6

Program Quality Indicator Area: Support Services

Quality Indicator 6.1 Establishing Agreements with Social Service Agencies and Community Organizations Description
Student referral to support services requires knowledge of various social service agencies and community organizations. In another perspective, social service agencies and community organizations must have similar knowledge of programs that involve adult learners if they are to be receptive to and effective in providing support. This activity focuses on strategies for recruiting social service agencies and community organizations to provide support services to adult learners as necessary. The steps of this activity are as follows:

Estimated time
30 minutes

Effective environment
The physical environment should be large enough to accommodate the assembling of two large groups

Limitations
Learners are merely planning their strategy through this activity. Implementing that activity may require training in ways to present the program and selling techniques.

Evidence of effectiveness
When learners attempt to implement their plans, they will realize a commitment from many social service agencies and community organizations to provide services as needed to adult learners.

Required materials
A complete list of social service agencies and community organizations in the local area from which learners can draw names for their own lists.

Classroom arrangement
Chairs gathered around two large rectangle tables or circle tables, each to accommodate half of the class

Source
Adapted from Greater Pittsburgh Literacy Council 1994, p. 2

Cross reference
7.1

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Quality Indicator 6.1 Life Skills Support Group Description
In rural Union County, Tennessee, every Wednesday during a 12-week cycle, a health-care professional from a nearby medical center leads a small group of women in discussion. Each week the topic of discussion is different; the variety of topics have been chosen by the adult learners at the beginning of the 12-week period. Topics deal with child care and parenting issues, disciplining children, women's health concerns, abuse, self-esteem and self-worth, etc. Each session is structured as a 1-hour workshop; therefore, participants can choose which workshops they wish to attend according to the topic being discussed.

Discussions are learner centered and participatory, involving all who attend. The topics are presented in a manner that includes the learners from the beginning by activating prior knowledge on the topic; myths and assumptions regarding the topic are brought to the table as well. Hands-on activities are an important part of each discussion, thus further involving the participants. Reading materials such as pamphlets, brochures, and articles from magazines are available at the end of each workshop for all participants.

Estimated time
1 hour per session

How method is used in native country or state
As described; also used in conjunction with their family literacy program

Effective environment
Small groups preferred (12 maximum); participatory and learner-centered approach is essential.

Limitations
Locating a health care professional to implement workshops

Evidence of effectiveness
Attendance rate for workshops is steady; students' self-esteem improves; students inquire about future workshops.

Required materials
A health care professional to deliver the workshops

Classroom arrangement
Around a table or in a circle

Source
Adapted from personal interview and site visit with Bonnie Thomas, Union County ABE, Maynardsville, Tennessee

Cross reference
2.1, 3.1

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Quality Indicator 6.1 Peer Partner Learning Description
Learning can be facilitated by having adult learners help each other rather than having the sole leadership come from the instructor. This activity focuses on the use of paired reading as a peer partner learning strategy. The steps for this activity are as follows:

Estimated time
30 minutes

Effective environment
The physical environment should be large enough to accommodate pairs of learners working together.

Limitations
Pairing of partners should ensure that the difference in ability between the two is neither too large nor too small.

Evidence of effectiveness
Improvement in the readability level of the learning partner, and possibly of the teaching partner as well

Required materials
Books of various reading levels

Classroom arrangement
Chairs should be movable to enable grouping by twos.

Source
Adapted from Dueck 1993, p. 13

Cross reference
3.1, 5.1

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Quality Indicator 6.1 Professional and Social Development Mini-Workshops Description
In Missouri, the STRIDE Adult Basic Education Program at Crowder College offers professional and social development by providing support services for adult learners through mini-workshops in-

The STRIDE Program provides donated professional items to qualified participants at no charge and assists participants in choosing the correct attire for job interviews. Each participant is provided with one free professional outfit.

The purpose of these professional and social development workshops is to assist in moving participants from unemployment or low-paying jobs into those that will support them and their families, giving the participants the skills which are necessary to apply for and obtain employment. Volunteers are trained as mentors in personal and social development by the program staff.

Estimated time
Each mini-workshop is 1 hour long.

Effective environment
As described

Limitations
Not being able to find enough volunteers to donate time or clothing

Evidence of effectiveness
Students' self-esteem improves; employment is secured.

Required materials
Instructor/volunteer to implement mini-workshops

Classroom arrangement
Not applicable

Source
Adapted from STRIDE Program, Crowder College, Neosho, Missouri

Cross reference
2.1, 3.1

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Quality Indicator 6.1 Recognizing the Importance of Support Systems Description
An adult learner's success is often dependent upon the kind of support he or she receives from significant others. This activity presents ways of helping learners recognize the need for support and identify ways to get support when it is lacking. Following are the steps for helping learners draw upon support systems:

Estimated time
45 minutes

Effective environment
The physical environment must be comfortable and cheerful to encourage personal sharing among learners.

Limitations
Learners must be receptive to sharing elements of their personal lives that have impact on their ability to succeed in the educational program.

Evidence of effectiveness
Learners will develop awareness of the influences that have an impact upon their educational success and take steps to draw upon support services available to them.

Required materials
Flip chart or overhead transparency and projector

Classroom arrangement
Chairs should be arranged around circular tables to accommodate five or six learners.

Source
Adapted from Lewis 1984, p. 73

Cross reference
5.1

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