1. Technical College System of Georgia Office of Adult Education August 28, 2013 1

2. Technical Housekeeping  At 2:00 pm, please call in using a phone that has a “mute” setting. Call 1-866-590-5055 and enter access code 8019870# to join the teleconference  Please mute your phone line to minimize background noise  Presentation materials are on the GALIS “Help” page under Technically Speaking.  Technical Difficulties? Email kbryant@tcsg.edukbryant@tcsg.edu  Stay tuned at the end of the presentation for a link to an online evaluation form and information about the next ABE/ASE Technically Speaking 2

3. Teleconference Overview  Introduction – Charita Boles, GPS Coordinator  Presenters Nancy Thompson, Coordinator, ABE/GED, Adult Education, Georgia Piedmont Technical College Jennifer Todd, Adult Education Lead Instructor, Oconee Fall Line Technical College Tamika Phillips, Director, Adult Education, Columbus Technical College  Questions of Presenters  Sharing from Others  Closing Remarks – Charita Boles, GPS Coordinator 3

4. Introduction  Make data an ongoing cycle of instructional improvement  Collect good data  Know the purpose of the data  Share the data with students and colleagues  Good instructional methods 4

5. 5 Service Delivery Area – DeKalb (metro Atlanta), Rockdale, Newton, and Morgan counties FY13 Total Enrollment – 5,467 Serve ABE, ASE, ESL, EL/Civics, and Corrections Mix of urban and rural sites

6. Agenda  Obtaining the Data  Using the Data 6

7. You Can’t Have One Without the Other Manage Classroom Collect Data Use Data 7

8. Enlistment Time Getting the Students into Class  Managed Enrollment  Registration  Orientation  Attendance Policy 8

9. …..And on to Boot Camp  What is Boot Camp?  How are Boot Camp classes scheduled?  What does a Boot Camp class look like?  Officers Training or back to Boot Camp? 9

10. Bravo Zulu or Soup Sandwich? Let the Numbers Tell the Tale!  GALIS  Excel Spreadsheets  Collecting and Using the DATA Teachers Supervisors Coordinator 10

11. Marching Orders  DATA IS NOT THE ENEMY. Learn to use data to manage your classroom.  Let students know what those numbers mean to them.  Meet regularly with fellow co-workers to discuss ways to improve your numbers.  Embrace the challenge of meeting this year’s NRS goals! 11

12. 12 Service Delivery Area – Bleckley, Dodge, Glascock, Hancock, Jefferson, Laurens, Telfair, Warren, Washington, Wheeler, and Wilkinson counties in central Georgia FY13 Total Enrollment – 1,402 Serve ABE, ASE, ESL, and Corrections Primarily rural sites

13. Adult Learners  Allow students to set attendance goals  Connect their success to program success  Recognize and reward their achievements  Keep goals simple, specific, and realistic 13

14. GALIS  Use Table 4 to get a snapshot of gains and attendance  Analyze other instructors with high performing classes and share techniques  Track contact hours to post- test according to guidelines 14

15. Assessments  TABE Locate strengths and weaknesses and build SEP  Official GED Practice Tests Measure GED readiness  PSAMs (Printable Skills Assessment Modules) Use as tests or pop quizzes to determine mastered skill areas 15

16. Student Education Plan (SEP)  Base on curriculum guide specifics and objectives  Align and establish individualized instruction  Create student-centered lesson plans 16

17. 17 Service Delivery Area –Chattahoochee, Harris, Muscogee, Quitman, Stewart, and Talbot counties in west Georgia FY13 Total Enrollment – 1,414 Serve ABE, ASE, ESL, EL/Civics and Corrections Mixed of urban (Columbus) and rural sites

18. Using Data to Manage Classrooms Effectively 18

19. Using Data to Drive…. The use of data is important and essential in classroom management because it drives INSTRUCTION and RETENTION. 19

20. Response to Instruction & Intervention 20

21. Which Best Describes You? That’s Me!  I am a teacher.  I am an administrator.  I have heard of RTI.  I am skeptical about RTI.  I think RTI is about special education.  I have documented my interventions.  I have students that need intervention. 21

22. What is RTI? Response to Intervention (RTI) is a systematic and data-based method for identifying, defining, and resolving students academic and/or behavioral difficulties. From Brown-Chidsey and Steege (2005). Response to Intervention: Principles and Strategies for Effective Practice. Copyright by the Guilford Press. 22

23. What is RTI? “Response to Intervention” refers to a process that emphasizes how well students respond to changes in instruction. The essential elements of an RTI approach are: the provision of scientific, research-based instruction and interventions in general education; monitoring and measurement of student progress in response to the instruction and interventions; and use of these measures of student progress to shape instruction and make educational decisions. From Brown-Chidsey and Steege (2005). Response to Intervention: Principles and Strategies for Effective Practice. Copyright by the Guilford Press. 23

24. Response to Intervention is the practice of…  Providing high quality instruction and interventions matched to student need  Monitoring progress frequently to make decisions about changes in instruction  Applying student response data to important educational decisions  Using learning rate over time and level of performance to make important educational decisions  These components of RTI are essential to the development of a successful RTI implementation strategy. National Association of State Directors of Special Education, Inc. (2008) 24

25. Common RTI Elements:  High-quality instruction  Assessment  A multi-leveled approach to delivering interventions  3 Tier model  Problem-solving 25

26. RTI ‘Pyramid of Interventions’ 26

27. OK, But what Does it Mean?  Tier 1: What All Students Need (80-90% of your students should fall in this category, this would be students who made a subject/level completion)  Tier 2: What Targeted Students Need (5-10% of your students should fall in this category, this would be students who made a gain but not a subject/level completion)  Tier 3: What Individual Students Need (1-5% of your students should fall in this category, this would be students who made no progress at all) 27

28. Advantages of RTI Approach How can the data from RTI assist with classroom management?  The Data can be used to provide instructional assistance in a timely fashion (e.g., NOT a wait-to-fail model)  The use of data from RTI will ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum  Informs teacher and improves instruction because assessment data are collected and closely linked to interventions 28

29. Lessons Learned Tragically, one of the most common educational responses to students who are struggling is really a nonintervention: Do nothing! 29

30. Planning for Success The goal is to plan actively and consistently to help each adult learner move as far and as fast as possible along a learning continuum that will ultimately… 30

31. 31

32. 32 Sharing of Ideas from other Adult Education Professionals

33. Contact Information Charita Boles Grant Program Support Coordinator Office of Adult Education cboles@tcsg.edu (404) 679-1628 Jennifer Todd Adult Education Lead Instructor Oconee Fall Line Technical College - North jtodd@oftc.edu (478) 553-2077 Tamika Phillips Director, Adult Education Columbus Technical College tphillips@columbustech.edu (706) 641-5623 Nancy Thompson Coordinator, ABE/GED, Adult Education Georgia Piedmont Technical College thompson@gptc.edu (404) 297-9522 ext. 3218 33

34. Thank you for your participation! Please complete an evaluation of this session at http://surveymonkey.com/s/TechnicallySpeakingUsingData http://surveymonkey.com/s/TechnicallySpeakingUsingData The next ABE/ASE Technically Speaking: Using Distance Education to Extend Instruction December 4, 2013 2:00-3:30 pm 34