The work of the 2019-2020 ESL PLC focused not only on CASAS and BE training but also on how best to transition our Kentucky ESL students to GED® seekers. The best practices reflect suggested transitions in IELCE programs (contributed by BCTC) and GED® contextualized instruction for non-IELCE programs (contributed by West Kentucky CTC). Both infographic models are accompanied by a FAQ document with contact information for questions. These highlighted models are not meant to be a rulebook to follow; rather, they should be guiding considerations to tailor to local needs and resources.
This product contains practices to provide a better experience in regards to assessment and monitoring of results. These practices include …
When looking at the issue of Student Retention and Persistence, the group decided to explore a possible connection to the implementation of TABE 11/12 and its effect on students persisting towards a GED®.
The high cost of the GED® is perhaps hindering many students who have completed 50 – 75% of coursework toward completion.
MSG Teams, which worked collaboratively to analyze data and increase post-testing percentages and MSGs …
The MSU PLC decided to focus on improving GED® attainments and MSGs by contacting students from 2014 to the present who had…