Adult/Community Education Department

Present Department Staff

Director, Adult/Community Education Department - Doris Granberry

Role: Responsible for the coordination, registration, oversee review and expansion of the high school completion, GED, ABE and community school offerings. Program offerings will be dependent on the needs of the community which will be monitored by the Director. Education requirement: experience working with students in an educational environment as teacher, counselor and/or administrator. Person must hold valid State Certification in leadership or any academic core area.

Department Staff Requirements

Instructor, High School – Valid State certification in subject area with some experience in alternative student education

From the Desk of the Director - Adult/Community Education Department:

A Nationwide Disengagement Trend Among Adult Students
There is a nationwide disengagement trend among adult students enrolled in adult general education programs. This disengagement trend is identified when adults ages 16 years and older discontinue their educational programs before earning the high school diploma or the General Educational Development (GED). According to Cornish (2004), the future role of education “will no longer be viewed as an activity for young people but as a continuing necessity throughout life” (p. 33). Nationally, this disengagement has been identified as contributing to the adult literacy crisis that exists throughout the adult community (Kemp, 2006). Adult Basic Education (ABE) involves non-credit courses of mathematics, reading, and language content designed to develop literacy skills necessary for successful employment and citizenship. Literacy is vital to human and economic development. Improving literacy levels delivers substantial economic benefits for both individuals and countries. Educational institutions are charged with the dilemma faced by society to improve graduation rates while providing the job market with job ready graduates.

According to Bosworth (2008), unless the United States makes some fundamental adjustments in its national strategies for the education of adults, labor force attainment will stagnate, productivity will lag, and economic growth will suffer. The author further identifies this lack of strategies to educate adults as a crisis in adult education. According to findings provided by the United States Department of Education (2007), in 2005, 44% of individuals age 16 or older participated in some form of adult education. Embedded in this percentage of adult education participants is 40% representing the 16 – 24 year old and half of those are using Adult Basic Education (ABE) as an alternative pathway to high-school completion. District wide, the 16 to 24 year old group experienced a 4.6% dropout rate for the 2004-2006 period, while the 2007 year increased to a 5.5% dropout rate. With the technological advancement of the current economy, in order for the adult to participate fully in the work force, the literacy level must be at least at the high school level. Along with literacy programs, adult education programs provide instruction and skill acquisition to enable adults to become more employable, productive, and responsible citizens. These adult education programs provide lifelong educational opportunities and services in order to address the unique needs of individuals and communities.
Statement of Program Goals

Adult Basic Education (ABE) provides adults ages 16 years and older who have less than a high school education with opportunities to acquire skills necessary to function more effectively in society and the workplace. ABE is one component of Adult General Education (AGE). Other aspects of AGE is the English for Speakers of Other Languages (ESOL), General Equivalent Development  (GED), and the Adult High School Diploma Programs. The ABE program involves non-credit courses with mathematics, language, and reading content designed to develop literacy skills necessary for successful employment and citizenship. The program is divided into Literacy Completion Points (LCPs) which are measured by approved standardized tests, such as the Test of Adult Basic Education (TABE), or by documentation of proficiency on each standard utilizing a checklist of required benchmarks. Adult education programs that are currently offered by the local School District require that participants withdraw from the K-12 program in order to register for services so that the program can receive Workforce funding. Since the FECLC program is funded by a different source, we are able to co-enroll students who are in the K-12 program and treat the participants as “community” students.

F.E.C.L.C. will utilize the TABE or another form of research based placement instrument to be determined by staff for entry level identification and progress monitoring. Classes that are collaboratively offered through the County system will require that students follow established policies and procedures. Certified test administrators employed by the organization will be responsible for the testing and monitoring of results.

Staff will be provided a database of local employment opportunities for participants. As students acquire necessary skills, employers will be notified and temporary employment will be arranged. The goal is to improve the employment potential of participants by improving current positions or providing entry for those who are currently unemployed. The Family Enrichment Community Learning Center, Inc. will provide “ready to work” curriculum and reward certificates.

Adult Literacy Goals for F.E.C.L.C.

Goal #1 –

• In collaboration with an Adult Center, students will be identified who need to advance credits or remediate in order to complete the high school diploma.
• All classes will be offered after the K-12 day is over. Participation will be voluntary with the approval of the onsite counselor.

Goal #2 –

• Adults will be offered remediation of basic skills of reading, and mathematics using the Adult General Education program requirements and materials.
• All classes will be offered in the community at a central location that is easily accessible to the residents of the West Perrine community.