Adult Education vs. K-12 Personal Introduction ABE, HSE, BSP, AHS, CRC, HRD, ESL Andragogy vs Pedagogy Same content, different approach Adults need to know why; experiential; internal motivation; problem- centered; involvement in planning and evaluation

Daily Priorities in Adult Education Differentiated Instruction (meeting students where they are) Career Pathways and Transitioning Seat time and supporting documentation Customer Service Addressing student barriers NRS reporting – post-testing, EFL gains, graduates, jobs, etc.

Acronym Anxiety TABE (Test of Adult Basic Education) Math, reading and language OW offers a variety of material to help students with reading and math skills as low as 2nd grade equivalency HSE (High School Equivalency) Serving ADULT students (16+) with 2nd grade equivalency in R/M through 12.9+ GE who are test ready Moving students through EFLs to Adult Secondary Level who are reading, writing and math literate to take an equivalency exam written to align with the Common Core

More Acronyms GED® (HiSET, TASC™) N.C. perspective (not all states/schools offer all 3) OW GED® practice content does align Online learner vs the classroom setting Sufficient content critical for online learner Classroom learner uses OW as a supplement

Other Programs to Consider AHS Adult High School Requires 22 NC credits Not an Equivalency ESL/ELL English Language Learners Speaking, listening, reading Now writing, math, civics BSP Basic Skills Plus HS credential and a certification concurrently CRC Career Readiness Certificate Workplace skills Portable credential Applied mathematics, locating info, reading for info HRD Human Resource Development Career Readiness Job seeking, applying, keeping

Workforce Innovation and Opportunity Act (WIOA) Federal legislation 2014 Career pathways, technology, transitions, ELL Civics Grant based – funding no longer a guarantee Collaboration with community partners: schools, agencies, business/industry, WFD, CBO, etc. NC focus today, but affects Adult Ed nation-wide

Evidence-Based Outcomes Data increasingly more important EFL gains, graduates, transitioning FTE – Full-time Equivalent vs Membership K-12 content completion and mastery; adult ed – seat hours reported to internal compliance for funding State vs local compliance guidelines; online reporting equitable to classroom sign-in sheets Compliance review process

OW Reports Student Daily Activity Breakdown Detailed Student Grading Daily attendance entry Deduct 25:00 Time stamp varies hrs:min:sec or hrs:min 32 hrs time on task in less than 24 hr period Detailed Student Grading Work evidence for state review A dream come true report Time on Task report that also shows content completed during that time

Why is OW our vendor? Appeal Comparisons Contextualization Multi-faceted Rigor Differentiation Shared licenses Specific GED® Prep Extensive 9-12 content Comparisons Rigor More equitable to classroom experience Far more reliable reports ACCESSIBLE reports Customer service Built in HELP/training Responsive

Results Staff/student reactions Successes Students prefer over previous vendors Presentation/chunking Immediate feedback on lessons and assessments Students do NOT like essays; teachers do Projects can be unrealistic for online only setting Teachers enjoy the ability to “prescribe”. Successes Separated students can work from home Exposure to career content without expert teacher HSE Advanced class relies solely on OW Online success due to diligence – not luck Transition to college online courses smoother HSE students who are blocked are eager to move forward even without time requirement pressure

Next steps for CFCC Local PD to give instructors time to work Administrative emphasis on technology integration in the classroom Career Pathways for All students Post-testing and EFL gains