Adult Basic Skills/Literacy Training

Carlow University Office of Community Education offers Adult Basic Skills and Literacy Training and GED preparation in a classroom setting and on a one-on-one basis at 3 site locations within the Pittsburgh area. The following information pertains to classroom instruction that is available only at the downtown Pittsburgh location. For more information on one-on-one tutoring, please contact the site location closest to you.

Carlow University Office of Community Education offers Adult Skills/Literacy Training and GED Preparation Classes at the downtown Pittsburgh location only.  There are also 2 suburban site locations.  These programs have an open-entrance, open exit policy.  The participants level determines if the learner will be placed in one-on-one instruction or in a small group setting or both.  The programs focus on the students' individual needs.  On the first day of training, the participant is assessed via the TABE Assessment or General Educational Developmental Test (GED).  Emphasis is also placed on identifying barriers and work requirements.   Attendance in all programs is closely monitored to help participants identify barriers and to develop a solid foundation in basic skills and work ethic.

The core Basic Skills training schedule, offered at the downtown Pittsburgh location only, is conducted as follows.  Each participant is required to maintain a minimum of fourteen hours a week, however a learner can enroll in up to thirty hours of instruction a week.  Each participant will develop a basic skills schedule on a weekly basis according to his or her schedule flexibility.  Monday through Thursday each participant receives one hour and half of communications, which includes reading and English skills, and mathematics.  If a participants educational goal includes obtaining their GED, the individual schedule for specific GED reading subjects, such as social studies, literature and arts, science, and writing skills are included. The program offers afternoon career development workshops, including stress management, time management, conflict resolution, resume writing and networking skills, which will continue to strengthen the student's basic skills.  All class work, workshops, field trips etc, are integrated to relate to both the workplace and real life experiences. The participants are always treated with respect that they are expected to return to their instructor and staff, and ultimately, to their employer and co-workers. Every effort is made to build self-esteem and self respect which leads to the students' self-development.  Students are required to recognize cause and effect, visualize a whole process, develop problem solving skills and work in a team.  In addition, basic skills training uses functional context instruction.  Skills are taught through role-playing of realistic situations as well as by lecture and demonstration methods.

Student progress is monitored and assessed through portfolio materials, unit-tests, teacher comments, student's self-evaluation and record of attendance.  Student progress is tracked on a regular basis and adjustments are made as necessary. Students who are not progressing as well as they should or who have reached a standstill and students who have problems completing their work are referred to the coordinator for guidance.  

GED Preparation

Students who need a GED will be given the Steck-Vaugh pre-GED test upon entrance to the program.  This test is an accurate indictor of scores anticipated on the actual GED. If a student is found to reach a passing score in one of the five subject areas of the GED, they will be advised and referred directly to the GED testing center.  Remediation using GED materials will prepare these individuals in all the remaining areas.

All subjects, while preparing students for the GED will incorporate workplace and actual life situations into the learning. Class placement will be individualized allowing the student to move through the program at his/her own pace.  Students will remain in the program until they meet their educational goals, pass the GED test, or have reached the educational level.   Students will remain in the program as long as the student maintains regular attendance.  Intensive student monitoring and follow-up helps avoid student dropouts and early exits from the program.  In addition to attendance, a dress code is implemented requiring students to wear casual business clothing.  If a student does not have nor has the means to obtain acceptable clothing, clothing is provided at little or no cost.