NAEPDC - National Adult Education Professional Development Consortium LINCSearch - Search Literacy Information
A natural resource for adult education state directors and their staff members.
About
NAEPDC
NCSDAE State Directors State Staff Publications Staff Site Map

News, Views, and Clues

National Policy and Legislation

Professional Development
Fee for Service

New Directors

National Assessment of Adult Literacy (NAAL)

Leadership Excellence Academy
Multimedia Files

Job Bank

Events

Small State Roundtable Logo
WIOA Button

Related Links

The Quality Framework

 

Quality

 

 

 

 

 

 

 

 

 

 

WIOA Required State Leadership Activities

WIOA Required State Leadership Activities
(Sec. 223, Page 521)

Resources
Strategy to Identify Resources
(A)  The alignment of adult education and literacy activities with other core programs and one-stop partners, including eligible providers, to implement the strategy identified in the unified State plan under section 102 or the combined State plan under section 103, including the develop of career pathways to provide access to employment and training services for individuals in adult education and literacy activities.
 

1.  “Moving Pathways Forward” –Technical Assistance from AIR

2.  National Career Pathways Network:

3.  Adult Career Pathways:

FLORIDA:

MAINE: 

2 years ago the commissioners of Education, DHHS and DOL formed a Tri-Commission work to facilitate clearer pathways for our common clients.

The beginnings of Maine’s career pathways work for local directors are captured on the following site
www.maine.gov/doe/adulted/admin/policies-regs/

The resources include:

  • Resources for local program planning

  • Sample CP plans

  • Resources for planning and funding CP

This site also contains a link to the statute defining adult education. Nice to see it is well aligned with WIOA.

MARYLAND:

  • Existing partnership model for Maryland WIA programs:  local WIB’s, one stops and adult education providers are required to sign an agreement describing how they will integrate services for their mutual service populations.

  • Career Pathways initiative:  Maryland participated in a Career Pathways planning grant from DOL and has rolled out training and pilot programming, resulting in some existing delivery programs.

 

  • Fiscal monitoring of WIA funded programs:  integrated system of fiscal monitoring for all WIA programs.

  • Data Systems:  potential availability of web systems product that would integrate data.

 

MICHIGAN

  • On the Michigan Adult Education Professional Development web site (www.maepd.org ) you will find the following:

  • Career Pathways Toolkit for Local Programs

  • Contextualized Curriculum:

    • Healthy Living

    • Financial Literacy

    • Parenting

    • Clerical

    • Hospitality and Retail

  • Preparing Workers for 21st Century Employment

  • Home Health Care Aide Contextualized Curriculum

 

  • Moving Pathways Forward Technical Assistance Resources (OCTAE)

  • Michigan also has a planning chart for all agencies to work together to prepare for WIOA and system alignment.

 

RHODE Island

  • In RI, Career Pathways work is reflected on the Governor’s Workforce Board (GWB) website: http://www.gwb.ri.gov/CareerPath.htm and in the Biennial Plan for Workforce and Training. (published by late November 2014).  One major goal is to align the reporting and planning with WIOA in the future.

WASHINGTON STATE: 

WYOMING

1. Survey state directors to identify career pathway professional development resources they can share.
2. Survey state directors to identify the career pathway policy they are willing to share.

3.  OCTAE’s project on state policy alignment

(B)  The establishment or operation of high quality professional development programs to improve the instruction provided pursuant to local activities required under section 231(b), including:
  • Instruction incorporating the essential components of reading instruction as such components relate to adults,

 

1. Adult Reading Component Study resources

2.  STAR:  Student Achievement in Reading, www.startoolkit.org/

3.  LINCS Professional Development***

  • Assessment Strategies & Reading Profiles (ASRP)  

  • Assisting Struggling Readers: Using Research-based Resources to Support Adult Learners

  • Teaching Adults to Read: Components of Reading (Alphabetics, Comprehension, Fluency, Vocabulary)

FLORIDA: 

  • Florida has developed a data base for trainers.

KENTUCKY

MARYLAND:

  •  Maryland Professional Development Standards for Teachers in adult Education

http://www.dllr.state.md.us/gedmd/prostandards.pdf

 

WASHINGTON STATE:

WEST VIRGINIA

In WV, the following are required professional development sessions:

  • READ 1: Alphabetics—Phonemic Awareness Training and Phonics Instruction

  • READ 2: Vocabulary Development and Fluency Skills Strategies

  • READ 3: Reading Comprehension Strategy Instruction

 

1. Adult Reading Component Study resources

   
  • Instruction related to specific needs of adult learners,

 

1.  NCSALL Focus on Basics

2.  Learning to Achieve: A Professional’s Guide to Educating Adults with Learning Disabilities
https://lincs.ed.gov/publications/pdf/L2AProfessionalGuide_final.pdf

3.  The National College Transitions Network:  http://www.collegetransition.org/home.html

4.  LINCS Professional Development***

  • Engaging Students and Increasing Literacy: How Applying Research Can Help
  • Motivation in the Adult Education Classroom
  • Learner-Centered Practice in Adult ESL  (ELL-U)
  • Supporting ESL Learner Persistence  (ELL-U)
  • Learning to Achieve: Research-Based Training on Serving Adults with Learning Disabilities

http://lincs.ed.gov/programs/learningtoachieve/materials.html

5. Implementing College and Career Readiness (CCR) Standards in Adult Education Project
http://lincs.ed.gov/programs/ccr

 

ARIZONA

  • CCR rubic developed by NCTN (National College Transition Network www.collegetransition.org) that describes the indicators of success for adult education programs to be CCR. (DOES ANYONE HAVE A URL FOR THIS RESOURCE?)

WASHINGTON STATE:

WYOMING: 

  • PowerPath for special learning needs, visual stress syndrome and binocularity issues
 
  • Instruction provided by volunteers or by personnel of a State or outlying area, and

1.   Aliza Belzer’s study

2. LINCS Professional Development***

FLORIDA:

  • Florida Literacy Coalition: http://floridaliteracy.org/  has an online training tool for volunteers… combined with face to face training. Includes reading instruction, career exploration, etc.

MICHIGAN

 

WASHINGTON STATE:

WEST VIRGINIA

  • In WV, volunteers must take the 12-hour training READ-ALT: Literacy West Virginia Basic Tutor Training.
 
  • Dissemination of information about models and promising practices related to such programs.

 

1.  LINCS Community of Practice http://lincs.ed.gov

MARYLAND:

  • Maryland leadership team model:  each provider must have an instructional specialist and intake assessment specialist.  This facilitates train-the-trainer initiatives.
  • GED training cadre:  selected instructional specialists received intensive training in how to instruct to the depth of knowledge required for the new high school equivalency test.

WASHINGTON STATE:

The Rutgers PD study - See example below to understand the layout of these documents.

Example

Entry Requirements - by States

Colorado ABE Authorization Flow Chart

WV Teacher Handbook Section 11

Instructor Standards - by States

AZ 1 2 3 | IN | KY 1 2 | MD | MS 1 2 | OH | RI | SC | WV | WY

New Teacher Orientations - by States

ID | MS |RI 1 2 | VT 1 2

PD Documents - by States

CO 1 2 | GA | IL 1 2 | IN 1 2 | KS 1 2 3 | KY 1 2 3 | OH 1 2 3 4 5 |OR | ME 1 2 3 | MI 1 2 | MS 1 2 | MT 1 2 | NH 1 2 3 4 | NM | NC | ND | RI 1 2 3 | SC | SD 1 2 |UT | VT |WA |WV | WY 1 2 3

PD Standards - by States

IA

Self-Assessment - by States

MD

 

 
(C)  The provision of technical assistance to provide eligible providers of adult education and literacy activities receiving funds under this title, including—

i. The develop and dissemination of instructional and programmatic practices based on the most rigorous or scientifically valid research available and appropriate including

 

a. Reading

 

1.  Adult Reading Component Study

2.  Student Achievement in Reading StAR

3.  Reading Apprenticeship Program

4.  LINCS Professional Development

  • (See B above)

RHODE ISLAND

  • Due out in January, 2015

WASHINGTON STATE:

WYOMING

  • Training on integrating Reading/Writing by Neil Sturomski

 

 

b. Writing

1.  LINCS Professional Development***

2.  The Power of Writing (ESOL)

MAINE:

  • owl.english.purdue.edu/owl/resource/741/1/

WASHINGTON STATE:

WEST VIRGINIA

  • In WV, WRITE 1: Research-based Writing Strategies for College and Career Readiness is a required professional development session for all teachers.

 

 

  c.  Speaking

1. LINCS Professional Development***

  • Developing Oral Proficiency in Adults Learning English (ELL-U)
  • The Role of the Home Language in Learning English: Asset or Barrier?  (ELL-U)
  • Second Language Acquisition in Action  (ELL-U)
  • Second Language Acquisition: Myths, Beliefs, and What the Research Shows  (ELL-U)

2. Center for Adult English Language Acquisition CAELA

ARIZONA

  • Student ambassador program

WASHINGTON STATE

WEST VIRGINIA

  • n WV, ORAL-COMM: Instructional Strategies to Improve Oral Communication Skills is a required session for ESL instructors.
 

d.  mathematics

1.  (Adult Numeracy Network)

2.  LINCS Professional Development***

  • Adult Numeracy Instruction (ANI) Professional Development
  • The Components of Numeracy: Tools for Engaging Learners in Meaningful Math
  • Finding Everyday Opportunities to Think Algebraically
  • First Steps in Preparing Students for College Level Math
  • Infographics: Developing a Critical Mindset Towards Data

3.  Khan Academy:   https://www.khanacademy.org/ online math instruction

4.  Hippocampus http://www.hippocampus.org/ online math instruction

5.  EdReady online assessment of college math readiness https://edready.org/home;jsessionid=343F8B186D8C236DAB294B5EA431B880

ARIZONIA

  • CCR Math Institutes based on TIAN, ANI research

WASHINGTON STATE:

WEST VIRGINIA

  • In WV, MATH 1:  Exploring Key Shifts found in the College and Career Readiness (CCR) Standards for Mathematical Practice and Mathematical Content was introduced as a required professional development session.
 

e. English language acquisition programs

1.  LINCS Professional Development***

2.  USA Learns  www.usalearns.org

3.  Center for Applied Linguistics  http://www.cal.org/

MARYLAND

  • Maryland’s Content Standards for Adult ESL/ESOL

http://www.dllr.state.md.us/gedmd/cs/eslcs.pdf

  • Maryland ESL/ESOL Training Materials

http://www.dllr.state.md.us/gedmd/cstrain/cstrainingguide.pdf

  • Maryland Adult ESL Program Standards

http://www.dllr.state.md.us/gedmd/eslstandards.pdf
 

  • TESOL -  National Geographic Learning: CENGAGE Learning

http://www.cengage.com/us/

  • Center for Adult English Language Acquisition

http://www.cal.org/caela/esl_resources/digests.html

WASHINGTON STATE:

WEST VIRGINIA

  • In WV, ORAL-COMM: Instructional Strategies to Improve Oral Communication Skills and SLA: Second Language Acquisition and the Role of Culture in Adult ESL Instruction are required for all ESL instructors.

WYOMING

  • New ESL teacher training modules on website 

http://www.communitycolleges.wy.edu/training.aspx

 

f.  Distance education

1.  Project IDEAL

2. Khan Academy. https://www.khanacademy.org/ online math instruction

3.  Hippocampus http://www.hippocampus.org/ online math instruction

4.  EdReady online assessment of college math readiness https://edready.org/home;jsessionid=343F8B186D8C236DAB294B5EA431B880

5.  NROC-National Repository of Online Courses http://www.thenrocproject.org/#/ (Membership Required)

ARIZONA

  • A statewide model and online curriculum for hybrid learning opportunities
    • (We need a URL for this one)

WASHINGTON STATE:

WEST VIRGINIA

 

g.  Staff training

1.  (See B above)

WASHINGTON STATE:

WEST VIRGINIA

  • WV has an extensive professional development system for all ABE instructors and administrators, with required and elective sessions and mandated PD hours per year.

WYOMING

  • Local director training on website (need url for this one)
 

ii.   The role of eligible providers as a one-stop partner to provide access to employment, education, and training services; and

 

MARYLAND

  • Existing partnership model (see A above).

  • Contractual obligation for adult education providers to offer transition assistance to enrollees (for continuing education, community college, job training)

 

WASHINGTON STATE:

1. (Survey state directors to solicit training for role of one-stop partner)

iii. Assistance in the use of technology, including for staff training, to eligible providers, especially the use of technology to improve system efficiencies.

 

1.  Project IDEAL

2.  AIR NRS

3. NELRC – TIP:  Technlogy Implimentation Project

4.  LINCS Professional Development***

  • Bridging the Digital Divide in the Adult Education Classroom: Cultural Challenges and Instructional Opportunities
  • Bridging the Technology Gap: Web 2.0 & Cloud Computing in the Classroom
  • Emerging Technologies in the Adult Education Classroom
  • Enhancing Learner Critical Thinking on the Use of Social Media:  Numeracy Instructional Strategies
  • Integrating Technology in the Adult Education Classroom

 

??????

  • We (don’t know who) have a learning community model to develop one or more leaders in every program who is highly qualified in integrateing technology in adult ed classrooms.

MAINE:

RHODE SLAND:

WASHINGTON STATE:

WEST VIRGINIA

  • In WV, we have Technology Integration Specialists to assist ABE teachers in the use of technology.  TECH and TECH SHOW are required professional development sessions.

 
(D) The monitoring and evaluation of the quality of, and the improvement in, adult education and literacy activities and dissemination of information about models and proven or promising practices within the State.
 

1.  NAEPDC Resource Library
http://63.117.44.95/resource_library/program%20monitoring/Program%20monitoring.htm

2. NAEPDC Leadership Excellence Academy (LEA) - NAEPDC.org:  LEA provides training for local program managers to provide them the skills they need to manage and lead a performance based adult education program.  http://lea.clee.utk.edu/

2. LINCS Resource Collection

  • http://lincs.ed.gov

MARYLAND

  • Maryland Program Standards and Program Self Review 

http://www.dllr.state.md.us/gedmd/aeprogstandards.pdf

  • State Of Maryland Department Of Labor, Licensing And Regulation Division Of Workforce Development And Adult Learning Financial Management Requirements Questionnaire 
    (Available upon request)
  • Maryland Literacy Works Information System Quarterly Reports (Available upon request)

RHODE ISLAND:

WASHINGTON STATE:

WEST VIRGINIA

  • In WV, AEMIS-4U Online: Data Collection for the Adult Education Management Information System is a required professional development session.

1.  NAEPDC Resource Library
http://63.117.44.95/resource_library/program%20monitoring/Program%20monitoring.html

 

 

 

Other WIOA Resources

OCTAE webinar recording #1 - August 7

https://www.youtube.com/watch?v=veZvR4eVEUc&feature=youtu.be

OCTAE webinar recording #2 - August 21

https://www.youtube.com/watch?v=wgeQBG0OJ1A

OCTAE webinar recording #3 - September 4

https://www.youtube.com/watch?v=78qUaAKxLuY

 

 

 

 

 

Thanks to our sponsors!

Penn State Banner

TITANIUM gedts LOGO
PLATINUM

McGrawHill

SILVER + Teknomedia logo
SILVER COABE logo ETS logo Steck logo
COPPER KET logo Burlington

Contact us: Dr. Lennox McLendon, Executive Director; 444 North Capitol Street, NW; Suite 422; Washington, DC 20001
Phone: 202-624-5250; Fax: 202-624-1497; Email: lmclendon@naepdc.org

Hit Counter