Transcript Mission Possible – Building Adult Education Career

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Discuss goals for Florida’s Adult Education
Career Pathways System
State policies to support career pathways
Highlight elements for successful AECP
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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 8th grade level.
Adult Education is one of the building blocks
for Florida’s economic and workforce
development efforts.
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OPPAGA Reports
 Completing adult education programs
improves students’ employability
 Some programs implementing Transition to
Postsecondary Programs
 Program completion rates low
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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-ofstate fee
State funds cannot be used to fund prison
inmate education
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Strategic vision for Florida’s Adult Education
System
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Adult education students will be prepared for
success in postsecondary education and will
develop the skills necessary to succeed in 21st
century careers.
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Building an Adult Education Career Pathways
System - Career Pathways Strategic Plan –
http://www.fldoe.org/workforce/adulted/resources.asp
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Goal - To increase the number & percentage of adult
education students who enter postsecondary
education & earn a degree, certificate, and/or industry
credential.
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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.
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Goal - Students are career & college ready, not
needing remediation.
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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.
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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
Florida’s College Readiness Reform
Adopted Common
Core State
Standards in
Language Arts
and Math
Raised curriculum
content standards
in all subjects
College Placement
Tests at 11th grade
to determine
readiness or
deficiencies
K-12
System
High
School
Remediation
offered in 12th
grade
Florida’s College Readiness Reform
Adult Education Benefits
Remedial
instruction prior to
earning high school
diploma
Measure
performance of
adult education
program in
boosting college
readiness
At AHS , students
can take the PERT
to identify
deficiencies
Adult
High
School
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Not a separate program but a systemic
framework
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Framework that weaves together existing
adult education programs, work, training,
and postsecondary education
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Streamlines the path to postsecondary
education and credentials
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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
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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
Core mission is work readiness &
preparation for postsecondary
education & training
 Building an Adult Education Career
Pathways System
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 Grants
 Professional development
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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
Who Am I?
Where
am I
going?
How do I
get
there?
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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.
Even if you're on
the right track,
you'll
get run over if you
just sit there.
Will Rogers
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Career Pathways Orientation (CORD)
CHOICES Training
Using Data for Program Improvement
Technical assistance – Model Career Pathway
Program
 Webinars
 Site Visits
 Regional Training
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Review areas of focus
Identify areas for improvement
Review data
 Enrollments
 Separations
 Learning gains
 Completions
 Assessment results
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Program Design
Curriculum & Instruction
Professional Development
Student Support Services
Assessment
Partnerships
Marketing
Accountability
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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
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Regardless entry point, students receive
extensive & on-going career guidance
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Accelerated pathways for students to move
forward as quickly as possible
 High-Intensity Programs – number of hours per week
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Managed enrollment
Strategies for increasing accessibility
 Alternative locations
 Times that accommodate working and non-working adults
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Develop road maps
 Partnership with postsecondary
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.
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Example:
Adult Career Pathway
C
A
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E
R
L
A
D
D
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EXIT
Earn RNP
EXIT
Earn RN
EXIT
EXIT
Earn
Postsecondary
Degree
(BS, AS, AAS, AA,
CTE Certification)
Earn LPN
Earn CNA
Certificate
Enroll in CTE
program CNA
Earn GED
Diploma
Enroll in GED
Prep course
Earn Standard
High School
Diploma
Earn RNP
EXIT
Earn RN
EXIT
Earn LPN
EXIT
Earn CNA
Certificate
Enroll in an
Adult Secondary
High School
EXIT
Enroll in CTE
program CNA
Applied Academics
(VPI)
C
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L
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D
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R
Applied Academics
(VPI)
Adult Basic Education 8.9
Level
Pre-GED
6.0 – 8.9
6.0 – 8.9
4.0 – 5.9
2.0 – 3.9
0.0 – 1.9
Math
Reading
Language
ESOL
6 NRS Levels
CAREER
PLANNING
COURSE
(Student Career
Plan)
1
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Analyze Curriculum
 Review student outcomes
 Success of different lessons
 Instructor’s observations on students’ skill
gaps and grasp of different topics
 Feedback from students about the course
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Translate standards into curriculum
Instructional methods to teach work
readiness skills
 Problem solving
 Critical thinking
 Team work
 Following instructions
 Good work habits
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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
 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.
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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
Local Labor Market Information (LMI)
• Targeted Industry Clusters
• High Priority Occupations
• Learner Self-Appraisal
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• What skills do I have?
• What areas am I deficient?
• What are my abilities?
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
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Review data
 Enrollments
 Separations
 Learning gains
 Completions
 Assessment results
 Transitions to postsecondary education
Completion and Posttest Goals
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 Literacy
30%
38%
45%
58%
ABE Beginning
38%
46%
42%
66%
ABE Low Intermediate
44%
52%
52%
72%
ABE High Intermediate
46%
50%
57%
70%
ASE Low
57%
62%
N/A
N/A
ASE High
N/A
N/A
N/A
N/A
ESL Beginning Literacy
39%
47%
47%
67%
ESL Low Beginning
36%
48%
54%
74%
ESL High Beginning
35%
51%
55%
75%
ESL Low Intermediate
34%
46%
57%
77%
ESL High Intermediate
32%
44%
51%
71%
ESL Advanced
29%
33%
47%
67%
Entered Employment
39%
48%
N/A
N/A
Retained Employment
56%
59%
N/A
N/A
Obtained Diploma/GED
25%
52%
N/A
N/A
Entered Postsecondary Ed/Training
51%
59%
N/A
N/A
PERFORMANCE MEASURES
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Participation in DOE sponsored workshops
 CHOICES, TABE & CASAS, Accountability
 CORD Orientation for Adult Career Pathways
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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
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Follow assessment guidelines for pre and
post testing
PERT– college ready without taking remedial
courses – remediation before exiting adult
education
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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