Transcript Success through change - Minneapolis Public Schools

SUCCESS THROUGH CHANGE
A look at Minneapolis Adult Ed’s enrollment process
Presenters: Katy Chiqui and Athena Eleftheriou
AGENDA
Katy and Athena’s Background
 MPS Snapshot
 Intake/Enrollment Process
 Teacher Conferencing and Rotation
 New Block Scheduling
 Testing Tips to Get More Gains!
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BILINGUAL ASSOCIATE EDUCATOR
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From Minneapolis, Minnesota
Family: Elizabeth and Miguel
School: Hamline University 2002-2006:
Social Justice & Latin American Studies
Augsburg College 2010- present: obtain
secondary license in math & Masters in
Education.
Work in ABE: 2005 undergrad internship
with the MLC; 2009 Wells Fargo ABE as
site coordinator, April 2011 Bilingual
Spanish Associate Educator at Southside.
Future Educational Plans- possible ESL
license
Best thing about ABE: 95% of students
WANT and CHOOSE to be in school.
KATY CHIQUI-
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From Greece
Hamline University 2005- Communication
Studies and Management.
Hamline University 2008- ESL License.
With MPS since October 2008- worked as
the Spanish Bilingual Associate Educator,
ELL Orientation teacher, ELL Level 1
teacher until April 2011. Hired as the
Testing Coordinator in October 2010.
Future Plans: Finish Masters Degree in
Adult Education.
Best thing about ABE: the students and
immediate feedback they provide in how we
affect their lives.
ATHENA ELEFTHERIOU - TESTING COORDINATOR
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MPS SNAPSHOT
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Main sites: Northside and Southside
Offer the following classes: Orientation, ELL levels pre-lit
through 6, Citizenship, Listening/Speaking, Child
Development Associate, Computer, Math, Writing, ABE,
Diploma, FastTrack.
Consortium Members: Wells Fargo Bank, Hennepin
County Government Center, MCTC, Somali Success,
English Learning Center, Learning In Style, MN Workforce
Centers, PPL, Cedar Riverside, VOA.
STUDENT DEMOGRAPHICS
STUDENT DEMOGRAPHICS
62% Female, 38% Male
 65% of the population is ages 25-44.
 Top 5 Languages Spoken:
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Somali (32%)
Spanish (29%)
English (16%)
Hmong (7%)
Oromo (7%)
MPS ABE PROGRAM SUCCESS
10 YEAR PROGRAM HISTROY
ROBIN MERCIER
“A key factor in MPS ABE’s
program improvement was the
creation of MABE. MABE
provides a way to track, maintain
and analyze data to help improve
our services.”
Opinions
about past
and future
success.
QUESTIONS/COMMENTS
INTAKE/ENROLLMENT PROCESS
All new ELL students must make an
appointment, test and attend a 4-day orientation
class.
 All new ABE students must attend a 3-hour
registration session, test and attend a 3-day
orientation class.
 ELL students are tested in Reading, Writing,
Math, Listening/Speaking before they are
scheduled for class.
 ABE students are tested in Reading and Math
before they are scheduled for class.
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ERIN HEAD
“Our orientation class helps to create a strong
foundation for each learner in our ELL
program. Students who attend each night of
Orientation not only prove to stay in our
program longer, with better attendance, but
also establish positive connections with
teachers and classmates prior to starting their
assigned ELL classes. They finish the
Orientation Class feeling confident that they
are an important part of our program and
know that our program is an important part of
attaining their educational goals.
Erin teaches
ELL
Orientation in
the evening.
INTAKE/ENROLLMENT PROCESS
All new students must successfully complete
orientation class before they can be scheduled for
class. The orientation teacher is responsible for
scheduling new students into class using all
assessments as a guideline for placement.
 Returning students who have taken orientation
are placed according to past schedules/tests and
class availability by intake staff.
 All returning students who have not attended
orientation class in the last 2 years or have poor
attendance must attend an orientation class.
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INTAKE/ENROLLMENT PROCESS
Orientation teacher places students based on
availability.
 Students are placed on a waiting list if there is
no room in their class however students are
allowed to take 2 focus classes while they wait.
 At the end of each quarter all students are posttested in Reading, Math and Writing. Students
are scheduled based on results and teacher
recommendations.
 Teachers hand-in a student profile/rotation form
for each student and intake staff schedules each
student accordingly.
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QUESTIONS/COMMENTS
ROTATION
Student Rotation Forms
 Conferencing Timeline (4 week process)
 Scheduling (start with high levels)
 Working on a way to computerize and streamline
the process(less paper trail and waste).
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BLOCK SCHEDULING TEMPLATE (ABE)
NEW BLOCK SCHEDULING
Evening Block Schedule first started with ELL
classes fall 2008.
 Southside evening classes have grown by 20%
each year since the implementation of block
scheduling.
 Implementation- changing to block ABE in AM
 Advantages vs. Disadvantages
 Trial & Error Process
 Feedback
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BLOCK SCHEDULING TEMPLATE
PAUL ENESTVEDT
MPS Adult Education has an obligation to assist
learners in responding to the critical employment
climate and recognizes that adult students are often
in need of instruction in multiple content areas
simultaneously. By providing instruction through
block scheduling (one/two hour segments) we
improve our ability to: offer flexible schedules;
deliver systematic and focused instruction; respond
to multi level student needs; create intervention
classes for students who aren’t making progress;
create innovative work skills development
programming leading to career pathways.
Opinions about
the block plan.
QUESTIONS/COMMENTS
TESTING TIPS
185 or 186? What’s the best pre-test?
 Listening 85L or 86L? How do we get the best
results?
 If a student has taken the 185/186 test 3 or more
times, gotten 228 or higher and are not
improving give them the 187/188.
 If trying to test a high-functioning ELL out of
level 6 give them a 187/188. Why?
 Students with education in their native language
and who have valid scores on the 83/84 form
should be given the 33B/34B CASAS Math pretest.
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CONTACT INFO
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Katy Chiqui
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[email protected]
Athena Eleftheriou
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[email protected]
Thank you!