Developing Policy to Improve Practice in an Adult Basic Education Transition System Judith A. Alamprese, Abt Associates Chrys Limardo, Kratos Learning National College Transitions Network Conference November 8, 2012

Today’s Presentation Overview of the Project Technical Assistance Processes Project States’ ABE Transition Activities Findings and Conclusions Using ABE Transition Components at the Local Level Project Resources 1

POLICY TO PERFORMANCE (P2P) OVERVIEW 2

Project Goals Assist states in strengthening existing or developing new ABE state transition systems. Broaden states’ use of data-based policies that enable local adult education programs to assist low-skilled adults meet their education and employment goals. Provide technical assistance to P2P states on developing and testing policies that support comprehensive and coordinated systems for ABE transition services for low-skilled adults. Disseminate policy tools, lessons learned from the project, and other resources to aid all states in developing systems and policies for moving adults along a continuum of postsecondary education, training, and employment services. 3

Definition of Terms Policy: A plan or course of action, especially one of an organization or government, to address a problem A statement of government of what it intends to do or not to do, such as law, regulation, ruling, decision, order or combination of these Intervention: An educational program (such as a career pathways program), product (such as a curriculum, course), or practice (such as homogenous skill grouping) aimed at improving student outcomes Pilot Test: Preliminary test or study of a program, product, or practice to try out procedures and make any needed changes or adjustments 4

Components of an Effective Transition System 5

Eight P2P Project States 6

TECHNICAL ASSISTANCE PROCESSES 7

Technical Assistance Providers and Activities Technical Assistance Providers Coaches: Each state had a designated coach who was a former state director of adult education (4 coaches for 8 states) Project’s Director of Technical Assistance (TA) Project’s staff Technical Assistance Activities National Meetings: Initial workshop and three national meetings Two webinars Conference calls: Coaches’ monthly calls with states and Director of TA’s all site conference calls Site visits to selected states Posting of resources on project’s website 8

Content of Technical Assistance: Conceptual Model Conceptual model for an ABE State Transition System—defined seven key components of a system 9

Content of Technical Assistance: Planning, Development, & Evaluation Processes AIDDE © Process for Planning ABE Transition System 10

Content of Technical Assistance: State Demonstration Processes Organize a state demonstration of new transition practices (e.g., Middle College program) and potential policies (e.g., participation requirements for Middle College program) Select pilot sites Provide training and technical assistance on use of new transition practices Specify data collection for pilot sites Collect and analyze data Revise practice and supports for practice (e.g., training) based on results of pilot test Revise or develop policies to guide implementation of transition practice 11

Content of Technical Assistance: Planning, Development, & Evaluation Processes Policy Planning, Implementation, and Evaluation (PPIE©) Process Policy Planning 1.Determine Goal or Issue Policy is to Address 2.Research/Review/Analyze 3.Prepare Framework/Paper on Transition Issue Policy Development 4.Prepare Draft Policy 5.Consult with Internal Agency Stakeholders 6.Consult with External Stakeholders 7.Finalize Policy 12

Content of Technical Assistance: Planning, Development, & Evaluation Processes Policy Planning, Implementation, and Evaluation (PPIE©) Process Policy Implementation 8.Test/Implement Policy 9.Evaluate Results from Policy 13

P2P PARTNER STATES Alabama, California, Louisiana, Massachusetts, New York, Texas, Virginia, & Wisconsin 14

Alabama Initiative/Intervention: Middle College Transition Program (College Connection) ABE learners participate in GED and college occupational classes simultaneously; college credit is “banked” until learner earns GED Policies/Guidance: Length and duration of classes Types of advising to provide to learners Types of professional development needed to prepare ABE and CTE staff to collaborate on curriculum development and transition activities Pilot Test: 3 ABE programs in community colleges 15

California Initiative/Intervention: Provide integrated career pathways services to ABE learners Comprehensive student support services are integrated into a career pathways program Policies/Guidance: Types of support services to provide Types of data to collect regarding use of and outcomes from support services Pilot Test: 10 ABE programs 16

Louisiana Initiative/Intervention: WorkReady U Instructional and advising processes for: (1) increasing the number of adults who attain a GED credential, (2) preparing adults to be work ready, (3) increasing the number of GED recipients who achieve postsecondary outcomes Policies/Guidance: Guidelines for ABE transition activities are incorporated into state’s new RFP for local ABE services Pilot Test: 9 ABE programs 17

Massachusetts Initiative/Intervention: Strengthen and integrate ABE transition services Comprehensive advising & counseling services are integrated into ABE transition services Policies/Guidance: Guidelines for ABE transition activities are incorporated into state’s new RFP for local ABE services Policies concern learner goal setting, types of instruction to provide, amount of time for services, types of advising, counseling, & support services to provide Pilot Test: 8 ABE programs 18

New York Initiative/Intervention: Alignment of services and policies to provide an integrated system of career pathways services Documenting range of ABE career pathways services underway Testing uses of Learner Web in Literacy Zones Policies/Guidance: Guidelines for ABE transition/career pathways will be incorporated into state’s new RFP for local ABE services Development of state longitudinal database is under development Pilot Test: 2 ABE programs tracking ABE data through postsecondary attainment 19

Texas Initiative/Intervention: Initiative to increase readiness of ABE/ESL learners to benefit from One-Stop services Accelerated GED instruction, career awareness curriculum, and processes for cross-referral between ABE and One-Stop are being implemented Policies/Guidance: Guidelines for accelerated GED instruction, career awareness curriculum Processes for referral from ABE to One-Stop Pilot Test: 3 ABE programs, 5 sites 20

Virginia Initiative/Intervention: PluggedIn VA Replication of PluggedIn VA: (1) GED curriculum/Career Readiness Certificate, (2) Occupationally contextualized curriculum (e.g., Digital Literacy Skills, Allied Health), (3) Professional soft skills, (4) 21 st Century skills Policies/Guidance: Professional development manual to guide use of PluggedIn VA Guidelines for ABE transition activities are incorporated into state’s new RFP for local ABE services Pilot Test: 2 new pilot sites & expanded original pilot site 21

Wisconsin Initiative/Intervention: 509 Expanded Option for high school diploma for adults Development and assessment of new guidelines for completing 509 Expanded Option requirements Policies/Guidance: Guidance regarding completion of competencies and courses for 509 Expanded Option Pilot Test: 3-4 colleges 22

FINDINGS & CONCLUSIONS 23

Findings Using the AIDDE © and PPIE © Processes Using a Pilot Test to Implement New Practices as Part of Policy Development Providing Technical Assistance to Pilot Sites Communicating “Messages” about the Need for ABE Transition Building and Enhancing Partnerships Leveraging Other Funding Sources Developing Policies from Practices Time Required to Develop or Enhance an ABE Transition System Use of Coaching Technical Assistance to Support States’ Work 24

Conclusions Partnership Development Planning Processes Policy Development Technical Assistance Addressing Challenges 25

APPLYING ABE TRANSITION COMPONENTS AT THE LOCAL LEVEL 26

ABE Transition Components Vision of an ABE Transition System—Strategy or direction and long-term goals for the operation of a program’s ABE transition system. Public Relations/Communication—Messaging and ongoing communication with stakeholders and constituents about ABE transition purposes, benefits, activities, and outcomes. 27

ABE Transition Components Interagency Coordination—Coordinated efforts between ABE program and community colleges, workforce development, businesses, and other entities concerned with ABE transition. Service Models—Processes, procedures, and materials for the delivery of adult learner assessment, instruction, and support services that facilitate learners’ transition from adult basic education to postsecondary education, training, and employment. 28

ABE Transition Components Service Models: Assessments to place learners into services; measure learners’ pre- post gains; and document learners’ attainment of certificates and credentials; Accelerated ABE academic instruction; Integrated ABE and occupational instruction; Career and college awareness and planning; Advising and counseling services; Support services; and Postsecondary and employment referral processes. 29

ABE Transition Components Training and Technical Assistance—Provision of professional development and technical support to local ABE staff for their: Development and implementation of ABE transition service models; Establishment of working relationships with partners to support transition activities; and Implementation of program’s ABE transition policies. 30

ABE Transition Components Policies—Plans or courses of action to guide ABE programs’ activities in: Carrying out interagency coordination; Delivering transition service models; Providing advising, support, and transition referral services; Participating in training and technical assistance; Providing financial support to learners; and Collecting, analyzing, and reporting data. 31

ABE Transition Components Data Systems and Evaluation—Data systems for gathering and tracking: ABE learners’ participation in transition services offered by ABE program and partners; ABE learners’ basic skill pre-post gains and other outcomes from participation in transition services; ABE learners’ enrollment in postsecondary courses and training programs; and ABE learners’ attainment of postsecondary certificates, credentials, and degrees. 32

ABE Transition Components Evaluation activities involve the collection and analysis of data to assess the: Quality of the implementation of transition services (e.g., fidelity in use of service models); Effects of transition policies on the delivery of transition services; and Learner and program outcomes from transition services. 33

PROJECT RESOURCES 34

P2P Resource Center Searchable database of publications, initiatives, and tools related to adult transitions, including: Career Pathways College & Career Readiness Data & Accountability Partnerships & Interagency Coordination Policy & Systems Alignment Postsecondary Retention Special Populations Training & Employment 35

Policy to Performance Toolkit Provides steps in the models used to develop, implement, and evaluate adult basic education transition systems Includes state experiences in implementing the P2P development process Developed as an interactive PDF with writable and downloadable forms 36

State ABE Transition Systems Report Provides information about the P2P activities conducted Describes the technical assistance activities and processes used Identifies findings from the states’ transition efforts and highlights promising practices Summarizes lessons learned from the project and conclusions concerning state transition systems development 37

QUESTIONS? 38

Presenter Information Chrys Limardo: Project Director Judy Alamprese: Director of Technical Assistance for P2P Project 39