ABLE Administrators Association Webinar

1
ABLE Administrators Association Webinar
Bureau of ABLE

• August 31, 2006
• 100 - 300 p.m.

2
Agenda

• Introduction - ABLE Administrators Association
  (AAA)
• ABLE Planning
• Policy Changes
• Assessment Changes and Practices
• NRS Core Outcomes and Targets
• Welfare Changes
• Family Literacy Updates
• Professional Development System

3
AAA Purpose

• To serve in an advisory capacity to the Bureau of
  ABLE
• To facilitate two-way communication between the
  Bureau and the field

4
AAA Activities

• Local meetings
• Statewide meetings of representatives elected
  locally
• Webinars

5
Purpose of Local Meetings

• To share information locally
• To collect information for representatives to
  share with Bureau
• To do local work

6
Purpose of Statewide Meetings

• To share local perspectives
• To work with the Bureau on activities
• To prepare information for the field

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Purpose of Webinars

• To disseminate information
• To ensure equal and timely access
• To get input from administrators

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Webinar Defined

• Short for Web-based seminar, a presentation,
  lecture, workshop or seminar that is transmitted
  over the Web
• A key feature of a Webinar is its interactive
  elements-- the ability to give, receive, and
  discuss information. Contrast with Webcast, in
  which the data transmission is one way and does
  not allow interaction between the presenter and
  audience

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FY 2006-2007 AAA Schedule

• 1st Quarter July, Aug, Sept include
• On-going July 2006 Review Policies Changes
• via e-mail with Bureau
• Thursday, August 31, 2006 All ABLE
  Administrators
• from 100 300 p.m. WEBINAR
• (Locally defined) September 2006 Local
  Administrators
• meet within their region

10
FY 2006-2007 Schedule

• 2nd Quarter Oct, Nov, Dec include
• Thursday, October 19, 2006 In-Person Regional
  Reps
• Heritage B at PDE Steering Committee Mtg.
• Thursday, November 9, 2006 All ABLE
  Administrators
• from 100 300 p.m. WEBINAR
• (Locally defined) December 2006 Local
  Administrators
• meet within their region

11
FY 2006-2007 Schedule

• 3rd Quarter Jan, Feb, Mar include
• Thursday, January 4, 2007 In-Person Regional
  Reps
• Heritage B at PDE Steering Committee Mtg.
• Thursday, February 8, 2007 All ABLE
  Administrators
• from 100 300 p.m. WEBINAR
• (Locally defined) March 2007 Local
  Administrators
• meet within their region

12
FY 2006-2007 Schedule

• 4th Quarter Apr, May, June include
• Thursday, April 19, 2007 In-Person Regional
  Reps
• Heritage B at PDE Steering Committee Mtg.
• Thursday, May 10, 2007 All ABLE
  Administrators
• from 100 300 p.m. WEBINAR
• (Locally defined) June 2007 Local
  Administrators
• meet within their region

13
Long-range Planning Bureau of Adult Basic and
Literacy Education
14
Focus on Student Outcomes
through
Continuous Program Improvement
15
CPI Steps

• Identify and clarify core beliefs
• Create a shared vision by defining what core
  beliefs will look like in practice
• Collect accurate data, determine alignment with
  shared vision and core beliefs, analyze to
  determine status and direction of activities
• Identify what activities to continue and steps to
  fill gaps
• Develop and implement an action plan
• Implement with collective autonomy

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Core Beliefs
Shared Vision
Data
Current Practice
New Practice
Action Plan
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Where is Tension in the System?

• Indicators of Program Quality and Performance
  Standards
• Building Community and Competitive Funding
• Quality and Quantity
• Efficiency and Effectiveness
• Student Goals and Accountability
• Where decisions are made
• Quality of data

18
Continuous Program Improvement Model
Bureau
Agency
Professional Development System
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Responsibilities and Activities

• Agency
• Program Improvement Team
• Program Improvement Plan
• Use of data evaluate program, identify needs,
  develop plans, initiate activities, evaluate
  progress, adjust plans, implement plans
• Communicate professional development and
  technical assistance needs to PDC and Bureau
  staff
• Participate in appropriate training

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Responsibilities and Activities

• Bureau of ABLE
• Work with agencies to support program improvement
• Work with Professional Development Centers to
  ensure that agencies technical assistance and
  training needs are met
• Monitor agency performance using information from
  the e-Data system, agency's program improvement
  plan, and onsite visits

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Responsibilities and Activities

• Professional Development Center
• Identify regional needs
• Respond to needs identified by the Bureau
• Develop regional professional development plan
• Provide training and technical assistance that
  supports agencies' program improvement activities

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Pieces of the system

• Documents
• Policies
• Procedures
• Forums
• Research and Best Practice

23
Documents and Policies

• Vision and Mission Statements
• Indicators of Program Quality
• Performance Standards
• Program Improvement Teams
• Program Improvement Plans
• Guiding Principles
• Competencies Teacher and Administrator
• Policies

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Documents and Policies

• Vision and Mission Statement being reviewed
• Indicators of Program Quality revision in
  2006-07
• Performance Standards revised to emphasize
  student outcomes
• Program Improvement Teams agency support being
  developed
• Program Improvement Plans redefined as working
  documents
• Guiding Principles and other PDS planning and
  implementation to respond to evaluation
• Competencies Teacher Administrator revision
  2006-07
• Policies Revised annually

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Professional development plans
Portfolio assessment
Distance learning
ABLE coalitions
Contextualized learning
Content standards
Indicators of Program Quality
Continuous program improvement
Student Outcomes
What counts as learning?
Setting goals
Managed enrollment
CareerLinks WIBS
Transition to postsecondary
Substitute teachers
Practitioner inquiry
Mentoring
Incumbent worker education
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Policy Changes

• Donald Paquette

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Policy Changes

• for
• FY 2006-2007

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Policies with Changes

• C.100 Adult Education Performance Standards
• C.110 Family Literacy Performance Standards
• C.135 Core Outcomes
• C.310 Even Start Local Evaluation
• C.330 Early Childhood Assessment

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Policies with Changes

• D.100 Adult Assessment
• D.130 Distance Learning
• E.150 Performance Funding
• Rescinded Policy
• C.300 Family Literacy Summer Reading Programs

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C.100 Adult Education Performance Standards

• New Standard Completion of Educational
  Functioning Levels based on NRS targets (in
  addition to Educational Gains standard based on
  scale scores)
• GED Test 06-07 Standard 51 (was 47)
• Employment 06-07 Standard 50 (was 42)
• Employment Retention 06-07 Standard
• 52 (was 57)
• Postsecondary Education/Training 06-07 Standard
  33 (was 40)

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C.110 Family Literacy Performance Standards

• Reduction of required reports 3 reports (was 8)
  End of School Year Progress Report, Final
  Expenditure Report Even Start Local Evaluation
• Revised Home Visit Standard for Even Start
  average of 1 home visit per month of
  participation
• Standards for PPVT III and PALS Pre-K
• Adult education changes same as policy C.100

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C.135 Core Outcomes

• Emphasis on goal-setting
• Clarification of specific data matching procedures

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C.330 Early Childhood Assessment

• Add PPVT-III and PALS Pre-K
• Delete Get Ready to Read!

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D.100 Adult Assessment

• TABE 9 10 only
• Can use original BEST Literacy Skills Section or
  updated BEST Literacy both can be used for
  matching pre- and post-tests
• Best Plus Oral Skills Assessment training
  required for each assessor
• Can use CASAS Life Skills Reading and CASAS Life
  Work Reading both can be used for matching
  pre- and post-tests
• Addition publishers recommended timeframes for
  posttesting related but not independent of
  posttest standard of 50 hours
• Changes to Table 2 suggested assessment
  instruments

35
D.130 Distance Learning

• Clarify roles of Bureau, Distance Learning
  Project, Centralized Distance Teaching Service,
  Provider Agencies and Referral Agencies

36
E.150 Performance Funding

• Phased calculation for evaluating Adult
  Education Gain program performance
• Phase 1, 2006-2007
• Average education gains
• NRS level completions
• Phase 2, 2007-2008
• NRS level completions only

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Assessment Changes and Practices

• Amanda Harrison-Perez

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Approved Assessments for 2006-07

• ABE/ASE/GED
• TABE 9 and 10 Reading, Total Math, or Language
• CASAS Life Skills Reading or Math
• CASAS Employability Reading or Math
• CASAS Life and Work Reading
• Official GED Practice Test (Places learner in
  High ASE actual GED in data match is only
  possible posttest)

• ESL
• BEST Literacy Skills Section
• Updated BEST Literacy
• BEST Plus
• CASAS Life Skills Reading or Listening
• CASAS Employability Reading or Listening
• CASAS Life and Work Reading

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Updated Assessments

• CASAS Life and Work Reading, Forms 81-188
• Available July 1, 2006 no additional training
  required
• Replacing CASAS Life Skills Reading, Forms 31-38
• Both are accepted for 2006-07
• Life and Work Reading posttest can be paired with
  a Life Skills Reading pretest
• Updated BEST Literacy
• Available October 1, 2006 no training required
• Replacing BEST Literacy Skills Section
• Both are accepted for 2006-07
• Updated BEST Literacy posttest can be paired with
  a BEST Literacy Skills Section pretest

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Assessment Best Practice

• Learners should be assessed with an instrument
  that is most appropriate for their educational
  goals
• All staff administering assessments should be
  trained in correct administration procedures
• Appraisal/locator should be used to determine the
  correct level of assessment (TABE, CASAS, BEST
  Plus)
• Agencies should posttest learners following the
  publishers recommended timeframes for
  posttesting, when possible

41
NRS Core Outcomes and Targets

• Carol Hodes

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Core Descriptive Measures

• ABLE policies reflect US Department of Education
  requirements for data collection from agencies
• e-Data was developed to collect the required core
  data
• Same data system is basis for performance funding

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Core Descriptive Measures

• Demographics
• Age, gender, race / ethnicity
• Status measures
• Employment status, disability, and public
  assistance

44
Core Goals

• Student goals
• Both primary and secondary
• Goals are set during intake
• Goals should be realistic for student
• Agency is responsible for helping students
  achieve goals
• Instruction should be congruent with goal

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Core Goals

• Primary
• Obtain secondary diploma
• Obtain GED
• Obtain employment
• Retain employment
• Advance to postsecondary education

• Secondary
• Employment
• Reduce/eliminate public assistance
• Community
• Citizenship
• Voting
• Community involvement
• Family
• Involvement in childrens education
• Increase contact with childs teachers

46
Core Participation Measures

• Contact Hours
• Program enrollment type
• ABE
• ASE
• EL
• Corrections
• etc.

47
C.135 Core Outcomes

• Emphasis on goal-setting
• Clarification of specific data matching
  procedures
• Must have a complete record that includes a valid
  Social Security Number
• Employment data match does not include the
  military or other federal employment as PA does
  not collect unemployment insurance premiums on
  those adults and
• Postsecondary education/training databases
  limited to PHEAA and National Student
  Clearinghouse

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Core Outcome Obtain GED

• 2006-07 Target 51
• GED Cohort includes students who
• Have set the goal of obtaining the GED
• Have exited the program on or prior to the end of
  the program year
• Have 12 or more hours of instruction and
• Have a valid SSN

49
Core Outcome Obtain GED

• 2006-07 Target 51
• High School Cohort includes students who
• Have set the goal of a high school diploma
• Have exited the program on or prior to the end of
  the program year
• Have 12 hours of instruction
• Have entered Date Met in e-Data and
• Exclude those with local high school diplomas
  awarded to those who passed the GED who are
  included in GED Cohort.

50
Core Outcome Obtain Employment

• 2006-07 Target 50
• Cohort includes
• Have set the goal of obtaining employment
• Have the status of unemployed at enrollment for
  the current program year
• Have exited the program on or prior to the end of
  the program year
• Have 12 hours of instruction
• Have valid SSN and demographics of age, race,
  gender and educational functioning level
  indicated.

51
Core Outcome Retain Employment

• 2006-07 Target 52
• Cohort includes
• Have set the goal of retaining employment
• Have set the status of employed at program entry,
  or not employed at program entry but obtained
  employment by the end of the first quarter after
  the program exit quarter
• Have exited the program on or prior to December
  31st of the program year
• Remained employed in the 3rd quarter after the
  program exit quarter and
• Have a valid SSN, and demographics of age, race,
  gender, and educational functioning level
  indicated in the student record.

52
Core Outcome Enter Postsecondary Education or
Training

• 2006-07 Target 33
• Cohort Criteria
• Have set the goal of entering postsecondary
  education or training
• Have exited the program on or prior to the end of
  the program year and
• Have a valid SSN

53
Changes to e-Data

• New instruction manual and glossary are published
  for 2006-07
• Educational Functioning Levels (EFL) and English
  as a Second Language(ESL) are revised
• Section on Adult Diploma Program is more detailed

54
TANF Changes for 2006

• Paula Smith

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New Requirements for TANF

• TANF requires that all employable recipients
  participate in federally countable work
  activities, called core activities, for the
  number of hours required depending on family
  composition

56
Core Hour Requirements

• A single parent with any child under six years
  old must participate for a minimum of 20 hours,
  all of which must be in core activities
• A single parent with all children over six years
  old must participate for a minimum of 30 hours
  at least 20 hours in core activities and the
  balance of hours in non-core activities
• Single or two-parent families with the parent(s)
  under age 20 without high school diploma can
  attend high school or GED classes (no hours
  specified for these activities) or 20 hours of
  education or training to improve job skills

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Core Hour Requirements

• Two-parent households that receive subsidized
  child care must participate 55 hours of which 50
  hours are to be in core activities
• Two-parent households with no subsidized child
  care must participate 35 hours with all hours in
  core activities

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Core Activities

• Core
• Subsidized and unsubsidized employment
• Job search/job readiness
• On-the-job training
• Community Service
• Vocational Education

Employment in the public or private sector for
which the employer receives a subsidy from TANF
or other public funds to offset some or all of
the wages and costs of employing a
recipient Employment in the public or private
sector that is not subsidized by TANF or any
other public program
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Core Activities
Act of seeking or obtaining employment Preparatio
n to seek or obtain employment Life skills
training, substance abuse treatment, mental
health treatment or rehab services Activities
that must be supervised by the TANF agency or
other responsible party on a daily basis Limited
to six weeks per year four consecutive to count
toward work participation rate

• Subsidized and unsubsidized employment
• Job search/job readiness
• On-the-job training
• Community Service
• Vocational Education

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Core Activities

• Subsidized and unsubsidized employment
• Job search/job readiness
• On-the-job training
• Community Service
• Vocational Education

Training in the public or private sector that is
given to a paid employee while he or she is
engaged in productive work and that provides
knowledge and skills essential to the full and
adequate performance on the job
61
Core Activities

• Subsidized and unsubsidized employment
• Job search/job readiness
• On-the-job training
• Community Service
• Vocational Education

• Structured programs (public or non-profit
  organizations) in which work is performed for the
  direct benefit of the community
• Limited to fields of health, social services,
  education, etc.
• Supervised on a daily basis

62
Core Activities

• Subsidized and unsubsidized employment
• Job search/job readiness
• On-the-job training
• Community Service
• Vocational Education

Organized educational programs directly related
to the preparation of work in a current or
emerging field Not to exceed 12 months in
length Supervised on a daily basis Can include
work focused general education and language
training
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Non-Core Activities

• Non-Core
• Job skills training directly related to
  employment
• Education directly related to employment
• Satisfactory attendance at a secondary school or
  in a course of study leading to a certificate of
  general equivalence

• Required by employer to provide training or
  education required by employer to obtain
  employment, to advance in current job, or to
  adapt to the changing demands of the workplace
• Must be supervised on a daily basis

64
Non-Core Activities

• Job skills training directly related to
  employment
• Education directly related to employment
• Satisfactory attendance at a secondary school or
  in a course of study leading to a certificate of
  general equivalence

Related to a specific occupation, job or job
offer Must be supervised on a daily basis
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Non-Core Activities

• Job skills training directly related to
  employment
• Education directly related to employment
• Satisfactory attendance at a secondary school or
  in a course of study leading to a certificate of
  general equivalence

Regular attendance in a course of study leading
to a GED Must be supervised on a daily basis
66
Family Literacy Updates

• Michael Sobkowski

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Family Literacy Update

• Family Literacy Professional Development Project
  2006-07
• Memo July 13, 2006
• Training Calendar
• Technical Assistant Network

68
Family Literacy Update

• Training Calendar
• New Administrators Training
• Staff Implementation Training
• ECE Assessments
• PEP Pilot
• Technical Assistance
• New Primary TAs
• Support

69
Family Literacy Update

• Technical Assistant Network
• Northwest Maryanne Kronenwetter
• Southeast Lora Zangari
• South-Central Dyan Brandt
• Central-Northeast Emily Wolfe
• Southwest Rose Gioia-Fine
• Philadelphia Shirley Dyson

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Family Literacy Update

• SEQUAL
• Statewide Evaluation (2004-05)
• Additional Resources
• Color Me Healthy
• Language is the Key
• Interactive Literacy Activities (ILA) DVDs

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Professional Development System (PDS)

• Michael Westover

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Professional Development System

• Analysis of the PDS by World Education, Inc.
  Cassandra Drennon Associates, Inc.
• Key Findings
• Components of the System
• Coherence and Alignment
• Patterns of Participation
• Communication, Decision Making, and Coordination
• Quality of the System

73
Professional Development System

• Analysis continued
• Key Recommendations
• Make Environments More Supportive
• Make Processes More Effective
• Improve Quality of Content

74
Professional Development System

• Changes in Structure of System
• WERC as 7th PDC
• Retirement of the Training Project
• Bureau Directors PD Advisory Board
• Continuous Improvement Committee
• Quarterly PDS Meeting

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Core Beliefs
Shared Vision
Data
Current Practice
New Practice
Action Plan
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Professional Development System

• Bureau Director PD Advisory Board
• Communicate clear vision for the system tied to
  mission of adult education
• Identify and clarify core beliefs
• Create a shared vision by defining what ore
  beliefs will look like in practice

77
Professional Development System

• Continuous Improvement Committee
• Collect accurate data, determine alignment with
  shared vision and core beliefs, analyze to
  determine status and direction of activities
• Identify what activities to continue and steps to
  fill gaps
• Develop and implement an action plan

78
Professional Development System

• PDS Quarterly Meeting
• Implement with collective autonomy

79
Continuous Program Improvement
A ACT M - Monitor
We are here
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