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including GED, college prep, and ESL classes are planned each year to respond to the needs
of students as indicated by the data. Data is evaluated on a monthly, quarterly, and annual
basis to determine if program services are meeting state approved goals and the intended
outcomes. ABE’s Annual Reports are available on the “O” drive.
Adult Basic Education is tasked with providing instruction for students so that they can
achieve educational functioning level (EFL) gains. ABE levels range from 1-6 and equate to
grade equivalents of 0-12. 9. English as a Second Language (ESL) range from Beginning
Literacy through ESL Graduate level. Each year a target percent is negotiated with the State
of Idaho’s ABE office. That becomes the target for the year and the benchmark for meeting
each goal.
Two of the indicators used in ABE are enrollment at each educational functioning level and
the percentage indicating students making measurable academic gains. If the gains are
lower than anticipated, appropriate faculty and administrators evaluate components of
instruction and recommend changes. For example, the first semester of ESL post-test gains
in 2013 were lower than anticipated. At that point, the instructors and the division
administrator worked together to analyze the assessment and align the course content.
Resources, including pay for extra time and materials was allocated to the instructors
involved. After the material was correlated, there was a dramatic improvement in student
gains at the end of the second semester.
Adult Basic Education – Improvement (4B)
State Board initiatives such as Complete College Idaho and Retention have identified areas
for student improvement for all of Idaho colleges and universities. EITC has responded by
changing how remediation is done for students who are not prepared to take college credit-
bearing courses in math and English. A retention committee was formed to identify the
causes of student drop-out rates. Early intervention identification, skills workshops and
expanding tutoring offerings have been implemented to reduce attrition.
A state initiative to remove remedial classes resulted in a transfer of “ownership” of ENG
90, Beginning Writing and MAT 100, Introduction to Algebra, under the ABE division. Along
with this initiative, ABE has partnered with the General Education Division to offer a no-
credit math lab to support MAT 123 Math in Modern Society. This combination class
provides extra support to students who do not have a high enough COMPASS score and for
the entrance requirement thus reducing the time it takes to complete the required math
credits and reducing the need for the MAT 100 Intermediate Algebra course. Higher level
ABE students were also offered the opportunity to enroll in the class. The decision to add
this support class came from state data and was continued based on the success rate of
students involved.
A similar initiative is occurring with our English courses. ENG 90: Basic Writing will no longer
be offered at EITC. Higher level ABE students and students who would have previously
placed into ENG 90 based on their compass scores will be enrolled into ENG 101: English
Composition and a support lab. The decision to add this support class came from state data
in an effort to reduce the amount of time that students need in remedial courses. It was
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