1. 11

2. 2 Leadership Communicating the Vision State Staff Program Managers Teachers and Tutors Students Partner Organizations 2

3. 3 What’s in a name? Family Literacy Workplace Education English for Speakers of Other Languages Adult Secondary Education GED Preparation English Literacy/Civics What do we call our employment preparation component? 3

4. 4 What if…. What if you had an adult education component called… or maybe 4

5. 5 Think about… What message would that send to Adult learners? Instructors and program managers? Your state staff in providing support? Your partner organizations and agencies? 5

6. 6 What would a Pathway look like? Sequential steps—certifications—throughout the ABE/GED curriculum Applied reading, math, English instruction Soft Skills Work ethics Problem solving Critical thinking

7. 7 England’s Adult Ed Word Power and Number Power Certificates Level A Certificates Level B Certificates Matched to Specific Jobs 7

8. 8 WorkKeys Certificates Gold 5s and above Silver 4s and above Bronze 3s and above Applied Mathematics, Reading for Information, and Locating Information 8

9. 9 Today’s Session 9

10. 10 Today’s Session Introduce a sample career pathways framework to begin the discussion Introduce the quality elements of a DRAFT career pathways system from NCEE Provide a series of sample state-level decision points based on the quality elements Learn about the process Ohio followed in responding to some of the decision points Give you an opportunity to discuss the implications of some of the decision points in your state Small groups based on program size Report will be developed from your responses. 10

11. 11 Tomorrow Expand upon the Quality Elements Integrated training and certificate programs Work readiness certificates College transition strategies Strategies for involving partnering agencies An alternative pathway to high school completion Closing session: The Power of the Unified Message 11

12. 12 A Sample Pathway Framework For the purposes of discussion, let’s just imagine what one pathway framework might look like… Adapted from Ohio’s Pathway for Adult Learners 12

13. 13 HIRE EXPECTATIONS A Sample Integrated Pathway for Adult Learners The main ingredients A system of stackable certificates Progressive levels of skill From basic skills through postsecondary Integrated Lower Level: Applied reading, math, English with soft skills, problem solving, critical thinking—aligned with high-demand jobs in the community Upper Level: Combining adult education with skill training in high-demand occupations Not necessarily linear Dual enrollment A picture is worth a thousand words! 13

14. 14 Pg. 60

15. 15 Adult Education Certificates 15

16. 16 Purpose of the Framework Serve as a starting point to begin discussions Provide a base framework to create a common language Lots of great things going on in the states NAEPDC will build a clearinghouse of your effective pathway practices Following NTI – online survey Fortunately, we now have some good guidance to help us! 16

17. 17 Adult Education For Work Report Developed by National Center on Education and the Economy—IN DRAFT—completion date Spring 2009. Provides specific steps for implementing a career pathway system that moves low-skilled adults through workforce-oriented adult education programs on to postsecondary programs 17

18. 18 Adult Education For Work Not suggesting work readiness and preparation for postsecondary become the only purpose of Adult Education Recognizes important role for family literacy, citizenship training, etc. Creates a Work Preparation focus within the Adult Education umbrella 18

19. 19 Adult Education For Work Quality Elements for Seven Components Program Design Curriculum and Instruction Assessment and Credentialing High Quality Teaching Support and Follow-Up Services Connections to the Business Community Monitoring and Accountability Systems 19 Pg. 61

20. 20 Quality Elements & Decision Points Side-by-Side We’ve added sample State-Level Decision Points that relate to the Quality Elements.Decision Points Example: QE: Work with community partners in a community-wide career pathways learning system to clearly define the role of Adult Education for Work programs in the broader system. DP: Who are the key state partners you need to involve in the planning process? How do you do that? 20

21. 21 One State’s Model Ohio’s New Path for Adult Learners Denise Pottmeyer 21

22. 22 The Ohio Model for Career Pathways National Training Institute November, 2008 Pg. 64

23. 23 Quality Elements and Decision Points In the process of working through the decision points Some we have addressed. I’ll share with you what we have learned. Some we have not. I’ll tell you what we hope to learn. 23

24. 24 Quality Elements and Decision Points Elements and decision points I’ll discuss today Program Design Who are the key partners that you need to involve? How do you do that? Do you want to develop different levels of certificates? Will you offer specialized career pathways to accelerate pathways through the system? 24

25. 25 Quality Elements and Decision Points Elements and decision points I’ll discuss today Curriculum and Instruction Who can develop contextualized curriculum for your selected career pathways and make sure that curriculum and instruction focuses on work and help adults learn by doing? Support and Follow-Up How can you develop a counseling component? 25

26. 26 Quality Elements and Decision Points Elements and decision points I’ll discuss today High Quality Teaching Who will develop and deliver specialized professional development for career pathways? 26

27. 27 Program Design Who are the key partners that you need to involve? How do you do that? 27

28. 28 Expanding ABLE’s Role To achieve common goals, partnerships should be developed with: Postsecondary institutions Other ABLE programs Business/Industry Corrections Other agencies 28

29. 29 Background 29

30. 30 Amended Sub. House Bill 119 ► Craft a strategy for the successful transition of certain adult workforce development programs from the Ohio Department of Education to the Ohio Board of Regents. ► Complete the transfer of responsibilities by January 1, 2009. Background 30

31. 31 University System of Ohio Key Partners in New System 31

32. 32 Increase adults’ access to postsecondary education and training Better align Ohio’s educational assets with industry needs Promote articulation and transfer among educational institutions Key Strategy for Change 32

33. 33 Ohio Skills Bank Education Consortium (University System of Ohio) connects Business and Industry Consortium (Regional Economic Development Directors) 33

34. 34 Ohio Skills Bank Conduct business sector analyses resulting in Career pathway development Regional partnerships Establish Stackable Certificates through the University System of Ohio 34

35. 35 Program Design Do you want to develop different levels of certificates? 35

36. 36 Stackable Certificates Give adult learners an accessible pathway to college-level degrees and improved employment opportunities Separate from, but connected to traditional education programs Allow adults to see a transparent path to learning and skill development with an “open door” and drop-in and drop-out opportunities. 36

37. 37 Stackable Certificates Offer adults a series of small steps with defined rewards that build confidence for both students and employers Promote student transfer and learning flexibility Recognize that adults can be at different levels in mathematics, reading, writing and language Offer ESL at all pre-college levels 37

38. 38 A New Path for Adult Learners 38

39. 39 Pre-College Certificates Mathematics Writing Language & Literacy Reading 39

40. 40 Certificate Competencies Competencies for the Basic and Advanced Skills Certificates were developed by committees from postsecondary and ABLE – aligned to College Readiness Expectations ESOL – Oral Communications 40

41. 41 Program Design Will you offer specialized career pathways to accelerate pathways through the system? 41

42. 42 ABLE and Technical Education Technical education programs designed in collaboration with local employers and available through adult education providers, leading to employment in a broad range of fields. Health Care Information Technology Advanced Manufacturing Others as defined by regions 42

43. 43

44. 44 ABLE and Technical Certificates 44

45. 45 College- and Work-Ready Certificates 45

46. 46 College-Level Certificates Information Tech Automotive Medical Assistant Nursing Ohio Statewide Regionally-specific University Two-Year College Adult Career Technical Program 46

47. 47 Culinary Arts/ Restaurant Management Medical Records/ Health Information Management Fire Fighter Emergency Medical Technician Information Technology Practical Nursing Medical Assisting Construction Management Law Enforcement Mechanical Engineering Technology First Responder Career- Technical College Transfer Automotive Technology Electrical Engineering Technology 47

48. 48 Our Piloting Process What we hope to find out 48

49. 49 Curriculum and Instruction Who can develop contextualized curriculum for your selected career pathways? Support and Follow-up Services How can you develop a counseling component? 49

50. 50 High Quality Teaching Who will develop and deliver specialized professional development for career pathways? 50

51. 51 ABLE Moves Forward All ABLE programs need to intensify efforts to help students become aware of and prepare for further education and training options by implementing the Ohio ABLE Transition Framework 51

52. 52 Ohio ABLE Transitions Framework Implement the Ohio ABLE Transitions Framework Support Services Components Instructional Components ++ Partnerships 52

53. 53 Ohio ABLE Transitions Framework Instructional Components Provide more rigor in math, reading and writing instruction Contextualize curriculum around careers Incorporate postsecondary program features into ABLE classes 53

54. 54 Support Services Component Awareness Advising/Counseling Comprehensive support services Ohio ABLE Transitions Framework 54

55. 55 Partnerships Postsecondary institutions Other ABLE programs Business/Industry Corrections Other agencies Ohio ABLE Transitions Framework 55

56. 56 Ohio’s Piloting Process Twelve pilots – one in each of 12 Economic Development Regions Determine professional development needs Begin efforts to align educational systems, policies and practices Initiate conversations with representatives of the state’s business and labor communities Conduct an inventory of student aid and institutional financing “best practices” in Ohio and across the nation Develop models and/or products to increase number of students achieving certificates and entering higher education and training 56

57. 57 WIA AEFLA Incentive Grant— How Each ABLE program will do a needs assessment to determine program needs in implementing the ABLE Transitions Framework 57

58. 58 WIA AEFLA Incentive Grant— How Results will be analyzed by The Ohio State University ABLE Evaluation and Design Project. ABLE Collaboratives will meet during the Fall Directors’ meeting to discuss the results. 58

59. 59 WIA AEFLA Incentive Grant— How Each collaborative will create a plan(s) to develop processes and/or products related to the Ohio ABLE Transitions Framework 59

60. 60 WIA AEFLA Incentive Grant— What Examples of products and processes that may be developed— ABLE curricula contextualized or customized to particular occupations or technical certificates Implementation of a model to increase career and academic advising services to students who are transitioning to postsecondary education and to the workplace 60

61. 61 Supports for ABLE Regional Resource Centers and State ABLE Consultants will support and convene Collaboratives. The Ohio Literacy Resource Center will serve as repository for developed products and processes. OSU Evaluation and Design Project will support assessment alignment, evaluation of Collaboratives and Stackable Certificates. 61

62. 62 What do you think? Break-out groups Based on state size/budgets Discuss the implications of the Program Design and High Quality Teaching elements in your state Recorder/presenter from each group We will compile responses in a report after the NTI. 62

63. 63 The Task For each element in the Program Design, What would you need if you decided to implement this element into your Adult Education system? For the professional development element: What would you need to prepare all teachers to add a Pathway component to her/his classroom?

64. 64 Large States – 1A Facilitator: Linda Warner Washington (divide between the two groups) Ohio Indiana Massachusetts Illinois

65. 65 Large States – 1B Facilitator: Joanie Rethlake Washington (divide between the two groups) California Michigan Minnesota Texas

66. 66 Medium States – 1A Facilitator: Karen Liersch Arizona Iowa Maine Missouri Tennessee

67. 67 Medium States – 1B Facilitator: Reecie Stagnolia Arkansas Georgia Kentucky Maryland South Carolina

68. 68 Small States – 1A Facilitator: Pam Etre-Perez American Samoa Colorado Mississippi New Mexico Oklahoma Utah

69. 69 Small States – 1B Facilitator: Johan Uvin Guam Nevada New Hampshire Northern Mariana Islands Rhode Island Vermont