Measurable Outcomes- ESOL Pathway Project- 2015 Great Falls

All fifty-four Great Falls ESOL students enrolled in the Adult Ed. Program took part on the Montana ESOL Pathways Project during its five months of implementation. Activities were designed according to their EFL levels so they worked on developing workforce vocabulary, computer literacy skills and oral and written competencies. Advanced and Intermediate high EFL levels students, a total of sixteen, effectively used MCIS and completed all project steps:
  1. Explore M.C.I.S site
  2. Take Assessment- interest profiler
  3. Understand Reality Check
  4. Learn about skills
  5. Explore occupations
  6. Explore education options
  7. Network & Job service
  8. Set Goals
  9. Make Plan
  10. Engage in interviews
  11. Create Resumes & Cover Letters
  12. Manage Finances
Great Falls
ESOL Advanced and Intermediate high EFL levels students attended career pathways classes: Fun with Finance( healthy financial habits), Certified Nursing Assistant, Substitute Teacher/ Teacher’s Aid, Digital literacy ( Digital platforms necessary to navigate the technological world in which we live) Serv.Safe Food handling Basics ( created and managed by National Restaurant Association), and Credential Essentials ( guest Speakers and facility tours highlighting “Next Step” options through a variety of Pathways opportunities. Five ESOL students received their CNA certifications, Four students completed the Teacher’s Aid workshop successfully,100% of students listed as unemployed achieved employment and 95% of students showed evidence of better understanding their community resources not only to enter employment, but also volunteerism.

Key skills students learned in this project:

· Project Authenticity, ensuring students use technology to create a final product;

· Student Engagement, allowing students to shape the curriculum as they make significant production choices throughout the project;

· Active Learning, encouraging students to solve problems and communicate their understanding by using technology tools;

· Rigorous Communications Skills, developed in the reading, writing, listening, speaking, and presenting activities integral to technology-based projects;

· Practical Life Skills, developed through collaboration, decision-making, and critical thinking; transferable to other educational and work settings.

Habits of mind that students practiced in this project:

· Students clearly define everyone's roles, responsibilities, and contributions to the project, and students are held to it.

· Students work together to figure out what their final product is going to be and how they will acquire the knowledge they need to complete it.

Next Proposed Steps: Great Falls:

  • Identify their interests and talents through career research, job-shadowing, Community Classrooms, Career and Technical Education Programs, and other self-examination/exploration opportunities.
  • Consider the possible careers in each pathway, in relationship to their interests, abilities, and talents.
  • Collaborate with family members, counselors, and teachers, evaluate and decide which Career Pathway seems to fit them best.
  • Select courses that are related to their chosen Pathway.
  • Complete course work to the best of their ability, including paid or unpaid work experience, internships, or apprenticeships.
  • Continually assess their performance and pathway choice along the way.



WIOA-Technical Assistance Tools and Resources §Department of Labor §WIOA Resource Page (www.doleta.gov/WIOA) §WIOA Dedicated Email (DOL.WIOA@dol.gov) §Department of Education §Office of Career, Technical, and Adult Education’s WIOA Resource Page (www.ed.gov/AEFLA) §Rehabilitation Services Administration’s WIOA Resource Page (http://www2.ed.gov/about/offices/list/osers/rsa/wioa-reauthorization.html)