2. Discuss goals for Floridas Adult Education Career Pathways System State policies to support career pathways Highlight elements for successful AECP

3. Projected that more than 70% of jobs created from 2006-2020 will require more than a high school diploma. More that 1.7 million adults in Florida have reading skills below the 8 th grade level. Adult Education is one of the building blocks for Floridas economic and workforce development efforts.

4. OPPAGA Reports Completing adult education programs improves students employability Some programs implementing Transition to Postsecondary Programs Program completion rates low

5. Students enrolled in any adult general education program must pay tuition Co-enrolled students in adult high school do not pay tuition Non-Residents pay tuition plus an out-of- state fee State funds cannot be used to fund prison inmate education

6. Strategic vision for Floridas Adult Education System Adult education students will be prepared for success in postsecondary education and will develop the skills necessary to succeed in 21 st century careers. Building an Adult Education Career Pathways System - Career Pathways Strategic Plan – http://www.fldoe.org/workforce/adulted/resources.asp http://www.fldoe.org/workforce/adulted/resources.asp

7. Goal - To increase the number & percentage of adult education students who enter postsecondary education & earn a degree, certificate, and/or industry credential. Goal - By 2015-16, at least 50% of all adult general education students who earn an adult high school diploma or GED will successfully transition, by the end of the following academic year, into post-secondary education. Goal - Students are career & college ready, not needing remediation.

8. Students are considered college and career ready when they have the knowledge, skills, and academic preparation needed to enroll and succeed in introductory college credit-bearing courses within a postsecondary without the need for remediation.knowledge, skills, and academic preparation

9. K-20 longitudinal student data system Data review – Students passing state test (FCAT) not passing college placement tests Postsecondary Education Readiness Test (PERT) Placement Tests (3 sub-tests) Identifies appropriate course placement (developmental education through college credit) Reading Writing Mathematics Diagnostic Tests A diagnostic test to identify specific competencies where deficiencies exist

10. K-12 System High School Raised curriculum content standards in all subjects Adopted Common Core State Standards in Language Arts and Math College Placement Tests at 11 th grade to determine readiness or deficiencies Remediation offered in 12 th grade Floridas College Readiness Reform

11. Adult High School At AHS, students can take the PERT to identify deficiencies Remedial instruction prior to earning high school diploma Measure performance of adult education program in boosting college readiness Floridas College Readiness Reform Adult Education Benefits

12. Not a separate program but a systemic framework Framework that weaves together existing adult education programs, work, training, and postsecondary education Streamlines the path to postsecondary education and credentials

13. Contextualized curriculum Career exploration & planning component Roadmaps with multiple entry & exit points with vertical & lateral movement within an occupation or career cluster Transition or bridge programs Strengthen postsecondary, community, & business partnership arrangements High school diploma or GED not the end goal Analyzing data & using for program improvement

14. Increased retention and persistence Increased number of AE learners that enter postsecondary and earn a certificate, degree, and/or industry credential. Reduced number of AE learners that need remedial college prep classes Increased number of prepared workers in the workplace All students will have a career & education plan

15. Core mission is work readiness & preparation for postsecondary education & training Building an Adult Education Career Pathways System Grants Professional development

16. Adult Education Career Pathways Grant Students develop a career and education plan Establish a steering committee to oversee development and implementation of strategic plan 5-year strategic plans Strategic plans approved by internal review team Provide technical assistance

17. Who Am I? How do I get there? Where am I going?

18. Develop skills to locate, evaluate, and interpret career information. Identify interests, skills, ability to learn, and personal preferences that influence career and education choices. Identify career cluster and related pathways that match career and education goals. Develop and manage a career plan.

21. Even if you're on the right track, you'll get run over if you just sit there. Will Rogers

22. Career Pathways Orientation (CORD) CHOICES Training Using Data for Program Improvement Technical assistance – Model Career Pathway Program Webinars Site Visits Regional Training

23. Review areas of focus Identify areas for improvement Review data Enrollments Separations Learning gains Completions Assessment results

24. Program Design Curriculum & Instruction Professional Development Student Support Services Assessment Partnerships Marketing Accountability

25. Establish basic skill levels students must attain to transition to postsecondary education without remediation Include an orientation to career pathways for students Overview of required and optional courses How to progress through the program Early identification of interests/career goal Process for students to develop career plan Regardless entry point, students receive extensive & on-going career guidance

26. Accelerated pathways for students to move forward as quickly as possible High-Intensity Programs – number of hours per week Managed enrollment Strategies for increasing accessibility Alternative locations Times that accommodate working and non-working adults Develop road maps Partnership with postsecondary

27. Roadmaps are visual diagrams that Illustrate multiple entries and exit points and depicts vertical and lateral movement within an occupation or career cluster. These graphics assist students and workers as they navigate pathways to better jobs and increased earnings.

29. Analyze Curriculum Review student outcomes Success of different lessons Instructors observations on students skill gaps and grasp of different topics Feedback from students about the course

30. Translate standards into curriculum Instructional methods to teach work readiness skills Problem solving Critical thinking Team work Following instructions Good work habits

31. Modify curriculum Goal setting Note taking & study skills Employability skills Career pathways provide context for students to learn how academic concepts are used in the workplace

32. Contextualized Curriculum Programs incorporate content from the occupational curriculum Allows individuals to prepare for challenges they might face in the training program or on the job.

33. Career exploration including: Discovering their interests and aptitudes Identify career goals Investigating career options Learning from professionals in different fields Learn how to analyze and use labor market information Bring workplace experiences through videos and contacts/presentation from employers

34. Local Labor Market Information (LMI) Targeted Industry Clusters High Priority Occupations Learner Self-Appraisal What skills do I have? What areas am I deficient? What are my abilities?

35. What support services are available to ensure students are aware of the career pathways program? What services are available to assist students to develop a career plan? When and who? What support services do students need to enter, stay in the program and complete or move to the next level? What support services to identify & remove barriers that prevent students from entering, completing levels, and exiting

36. Review data Enrollments Separations Learning gains Completions Assessment results Transitions to postsecondary education

37. Completion and Posttest Goals PERFORMANCE MEASURES One Year 2011 - 2012 State Goals Five Years 2014 - 2015 State Goals 2009-2010 Posttest Rates Five Year 2014 - 2015 State Posttest Goals ABE Beginning Literacy30%38%45%58% ABE Beginning38%46%42%66% ABE Low Intermediate44%52% 72% ABE High Intermediate46%50%57%70% ASE Low57%62%N/A ASE HighN/A ESL Beginning Literacy39%47% 67% ESL Low Beginning36%48%54%74% ESL High Beginning35%51%55%75% ESL Low Intermediate34%46%57%77% ESL High Intermediate32%44%51%71% ESL Advanced29%33%47%67% Entered Employment39%48%N/A Retained Employment56%59%N/A Obtained Diploma/GED25%52%N/A Entered Postsecondary Ed/Training51%59%N/A Average39%49%51%70%

38. Participation in DOE sponsored workshops CHOICES, TABE & CASAS, Accountability CORD Orientation for Adult Career Pathways On-site career pathways orientation for staff Instructor training for contextualized instruction and curriculum development On-going professional development for teachers and administrators to keep career pathways vision

39. Follow assessment guidelines for pre and post testing PERT– college ready without taking remedial courses – remediation before exiting adult education

40. Lack of counseling staff – partner with local colleges or One-Stop Career Centers, volunteers Workforce Board – Understands workforce conditions, local labor market, high-growth sectors, skill requirements of employers Postsecondary partners Employers – Provide internships, shadowing, class presentation on job opportunities and skills needed, contextualized curriculum support Social service agencies, community-based organizations