Supported by Local, State and Federal Funds 2 WIOA Systems Integration and Coordination 2.
Download ReportTranscript Supported by Local, State and Federal Funds 2 WIOA Systems Integration and Coordination 2.
Slide 1
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 2
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 3
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 4
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 5
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 6
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 7
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 8
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 9
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 10
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 11
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 12
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 13
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 14
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 15
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 16
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 17
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 18
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 19
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 20
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 21
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 22
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 23
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 24
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 25
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 26
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 27
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 28
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 29
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 30
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 31
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 32
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 33
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 34
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 35
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 36
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 37
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 38
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 39
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 40
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 41
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 42
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 43
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 44
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 2
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 3
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 4
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 5
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 6
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 7
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 8
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 9
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 10
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 11
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 12
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 13
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 14
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 15
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 16
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 17
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 18
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 19
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 20
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 21
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 22
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 23
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 24
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 25
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 26
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 27
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 28
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 29
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 30
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 31
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 32
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 33
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 34
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 35
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 36
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 37
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 38
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 39
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 40
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 41
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 42
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 43
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
11
In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44
Slide 44
Supported by Local, State and Federal Funds
1
2
WIOA
Systems Integration and Coordination
2. Multiple entry points – for
both well-prepared students
and targeted populations
1. Well-connected and
transparent education,
training, credentials,
and support services
3. Multiple exit points
Passed with wide bipartisan majority in Congress
Senate voted 93-5; House voted 415-6
WIOA was signed into law by President
Obama on July 22, 2014
Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and Administration;
Title II - Adult Education and Family Literacy Act
(AEFLA)
Title III - Wagner Peyser which authorizes the public employment services
and the employment statistics system;
Title IV - Amendments to the Rehabilitation Act of 1973; and,
Title V - General Provisions-repeals WIA in its entirety and provides
Secretaries of Labor, Education, and Health & Human Services with
authority to establish a smooth, orderly transition.
6
o Needs of business and workers drive
workforce solutions.
o One-Stop Centers provide excellent customer
service and focus on continuous improvement.
o The workforce system supports strong regional
economies and plays an active role in
community and workforce development.
7
WIOA recognizes core purpose of adult education is to
prepare individuals with the skills and knowledge needed to
succeed in postsecondary education and the workforce.
• Definition changes in AEFLA
• From English Literacy/ESL to English Language Acquisition
(ELA) leading to a secondary school diploma
• ELCIVICS combined with strong ties to employment and
workforce system
• Funding eligibility includes private entities
• Provision of workforce prep skills and digital literacy
• Transition programs
• College and careers
• Distance learning
• Workplace literacy
• Financial literacy
9
Emphasizes transition to postsecondary education and
training through use of career pathways
Focuses education on college and career readiness,
evidence based instruction and teacher preparation
Strengthens alignment of adult education with one stop
delivery system
David and Leslie
Coordinators
10
DISD has been a part of Adult Education System
since 1981
In 1996 DISD served as the fiscal agent for four
county area and 36 school districts (Denton, Collin,
Wise and Cook)
In 2014, (TEA to TWC) DISD has served only
Denton and Collin Counties
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In 2014, funding was increased to $1.6M
From 700 students to 2,800 students (approx.)
Provision of new services
Transition –College and Careers
Distance learning, Workplace
Coordination with IHE’s and Workforce Systems
Existing staff
Director (part time)
Coordinator (1 fte)
Data entry specialist (2)
Proposed in the Application
7 additional fte’s
2 additional Coordinators
3 Data Entry Clerks
92 Part –time instructors
12
For
2014-15
◦ Approximately 25-30% of funds were spent
◦ Approximately 50-60% of the numbers to be
served were met
◦ IPQ’s (student achievement) 0%
◦ Distance Learning 0%
◦ Workplace 0%
◦ Technology Integration 0%
13
Funding and Service Comparisons
4500
4200
4000
3800
3500
3600
3000
2800
2500
2650
2000
1500
1800
1600
1506
1000
500
400
0
Budget (M)
Students >1
students >12
Total students: 1,979
12+ hours: 1,506
State vs. Local Performance (in %)
77
74
63
63
74
73
72
66
65
63
65
54
45
32
32
43
36
35
28
26
18
ABE BEG LIT
15
ABE I L
ABE I H
ESL B L
ESL B LOW
ESL BEG
HIGH
ESL INT
LOW
ESL INT HI
ADV ESL
ASE LOW
ASE HIGH
ADA based
Destination GED
Retention +
Education Focused
Education and
Employment focused but
◦ Performance-based
Destination College and
Careers
Retention –
Integrated education
and training
More Accountability
Workforce/Business
driven
16
Disproportionate pay
Extra hour pay
Insubordination
Over time pay
Complaints: I have not been paid since ….. late payroll
Nepotism/favoritism
Sense of entitlement
Late, poor work quality
Inefficient System
Poor Community Relations
Celebrating old outcomes: Retention
Students waiting/teacher no shows
Low teacher student ratios: GED
Incomplete paperwork
Compliance Issues, Childcare, F1 visas,
Distrust, poor relationships
Inexperienced staff-Absent staff
Poor Communications
Disproportionate Staffing
Lax enforcement
Lack od accountability ownership
Students and teachers being rewarded for wrong reasons
Lack of Plan B, Plan C: Staff Sickness
Poor evidence of data utilization
Poor budget management
Disillusioned staff
Old Incentives: Students being recognized for prolonged stays with teacher
Lack of responsiveness: pleads for more classes/ teachers
One bilingual admin. Staff, poor customer service
What can we learn from the data and current situation?
How can we change our practice in light of the data?
What other data do we need to collect and analyze?
How often?
How to share it to obtain support for change?
How can we use the TEAMS data and QA tools to help us evaluate:
• teaching
• instructional materials
• teachers
• student learning
• professional development
DISD’s AEL Train aka David’s Train
19
Much higher student numbers
Integrated programming
More accountability
Performance based
Rigorous programming
More resources
20
The Challenge Ahead
4500
4200
4000
3380
3500
3000
2500
2000
1500
1000
657
500
237
210
158
0
1
Total
Other
EL Civics
Transition
CPW
TANF
21
New Outcomes
New
Actions
Performance
New
Possibilities
Honesty
Truthfulnes
s
Authenticit
y
Humility
Avoidance
Pretense
Distrust
Awareness
Blindness
Ignorance
New
Choices
Ownership
Responsibility
Acceptance
Denial
Blame
Arrogance
Continuing
Business as
usual
Familiar
Options
Easy Decisions
Reactive
Status Quo
More of the same
Time
If you want something you have never had, then you must do something you have never done!
23
QA, PD, R&O Specialist: Leslie Montez
• Briley and
Jauneen
• Eugenia
McGregor
• Eva Medina
• SF’s
Denton
County
WPL, DL
Transitions
TEAMS
Lewisville
and
vicinity
Plano and
vicinity
• Katie
• Erica Kelley
• SF’s
• Daniel
• Ashley
Wilson
• SF’s
AEL Fiscal Specialist: Cindy Stovall
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
We candidly speak the truth
We are transparent
We obsess over our customers
We are devoted to our program
We are passionate about work + life
We are fixated to continuous improvement
We are fanatic about data and measurement
We are zealous about our mission
We are dedicated to smart work
We value good communication
We are organized
We also value fund and …
Playfulness. Neuroscience is supporting that
people are at their best when they have time to play and
have fun. We will create an atmosphere that encourages
this type of attitude.
Our Process
What is the Quality Improvement Process?
• Find a process needs improving
• Organize a team that understands the process
• Clarify the current knowledge of the process
• Identify root causes preventing improvement
Plan change (Plan)
Pilot test improvements (Do)
Analyze results of the test (Check/Study), and
Institutionalize the change (Act)
Leslie Montez
30
Write carefully. Your email is public property. Once you send an email
message, you cannot take it back.
Indicate humor or jokes with a sideways smiley face. :-) or emoticons
Be diplomatic. Criticism is always harsher when written and email can be
easily forwarded.
Be calm. You may have misunderstood what was meant. Don't reply while
you're still angry "flaming".
Mind FERPA: Do not use/include student’s identifiers
such as name and SSN together to protect student privacy.
Be brief.
Do a spellcheck!
Because it:
Reduces turnover by rejuvenating an employee’s job and eliminating
Eliminates stagnation by providing a professional development
opportunity.
Provides flexibility in managing our work while eliminating a potential
for disaster if an employee leaves your workplace.
Increases productivity as cross-trained staff members can assist
others during busy times.
Decreases separatism, departmental and position silos, by creating a
team atmosphere, while improving understanding between
departments and individuals.
Makes employees more valuable to the company by obtaining new
skills.
Reduces employee stress induced by vacations and sick days as
others understand the job and can fill in.
34
Inventory:
• What can be saved
• What needs to be stored
• What needs discarding
Upcoming in-service and
workshops
New sites, teachers, staff
students
Curriculum
start up
close out
enrollment
teacher student ratios
teacher / aide ratios
workplace literacy
distance learning
career pathways
handbooks
sop
absences –advance notice
interview process
advisory committee
web design
professional development
T E A M S Tr a i n i n g
employee emails
job descriptions
Roles and responsibilities
cip …..
F E R PA
Program Action Plan
salary
data entry clerk hiring
p ro g ra m s p e c i a l i st
hiring
work schedule
teaching schedule
p r e p a n d p o s t p ay
streamlining
paperwork reduction
automation
t e a c h e r e va l u a t i o n
s i t e o b s e r va t i o n
budget
E n ro l l m e nt
G o a l s e tt i n g
Zo n e a s s i g n m e n t s
P ro g ra m g o a l s 2 0 1 6
Video streaming
Door bell
Signage
Re f r i g e ra t o r
To a s te r
C o f fe e m a ke r
Bullying is acts or verbal comments that could
'mentally' hurt or isolate a person in the workplace.
Workplace bullying often involves an abuse or
misuse of power. Bullying includes behavior that
intimidates, degrades, offends, or humiliates a
worker, often in front of others. Bullying behavior
creates feelings of defenselessness in the target and
undermines an individual’s right to dignity at work.
Sexual Harassment in the Workplace
Sexual harassment ranges from derogatory
comments to unwanted sexual advances and
threats to sexual assault, and rape. Harassment
can have particularly negative consequences for
workers in low-wage jobs because these workers
can least afford to have their livelihoods
threatened. The Fair Employment Protection Act
provides crucial protections for workers from
harassment.
The budgeting
process is comprised of four major phases:
Planning: The budgetary process begins with sound planning. Planning defines the goals and objectives
and develops strategies to attain those goals and objectives.
Approval: Funding agency, District leadership
Implementation: Once goals, programs and plans have been established, budgetary resource allocations
are made to support them.
Evaluation: The budget is evaluated for its effectiveness in attaining goals and objectives. Evaluation
typically involves an examination of
• how funds were expended,
• what outcomes resulted from the expenditure of funds, and
• to what degree outcomes achieved the objectives stated in the planning phase.
Grant budget preparation is part of a continuous cycle of planning, implementation and evaluation to
avoid mismanagement, over and under expenditures and achieving stated goals.
The Budget Process
Cindy Stovall
Accessibility
Open flow of communication
Fast access to information
Closer working relationships
Misconduct
Disciplinary Policy/ Process
Minor
Severe
Speak to employee
Give verbal warning
Behavior Improves
Problem Solved
Behavior does not Improve
Give Written Warning
Behavior Improves
Problem Solved
Behavior does not Improve
Get HR Involved
Grievance Process
Employee
dismissed
Behavior Improves
Problem Solved
Not Resolved
Pedagogy
• Learners inexperienced
• Value learning that is put
upon them
• Learning centers on a
particular subject
Andragogy
• Learners have own rich experience, used
as a resource
• Value learning that is relevant to every
day life
• Learning centers on a particular problem
C R E AT E A N D E N V I R O N M E N T W H E R E T H E L E A R N E R I S T R U LY AT T H E C E N T E R
Why is the learner here? What motivates her? What problems does she want to
solve? What are her goals? How will she measure success in meeting those goals?
What experiences will she bring to the process?
Denton ISD Adult Education
Website
David, Ashley Wilson, Eugenia, Eriiiiva???
42
43
44