ADULT EDUCATION

The Livingston Parish School System had a total of five hundred twenty three (523) cumulative enrollees. From this (523) number, (472) were students seeking educational gain or a GED. The remaining fifty one (51) students were project learners seeking computer skills to better themselves. Our program had eighty nine (89) enrollees to receive their GED. We continually emphasize that to receive a GED is an important step that will help unlock many doors that are presently shut. In addition, our project learners realize that computer skills improve their employability and their self esteem.

When a student, age 16-18, enrolls in a class, he/she is tested with a TABE test. Students age 19 or older are encouraged to take this placement test. The student is counseled individually as to the results of his/her test, his/her needs and grade level placement. He/she is given an individual prescription plan based on his/her test results. The prescription sheet is designed to provide the student with specific instructional activities based on his/her level of ability in the specific skills needing remediation, and it is correlated to the instructional materials including computer programs. The student's progress is evaluated through the use of review and mastery tests that are correlated to the prescription sheets. When a student completes his/her prescription sheet in a specific skill area and shows mastery of the reviewed activities, he/she will be retested with a TABE test. Students ages 16-18 will be required to take the official practice GED test to prepare them for their GED test. This process is encouraged for students 19 and above. This process will be repeated until the student is able to test out. Because instruction is on a one-to-one basis, the student progresses at his/her own rate thus giving incentive for them to move on at their prescribed pace based on individual needs.

Before a project learner enrolls, he/she is informed of the types of computer classes offered and their availability. This student then signs up for an available slot and enters our program.  The project learner is then placed in a class with other students; a qualified instructor guides the student through the learning experience. Each student is observed, questioned, and given assignments to see if the subject matter has been learned. Questionnaires and follow up surveys ensure that we are helping the project learner meet his/her goal  Of the five hundred twenty-three (523) enrollees, three hundred forty-four (344) were ABE students.  This is an increase from last year.  There were one hundred sixty-eight (168 males, and one hundred seventy six (176) females enrolled.  Of the three hundred forty-four (344) ABE students, three hundred thirteen (313) were white, and twenty-three (23) were black.  We had six (6) student s who were Hispanic, and two (2) students who were Native American.  We had eleven (11) students in the ABE Beginning Literacy Category with 51% completing two or more levels and advancing.  In the ABE Beginning Basic Category were forty-eight (48) students with 48% completing a level.  Eighty-seven (87) students were in the ABE Intermediate Low Level with 40% of them completing a level.  In the ABE Intermediate High Level were one hundred eighty-seven (187) students with 57% of them completing a level.  Of the 344 ABE students, one hundred sixty-two (162) completed an educational level.  Bear in mind, that not all of these enrollees were able to be post-tested and may have had gain not measured. Of the 344 ABE students, 172 were pre and post tested and one hundred fifty-three (153) completed an educational level.

The numbers of Adult Secondary Students were one hundred forty-seven (147): Of the 147 students there were eighty-one (81) males, and sixty-six (66) females.  In the Adult Secondary category, one hundred thirty (130) were white, and seventeen (17) were black.  Of the 147 Adult Secondary students, ninety-six (96) were Adult Secondary Low with 68% of them completing a level. There were fifty-seven (57) Adult Secondary High students with 64% of them completing a level.

Services were also provided to disabled students, unemployed adults, adults on public assistance, and aduls participating in employment training programs. We've had displaced homemakers and students from diverse background attending our classes.  We have strived to reach all segments of our community by offering classes in different parts of our parish, different class times, and different educational opportunities.  Because of computer classes, our total enrollment of age 60 and above has increased.  We hope to reach more diverse groups of our parish each year.

In an effort to recruit new students, teachers and staff encourage their students to bring friends and family to class.  Teachers and students post fliers in stores throughout the parish: fliers are mailed to support groups and new articles are submitted to the local newspapers, and cable TV: Ads are run and announcements are made in local church and organizational meetings.

During the 2004-2005 school year, a full-time adult education learning center was operated in Walker with a full time teacher, two full-time para-professionals, and two part-time teachers.  The Center was open from 8:15 A.M. to 3:15 P.M. each day parish schools were open. Three (3) part-time classes were open from September through May.  Night classes are located in Denham Springs, Walker, and Albany.  Adult Education programs, including ABE services, were available at each of these locations.  We also work with other agencies including the Workforce Center, Operation Upgrade, the Governor's office in cooperation with the Literacy Hot Line, and local libraries and churches that assist adult learners.  We follow-up on calls to the Literacy Hot Line by telephoning the callers to inform them of class locations and schedules.

NARRATIVE DESCRIPTION OF THE PROGRAM

Need for the Project:

Educational needs for a successful society are constantly changing. Livingston Parish Adult Literacy Challenge must change with the times to meet the ever growing needs of our residents. We are committed to this end of fostering success for our participants.

Our students complete a survey of individual needs on the first visit to help us determine their individual need(s) as a student. This information is kept with their records and is periodically updated/reviewed to ensure we are still pursuant to their long and short term goals. This collection of ideas and information helps our program determine the emphasis we place in our centers for adult education. If is from this criteria, our parish adult education program plans to recruit, retain, and improve the basic academic skills needed for adult learners to: receive a GED, seek, retain, or improve employment status; to become literate in reading/language; become positive role models for children; or to increase competency rates. Our program will be based on the premise that services can be rendered and assistance provided to those citizens in our communities that have special academic needs that cannot be met in their present environment

Our adult education records will reflect the majority of participants continuing to work toward their goal(s) as evidenced in documented data at point of service. Every consideration is, and will be given to those enrollees who continue to work to completion of their goals(s) as evidenced by portfolio assessment, informal assessment and assessment kept in individual folders. Technology will not only be used to assist in meeting academic goals, but in the record keeping process for student information in order that they can determine their progress. Using technology to assist student skills, prepare for GED, and to keep adult education records current will be a goal for our program. Training will be provided to keep current to technology trends and to provide a more thorough form of record keeping. It is difficult to track long range goals of students who have exited our program. Reaching goals of employment or post secondary education may extend beyond their days in our classroom.

Has our program been effective? We base our effectiveness on the assistance being provided as well as the academic gains shown by enrollees based on individual goals. Our academic progress continues to improve based on the number of students receiving a GED, the number becoming employed, and the number becoming able to successfully read. Past end of the year reports indicate a steady growth of improvement toward meeting the goals of the program.

GED CLASSES

Day Classes

Walker Adult Ed Center, 13330 Burgess Avenue, Walker, LA, 70785

Monday – Friday

 8:15 a.m. – 11:15 am

12:15 p.m. -  3:15 p.m.

Night Classes

Denham Springs Elementary, 306 N. Range Avenue, Denham Springs, LA 70726

Monday  & Tuesday

5:30 p.m. – 8:30 p.m.

Walker Adult Ed Center

Monday & Tuesday

5:00 p.m. – 7:45 p.m.

Albany Upper Elementary, 29779 S. Montpelier Drive, Albany, LA 70711

Monday & Thursday

5:00 p.m. – 8:00 p.m.

Livingston Parish Public Schools Central Office is located in Livingston, Louisiana.
It is a K-12 public school district comprised of 40 schools and 22,236 students.
The purpose of this site is to support the efforts of our teachers and staff as they attempt to
improve student learning through the use of technology. 
Your comments or suggestions are welcome!!