1 dianne duthie, director division of lifelong learning bureau of workforce transformation
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Dianne Duthie, DirectorDivision of Lifelong Learning
Bureau of Workforce Transformation
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Setting the VisionSetting the Vision
Cut by 50% the number of Michigan workers lacking the
basic skills or credentials needed to attain a family-sustaining job
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Family Literacy
Correctional Ed
EL Civics
College Transitions
Preparing Workers for the 21st Century
Workplace Education
Integrated Training
Career Pathways
Family-Sustaining Jobs
The Three R’s
Health Literacy
Financial Literacy
Evolution vs.Evolution vs.TransformatioTransformatio
nn
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Serving Adult Learners BetterServing Adult Learners Better
• Variety of learning needs
• Quality services for all adult learners
• Regional partnerships
• Coordinated and aligned services
• Easy navigation
• Cross-training
• Support services
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• Variety of support needs
• Coordinated network of assistance
• Case management
• Enroll in further education AND
• Complete it and find family sustaining employment
Serving Adult Learners BetterServing Adult Learners Better
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CLEG Report CLEG Report RecommendationsRecommendations
A unified strategic approach
Regional collaborative partnerships
Clear connections between learning and jobs
Accelerated and connected pathways
Increased access
Funding priority
Accountability
Communication
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Michigan Went First!Michigan Went First!
Change is good.
You start.
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Change…not politics!Change…not politics!
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Change…not politics!Change…not politics!
Good for adult learners
Good for Michigan’s economy
Good for adult education
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A Strategic ApproachA Strategic Approach
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A Strategic ApproachA Strategic Approach
Piloting new concepts
Determining PD and technical assistance needs
Agreeing on common terminology
Aligning intra- and inter-agency policies
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Today’s SessionToday’s Session
Bring you up-to-date on changes and new initiatives
Give you an opportunity to provide feedback
Jot down your questions.
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Tomorrow’s SessionTomorrow’s Session
Two concurrent sessions Building collaborative partnerships:
things you can get started on now Contextualized instruction: what is
it and how can my instructors use it?
Check your nametag.
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The Times They Are a The Times They Are a Changin’Changin’
Come gather 'round people
Wherever you roam
And admit that the waters
Around you have grown
And accept it that soon
You'll be drenched to the bone
If your time to youIs worth savin'
Then you better start swimmin'
Or you'll sink like a stone
For the times they are a-changin'.
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The Times They Are a The Times They Are a Changin’Changin’
Gloomy Michigan economy focus of GOP panelBY KATHLEEN GRAY • FREE PRESS STAFF WRITER • July 28, 2009
Michigan Economy Ticked Up But Remained Weak in December
Michigan Economy Nearing Life SupportGRETA VAN SUSTEREN, FOX NEWS GRETA VAN SUSTEREN, FOX NEWS
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Funding RewardsFunding Rewards
2009 – 2010 Federal Adult Basic Education grants Rewarded strong proposals that
addressed the new changes in the RFP with a higher percentage of available funds
2010 – 2011 Will provide increased training, technical
assistance, and models 2011 – 2012
New grant cycle – start getting ready now!
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Self-AssessmentSelf-Assessment
To help you prepare Provides clear expectations for
what we will be looking for in 2011-2012
Integrates Program Standards CLEG report recommendations Research-based principles 2009 – 2010 RFP elements Federal/state policies
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Self-AssessmentSelf-Assessment
2009 – 2010 Ongoing PD Electronic resource library Online surveys
2010 – 2011 Begin to integrate some of the
elements into the onsite monitoring process
2011 – 2012 Full integration of elements into the
monitoring process Integration of elements into the RFP
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Transformation TaskforceTransformation Taskforce
Develop a transition strategy for Section 107
Currently meeting
Report due in November, 2009
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NWLB Adult Learning NWLB Adult Learning Demonstration GrantsDemonstration Grants Ten partnership pilots Will use lessons learned to
develop appropriate training, policy alignment, and supports for future partnerships
Learning Networks to facilitate and encourage communication and interaction among the partnerships
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Carl Perkins Pilot GrantsCarl Perkins Pilot Grants
$200,000 to fund Adult Learner Transition pilot projects Develop and implement programs
of study to connect adult basic education and developmental education graduates to postsecondary education
Integrated training Adult education + occupational training
Bridge courses Available in the fall, 2009
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Common DefinitionsCommon Definitions
Developing a glossary of terms to ensure all partners speak with one voice Integrated training Accelerated learning Career pathways Contextualized instruction Dual enrollment/concurrent
enrollment Career readiness certificate Middle college Etc.
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Alignment of PDAlignment of PD
DELEG-sponsored professional development must align with CLEG report recommendations and/or principles.
Spring conference will focus on models and promising practices for the adult learning system. In-state and out-of-state presenters Inter- and intra-agency participation
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Alignment of TaskforcesAlignment of Taskforces
Examining the roles of current practitioner taskforces to more closely align with CLEG recommendations
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Learning LabsLearning Labs
Joint project between DELEG, private foundations, and local stakeholders in Detroit
10 labs in Detroit neighborhoods Computer-based basic skills curricula Career navigation and educational
advising Workplace skills enhancement Access to wrap-around services Tutoring and access to academic
support
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We change too!We change too!
State staff Aligning new responsibilities Participating in their own
professional development to support your efforts
Will be meeting with intra-agency staff
MWA’s Community colleges
Support from NHRD and CSW
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Next StepsNext Steps
Collect your questions.
Discussion time
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Discussion TopicsDiscussion Topics
Regional collaboratives and partnerships
Educational counseling/advising
Integrated training combining adult education and occupational training
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Discussion QuestionsDiscussion Questions
What experience have you had in each?
What resources (professional development, materials, references, examples, models) do you need to make each component work?
What questions do you need answered before you can proceed?
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Before We Get StartedBefore We Get Started
Examine a conceptual framework focused on adult learners
Develop a common language – define the terms
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Focusing on the Adult LearnerFocusing on the Adult Learner
Bilateral Referrals
Student Transition Process(exit level of one program aligned with entry level of next)
III
Adult Secondary
II
Independent Learners
I
Beginning Learners
V
Special Target Groups
VI
Advanced Training and
Education
SUPPORT SYSTEMS(Training, Technical Assistance, Professional Development)
IV
ESL and Citizenship
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Defining the TermsDefining the Terms
For the purposes of today’s discussions
Based on CLEG report
May change over time
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Defining the Terms: Defining the Terms: Regional CollaborativesRegional Collaboratives
The BIG group Multiple stakeholders
Identify region’s characteristics including demographics, key industries, and available services
Determine where there are gaps in service providers and fill those gaps
Determine how services should be offered
Develop one or more partnerships within the region that would focus on service delivery that addresses identified needs
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Defining the Terms: Defining the Terms: PartnershipsPartnerships
The LITTLE group Focus on service delivery that
addresses identified need Must include, at a minimum,
Adult basic skills organization A post-secondary institution Local Michigan Works! Agency or
another organization with demonstrated workforce development capacity
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Defining the Terms: Defining the Terms: Educational Educational
Counseling/AdvisingCounseling/Advising Help students understand how
learning relates to working Identify learner barriers and
resolutions Help learners to navigate various
learning pathways Serve as learner advocates
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Defining the Terms: Defining the Terms: Educational Educational
Counseling/AdvisingCounseling/Advising Ensure instructional staff are
aware of learning style or difficulties that require accommodations
Ensure instructional staff are aware of career pathway interests and goals so coursework can be contextualized
Use a case management approach to facilitate learners’ use of support resources
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Defining the Terms: Defining the Terms: Integrated TrainingIntegrated Training
Basic skills contextualized to occupational training skills in a high demand industry
Example of accelerated learning Conducted through:
Dual enrollment or Concurrent enrollment
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One state’s experienceOne state’s experience
Israel Mendoza
Washington State Director of Adult
Education
Integrated InstructionIntegrated Instruction
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One state’s experienceOne state’s experience
Traditional Educational PathwayTraditional Educational Pathway
• Can take seven – nine years for some of our learners
• Not being successful - takes too long• Learners working multiple jobs• No benefits• Family responsibilities• Time restraints
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One state’s experienceOne state’s experience
The Tipping PointThe Tipping Point
• One year of college credit plusOne year of college credit plusa certificatea certificate
• $7,000 more per year$7,000 more per year• Integrated instruction versus Integrated instruction versus
traditional pathwaytraditional pathway
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One state’s experienceOne state’s experience
Know Your Partners
• Vocational training arena
• Community colleges
• Win-win situation
Resources Available
• Other states
• Models and lessons learned
• Don’t need to re-invent the wheel.
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Let’s Get StartedLet’s Get Started
Divide into groups.
Designated facilitator and notetaker for each group
Facilitator will report back to the whole group.
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This project was developed by National Human Resources Development, Inc. (NHRD) in cooperation with the Michigan
Department of Energy, Labor and Economic Growth and funded through a grant under Section 222(a)(2) State
Leadership Activities of the Adult Education and Family Literacy Act, Title II of the Workforce Investment Act of
1998, amended.
For more information visit:http:www.maepd.org