
5 are from ESL 5/Transition
2 from ABE
1 from Spanish HSE
3 from HSE
6 from HSD
6 are concurrent enrollment

The Data

Students in the first cohort scored exceptionally well in their first exam. The next class in the sequence will begin in April and the expectation is to transition students for the third class in the pathway to the college.

Supporting Information

Child Development Permits are available at various levels. Each level has one or more ways to qualify. Individuals must meet all of the requirements listed in one of the available options.

Child Health & Safety Course Outline


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