We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byBrooke McDonough
Modified over 3 years ago
© 2007 SRI International Workforce Creation and Adult Education Transition Council SRI Research Update October 7, 2008
© 2007 SRI International 2 Adult Learning System Goals Expand access to adult learning services –Provide more service options, make programs more flexible, improve technology, provide support services, and other supports for adults to access learning pathways. Enhance professional development –Enhance professional development for adult education providers and improve program capacity to serve adults most in need (for example, adults with disabilities). Link adult education to workforce opportunities –Improve transitions from adult education to postsecondary education and training and smooth transitions to high-demand career pathways.
© 2007 SRI International 3 Expand Access to Adult Learning WIA Title II target population includes individuals -- (A)Who have attained 16 years of age; (B)Who are not enrolled or required to be enrolled in secondary school under State law; and (C) who – i.Lack sufficient mastery of basic educational skills to function effectively in society ii.Do not have a secondary school diploma iii.Are unable to speak, read, or write the English language. Definition of Target Populations
© 2007 SRI International 4 Expand Access to Adult Learning According to the 2003 Maryland State Assessment of Adult Literacy (SAAL) – more than 360,000 adults have Below Basic prose and document literacy skills, –more than 760,000 adults have Below Basic quantitative literacy skills. Each year, less than 10% of adults with Below Basic prose and document literacy skills and less than 5% of adults with Below Basic quantitative skills participate in adult basic education (ABE, ASE, ESL) services. Each year, less than 10% of adults with Below Basic prose and document literacy skills and less than 5% of adults with Below Basic quantitative skills participate in adult basic education (ABE, ASE, ESL) services. Participation by Adults with Low Skills
© 2007 SRI International 5 Expand Access to Adult Learning The 2006 American Community Survey estimated that more than 500,000 adults (18 and over) in Maryland lacked a high school diploma, among these – –More than 320,000 were working age adults (18 to 64) –More than 20,000 were young adults (18-24). Maryland is just below the national average in the rate of participation in adult education (ABE, ASE, and ESL) by adults lacking a high school diploma. –During the 2005-2006 school year, states ranged from a high of 22.7% (Florida) to a low of 4.2% (Texas) participation in adult education among working age adults without a HS diploma. –Maryland was in the middle at 9.2% (26 th among the 50 states). Participation by Adults with Less than High School
© 2007 SRI International 6 Expand Access to Adult Learning The 2005 American Community Survey estimated that more than 115,000 working age adults in Maryland (3.1%) speak English poorly or not at all. –National estimate is 5.5% of the working age adult population. Maryland is below the national average in the rate of participation in adult education by adults with limited English proficiency. –During the 2004-2005 school year, states ranged from a high of 41.1% (Minnesota) to a low of 4.4% (Arizona) participation of adults with limited English proficiency. –Marylands rate of participation for limited English adults was 9% of the target population (35 th among the 50 states). Participation by Adults with Limited English
© 2007 SRI International 7 Expand Access to Adult Learning GoHigher Kentucky GoHigher Kentucky http://www.gohigherky.org/ –Website-based campaign to provide information and resources to all students looking to attend college. –Includes strategies to increase adult learner transitions to postsecondary education. –In 2004, 22% of GED completers went on to postsecondary education (10% increase). –In 2005, 78% of adult students entered postsecondary education and training. –In 2008, GoHigher website received >6,000 new accounts, 3,595 requests for more information, and 1,210 people using the admissions application. Lessons Learned/ Best Practices
© 2007 SRI International 8 Enhance Professional Development Adult education programs funded with WIA Title II funding in Maryland in 2007 included: –11 community colleges (17,508 participants) –16 public school districts (8,071 participants) –6 community-based organizations, 2 government agencies, 1 county library (combined total of 3,235 participants) –17 correctional facilities (4,624 participants) The diversity of current adult education programs and program staff in Maryland presents challenges as well as opportunities for enhanced professional development and program improvement. –Low levels of funding and preponderance of part-time staff are major challenges. –Diversity of programs and of staff qualifications are strengths in face of need to provide services to adults with a wide range of learning needs. Program Scope and Diversity
© 2007 SRI International 9 Enhance Professional Development Marylands funding per adult education participant is relatively low compared to other states and varies widely across programs: –During the 2005-06 school year, state funding per participant ranged from a high of $1,955 (Vermont) to a low of $282 (South Carolina). –Marylands average rate of funding per participant was $433 (39 th out of 50 states – US average was $823 per participant). However, the relationship of funding to learning outcomes is difficult to determine. –Compared to other states, reported rates of NRS level gains in Maryland are above the national average. In 2006-07, Maryland reported an overall NRS level completion rate of 47.4% (14 th out of 50 states, median for all states is 39.5%). –Current measures do not provide sufficient evidence to evaluate and compare adult learning and outcomes across programs. Funding and Outcomes
© 2007 SRI International 10 Enhance Professional Development Tennessee Adult Education Professional Development Framework and Tracking System Allows practitioners to document their professional development experiences and accumulate professional development points towards level designations and incentives. Levels 1-3 include training and required activities: lesson plans, evaluation/ observations, case studies, and portfolios Online professional development tools and worksheets http://aeonline.coe.utk.edu/pd_framework_docs.htm Lessons Learned/ Best Practices
© 2007 SRI International 11 Link Adult Education to Workforce Opportunity The Education Needs Index (ENI) uses census data to estimate levels of educational need based on a combination of education factors, economic factors, market demand factors, and population factors. According to the ENI 2.0 (based on 2005 Public Use Microdata Samples) : –The areas of Maryland that have the most critical level of educational need are in Baltimore City and County and Prince Georges County. –The areas of Maryland that have the least critical level of educational need include all of Carroll, Frederick, and Howard Counties and parts of Baltimore, Anne Arundel, Hartford, and Montgomery Counties. An index such as the ENI (or a modified version of the ENI) that combines education, economic, market demand, and population factors can provide a valuable baseline and progress monitor for an integrated adult learning and workforce development system. Educational Needs Index
© 2007 SRI International 12 Link Adult Education to Workforce Opportunity Washington Integrated Basic Education and Skills Training (I-BEST) (I-BEST) –Pairs ABE/ESL instructors with professional/technical instructors in the classroom to co-teach half of the time and teach the same students contextualized basic skills and job training separately the other half of the time. –Creates a clear pathway for students to obtain a credential and enter a career –Provides financial aid for non-traditional students. –Shortens the length of time it takes to earn a credential by integrating basic skills into technical and higher education and providing dual credit. –Provides guidance and support for students. –Creates open entry/open exit options. –Engages businesses and focuses on high-demand jobs. Lessons Learned/ Best Practices
© 2007 SRI International 13 Link Adult Education to Workforce Opportunity Ohio: Career-Technical Transitions Initiative Program and system alignments between the adult education and higher education to create a more seamless system for adult learners to transition to postsecondary education. –Career-Technical to Credit Project Approach: articulation agreements between adult/secondary career technical courses and state supported institutions of higher education. –Learning outcomes based on industry standards (focus on Nursing, Electrical and Mechanical Engineering Technology, Information Technology – Networking, Medical Assisting, and Automotive Technology) –Four Stackable Certificates: Prep program – below 8th grade math and/or English; Entry level certificate – between 8th grade and GED level; Intermediate certificate – two levels of developmental education with college credit; and Advanced certificate – one level of developmental education with one year of college credit) Lessons Learned/ Best Practices
Association for Career and Technical Education 1 Changes and Implications of the Carl D. Perkins Career and Technical Education Improvement Act of 2006.
1. 2 Collaborative Partnerships It’s that evolution thing again! Adult education has been partnering and collaborating for years.
Millions of adults need access to postsecondary education and training to advance their careers and support their families. National Necessity.
Oregon Pathways for Adult Basic Skills Transition to Education and Work (OPABS) Initiative.
P-16 Council Overall Goals Regional change agents for “Closing the Gaps” Engaging community stakeholders Parents K-12 teachers K-12 administrators College.
PENNSYLVANIAS ADULT CAREER PATHWAYS National Career Pathways Network October 18, 2012.
Sophomores: Ready or Not: College Readiness for All? The Critical Importance of the Sophomore Year Sophomore Open House Point Pleasant Jr Sr High 17 &
Why I-BEST In Washington state, over half of the students come to our community and technical college system with the goal of getting to work. SBCTC research.
Pathways to College & Careers for Washington’s Emerging Workforce Accelerated Pathways, Increased Opportunities WIOA Transition Washington Basic Education.
It must be borne in mind that the tragedy of life does not live in not reaching your goal. The tragedy of live is having no goal to reach. Benjamin E.
ABE Policy, Accountability & the NRS Summer Institute 2011.
CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Change…Challenge… Choice… Debra Jones Administrator, Adult.
Breaking Through: Helping Low-Skilled Adults Enter and Succeed in College and Careers Jobs for the Future National Council for Workforce Education.
August 8, 2013 Texas Education Agency | Office of Assessment and Accountability Division of Performance Reporting Shannon Housson, Director Overview of.
Accelerating Opportunity Arkansas Bidders Webinar March 7, 2013.
Minnesota FastTRAC Adult Career Pathways Presenters: Barry Shaffer MN Department of Education – Adult Basic Education Anne Marie Leland Faribault Community.
Developments in Aligning the Educational Levels in Ohio Penny Poplin Gosetti, Ph.D. Associate Professor and Interim Vice Provost University of Toledo June.
Kathy Cooper Policy Associate, Adult Basic Education Washington State Board for Community & Technical Colleges 1.
Transforming Michigan’s Adult Learning Infrastructure.
Oregon’s Approach: Policies and Practices that Link Economic and Workforce Development NGA Policy Advisors Institute September 19, 2005.
Coordinator Call November 20, Program Alignment Unified strategic planning across core programs Enhances role of State and Local Workforce Development.
FBOE K-20 Accountability Project CEPRI Workgroup June 13, 2002 Orlando, Florida.
Documenting California Program and Learner Outcomes to Federal and State Policymakers for the ACSA presentation on September 25, 2003 and for the California.
Adult Education: The Next Five Years Randy L. Whitfield, Ed.D. Basic Skills & Family Literacy Conference November 2009.
1 Educator and Provider Support Grant Policy and Research Committee EEC Board October 6, 2014.
Adult Education Career Pathways: A New Beginning.
Imagine that you're one of the estimated 36 million adults in the U.S. who has limited skill levels. You want to improve your skills and get a better.
Perkins End of Year Evaluation Southwestern Community College May 18, 2016.
Graduation Requirements and Post High School Planning for Students with an IEP Deana Holinka, MA, CRC, Administrative Coordinator, Office of Special Education.
Data Infrastructure for Low-Income Adults. Which workforce programs are most effectively channeling adults towards further education and higher earnings?
AB 86: Adult Education Technical Assistance Webinar to Focus on Objectives 3, 5, 6 & 7
CAREER PATHWAYS An Introductory Overview DEFINITION A series of connected education and training programs and support services that enable individuals.
Ren Bowen Brockmeyer, M.Ed., MSW Pathways Navigator Move Up! August 27,
1 R-2 Report: Read and write at the end of third grade Review of Progress and Approval of Targets A presentation to the Board of Education.
Funding and Resources for Dropout Recovery & Multiple Education Pathways Dropout Recovery Discussion Group, American Youth Policy Forum October 20, 2006.
Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure An evaluation.
Colleges can provide all Washingtonians access to 2-year post secondary education Measures: Enrollments in community and technical colleges Rate of participation.
1 Literacy PERKS Standard 1: Aligned Curriculum. 2 PERKS Essential Elements Academic Performance 1. Aligned Curriculum 2. Multiple Assessments 3. Instruction.
NCWE: National Council for Workforce Education An affiliate council of the American Association of Community Colleges (AACC) A national forum for administrators,
1 Career Pathways for All Students PreK-14 2 Compiled by Sue Updegraff Keystone AEA Information from –Iowa Career Pathways –Iowa School-to-Work –Iowa.
March 14, 2013 KCTCS Board of Regents Efficiency, Effectiveness and Accountability Committee.
Rachel Pleasants McDonnell, Jobs for the Future October 15, 2014 Improving & Designing Pathways for Adult Learners at Our Community Colleges.
Challenge to Lead Southern Regional Education Board Kentucky Challenge to Lead Goals for Education Kentucky is On the Move Progress Report 2008 Challenge.
January, Title I – Workforce Development Activities ◦ Subtitle A: System Alignment ◦ Subtitle B: Workforce Activities and Providers Title.
1 Shortchanging Teachers, Shortchanging Children Marcy Whitebook Center for the Study of Child Care Employment University of California, Berkeley.
Challenge to Lead Southern Regional Education Board Tennessee Challenge to Lead Goals for Education Tennessee is On the Move Progress Report 2008 Challenge.
ADULT EDUCATION AND FAMILY LITERACY ACT (AEFL) 2014 Workforce Innovation and Opportunity Act (WIOA) – Title II 1.
DRAFT STRATEGIC PLAN 2015 FOR ADULT EDUCATION AND LITERACY Anson Green Director Adult Education and Literacy Texas Workforce Commission.
Washington's I-BEST Washington State Board for Community and Technical Colleges The Comprehensive I-BEST Pathway Models.
Youth/Adult Career Pathway Partnerships SW MN Private Industry Council (PIC)
© 2017 SlidePlayer.com Inc. All rights reserved.