11. 2 leadership communicating the vision state staff program managers teachers and tutors students...

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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