11. 2 leadership communicating the vision state staff program managers teachers and tutors students...
TRANSCRIPT
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Leadership Communicating the Vision
State Staff Program Managers Teachers and Tutors Students Partner Organizations
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What’s in a name?
Family Literacy Workplace Education English for Speakers of Other Languages Adult Secondary Education GED Preparation English Literacy/Civics
What do we call our employment preparation component?
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What if…. What if you had an adult education
component called…
or maybe
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Think about… What message would that send to
Adult learners? Instructors and program managers? Your state staff in providing support? Your partner organizations and
agencies?
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What would a Pathway look like? Sequential steps—certifications—throughout
the ABE/GED curriculum Applied reading, math, English instruction Soft Skills
Work ethics Problem solving Critical thinking
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England’s Adult Ed Word Power and Number Power
Certificates Level A Certificates Level B Certificates
Matched to Specific Jobs
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WorkKeys Certificates Gold 5s and above Silver 4s and above Bronze 3s and above
Applied Mathematics, Reading for Information, and Locating Information
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Today’s Session
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Today’s Session
Introduce a sample career pathways framework to begin the discussion
Introduce the quality elements of a DRAFT career pathways system from NCEE
Provide a series of sample state-level decision points based on the quality elements
Learn about the process Ohio followed in responding to some of the decision points
Give you an opportunity to discuss the implications of some of the decision points in your state Small groups based on program size Report will be developed from your responses.
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Tomorrow Expand upon the Quality Elements
Integrated training and certificate programs
Work readiness certificates
College transition strategies
Strategies for involving partnering agencies
An alternative pathway to high school completion
Closing session: The Power of the Unified Message
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A Sample Pathway Framework For the purposes of discussion, let’s just
imagine what one pathway framework might look like…
Adapted from Ohio’s Pathway for Adult Learners
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HIRE EXPECTATIONSA Sample Integrated Pathway for Adult Learners The main ingredients
A system of stackable certificates Progressive levels of skill From basic skills through postsecondary
Integrated Lower Level: Applied reading, math, English with soft
skills, problem solving, critical thinking—aligned with high-demand jobs in the community
Upper Level: Combining adult education with skill training in high-demand occupations
Not necessarily linear Dual enrollment
A picture is worth a thousand words!13
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Adult Education Certificates
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Purpose of the Framework Serve as a starting point to begin discussions Provide a base framework to create a common
language Lots of great things going on in the states NAEPDC will build a clearinghouse of your effective
pathway practices Following NTI – online survey Fortunately, we now have some good guidance to
help us!
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Adult Education For Work Report Developed by National Center on Education
and the Economy—IN DRAFT—completion date Spring 2009.
Provides specific steps for implementing a career pathway system that moves low-skilled adults through workforce-oriented adult education programs on to postsecondary programs
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Adult Education For Work
Not suggesting work readiness and preparation for postsecondary become the only purpose of Adult Education Recognizes important role for family literacy,
citizenship training, etc. Creates a Work Preparation focus within the
Adult Education umbrella
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Adult Education For Work
Quality Elements for Seven Components Program Design Curriculum and Instruction Assessment and Credentialing High Quality Teaching Support and Follow-Up Services Connections to the Business Community Monitoring and Accountability Systems
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Quality Elements & Decision Points Side-by-Side
We’ve added sample State-Level Decision Points that relate to the Quality Elements.
Example: QE: Work with community partners in a
community-wide career pathways learning system to clearly define the role of Adult Education for Work programs in the broader system.
DP: Who are the key state partners you need to involve in the planning process? How do you do that?
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One State’s Model
Ohio’s Ohio’s New Path for New Path for Adult LearnersAdult Learners
Denise Pottmeyer
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The Ohio Model for Career Pathways
National Training Institute
November, 2008
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Quality Elements andDecision Points In the process of working through the
decision points Some we have addressed.
I’ll share with you what we have learned. Some we have not.
I’ll tell you what we hope to learn.
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Quality Elements andDecision Points Elements and decision points I’ll discuss
today Program Design
Who are the key partners that you need to involve? How do you do that?
Do you want to develop different levels of certificates?
Will you offer specialized career pathways to accelerate pathways through the system?
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Quality Elements andDecision Points Elements and decision points I’ll discuss
today Curriculum and Instruction
Who can develop contextualized curriculum for your selected career pathways and make sure that curriculum and instruction focuses on work and help adults learn by doing?
Support and Follow-Up How can you develop a counseling component?
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Quality Elements andDecision Points Elements and decision points I’ll discuss
today High Quality Teaching
Who will develop and deliver specialized professional development for career pathways?
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Program Design
Who are the key partners that you need to involve?
How do you do that?
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Expanding ABLE’s Role
To achieve common goals,
partnerships should be
developed with:
Postsecondary institutions
Other ABLE programs
Business/Industry
Corrections
Other agencies
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Background
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Amended Sub. House Bill 119
► Craft a strategy for the successful transitionof certain adult workforce development programs from the Ohio Department of Education to the Ohio Board of Regents.
► Complete the transfer of responsibilities by January 1, 2009.
Background
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University System of OhioKey Partners in New System
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Increase adults’ access to postsecondary education and training
Better align Ohio’s educational assets with industry needs
Promote articulation and transfer among educational institutions
Key Strategy for ChangeKey Strategy for Change
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Ohio Skills Bank
Education Consortium(University System of Ohio)
connects
Business and Industry Consortium(Regional Economic Development
Directors)
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Ohio Skills Bank
Conduct business sector analyses resulting in
Career pathway developmentRegional partnerships
Establish Stackable Certificates through the University System of Ohio
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Program Design
Do you want to develop different levels of certificates?
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Stackable Certificates
Give adult learners an accessible pathway to college-level degrees and improved employment opportunities
Separate from, but connected to traditional education programs
Allow adults to see a transparent path to learning and skill development with an “open door” and drop-in and drop-out opportunities.
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Stackable Certificates
Offer adults a series of small steps with defined rewards that build confidence for both students and employers
Promote student transfer and learning flexibility Recognize that adults can be at different levels in
mathematics, reading, writing and language Offer ESL at all pre-college levels
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A New Path for Adult Learners
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Pre-College Certificates
Mathematics Writing
Language & Literacy
Reading
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Certificate Competencies
Competencies for the Basic and Advanced Skills
Certificates were developed by committees from postsecondary and ABLE – aligned to College Readiness Expectations
ESOL – Oral Communications
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Program Design
Will you offer specializedcareer pathways to
accelerate pathwaysthrough the system?
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ABLE and Technical Education
Technical education programs designed in collaboration with local employers and available through adult education providers, leading to employment in a broad range of fields.
• Health Care
• Information Technology
• Advanced Manufacturing
• Others as defined by regions
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ABLE and Technical Certificates
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College- and Work-Ready Certificates
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College-Level Certificates
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University
Two-Year College
Adult Career Technical Program
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Culinary Arts/ Restaurant Management
Medical Records/Health Information Management
Fire Fighter
Emergency Medical Technician
Information Technology
PracticalNursing
Medical Assisting
Construction Management
Law Enforcement
Mechanical Engineering Technology
First Responder
Career- Technical College Transfer
Automotive Technology
ElectricalEngineering
Technology 47
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Our Piloting Process
What we hope to find out
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Curriculum and Instruction
Who can develop contextualized curriculum for your selected career pathways?
Support and Follow-up Services
Support and Follow-up Services
How can you develop a counseling component?
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High Quality Teaching
Who will develop and deliver specialized professional
development for career pathways?
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ABLE Moves Forward
All ABLE programs need to intensify efforts to help students become aware of and prepare for further education and training options by implementing the
Ohio ABLE Transition Framework
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Ohio ABLE Transitions Framework
Implement the Ohio ABLE Transitions Framework
Support Services
Components
Instructional Components + + Partnerships
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Ohio ABLE Transitions Framework
Instructional ComponentsProvide more rigor in math, reading and writing instructionContextualize curriculum around careersIncorporate postsecondary program features into ABLE classes
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Support Services Component
Awareness
Advising/Counseling
Comprehensive support services
Ohio ABLE Transitions FrameworkOhio ABLE Transitions Framework
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Partnerships
Postsecondary institutions
Other ABLE programs
Business/Industry
Corrections
Other agencies
Ohio ABLE Transitions FrameworkOhio ABLE Transitions Framework
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Ohio’s Piloting ProcessOhio’s Piloting Process Twelve pilots – one in each of 12 Economic
Development Regions Determine professional development needs Begin efforts to align educational systems, policies and
practices Initiate conversations with representatives of the state’s
business and labor communities Conduct an inventory of student aid and institutional
financing “best practices” in Ohio and across the nation Develop models and/or products to increase number of
students achieving certificates and entering higher education and training
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WIA AEFLA Incentive Grant—How
Each ABLE program will do a
needs assessment to determine
program needs in
implementing the ABLE
Transitions Framework
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WIA AEFLA Incentive Grant—How
Results will be analyzed by The Ohio State University ABLE Evaluation and Design Project.
ABLE Collaboratives will meet during the Fall Directors’ meeting to discuss the results.
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WIA AEFLA Incentive Grant—How
Each collaborative will
create a plan(s) to develop
processes and/or products
related to the Ohio ABLE
Transitions Framework
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WIA AEFLA Incentive Grant—WhatExamples of products and processes that
may be developed—
ABLE curricula contextualized or customized to particular occupations or technical certificates
Implementation of a model to increase career and academic advising services to students who are transitioning to postsecondary education and to the workplace
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Supports for ABLESupports for ABLE
Regional Resource Centers and State ABLE Consultants will support and convene Collaboratives.
The Ohio Literacy Resource Center will serve as repository for developed products and processes.
OSU Evaluation and Design Project will support assessment alignment, evaluation of Collaboratives and Stackable Certificates.
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What do you think? Break-out groups Based on state size/budgets Discuss the implications of the Program
Design and High Quality Teaching elements in your state
Recorder/presenter from each group We will compile responses in a report after
the NTI.
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The Task
For each element in the Program Design, What would you need if you decided to
implement this element into your Adult Education system?
For the professional development element: What would you need to prepare all teachers
to add a Pathway component to her/his classroom?
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Large States – 1A
Facilitator: Linda Warner Washington (divide between the two groups) Ohio Indiana Massachusetts Illinois
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Large States – 1B
Facilitator: Joanie Rethlake Washington (divide between the two groups) California Michigan Minnesota Texas
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Medium States – 1A
Facilitator: Karen Liersch Arizona Iowa Maine Missouri Tennessee
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Medium States – 1B
Facilitator: Reecie Stagnolia Arkansas Georgia Kentucky Maryland South Carolina
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Small States – 1A
Facilitator: Pam Etre-Perez American Samoa Colorado Mississippi New Mexico Oklahoma Utah
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Small States – 1B
Facilitator: Johan Uvin Guam Nevada New Hampshire Northern Mariana Islands Rhode Island Vermont