YouthBuild Webinar Series Comprehensive Program Response to New 2014 High School Equivalency Tests February 4th, 2014 Presented by: Division of Youth Services – YouthBuild U.S. Department of Labor Employment and Training Administration

Enter your location in the Chat window – lower left of screen Where are you? Enter your location in the Chat window – lower left of screen In the Chat Room, please type the name of the your organization, your location, and how many people are attending with you today. #

Moderator Annie Leonetti Workforce Analyst – YouthBuild U.S. Department of Labor #

Here’s what you can expect in this webinar Participants will receive recommendations on the highest priority programmatic shifts based on data trends. Participants will be able to network and peer share promising strategies. Participants will be given considerations to support the implementation of program-wide planning steps and processes. #

Content available to participants at registration via webcast Webinar Format Content available to participants at registration via webcast Overview of the content Discussion #

Discussion Participate in open discussion with facilitators and peers. Phones will be un- muted. Be courteous. Reduce extraneous noise for the best audio quality by muting your phone, if you are not speaking. Choose the breakout room based on the number shown on your screen. #

Were you able to watch the webcast in preparation for today’s webinar? Question 1 Were you able to watch the webcast in preparation for today’s webinar? Yes No Some of the webcast #

Presenter Scott Emerick Vice President of Education YouthBuild USA #

Prioritized Responses Comprehensive Program Shifts and Planning: Today Proactive Instructional Shifts: YouthBuild USA will be conducting 5 regional trainings for Instructional Leaders Fluency with New Test Logistics and Administration: Previous webinars archived on the CoP #

Trends overview for informing highest priority programmatic shifts Agenda Trends overview for informing highest priority programmatic shifts Program-wide planning steps and processes Conversation with a leading program: Portland YouthBuilders Q&A and dialogue on preparation status and next steps #

Question 2 How would you describe your program’s readiness for responding to the new high school equivalency exams? Extremely Ready Somewhat Ready Not Ready at All #

Trend 1 – Across Disciplines and Roles: We Are All Literacy Teachers #

Using Informational Texts Common Core State Standards and the new HSE tests focus on informational texts Examples: Newspapers, research reports, vocational guides/manuals, speeches Consider how you are currently and/or will be using informational texts (which?) across program – enter in chat box (lower left of screen) #

Writing From Sources #

Building a Culture of Literacy: Program Implications All staff are leading role models as readers and life-long learners All staff support students’ literacy growth: Incorporating informational text across program Using text-based questions across program Writing from sources across program Practicing vocabulary work across program #

Trend 2 – Digital Literacy Skills #

Computer-Based Testing (CBT) All GED® testing is computerized in 2014 (except when accomodations are needed, with formal approval. Slower phase-in for TASC and HiSET. NOT Internet-based, computer-based Many states began piloting CBT GED® tests in 2012 #

Digital Literacy: Program Implications Technology investment/infrastructure at program for student exposure and practice Promote digital and word-processing skills Computer navigation skills and comfort improve success on the new tests Word-processing skills important for the timed writing portion of the GED® Familiarity with on-screen calculator function important for math portion of the GED® #

Trend 3 – Program Space Matters: Everything Speaks – Before #

Everything Speaks – After #

Everything Speaks: Program Implications Future Focus – Postsecondary and career success reinforced throughout program Student Work Examples – Celebrate success and display postsecondary/career-ready work Building, walls, halls, and physical space all scream engagement, support, and success #

Trend 4 – Prioritize the “Resource in the Room:” Great Teachers Matter Most #

Teaching and Learning Matter Most: Program Implications Understanding that professional development of educators is an investment, not a cost Recruiting and retaining talented educators Signaling that teaching matters through program leadership time, language, presence #

Structural Shifts: Program Considerations Providing education in-house (not outsourcing) matters more than ever for education quality Increasing program duration – longer school days, weeks, years, and more supplemental instruction 50% academic – 40% vocational – 10% leadership and service as organizing structure; However, 100% of time at YouthBuild is preparing for Postsecondary and Career Success #

Informing Stakeholders Students All program staff Board members Community leaders and funding partners Employers and post-secondary education/training partners #

Adjacent Possible: Reframing the Opportunity #

Question 3 Of the trends discussed, which area(s), do you think your program is currently best positioned for success? Understanding that we are all Literacy Teachers Promoting Digital Literacy Making Effective Use of Program Space Prioritizing Great Teachers #

Aligning Program Efforts Teaching Practices and Curriculum Technology Access and Training Program Culture and Learning Conditions #

Presenter Elise Huggins Education Director Portland YouthBuilders #

Portland YouthBuilders: Leading the Way How and why we started our changes Priority changes: made and pending How our program looks different #

PYB’s Response to GED 2014 Embedded in ongoing change process driven by our mission and the recognition that we must prepare students for postsecondary education and training (PSET) PYB’s mission is to support young men and women who are committed to changing their lives to become self-sufficient, contributing members of the workforce and their community Our mission demands a focus on PSET GED attainment in service to student goals and PYB mission #

Why Change? #

GED to College Framework with Jobs for the Future (JFF) Enriched preparation Explicit college-going culture College ready curriculum and instruction Intentional use of time to maximize instruction and accelerate learning Personalized guidance and support Postsecondary bridging Supported dual enrollment A focus on college knowledge Personalized guidance and connection to best bets First year support Support for students to earn credits predictive of completion Just in time support to ensure persistence Building attachment to college #

Enriched Preparation Explicit college-going culture Build agreement that skills required for success in postsecondary education, training and work are the SAME (academic and soft skills) Internal alignment College ready curriculum and instruction Define the skills – what do students need to know and be able to do? External and internal alignment Intentional use of time to maximize instruction and accelerate learning Map the skills across the program – when and where do we teach the skills Personalized guidance and support Create systems and structures for individualized planning and support #

Building a Culture – PYB’s Approach Analysis of the job market – making the case for PSET Relationship between education and employability Analysis of the skills required (academic and soft skills) College, apprenticeship, employment Ongoing conversation Within departments Across the school With our postsecondary partners Key decisions PSE=PSET Our job is to prepare all students for PSET Skills required for success in college, apprenticeship and work are the SAME #

College-Ready Curriculum Identified academic standards (local) PCCs Course Content and Outcome Guides PCC course syllabi Apprenticeship requirements Identified the soft skills required for success Habits for Success Aligned academic curriculum & embedded soft skill development Created new courses to address gaps Review and REPEAT #

Curriculum Reflects Focus on PSET Readiness #

Curriculum – What Looks Different Designed by teachers Aligned with PSET standards Literacy-based Student-centered Integrated Test-prep embedded within content-rich curriculum Non-cognitive skill development Explicit messaging about postsecondary readiness #

PSET-Ready Instruction Common Instructional Framework (UPCS/JFF) Collaborative group work Writing to learn Literacy groups Questioning Scaffolding Classroom talk Culture of Collaboration, Reflection and Professional Growth Rounds - informal classroom observations to improve instruction Team teaching Meetings focused on curriculum, instruction and student work Professional development - investment #

Establishing a PSET-going culture is a critical prerequisite What We Learned Establishing a PSET-going culture is a critical prerequisite Transitioning to PSET without adequate preparation (hard and soft skills) is problematic – revisit PSET standards Increasing academic rigor requires more instructional time Responding to PSET-readiness demands new program design #

Now What? Reviewed standards, again GED2014 assessment targets (GED Assessment Guide for Educators) PCC Course Content Guides and course syllabi Met with community college instructors to discuss knowledge and skills required for success in college-level coursework Considered a new educational approach – competency-based education Invested in professional development Literacy and math Competency-based education Understanding by Design #

Competency-based education Key Changes Instructional time Extended the program from 12 to 16 months Created a dedicated academic block (3 months) Competency-based education Identified competencies for humanities, math and science and mapped alignment with PSET- readiness Developed new classes and created a clear scope and sequence for the curriculum Focus on math across the program #

Key Changes (cont.) Focus on literacy across the program Informational texts (academic and worksite) Text-based questions and discussions Argumentative writing from texts Digital literacy Embedded in coursework (Google, IXL, Khan Academy, APEX) Computer Skills class - online keyboarding and word processing Placement and transition department Improved career development and planning Increased support and connection to career coach early in the program Placement test prep workshop (pending) #

Identified Key Competencies - Example #

What Looks Different Students in a dedicated academic block for first trimester Time organized in trimesters instead of quarters Competency tracking charts on classroom walls Students working at their own pace, showing mastery of competencies and and tracking their learning Digital literacy skills class Increased support connected to career planning #

Discussion Participate in open discussion with facilitators and peers. Phones will be un-muted. Be courteous. Reduce extraneous noise for the best audio quality by muting your phone, if you are not speaking. Choose the breakout room based on the number shown on your screen. It may take a few minutes for the room number to appear on your screen. #

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What was discussed during the session? Report Back What was discussed during the session? What questions consistently surfaced? #

Presenter Krista Sabados Associate Director of Education YouthBuild USA #

What’s Next for Your Program? #

Online TA Resources YouthBuild Community of Practice (http://login.icohere.com/login/login.cfm) YouthBuild USA Education Page (http://youthbuild.org/education) YouthBuild USA GED Resource Site (https://youthbuild.org/my/education/new-ged) Action Planning Documents (available for download in resources section of this webinar) GED Testing Service (www.GEDtestingservice.com) Free Online Teacher Training Courses for GED 2014 (www.pbs.org/teacherline/catalog) #

In-Person Training Opportunities YouthBuild Learning Exchange (Washington, DC, April 15-16, 2014) Regional YouthBuild Peer-to-Peer Trainings 5 YouthBuild USA Regional GED/HSE Trainings Youth Development Institute Literacy Assistance Center Education Development Center Mockingbird Education YouthBuild TA Coaches #

Develop a “next-steps” action plan Involve all staff members Create Action Plans Develop a “next-steps” action plan Involve all staff members Empower educators to lead Address all trends described Utilize available resources and templates Revisit and revise the plan Follow the leaders #

Please enter your questions in the Chat Room! #

Save the Date! Post-Program Placement and Retention March 4, 2014 at 2:00 PM (EST) Data/MIS April 1, 2014 at 2:00 PM (EDT) Construction May 6, 2014 at 2:00 PM (EDT) #

Contact Information Annie Leonetti Workforce Analyst U.S. Department of Labor Leonetti.Ann@dol.gov Scott Emerick Vice President of Education YouthBuild USA semerick@youthbuild.org Elise Huggins Education Director Portland YouthBuilders elise.huggins@pybpdx.org Krista Sabados Associate Director of Education YouthBuild USA ksabados@youthbuild.org #

Please rate the quality of this webinar. Feedback Question 1 Please rate the quality of this webinar. Excellent Fair Poor #

How could this webinar be improved? Feedback Question 2 How could this webinar be improved? #

Feedback Question 3 If you did not have a chance to watch the webcast prior to the webinar, what prevented you from watching it? Length of the webcast Lack of time Could not access the webcast Did not know there was a webcast #

What other webinar topics might be useful in your work? Feedback Question 4 What other webinar topics might be useful in your work? #

Find resources for workforce system success at: Thank You! Find resources for workforce system success at: www.workforce3one.org #