Middle States Mid-Year ReportMay 21, 2010

James H. Groves Adult High School Consists of (6) centers and (1) virtual program:Marshalton Center – Dr. Ed CrumlishMiddletown Center – Hazel Showell & Darren

BlackstunNewark Center – Daphne Mathews and Linda EklundSussex Center – Terry CorderWilmington Center – Les HenryWoodside Center – Betsy JonesDiploma-at-a-Distance - Matt DavisState Team –

Sally Reynolds, Malorie Derby, Maureen Whelan

James H. Groves Philosophy

With students as the central purpose, the James. H. Groves Adult High School provides opportunities for adults to learn according to

their unique abilities, interests, and aspirations to acquire a high school

education. This education provides graduates with the foundation skills to secure social, political, and economics independence in a

technological and global society.

In Delaware, over 69,000 adults, ages 16 to 64, do not possess a GED or high school diploma (U.S. Census, 2000). The primary goals of the James H. Groves Adult High School are to increase enrollment and to increase student achievement in an effort to provide Delawareans with a secondary credential that will provide them access to employment, the military and post secondary educational opportunities including skills training and college.

Center FY 08 FY 09 FY 10

Marshalton

Create a feeder system

Further develop feeder system

Enhance career/vocational counseling; offer scholarship for Apprenticeship Program; switch from semester to trimester; offer courses in AM and PM; cross train all staff to understand all programs

Middletown

Increase community awareness & monitor student attendance

Counsel GED recipients on value of Groves Program; contact Middletown H.S. dropouts

Enhance Student Adaption Program, Business Partners Project, and Mentorship Program with Del Tech

To achieve the goals of increased enrollment and student achievement, each Groves center examined its own programming and developed priorities that aligned with their unique setting and students.

Center FY 08 FY09 FY 10

Newark Establish independent study courses; develop a transition process from ABE to Groves; market Groves flexibility

Increase counseling for students at risk of dropping out

Develop I.S. teacher liaison; cross train ABE teachers to identify potential Groves students; establish Learner Support Specialist

Sussex Increase community awareness of program

Provide academic and career counseling

Enhance transition services to post secondary options

Wilmington Increase community awareness of program

Provide remedial services and increase student counseling

Switch to trimester format with block scheduling; offer JDG services and career fairs

To achieve the goals of increased enrollment and student achievement, each Groves center examined its own programming and developed priorities that aligned with their unique setting and students.

Center FY 08 FY09 FY10

Woodside Refine CEA 3 Preparation Process

Develop hybrid delivery system

Enhance ABE/Groves transition; refine student achievement monitoring; increase student counseling; evaluate staff effectiveness

DAAD Support transition from ABE to Groves

Encourage dual enrollment with other Groves Centers

Refine student achievement monitoring; offer all courses every semester; initiate student support worker; introduce online registration

Prison Groves Young Vaughn Baylor SCI

Increase recruitment through working with classification and increasing program awareness

Increase capacity to serve students by working with other prison services

Participation in Governor’s Re-entry Initiative which is developing a transition process from Prison to Community Groves programs

Groves Enrollment

Groves Student Population

Objective 2: Increase student participation OAASIS is an organization of alumni and

students from DE adult education programs that provides support for current students and alumni. OAASIS cooperates with adult education programs to ensure quality programming and provides outreach to potential students.

OAASIS’ mission is to serve as a link between students/ alumni and program administrators to address common concerns, shared goals, and to spearhead statewide efforts in lifelong learning.

Objective 2: Increase Student Involvement in Planning and Operations

Center FY 08 FY 09 FY10

Marshalton None exists OAASIS Worker meets with students

OAASIS Worker meets with students to discuss extra curricular activities and student issues

Middletown

Student Advisory Committee

Student Advisory Committee

Student Advisory Committee

Newark Student Focus Group

Student Focus Group

Student Focus Group

Sussex Student Focus Group

Student Focus Group

Student Focus Group

Wilmington Student Council Student Council Student Council

Woodside Student Advisory Committee

Student Advisory Committee

Student Advisory Committee

DAAD Student Online Surveys

Student Online Surveys

Student OnlineSurveys

Prison None exists None exists None exists

OAASIS Student Survey

Center Print Survey Online Survey Total

Marshalton 35 0 35

Middletown 20 0 20

Newark 0 1 1

Sussex 136 0 136

Wilmington 0 66 66

Woodside 96 0 96

DAAD 0 21 21

TOTAL 287 88 375

Objective 3:GED Official Practice Test Scores will improve

The Official Practice Test is a component of the CEA 3 Process which allows Groves students

to attain up to 10 Groves credits towards graduation requirements.

Increasing OPT test scores allows students to complete a required component of the CEA 3 Process and garners the student more credits towards graduation.

The CEA 3 Process is beneficial for students who have few high school credits entering Groves.

Objective 3: Students taking the Official GED Practice Test will demonstrate improved skills as evidenced by school wide benchmarks.

Objective 3: Students taking the Official GED Practice Test will demonstrate improved skills as evidenced by school wide benchmarks.

Objective 3: Students taking the Official GED Practice Test will demonstrate improved skills as evidenced by school wide benchmarks.

Objective 4: Increase the number of Groves students raising their educational functioning level from Low Adult Secondary Education (LASE) to High Adult Secondary Education (HASE)

Previously, students who entered Groves were placed in the ABE Levels of LASE and HASE based on the number of credits they had upon entering Groves, e.g. Less than 10.5 credits – LASE More than 10.5 credits – HASE

With the introduction of LACES (9/09), our new web based MIS, placement in LASE and HASE is based on TABE scores and not credits.

This objective is no longer relevant to a Groves Improvement Plan.

Objective 4: Increase the number of Groves students raising their educational functioning level from Low Adult Secondary Education (LASE) to High Adult Secondary Education (HASE)

Objective 5:Increase the number of Groves GraduatesIncreases in state requirements for graduation

can affect the number of graduates. Most students who do not graduate within their

first year will remain in Groves for 2 – 3 more years. However, retention decreases as required time increases.

Groves centers have developed various instructional delivery systems so that students can complete course work at a faster pace if desired.

A Groves Matrix has been developed to align high school courses with Groves courses so that students can benefit from all successful high school courses.

Objective 5:Increase the number of Groves Graduates

Performance Objectives for next 5 years

Continue to increase number of graduatesMonitor student performanceProvide additional support to at-risk studentsMonitor student transfers from one year to the next

Increase first time pass rates for CEA3 studentsReview CEA3 Process at each centerEvaluate instruction for Math and WritingProvide technical assistance to Math and Writing

teachersMonitor and increase post secondary transition

ratesDevelop transition processesInitiate Transition Project