The Charboneau Learning Center
A
Program of The Literacy Project
15 Bank
Row, Suite D
Greenfield,
MA 01302
413-774-3935
www.literacyproject.org/charboneau.html
June
2006
Successes/Highlights
One
GED
Angel
Pease passed on her second try. Angel
is a very young women with a lot energy and writing ability. Right now
she is considering her options.
and . . .
Achievements by Learners
15 learners Completed Essay/Significant
writing project
1 learner Contributed labor to make the learning environment safer/cleaner
1 learner Got a job
3 learners Got a library card
2 learners Increased Civic Participation
1 learner Learned About Drug/Alcohol Dependence
1 learner Learned about HIV/AIDS
1 learner Obtained Stable Housing
3 learners Opened a checking/savings account
1 learner Passed GED
3 learners Read a book
1 learner Registered to vote
2 learners Voted municipal/state/federal election
Class
Activities
This
has been the first summer of our new high-stakes attendance policy. It's one thing to
suspend
people when attendance and inquiries are high.
It's quite another when times are
lean,
as they often are during the summer months.
We briefly questioned whether we could or
should stick to our own policy, but the
answer came fairly automatically. We
actually sent out
six
suspension letters, but four of the recipients continued on with two week
probation.
Louise's
Morning ABE Class studied everything from Women's Rights to Genetics to viruses
and
bacteria. What connected them was an
emphasis on graphic organizers (Punnet Squares,
Venn
Diagrams, color coded maps, etc.)
Joe's
Morning pre-GED class also used graphs to study the business cycle and the US
rise to
the
leading global manufacturer between 1870 and 1913. They also started color
coding a
Timeline
of the Industrial Revolution based on a series of organizing themes/writing
topics.
The
Industrial Revolution is a theme that easily lends itself to lots of Math
integration and they
spent a lot of time with percents along with
graphs and tables. For Science they
spent a few
days
grappling with the Laws of Thermodynamics and how they developed through
concerted
efforts
to increase the efficiency of steam engines.
(If anybody in this class ever finds a way to disprove the Second Law and makes trillions of dollars by creating a
perpetual motion
machine,
they have been invited to consider The Literacy Project as one of their minor
philanthropic
beneficiaries. In the meantime we are struggling against Entropy by instituting
a
Math
requirement in the GED level classes.)
The
Afternoon (non rates based) GED class has had low, but steady attendance. They
demanded
that we do some of the History that the morning class has been doing, and
actually
got
a head start studying the Triangle Fire.
They allowed me to road test some new curriculum
materials and made some worthwhile
suggestions for improvements. All
three of them also
finished
essays on the Triangle Fire. One young
woman did a poster related to this tragedy,
and
after reading a moving first-hand account that she found on the internet, she
requested
an
entire book on the subject.
Louise
has been doing some Group Activities in both History and Math with the Evening
GED
Class
while Joe has been keeping the focus on Individualized Writing and Math.
Additional
Information:
17 days of classes Class Contact Hours: 787.00 46.2 hours per day (about 19 learners in classes
per day)
Inquiries and Others Served: 21 Learners with 24 or more hours: 14
We are very surprised
that the number of inquiries from young males continues to be so large. Still, this is partially a
result of the fact that our biggest source of referrals is "word of
mouth" ( or "who you have is
who you get").
It is also interesting in that colleges (including GCC are looking for
ways to increase their recruitment of males
whose enrollment numbers have been declining relative to that of
females).
|
|
|
|
|
ATTENDANCE |
|
|
|
|
|
|
|
|
|
|
|
|
12+ hours |
|
25 |
81% |
|
|
|
|
|
|
|
|
|
2-11 hours |
|
4 |
13% |
|
|
|
|
|
|
|
|
|
<2 hours |
|
2 |
6% |
|
|
|
|
|
|
|
|
|
|
|
31 |
|
|
|
|
|
|
ETHNICITY |
Intakes |
Enrolled |
|
|
|
|
|
REFERRALS |
Intakes |
Enrolled |
|
|
AmerInd/Alaskan |
0 |
0 |
0% |
|
|
|
|
Career Center |
1 |
2 |
6% |
|
Asian |
0 |
1 |
3% |
|
|
|
|
Community College |
0 |
4 |
13% |
|
Black |
2 |
1 |
3% |
|
|
|
|
Employer |
0 |
1 |
3% |
|
Cape Verdean |
0 |
0 |
0% |
|
|
|
|
Flyers/Publicity |
0 |
2 |
6% |
|
Haitian |
0 |
1 |
3% |
|
|
|
|
Library |
0 |
1 |
3% |
|
Hawaiian/PI |
0 |
0 |
0% |
|
|
|
|
Court/Probation |
0 |
2 |
6% |
|
Hispanic |
0 |
4 |
13% |
|
|
|
|
Public School |
0 |
2 |
6% |
|
IndianSub |
0 |
0 |
0% |
|
|
|
|
Social Agency/Gov't Org |
3 |
8 |
26% |
|
White |
2 |
24 |
77% |
|
|
|
|
Word of Mouth |
0 |
8 |
26% |
|
Other/Not Given |
0 |
0 |
0% |
|
|
|
|
Other |
0 |
1 |
3% |
|
|
4 |
31 |
|
|
|
|
|
|
4 |
31 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
AGE |
Intakes |
Enrolled |
|