Adult and Community Learning Services at the Massachusetts DOE recently awarded $600,000 in grant funding to eight Massachusetts Community Colleges to institute ABE Transitions Programs. The eight colleges receiving awards, ranging from $30,000 to $112,000, include Berkshire Community College; Bristol Community College; Bunker Hill Community College; Cape Cod Community College; Middlesex Community College; North Shore Community College; Quinsigamond Community College; and Springfield Technical Community College. Depending upon each project's performance during this year, the DOE envisions this award as the first year of a six-year commitment.

The ABE Transitions Program is designed for adult learners attempting to pursue postsecondary education and training programs after completing an educational program at an adult learning center. In the Transitions Program, students will have an opportunity to strengthen their educational foundation prior to enrolling in college courses. By adding a Transitions Program to their services, the colleges hope to see a reduction in the number of students who need developmental courses. All of the models that were funded include an emphasis on a strong counseling component. The Transitions Program will assist in developing curricula that will serve approximately 245 community college students per year and should provide them with skills that will equip them well into the future.

Program Models
Berkshire
Each of the Transitions Programs has a different approach to how it will develop its Transitions services. Berkshire Community College, for example, plans to address the needs of adult learners in a rural, demographically diverse area. The college plans to target 40 learners who have either recently been or who are currently enrolled in one of the region's ABE, ESOL, or job training programs. The college also plans to offer a transitional semester, at no cost to the student, which will include courses in basic literacy, computational, computer, and analytical skills. They will also offer a series of program-specific remediation/intervention strategies to prepare students for entry into a standard course of study leading toward a certificate or an associate's degree.

Bunker Hill
In contrast to the western Massachusetts model, Bunker Hill Community College has developed an urban model; they will also target 40 students. Utilizing a "Community of Learners" approach, Bunker Hill's program will include shared instructional modules, social events, classroom teams, and collaborative learning activities that will bridge the gap between the social and academic lives of the participating students. The program is built upon four strands: enhanced student support services; frequent assessment, which includes student development of individual portfolios; a strong integrated curriculum; and flexible scheduling. In addition to utilizing a shared common curricula and essential activities, the participating students will also participate in individualized and small group tutoring sessions; receive instruction in using technology and adaptive technology; and receive additional academic advising and counseling.

The intensive assessment component includes ongoing assessment upon entry into the Transitions Program, "pre" and "post" testing during the four-week instructional modules, and student evaluation at the end of the program cycle. Students will receive continuous feedback on their progress to pinpoint potential problems. Bunker Hill has developed integrated curricula, which includes three areas: a College Success Seminar; an English course; and a mathematics course, all meeting three times per week for three hours per class.

Middlesex
Middlesex Community College will offer Links, a flexible transitional program, which involves two phases: phase one will provide both credit and noncredit transition courses; phase two will involve enrolling students in a college certificate or degree program with continued Links staff assistance. A case manager will ensure that students have access to all necessary services and resources that are available at the college and in the community. Although the Links program will be based at the Bedford campus, students at the Lowell campus can also participate with van transportation provided.

All of the recently funded Transitions Programs emphasize the need for a strong counseling component, an academic program to further develop and enhance each student's foundational skills, and follow-up, at a minimum, during the semester following the Transitional Program.

Sharing and Dissemination
Coordinators of all the projects will be encouraged to share project successes and strategies and to pose questions. One of the ways that the eight project coordinators will maintain contact will be through a Listserv maintained by the DOE.

The grants awarded for FY 2000 are expected to present innovative approaches to the development of a successful Transitions Program. The DOE hopes to analyze and identify successful models and best practices that can be shared with the field. All funded programs are expected to document and share their project's successes and challenges so successful models can be duplicated by other postsecondary institutions.

Judi Pregot is a program specialist at the Department of Education, Adult and Community Learning Services. She can be reached at 718-338-3801 or by e-mail at: jpregot@doe.mass.edu