Florida’s Vision for Building an Adult Education Career Pathways System

1. Florida’s Vision for Building an Adult Education Career Pathways System

2. Today’s Session • Discuss goals for Florida’s Adult Education Career Pathways System • State policies to support career pathways • Highlight elements for successful AECP

3. Transforming Adult Education • Projected that more than 70% of jobs created from 2006-2020 will require more than a high school diploma. • More that 1.7 million adults in Florida have reading skills below the 8th grade level. • Adult Education is one of the building blocks for Florida’s economic and workforce development efforts.

4. Adult Education in the Spotlight • OPPAGA Reports • Completing adult education programs improves students’ employability • Some programs implementing Transition to Postsecondary Programs • Program completion rates low

5. Florida 2011 Statutory Changes for Adult Education • Students enrolled in any adult general education program must pay tuition • Co-enrolled students in adult high school do not pay tuition • Non-Residents pay tuition plus an out-of-state fee • State funds cannot be used to fund prison inmate education

6. Transforming Adult Education • Strategic vision for Florida’s Adult Education System • Adult education students will be prepared for success in postsecondary education and will develop the skills necessary to succeed in 21st century careers. • Building an Adult Education Career Pathways System - Career Pathways Strategic Plan – http://www.fldoe.org/workforce/adulted/resources.asp

7. Transforming Adult Education – AECP System Goals • Goal - To increase the number & percentage of adult education students who enter postsecondary education & earn a degree, certificate, and/or industry credential. • Goal - By 2015-16, at least 50% of all adult general education students who earn an adult high school diploma or GED will successfully transition, by the end of the following academic year, into post-secondary education. • Goal - Students are career & college ready, not needing remediation.

8. College and Career Ready • Students are considered college and career ready when they have the knowledge, skills, and academic preparation needed to enroll and succeed in introductory college credit-bearing courses within a postsecondary without the need for remediation.

9. Florida’s College Readiness Reform • K-20 longitudinal student data system • Data review – Students passing state test (FCAT) not passing college placement tests • Postsecondary Education Readiness Test (PERT) • Placement Tests (3 sub-tests) • Identifies appropriate course placement (developmental education through college credit) • Reading • Writing • Mathematics • Diagnostic Tests • A diagnostic test to identify specific competencies where deficiencies exist

10. Florida’s College Readiness Reform

11. Florida’s College Readiness Reform • Adult Education Benefits

12. Florida’s Adult Education Career Pathways System • Not a separate program but a systemic framework • Framework that weaves together existing adult education programs, work, training, and postsecondary education • Streamlines the path to postsecondary education and credentials

13. What’s Different with AECP? • Contextualized curriculum • Career exploration & planning component • Roadmaps with multiple entry & exit points with vertical & lateral movement within an occupation or career cluster • Transition or bridge programs • Strengthen postsecondary, community, & business partnership arrangements • High school diploma or GED not the end goal • Analyzing data & using for program improvement

14. What will the Florida AECP System Look Like? • Increased retention and persistence • Increased number of AE learners that enter postsecondary and earn a certificate, degree, and/or industry credential. • Reduced number of AE learners that need remedial college prep classes • Increased number of prepared workers in the workplace • All students will have a career & education plan

15. Transforming Adult Education • Core mission is work readiness & preparation for postsecondary education & training • Building an Adult Education Career Pathways System • Grants • Professional development

16. Building State Capacity • Adult Education Career Pathways Grant • Students develop a career and education plan • Establish a steering committee to oversee development and implementation of strategic plan • 5-year strategic plans • Strategic plans approved by internal review team • Provide technical assistance

17. Adding the Career Planning Component

18. Added Career & Education Planning Standards - Curriculum Frameworks • Develop skills to locate, evaluate, and interpret career information. • Identify interests, skills, ability to learn, and personal preferences that influence career and education choices. • Identify career cluster and related pathways that match career and education goals. • Develop and manage a career plan.

21. Even if you're on the right track, you'll get run over if you just sit there. Will Rogers

22. Professional Development • Career Pathways Orientation (CORD) • CHOICES Training • Using Data for Program Improvement • Technical assistance – Model Career Pathway Program • Webinars • Site Visits • Regional Training

23. Analyze Current Program to Identify Gaps • Review areas of focus • Identify areas for improvement • Review data • Enrollments • Separations • Learning gains • Completions • Assessment results

24. Areas of Focus for Strategic Plans • Program Design • Curriculum & Instruction • Professional Development • Student Support Services • Assessment • Partnerships • Marketing • Accountability

25. Program Design • Establish basic skill levels students must attain to transition to postsecondary education without remediation • Include an orientation to career pathways for students • Overview of required and optional courses • How to progress through the program • Early identification of interests/career goal • Process for students to develop career plan • Regardless entry point, students receive extensive & on-going career guidance

26. Program Design • Accelerated pathways for students to move forward as quickly as possible • High-Intensity Programs – number of hours per week • Managed enrollment • Strategies for increasing accessibility • Alternative locations • Times that accommodate working and non-working adults • Develop road maps • Partnership with postsecondary

27. What Are Road Maps? • Roadmaps are visual diagrams that Illustrate multiple entries and exit points and depicts vertical and lateral movement within an occupation or career cluster. • These graphics assist students and workers as they navigate pathways to better jobs and increased earnings.

29. Curriculum & Instruction • Analyze Curriculum • Review student outcomes • Success of different lessons • Instructor’s observations on students’ skill gaps and grasp of different topics • Feedback from students about the course

30. Curriculum & Instruction • Translate standards into curriculum • Instructional methods to teach work readiness skills • Problem solving • Critical thinking • Team work • Following instructions • Good work habits

31. Curriculum & Instruction • Modify curriculum • Goal setting • Note taking & study skills • Employability skills • Career pathways provide context for students to learn how academic concepts are used in the workplace

32. Curriculum and Instruction • Contextualized Curriculum • Programs incorporate content from the occupational curriculum • Allows individuals to prepare for challenges they might face in the training program or on the job.

33. Contextualization Using Career Exploration • Career exploration including: • Discovering their interests and aptitudes • Identify career goals • Investigating career options • Learning from professionals in different fields • Learn how to analyze and use labor market information • Bring workplace experiences through videos and contacts/presentation from employers

34. How do we know what skills are needed? • Local Labor Market Information (LMI) • Targeted Industry Clusters • High Priority Occupations • Learner Self-Appraisal • What skills do I have? • What areas am I deficient? • What are my abilities?

35. Student Support Services • What support services are available to ensure students are aware of the career pathways program? • What services are available to assist students to develop a career plan? When and who? • What support services do students need to enter, stay in the program and complete or move to the next level? • What support services to identify & remove barriers that prevent students from entering, completing levels, and exiting

36. Accountability • Review data • Enrollments • Separations • Learning gains • Completions • Assessment results • Transitions to postsecondary education

38. Professional Development • Participation in DOE sponsored workshops • CHOICES, TABE & CASAS, Accountability • CORD Orientation for Adult Career Pathways • On-site career pathways orientation for staff • Instructor training for contextualized instruction and curriculum development • On-going professional development for teachers and administrators to keep career pathways vision

39. Assessment • Follow assessment guidelines for pre and post testing • PERT– college ready without taking remedial courses – remediation before exiting adult education

40. Partnerships • Lack of counseling staff – partner with local colleges or One-Stop Career Centers, volunteers • Workforce Board – Understands workforce conditions, local labor market , high-growth sectors, skill requirements of employers • Postsecondary partners • Employers – Provide internships, shadowing, class presentation on job opportunities and skills needed, contextualized curriculum support • Social service agencies, community-based organizations

41. Thank You!Zelda.Rogers@fldoe.org