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Work Skills Going for GOLD! Career Readiness Preparation for Adult Learners Contemporary/McGraw-Hill Month ####

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Presentation on theme: "Work Skills Going for GOLD! Career Readiness Preparation for Adult Learners Contemporary/McGraw-Hill Month ####"— Presentation transcript:

1 Work Skills Going for GOLD! Career Readiness Preparation for Adult Learners Contemporary/McGraw-Hill Month ####

2 What Are We Talking About? Identify the New Workforce: Why are we ill-prepared? - Current dropout rates - Adults beyond the reach of the K–12 system - Causes and impacts of this situation Research calls for a shift in ABE with a focus on career readiness and contextualized learning Identify how career pathways provide a model Explore how the Career Readiness Certificate (CRC) provides a framework for skills that should be contextualized Model how contextualized instruction can be implemented to help learners develop applied ABE/ASE skills while building workplace competencies within a contextualized setting

3 Reality Check: Current and Future Realities Going for CRC Gold!

4 Current and Future Realities

5 Workforce Needs vs. Realities Workforce needs have changed and will continue to change on a global basis There are both worker shortages as well as skills gaps that must be addressed in the U.S. and internationally Over 61% of U.S. employers say it is difficult to find qualified workers to fill their vacancies The economic impacts are severe and a fundamental issue that must be addressed at several levels Current and Future Realities

6 85% 80% Job Demands Are Shifting Skilled Jobs Unskilled Jobs Current and Future Realities

7 Trends in U.S. Job Task Content Key Shifts Underway Boomers are retiring, leaving manager gaps Service jobs now dominate (60% today up from 36% in 1960) and make up 85% of income Source: The Conference Board: The Ill Prepared U.S. Workforce (2009) Current and Future Realities

8 1 Million High School Dropouts Each Year… SundayMondayTuesdayWednesdayThursdayFridaySaturday Current and Future Realities Source: Bureau of Labor Statistics, 2007

9 The U.S. is the only highly developed democracy where young adults are less educated than the previous generation. less educated Current and Future Realities

10

11 What does this mean? More than 18 million adults without a high school credential are in the labor force today. Current and Future Realities Source: Bureau of Labor Statistics, 2007 WORKER SUPPLY = EMPLOYER DEMAND

12 Alabama College Graduation Rates Source: National Center for Education Statistics (2007) Current and Future Realities State- Specifi c Slide

13 Overall Preparation of New Workforce Entrants Source: The Conference Board, 2009 Current and Future Realities

14 High Need Soft-Skill Gaps Source: The Conference Board, 2009 Current and Future Realities

15 The Achievement Gap Is Economically Crippling Only 15% low income students are proficient on NAEP Reading, Math only 17%, Writing only 15% High Need Hard-Skill Gaps Current and Future Realities Source: The Conference Board, 2009

16 21 st Century Skills Source: Partnership for 21 st Century Skills Current and Future Realities Critical Thinking (Problem Solving) Communication Collaboration Creativity

17 Current and Future Realities

18 The Impact? Economic Alabama spends over $24M each year to provide community college remediation for recent high school graduates who did not acquire the basic skills necessary to succeed in college or at work. Remedial classes cost community colleges an estimated $2 billion a year Developmental education is fastest growing sector in education market. Current and Future Realities Source: Alliance for Excellent Education State- Specifi c Slide

19 The Impact? Unemployment Current and Future Realities

20 Job seekers currently outnumber jobs by 6:1 79% of U.S. large companies identify significant skill gaps vs. their strategies Closing the high school dropout rate worth additional $350 billion per year Worth another $540 billion with 2-years of college training Current and Future Realities The Impact? Earnings Source: The Conference Board, 2009

21 The Impact? Unemployment & Earnings Current and Future Realities Source: Business Round Table, Springboard Project, 2009

22 The Impact? Health Current and Future Realities State- Specifi c Slide

23 The Impact? Alabama More than 25,100 students did not graduate from Alabamas high schools in 2009; the lost lifetime earnings in Alabama for that class of dropouts alone totals more than $6.5B. Alabama would save more than $245M in health care costs over the course of the lifetimes of each class of dropouts had they earned their diplomas. Current and Future Realities Source: Alliance for Excellent Education State- Specifi c Slide

24 The Impact? Alabama If all of Alabamas high school graduates and GED recipients were college-ready, the state would save $53M a year in community college remediation costs and lost earnings. Alabamas economy would see a combination of savings and revenue of about $125M in reduced crime spending and increased earnings each year if the male high school graduation rate increased by just 5 percent. Current and Future Realities Source: Alliance for Excellent Education State- Specifi c Slide

25 Jobs of the Future Of the 30,000,000 new and replacement jobs between now and 2018… 63% 63% will require some college 45% will require a Bachelors Degree or higher 45% Current and Future Realities Source: Georgetown University Center on Education and the Workforce, 2009

26 Current and Future Realities Source: Georgetown University Center on Education and the Workforce, 2009

27 88 of 150 Million Adults in Labor Force with at Least One Educational Barrier Current and Future Realities 18,229,34051,365,340 5,177,127 8,226,214 5,005,943 No High School Diploma High School Diploma No College Speak English Less Than Very Well Source: U.S. Census Bureau

28 Job Obsolescence Compared to 2006, by 2016 there will be: –131,000 fewer store clerks –118,000 fewer cashiers –114,000 fewer handpackers Many jobs that remain will require newer skills that require an increased knowledge and skill base Current and Future Realities Source: United States Bureau of Labor Statistics, 2009

29 The Need More than 93 million adults score at the lower levels of national assessments of functional literacy skills and are unprepared to enroll in postsecondary education or job training. While school reform hopes to curb our nations workforce problem, an estimated 65% of our nations 2020 workforce is already beyond the reach of our educational system. Current and Future Realities

30 The Problem Current adult basic education cant meet current needs because of Inadequate funding Levels of service Program focus Current and Future Realities

31 Problem: Inadequate Funding In 2008, total funding for Adult Education and Literacy programs in the U.S. equaled $2.1 billion, with only $540 million of that coming from the federal government. Current and Future Realities Source: OAVE

32 Workforce Investment Act Authorized in 1998 Reformed federal employment, adult education, and vocational rehabilitation programs to create an integrated one-stop system of workforce investment and education activities for adults and youth Five titles –Title I: Adult, Dislocated Workers, Youth –Title II: Adult Education and Family Literacy Act –Title III: Workforce Investment-related activities –Title IV: Vocational Rehabilitation –Title V: Incentive grants, unified plans, etc. Current and Future Realities Source:

33 WIA Title I: Adult, Dislocated Workers, Youth Grants to states and local areas for employment and training services State and local workforce investment boardsresponsible for planning, partnerships, and oversight One-stop career centersprovide access to services provided by WIA and partner programs Current and Future Realities Source:

34 WIA Title II: Adult Education & Family Literacy Act Grants provided to states to fund local programs providing adult education and literacy services, including workplace literacy services, family literacy services, English literacy, and GED prep For adults and out-of-school youth age 16 & older Multiple goals for the program, including gaining knowledge and skills necessary for self-sufficiency Current and Future Realities Source:

35 Students goals are economic, postsecondary credentials key for reaching them WA state survey86% of adult ed students have employment goals. For low-skilled adults, the largest economic payoffs are in postsecondary. One year of college = 10% increase in earnings (as true for GED grads as for HS grads) –Getting a GED alone does increase earnings, but by less than a high school diploma. (Only pays off significantly for dropouts with lowest skills and for immigrants.) –Vocational certificates and degrees pay off more than academic ones at the Associate level and below. Up until now, assumption by programs and by adult ed. students has been that GED is the best route to good jobs and postsecondary education. Current and Future Realities Source:

36 Current and Future Realities

37 Problem: Limited Levels of Service More than 18 million adults lack a high school diploma or credential and 90 million adults scored at the lowest levels on National Assessment of Adult Literacy (NAAL). Yet, the federal program serves only 3 million adults a year. Current and Future Realities

38 For lower skilled adults, the basic skills disconnect looms largest Adult ed is focused on the GED, but a majority of students dont earn one, and few GED grads ever complete postsecondary credentials: –Most adult ed students stay for 30 to 80 hours of instruction ( = 1 grade level) –Only 12% complete >1 year of college in first decade after earning GED. 3% earn at least AA degree. –Bottom line: Over several decades, of 100 adult ed. students, about 8 go on to postsecondary and 2 get a BA. Very few ELLs transition.

39 The Goal? 20 Million by 2020 Current and Future Realities Source: Reach Higher, America

40 The Goal? Substantial Increase in Outcomes Current and Future Realities Source: Reach Higher, America

41 The Outcomes? Economic A 1% increase in graduation rate for associate and bachelor degrees would produce a cumulative increase in national income of $291 billion by the year 2030 Alabama households would have nearly $1.6B more in additional collective wealth if all heads of households had graduated from high school. Current and Future Realities Source: Alliance for Excellent Education State- Specifi c Slide

42 Research shows that students who put a career path in place during their high school years are 47% more likely to complete postsecondary education Pathways include developing career goals combined with the education needed to attain those goals How will we achieve this? Career PathwaysA Sensible Solution Current and Future Realities

43 What are Career Pathways? Linked education and training services that– –enable students, often while they are working, to advance over time to successively higher levels of education and employment in a given industry or occupational sector. Each step on a career pathway is designed explicitly to prepare students to progress to the next level of employment and education. ~ Oregon Career Pathways initiative Greater alignment: Ideally career pathways are not a separate program but a framework for weaving together adult education, training, and college programs that are currently siloed and connecting those services to employers workforce needs. Current and Future Realities Source:

44 Key Changes: Adult Education for Work Going for CRC Gold!

45 Educators and policy makers have long believed that our Adult Education system for teaching basic skills should serve many goals, including: personal enrichment language and life skills increased civic participation improved parental responsibilities Adult Education for Work Adult Education Today

46 Adult Education Tomorrow …a Career Pathways system that moves low-skilled adults through a continua of workforce oriented AE programs on to postsecondary (degree and non-degree certificate) programs that lead to family sustaining employment and career- advancement. Adult Education for Work Source: National Center on Education and the Economy, 2009

47 Greater Alignment between Titles I and II is on the Horizon Administrations Workforce Investment Act reauthorization recommendations emphasize closer alignment –Maintain focus on educational goals in adult ed, yet greater focus on moving all students along a trajectory ending with postsecondary and career success –Establish consistent performance measures and definitions Career pathways movement American Graduation Initiative Adult Education for Work Source:

48 American Graduation Initiative Introduced by President Obama at Macomb Community College (Detroit, MI), July 14, 2009 Goal: An additional 5 million community college graduates by 2020 (degrees and certificates) Reflects emerging themes of Administration and Congress: –Focus on community colleges –Emphasis on persistence and completion –Integration of education and workforce needs through career pathways including adult education –Evidence-based innovation Adult Education for Work Source:

49 The Specifics of Career Pathways Learners receive extensive and ongoing career guidance in how to navigate the education and labor systems Curricula is contextualized to include application of job-related skills Instructional methods are designed to teach work readiness skills and skills are taught within vocational contexts Adult Education for Work

50 Source: National Center on Education and the Economy, 2009

51 What is the purpose of a career pathway? Transitions between levels clearly articulated ABE/ASE teaches skills required to enter postsecondary certification or degree programs without need for remediation GED prep offered but end goal is readiness for career or postsecondary without remediation Adult Education for Work

52 Benefit of a Career Pathway Length of stay shortened because of Accelerated advancement High-intensity programming Dual enrollment Integrated curricula Bridge courses Key Changes: Adult Education for Work

53 What are career pathway bridge programs? Career pathway bridge programs typically cover soft skills, pre-college academic skills, and specific job skills, ideally one that is part of a career pathway. Career pathway bridges tailor and contextualize the adult ed/ELL content to general workplace needs and to the knowledge and skills needed in a specific occupation. –e.g., bridge programs in manufacturing cover blueprint reading, statistical process control. Those in health care cover intro to human biology, vocabulary and math for health careers. Partners in bridge programs can be employers, unions, community-based organizations, community colleges, and others. Key Changes: Adult Education for Work Source:

54 Types of Partnerships Partnerships with One-Stop Center to provide labor market information and career information to adult education providers. Partner with One-Stop to provide adult education services at One-Stop Referral arrangement to One-Stop and from One-Stop to adult ed providers Contextualizing basic skills/literacy content to occupations/sectors Co-enrolling individuals in Title I and II Integrated basic skills/literacy and training. Key Changes: Adult Education for Work Source:

55 Quality Elements of a Career Pathway System 1.Program Design 2.Curriculum and Instruction 3.Assessment and Credentialing 4.High-Quality Teaching 5.Support and Follow-up Services 6.Connections to Business Community 7.Monitoring and Accountability Systems Key Changes: Adult Education for Work

56 Customer Student is the primary customer Students and employers are the customers Goal of curricula Life skills are the primary goal Work readiness skills and preparation for post secondary education are the primary goals Content focus Applying literacy, numeracy, and English language learning to everyday life tasks Literacy and numeracy and English language learning as well as thinking and reasoning skills such as problem solving, teamwork, and following instructions Key Changes: Adult Education for Work The New Basics of Adult Education Source: National Center on Education and the Economy, 2009 CurrentFuture

57 How work readiness is taught Might include some employment-related tasks like filling out a job application Teaches basic skills in a work context and stresses good work habits such as punctuality, diligence, communication, and appropriate dress and behavior Program focus Driven by students personal goals, needs, and interests Driven by students employment goals, the skill needs of family-sustaining jobs and the entry requirements for postsecondary education and training End goal Most Adult Education students never achieve a GED, much less a postsecondary education that is the key to success in todays economy. Most students achieve a high level of basic and workforce readiness skills and are prepared to enter postsecondary education and training and family-sustaining jobs. New Basics for Adult Education for Work

58 Academic Skills at the Heart of Career Pathway Success Being career-ready includes demonstrating: Personal competencies Academic competencies Workplace soft skills Career focus From unemployment/underemployment To employment in high-demand field New Basics for Adult Education for Work Source: Adult Career Pathways: Providing a Second Chance in Public Education

59 Establishing a Standard: Career Readiness and the CRC – A Model Framework Going for CRC Gold!

60 Jobs Come, Jobs Go 700,000 different certificates are awarded each year, but many are not transportable, transferrable, and stackablethat is, able to be combined with others. Between the ages of 18 and 42, todays worker can expect to hold an average of 11 different jobs. Source: United States Bureau of Labor Statistics, Career Readiness Preparation and the CRC Source: National Center for Education Statistics, 2009

61 The Need for a Common Language Employers need to know their workers levels of trainability for rapidly emerging technologies and careers of today. Career Readiness Certificates are designed to be a portable skills credential, based on a common language, that can be easily understood by employers and educators. Career Readiness Preparation and the CRC

62 Career Readiness Certification ACT WorkKeys ® is a job skills assessment Foundational skills assessments measure cognitive abilities for 18,000 jobs –CommunicationBusiness Writing, Listening, Reading for Information, Writing –Problem SolvingApplied Technology, Applied Mathematics, Locating Information, Observation –InterpersonalTeamwork Core battery comprised of 3 tests: Reading for Information, Applied Mathematics, Locating Information Core battery scores confirm competency levels for Career Readiness Certificates (CRCs) Career Readiness Preparation and the CRC Source: ACT

63 South Carolina113,688 Georgia100,542 Michigan74,982 Indiana66,023 Florida49,500 North Carolina40,439 Ohio37,000 Oklahoma35,920 Alabama24,265 Virginia24,104 Top 10 Issuing States Career Readiness Preparation and the CRC Source: National Career Readiness Certificate Consortium

64 Career Readiness Certificate Consortium CRCs deployed statewide CRC deployment in progress Interested in deploying CRC Career Readiness Preparation and the CRC Source: National Career Readiness Certificate Consortium

65 Linking Skills to Occupations Career Readiness Preparation and the CRC Source: ACT

66 Applied Mathematics Locating Information Reading for Information Skill Profile: Nursing Aides Skill Profiles/Gap Analysis Pre-assessment identifies learner skill levels. Career interest profile assessment identifies potential careers. Competency levels for each occupation help identify target skill attainment levels. Skill gaps help identify where instruction should begin Skill Gaps Learner Skill Levels Occupational Skill Levels Career Readiness Preparation and the CRC

67 Score at least Level 6 in all core areas. Foundational skills for 99% of jobs in the ACT database Score at least Level 5 in all core areas. Foundational skills for 90% of jobs in the ACT database Score at least Level 4 in all core areas. Foundational skills for 65% of jobs in the ACT database CRC Levels Used by employers for skills screening, hiring and promotion, and targeting employee training and development Credential levels indicate percent of jobs qualified for in the ACT occupational database Provides a common measure for employers to determine workers skill levels based on standardized assessments Skills outlined on back of CRC Career Readiness Preparation and the CRC Score at least Level 3 in all core areas. Foundational skills for 35% of jobs in the ACT database Bronze Gold Silver Platinum Source: ACT

68 Clear Pathways, Benchmarks, and Goals Source: NAM-Endorsed Skills Certification System. The Manufacturing Institute. Career Readiness Preparation and the CRC

69 So, do I teach to the test? Core CRC skills align to ABE skills Key difference is teaching the skills while applying the skills to workplace situations TEACH TO THE TASK! Teaching to the task promotes relevance and provides the ability to combine ABE/core competencies with technical training Career Readiness Preparation and the CRC

70 Teaching to the Task: Strategies for Contextualized Instruction Going for CRC Gold!

71 Reading for InformationGoals To measure the skills people use when they read and use written text in order to do a job. Written texts include memos, direction, signs, notices, bulletins, policies, and regulations. Sometimes these written communications are not necessarily well-written or targeted to the appropriate audience. Strategies for Contextualized Instruction

72 Reading for Information TABE Strategies for Contextualized Instruction Reading for Information Skills TABE Skills Identify main idea and details Choose the correct meaning of everyday and workplace words Apply technical terms & jargon Understand & apply instructions Identify implied details Identify & explain principles of workplace policies Words in ContextSame & opposite meaning, correct word Recall InformationDetails, sequence, stated concepts Construct MeaningMain idea, summary, conclusion Evaluate/Extend Meaning Apply elements, generalization, author intention

73 Contextualized Reading Instruction If you are required to enter a confined space, your supervisor is required to instruct you as to: –What kinds of hazards you may run into and why those hazards are dangerous. –The necessary precautions to take for each type of hazard. –The use of any protective and/or emergency equipment and instruments required. Although construction people are not required to follow the permit- required confined space entry program that those working in general industry are, many of the requirements of the construction regulations fit nicely into the program. And, it is a way to maximize your safety. Your participation in the development and implementation of a permit- required confined space entry program is encouraged. Source: Kellers Official OSHA Construction Handbook Strategies for Contextualized Instruction

74 Contextualized Vocabulary Instruction To: All medical assistants Re: New software In an effort to quickly transfer patient records into the new software system, please review the following important features: How to complete personal information for every patient How diagnoses are added to a patients chart via the software What medications the patient is taking and how these are correlated, or matched, to the diagnoses by the software How to recognize software alerts warning of actual or potential danger from medications that should not be combined How to recognize software alerts warning that a drug is not recommended due to a condition that makes the medication unsuitable or dangerous for a particular patient Strategies for Contextualized Instruction

75 How do I provide this for my students? Provide real workplace documents: s HR forms and documents, such as policies and procedures Guidelines documents Career OneStop/Bureau of Labor Statistics Strategies for Contextualized Instruction

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77 From: Rosin, Mitch Date: Tue, 18 May 2010 To: All Employees Subject: Dress Code Policy With the warmer weather approaching its a good time to remind employees about our dress code. All employees and contractors should dress appropriately for a professional work environment, whether they choose to wear traditional business (i.e. suit & tie) or business casual attire (Dockers and golf shirt). Full compliance is expected As a reminder, appropriate dress includes - Slacks or khaki-style pants - Collared or dress shirts - Sport jackets or blazers - Casual Skirts (knee length) - Dress Shoes - Jeans (permitted on Fridays)

78 Locating InformationGoals To measure the skills people use when they work with workplace graphics. Workers must find information and insert information into graphics, as well as compare, analyze, and summarize information found in related graphics. Workplace graphics include charts, graphs, tables, forms, flowcharts, diagrams, floor plans, maps, and instrument gauges. Strategies for Contextualized Instruction

79 Locating Information TABE Strategies for Contextualized Instruction Locating Information SkillsTABE Skills Find information in graphics Understand how graphics relate to each other Identify and compare trends Summarize information from graphics Draw conclusions from graphics Use graphics information to make decisions Interpret Graphic Information Signs Maps Dictionary usage Reference Sources Graphics Forms Consumer Materials

80 Contextualized Summarization of Workplace Graphics Find information in graphics Summarize the information from straightforward graphics. Strategies for Contextualized Instruction

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82 How do I provide this for my students? Provide real workplace graphics: Break rooms and common areas Manuals for office equipment Workplace forms Career exploration sites Strategies for Contextualized Instruction

83 Menu of career information (careeronestop.org) Menu of career information (careeronestop.org)

84

85 Applied MathematicsGoals Measure the skills people use when they apply mathematical reasoning, critical thinking, and problem-solving techniques to work-related problems. Applied mathematics skills needed include basic and advanced computation, using percentages, converting and calculating measurements, and finding the best deal. Strategies for Contextualized Instruction

86 Applied Mathematics TABE Strategies for Contextualized Instruction Applied Mathematics SkillsTABE Skills Convert simple money and time units Calculate averages, ratios, proportions, and rates Put information in the right order before calculating Calculate using mixed units Find area & volume of shapes Find the best deal Mathematics Computation Number and Number Operations Computation in Context whole numbers, decimals, fractions, percents MeasurementCalendar, appropriate unit, area, rate, convert measurement units Problem Solving / Reasoning

87 Contextualized Computation Strategies for Contextualized Instruction Based on the diagram, what length will you need to cut the wood for Rail A if this side will contain 4 balusters?

88 Contextualized Measurement As a nursing attendant at a nursing home, you must make certain that patients take their medication. One of your patients needs medication every 4 hours. You gave the patient his last does at 10:30 AM. At what time should you give him the next dose? A. 2:00 AM B. 2:30 AM C. 10:34 AM D. 1:30 PM E. 2:30 PM Strategies for Contextualized Instruction

89 How do I provide this for my students? Use existing problems and change the subject: –Susan buys $47.63 worth of groceries and hands the cashier $60. How much change should Susan get back? –You are a cashier at a specialty food store. A customers total comes to $47.63, and she hands you $60. How much change should she get back? Strategies for Contextualized Instruction

90 How do I provide this for my students? Consider common mathematics concepts that span different careers/clusters timesheets, budgets, taxes, etc. Strategies for Contextualized Instruction

91 Workplace Skills Series

92 Contemporarys Workplace Skills Develops core contextualized skills for: –Applied Mathematics: Mathematical reasoning and critical thinking skills through realistic workplace scenarios –Reading for Information: Effective reading comprehension and synthesis skills through documents such as letters, e- mails, directions, regulations, and policies –Locating Information: Retrieve and use information communicated through graphic sources (flow charts, diagrams, forms, and tables) Provides consistent problem-solving approach in testing and workplace scenarios Strategies for Contextualized Instruction

93 Instruction and skill practice covering CRC Levels 3 7 in each book Builds core CRC competencies from lowest to highest level Practice and assessment of all skills learners encounter on CRC tests Strategies for Contextualized Instruction Contextualized Practice

94 Instruction in TABE aligned basic skills Builds core competencies from lowest to highest level Strategies for Contextualized Instruction Basic Skills Instruction

95 Model skill application and test-taking strategies through the Plan for Successful Solving Learners are better prepared for test-taking situations Consistent modeling builds learner confidence for problem solving in workplace and test-taking situations Strategies for Contextualized Instruction Models Skill Application

96 Model Skill Application Consistent problem- solving approach modeled for every skill in all three titles. Strategies for Contextualized Instruction

97 Provide practice applying skill in realistic workplace scenarios Robust content and problem- solving skill development Real-world scenarios link skills with actual jobs Applied scenarios increase learner motivation Strategies for Contextualized Instruction Contextualized Practice

98 Comprehensive Career & Industry Coverage Contextualized problems for over 800 careers across the 16 DOL Career Clusters Provides real-world problem- solving practice across a variety of careers, including green sectors Relevant problem-solving practice establishes a purpose for learning, regardless of career goals Strategies for Contextualized Instruction

99 Workplace Skills Series


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