Katrina,
I do so agree with you!  I teach at the local jail, and getting the GED is a BEGINNING!  There is so much more we need to do, particularly when you are addressing the needs of middle aged population who is now released.  Having a GED will NOT get that person a job...UNLESS he/she has acquired some other skills!  More later, if you are interested.
Ann Burruss
  ----- Original Message ----- 
  From: Katrina Hinson 
  To: donnaedp at cox.net ; contentstandards at nifl.gov 
  Sent: Tuesday, September 05, 2006 12:24 PM
  Subject: [ContentStandards 255] Re: Teaching beyond the GED?


  I'm interested! (on many levels)

  I think you are right - regarding orienting students at the beginning.
  I'm interested in finding out just what kind of "intake" process
  programs have in place where this might can occur. Is intake only a
  series of forms and tests or is it more structured? Who does the intake?
  What is covered in "intake" and how do you really orient a student who
  has been out of school for a number of years to the process of being
  back in a classroom environment.

  I think it's crucial for the student to understand the GED options and
  to understand how he/she might move through the program. I also think
  students need goals - whether it's employment or academic. Likewise, I
  think the instructor(s) need to know that information. I think students
  need to be given a strong foundation when they come into a program
  and/or move from one to the next.  

  Many times that foundation begins with an "intake" process and too often
  that process is simply a matter of "placement" testing and forms and
  perhaps lacks meat. I could be wrong...hence why I'm curious what other
  programs consider "intake."

  As students finish the GED, what happens? Is there an exit interview?
  Should their be one to ensure students are steered in the right
  direction - joblink, curriculum counselors etc. Are students who are
  interested in the academic arena really prepared to succeed in the
  Post-Secondary classes? How do we ensure they are.  Do they really
  possess employability skills once they attain their GED - again, what do
  we do to give them "marketable" skills that make them better employees
  or more employable than they were when they came through our doors.  I
  think there are many questions around this topic and perhaps not enough
  emphasis.

  Regards,

  Katrina Hinson
  >>> "Donna Chambers" <donnaedp at cox.net> 09/03/06 11:51 AM >>>
  David,

  I agree with Katrina that you have clearly defined the type of adult 
  learners who come to our program to "get their GED."  I think that
  orienting 
  the learner to the reality of understanding how long it will take to get
  to 
  the GED, what skills need to be attained, and what the GED will do for
  the 
  individual is all a critical piece to the intake.  Also the intake
  process 
  will help us and the learner understand  both the immediate and long
  term 
  goals and what the GED will mean in terms of these goals. While I like
  the 
  categories, I feel as though instruction can  prepare people beyond the
  GED 
  at all levels and all categories, even if the learner is on a fast track
  to 
  GED course.  I would very much like to continue this discussion and how
  it 
  relates to content standards if anyone is interested.  Donna Chambers


  ----- Original Message ----- 
  From: "David Rosen" <djrosen at comcast.net>
  To: "The Adult Education Content Standards Discussion List" 
  <contentstandards at nifl.gov>
  Sent: Saturday, September 02, 2006 6:58 PM
  Subject: [ContentStandards 251] Re: Teaching beyond the GED?


  > Thanks, Katrina
  >
  > All the best,
  >
  > David
  >
  > On Sep 1, 2006, at 2:02 PM, Katrina Hinson wrote:
  >
  >> Well said!!
  >>
  >>>>> David Rosen <djrosen at comcast.net> 9/1/2006 10:34 am >>>
  >> Hello Aaron and others,
  >>
  >> On Sep 1, 2006, at 9:53 AM, you wrote:
  >>
  >>> Donna,
  >>>
  >>> You raise some interesting points about the GED and whether the
  >>> focus of instruction and assessment should go beyond preparation
  >>> for the GED.  It sounds like you believe that metacognitive skills
  >>> - reasoning/thinking/analyzing skills- are also very important.  I
  >>> know there is some level of tension in the field when you have
  >>> learners and/or programs stressing achievement of the GED in as
  >>> short a time as possible as the ultimate goal vs. "preparing the
  >>> adult learner for today's economy" as you have suggested.  What do
  >>> others think about this?  What is our role as instructors?
  >>
  >> I have thought about this recurrent question and propose the
  >> following:
  >>
  >> The key is for each learner, in many cases with the help of a teacher
  >>
  >> or counsel, to examine what  "I want my GED" means.
  >>   " _Why_ do you want to get a GED (or ADP or EDP) ?"  "If you had
  >> it, what would you hope it would do for you?"  The answers will
  >> mostly fall in three categories:
  >>
  >> 1. GED as a terminal diploma or certificate
  >>
  >> * I want to hold my head up as a holder of a GED or adult high school
  >>
  >> diploma.  Personal pride and satisfaction.  Not so much for my job or
  >>
  >> my career.
  >> or
  >> * I have to have a GED or h.s. diploma to keep my job.  I need this
  >>
  >> as soon as possible.
  >> or
  >> * I need a job now. I can't get one because I don't have a high
  >> school diploma.  I think, with a GED I can get a job. I don't care if
  >>
  >> it's a low-paying job.  I need money as soon as possible.
  >>
  >> 2. GED as a key to entering Post-Secondary education
  >>
  >> * I want a good job, one that will enable me (and my family) to be
  >> self-sufficient. I understand that the GED is not enough, that I have
  >>
  >> to get at least a year of college, too, but the GED is needed first.
  >> * I want to succeed in college, I understand that a GED may be enough
  >>
  >> to get in, but I want to take regular, not developmental study
  >> courses so I want to be prepared to do academic work in college, and
  >> in other ways to be prepared for college before I enroll.
  >>
  >> 3. Limbo
  >>
  >> *  I don't know.  I really don't. I was told to come here by my
  >> social worker (parole officer, mother....)
  >>
  >> Category 1 folks are "true GED" people.  Category 2 folks are college
  >>
  >> prep people.  They need a GED or h.s. diploma _and_ transition to
  >> college/college prep work.  Category 3 people may or may not belong
  >> in an adult education program. For example, some out-of-school youth
  >> programs are designed help young adults get motivated.
  >>
  >> A high quality, seamless adult education system (not necessarily
  >> every program in the system) should offer all three options, and the
  >> screening process should be such that students get referred to the
  >> right option for their goal, so that "fast track for employment: GED
  >> students get 1, GED for increased lifetime earning folks get 2,  and
  >> those who need motivation and counseling, and maybe a stimulating
  >> program of education with try-out work, get 3.
  >>
  >> David J. Rosen
  >> djrosen at comcast.net
  >>
  >>
  >>
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  >
  > David J. Rosen
  > djrosen at comcast.net
  >
  >
  >
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