Measure Up: Measuring the Quality of Implementation of State Content Standards

1. Measure Up: Measuring the Quality of Implementation of State Content Standards

2. The Challenge: Quality, Uniform Instruction with Measurable Outcomes Measuring Content Mastery The Learning Environment Instructional Delivery Expectations and Assessments Instructional Planning Student Engagement

3. Goals • Content Mastery • Possible Performance Indicators include: • Clearly Identified Learning Goals • Students evaluate their own learning processes • Launch metacognition strategies • Make sense of processes and skills • Student Engagement • Possible Performance Indicators include: • Teaching strategies employed (i.e. think, pair, share, think aloud, • Instructional Delivery • Possible Performance Indicators include: • Develop logical reasoning & critical thinking • Enhancing the Learning Environment • Knowing students and their goals • Syllabus and lesson plans aligned with AEL Content Standards • Expectations and Assessments • Possible performance Indicators include: • Concentrate on 80% of mastery • Learning styles and testing strategies known • Assessments with appropriate feedback • Breakdown of goals attainability

4. Strategies Streamline Standards-based Instruction Cultivate a student-vested learning atmosphere How will we accomplish these goals and work to move adult education forward? Highlight innovative teacher contributions Highlight student goal accomplishments/MSGs

5. Integrated Basic Skills Development Goals • Increase workforce opportunities by providing integrated literacy, language, workplace literacy and workforce technical training • Increase workforce technical training and Level I certificate achievement though contextualized training and basic skills development • Align education and workforce technical training with local employment opportunities and employer needs • Deliver innovative instruction and program design in key grant program areas; General Adult Basic Education, Transitions, Career Pathways, English Literacy Civics Career Pathways and Adult Corrections • Career Navigation • Transition or Bridge • Instruction Adult Education & Literacy Grant • Student • Post-Secondary or Workforce Entry • Contextualized Career Pathways

6. Building and Supporting Basic Skill Development Identifying gaps and challenges to improve basic education: Lack of multi-level basic education instruction and content relevancy Need for additional supportive services and supplemental education Need for tailored advisement and career planning Low digital literacy skills and expanded digital learning Need for flexible scheduling No knowledge of workforce training programs and employment opportunities Lack of high school completion limiting educational and career advancement Lack of workplace skills and low basic skills Poor, misunderstood assessment scores Low income/high poverty rates

7. Building and Supporting Basic Skill Development DCCCD WorkReadyU Basic Education Innovation: Leveled Instruction and Integrated Education Comprehensive Assessment and Goal Setting Transition Instruction and Contextualized Career Pathway Fast Track and Accelerated Scheduling High School Equivalency Test Preparation Distance Learning Workforce Technical Training; Living Wage & Employment Alignment Technology Integration of KeyTrains Workplace Literacy Integrated College Resources and Access: Tutoring, Financial Aid, Degrees and Certifications Career Navigation and Intrusive Advising

8. AEL Grant Target Programs, Outcomes and Performance Targets General Adult Basic Education Program Transitions Program Outcome: • Increase enrollment in and transition to workforce training programs, college level course work or entry into the workplace by providing integrated college or career basics skills instruction Outcome: • Increase High School Equivalency instructional enrollment, educational gains and completion by providing testing preparation targeting student’s domain of significance or weakest subject area integrated with workplace literacy • Increase language skill development and educational gains by providing English language acquisition instruction PERFORMANCE TARGET: 805 DCCCD YEAR TO DATE: 601 PERFORMANCE TARGET: 3555 DCCCD YEAR TO DATE: 2494

9. AEL Grant Target Programs, Outcomes and Performance Targets English Literacy Civics Career Pathway Program Adult Correctional Education Program Career Pathway Program Outcome: • Increase High School Equivalency instructional enrollment, educational gains and completion by providing testing preparation targeting student’s domain of significance or weakest subject area integrated with workplace literacy Outcome: • Increase enrollment and completion of a level one, workforce training certificate by providing contextualized and accelerated workforce training, basic skill development and workplace literacy Outcome: • Increase enrollment and completion of a level one workforce training certificate by providing contextualized and accelerated EL Civics workforce training, basic skill development and workplace literacy PERFORMANCE TARGET: 200 DCCCD YEAR TO DATE: 97 PERFORMANCE TARGET: 420 DCCCD YEAR TO DATE: 188 PERFORMANCE TARGET: 220 DCCCD YEAR TO DATE: 30

10. Aligning Workforce Development Create contextualized, workforce training and career pathways that align with Dallas County employment opportunities and outlook and employer training need. Certified Nursing Assistant Business Office Systems Support Patient Care Technician Bilingual Nurse Aid DART Police Prep Welding DART CDL Prep Child Care Development Entrepreneur CompTia A+ Plumbing DART Station Concierge

11. Results Streamlined Adult Education Pathways That Lead To Employment

12. Contact Information Gloria Smith - District Director, Workforce and Economic Development gsmith@dcccd.edu | 214-378-1774 Shanese Alexander – Adult Literacy and Curriculum Alignment sralexander@dcccd.edu | 214-378-1586 Monica Stansberry – Senior Program Specialist – Instructional Support mstansberry@dcccd.edu | 214-860-5733 Kenneth Goffney – Instructional Specialist/Coach – Instructional Support Kenneth.goffney@dcccd.edu | 214-860-5752