Zusammenfassung der Ressource
Hopelink Adult
Education
- Staff and volunteers
- We are educators and advisers, determined to help students
succeed and equip them to obtain family
sustaining wages and become self sufficient. We
provide quality, well-informed, culturally-inclusive
teaching and advising for college and careers.
- We value contextualization --
teaching basic skills in a context
that is meaningful and relevant
to our adult learners.
- We value cultural awareness.
Anmerkungen:
- Learn in-depth information about numerous cultures:
http://www.kwintessential.co.uk/resources/country-profiles.html
Tips for Cross Cultural Communication
http://www.kwintessential.co.uk/cultural-services/articles/ten-tips-cross-cultural-communication.html
- We use the College and Career Readiness
Standards guide our teaching.
Anmerkungen:
- College and Career Readiness Standards
http://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf
- We strive to promote critical thinking
skills and use Webb's Depth of
Knowledge to improve our instruction.
Anmerkungen:
- Using DOK to increase rigor:
http://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst
- We advise students
to help them persist
in education and
reach their goals.
- We incorporate online
learning into our classes.
- A report prepared for the U.S. Department of Labor, Flexible Learning Options for Adult Students,
notes that traditional program models—e.g., daytime classes 3 times a week for 1.5 hours over
several months—“fail[s] to meet the needs of most adult workers…who must study part-time and fit
their learning around work and family responsibilities” (Choitz & Prince, 6). Adult students need
flexible schedule options and accelerated paths for gaining skills that will lead them to economic
stability and self-sufficiency. Shortened, modularized curricula and online learning are identified as
best practices for meeting student needs and helping them persist
Anmerkungen:
- Flexible Learning Options for Adult Students
http://wdr.doleta.gov/research/FullText_Documents/ETAOP%202008-09%20-%20Flexible%20Learning%20Options%20for%20Adult%20Students.pdf
- We use the Reading
Apprenticeship framework
to helps our students
become strong readers.
- Part of Hopelink
& the local
community
Anmerkungen:
- Hopelink
http://www.hope-link.org/
City of Bellevue Human Needs Update
http://www.ci.bellevue.wa.us/humanservices_needs_update.htm
City of Shoreline Human Services
http://www.cityofshoreline.com/government/departments/community-services/human-services
Anlagen:
- Poverty rate of families in
Bellevue nearly doubled
from 2000 to 2012 (City of
Bellevue Human Services
Needs Update 2013-14, 33)
Anmerkungen:
- City of Bellevue Human Services Needs Update
http://www.ci.bellevue.wa.us/humanservices_needs_update.htm
- As of 2012 “over 1/3 of Bellevue
residents were foreign born” (Bellevue
Human Services Needs Update, 29)
Anmerkungen:
- City of Bellevue Human Services Needs Update
http://www.ci.bellevue.wa.us/humanservices_needs_update.htm
- Area-wide demographic
data shows that more than
half of King County’s recent
population growth is due to
immigration (“King County’s
Changing Demographics,”
2013).
- In fiscal year 2014, Hopelink
served 60,800 individuals in
transportation and community
services. In community
services alone, Hopelink
served 22,086 individuals.
- In quarter 1 of fiscal year 2015, Asset Building (which includes Adult
Education, Employment, Financial Literacy,
Housing, and Case Management) served 487 households. The
average monthly household income at
entry was $848.00.
- The average monthly household income at exit was $1330 --
a 57% increase.
- 64% of households exited with
improvement in at least one of these
areas: Education, Employment, Housing
Stability, and Income
- 32% of households utilized
Hopelink's food banks.
- 26% of households received
financial assistance.
- Part of the state-wide and
national movement to build a
skilled workforce and to equip
people for living wage careers.
Anmerkungen:
- State Board of Community and Technical College / Basic Education for Adults (BEdA)
http://www.sbctc.edu/
Ready to Work: Job Driven Training and American Opportunityhttp://www.whitehouse.gov/sites/default/files/docs/skills_report.pdf
- 42 percent of new entry-level jobs…in the U.S.
require a one-or-two-year college credential” and “67
percent of all jobs in Washington State will require
college education by 2018” (SJI’s ABC’s of College
Navigation Guide, 9-10).
Anmerkungen:
- ABC's of College Navigation:
http://www.seattlejobsinitiative.com/wp-content/uploads/SJI_CollegeNavGuide_vFINAL_5.10.12.pdf
- Only 9% of projected job openings from
now until 2018 will be available to those
without a high school diploma or
equivalent (“Projection of Jobs and
Education Requirements Through 2018,”
26)
Anmerkungen:
- Projection of Jobs and Education Requirements:
http://files.eric.ed.gov/fulltext/ED524310.pdf
- Seattle Jobs Initiative (SJI) surveyed 50 local, entry-level
employers on the importance of soft skills. Results show
that more than 75% of employers believe soft skills are “as
important as or more important than technical skills” (The
Importance of Soft Skills in Entry-Level Employment..,. 5).
Nation-wide results from the The Business Council’s May
2013 Survey of CEOs mirrors SJI’s results: over 90% of
employers indicated teamwork and critical thinking skills
as very/most important to the success of their businesses;
the same employers believe that less than 40% of our
workforce is equipped with such skills (8).
Anmerkungen:
- The Importance of Soft Skills
http://www.seattlejobsinitiative.com/wp-content/uploads/SJI_SoftSkillsReport_vFINAL_1.17.13.pdf
- Students
- Low income: In 2013,
60% of our students
are below 50% of King
County’s median
income; the majority
below 30%.
- Diverse ages: In 2013, 43% of our
students were ages 35-54;
the remaining 57% split
equally between 18-24 and
55-74.
- Highly-educated: In 2013,
77% had a college degree
from their native country
but lacked the English skills
to fully employ it in the U.S.
- Whereas in 2013, only 8% of
ESL students indicated interest in
postsecondary education/training,
data from spring 2014 ESL
orientations shows that 53% of
students set goals with a college
credential as a step toward
family-sustaining employment.
- Whereas 28% of students made level gains in
traditional ESL programs in 2011-12 and 34% in
2012-13, 36% made level gains in our
work-contextualized programs in 2013-14.
Significant gains have increased as well—30% of
students achieved significant gains in 2011-12,
38% in 2012-13, and 55% in 2013-14.
- In our 2013 EFW classes, 65%
of students completed 80% or
more of the online
assignments in addition to
attending class.
- WABERS data from 2012-13 shows that 35% of our
students obtained employment, 60% retained
employment, and 6% entered postsecondary.
- In Fiscal Year 2014,
Hopelink served 169 ESL
students. 70%
completed English for
Work successfully.
15% obtained
employment.
- Our students include immigrants of various statuses: green card lottery winners
from the Diversity Immigrant Visa Program, refugees, asylum seekers, and U.S.
citizens. We also serve people on non-immigrant visas such as H4 visas.
Anmerkungen:
- United States visa and immigration information
http://travel.state.gov/content/visas/english/immigrate.html
http://sji.gov/PDF/Immigration_Status.pdf