Narrative: e. 2.

Permissible activities from Section 223 (2) that the state will support will be used to expand the services of adult education in the state and may include the following from the law:

(2) The development and implementation of technology applications, translation technology, or distance education, including professional development to support the use of instructional technology. Adult education providers must integrate technology in the curriculum. The state has invested in the purchase of statewide academic and essential skills software that can be used to assess learners' digital literacy skills.  In addition, the Adult Education Section requires adult education instructors to attain six hours of technology professional development annually. The state also requires every full-time teacher to become Distance Learning Certified within two years. The course, Intro to Canvas and Growing with Canvas, train teachers on how to integrate technology into the curriculum. Classes are self-paced although the state offers scheduled face-to-face training for those instructors who need more hands-on training. 

(4) Developing content and models for integrated education and training and career pathways. Over the past five years, the state continues to offer professional development and technical assistance training in integrated education and training and career pathways. This past year, one of the trainings hosted included “IET-Team Teaching Models.” Some instructors were challenged by the concept of how to contextualize the instruction and how to work directly with the subject matter expert in devising a curriculum and team teaching. Most, if not all, participants had a better understanding of the role of the ABE instructor as equal partner in the IET process. ABE instructors may offer basic skills support to learners outside of class to help them master challenging subject matter content. 

(6) The development and implementation of a system to assist in the transition from adult education to postsecondary education, including linkages with postsecondary educational institutions or institutions of higher education. The Adult Education Section has two Career Coaches who are responsible for teaching the Career Service Provider Course. The Career Service Provider curriculum is owned and designed by the National Career Development Association. Every adult education provider is required to have a Career Coach on staff and go through the Career Service Provider course. Within the course topics such as Helping Skills, Labor Market Information and Resources, Career Assessment, Career Development Models, Employability Skills, and more are integrated into the curriculum. The Career Coach is also trained in job search skills, resumes, mock interviews, and helping individuals to transition to post-secondary education or training. The state office has also created a Bridge Transition course in the state’s learning management system, Canvas, in which Career Coaches can access PowerPoints, templates, and other resources vital to helping individuals transition out of adult education and into the workforce.

(8) Activities to promote workplace adult education and literacy activities. One of the services Adult Education provides to employers is workplace classes.  Workplace classes include instruction at a workplace, or an off-site location designed to improve the workforce's productivity for a company.  Instruction includes contextualized literacy, writing, math, English language acquisition, and workforce preparation at Educational Functioning Levels appropriate to learners.  Adult education providers have also provided computer skill-building for use on the job, specialized vocabulary relevant to the employer or industry, and basic on-the-job conduct such as being on time, attendance, and relations with peers and supervisors. The employer is a vital partner who helps guide and design the curriculum to meet the organization's needs.  In addition, adult education providers also conduct literacy task analysis (LTA) on behalf of employers through the Workforce Alliance for Growth in the Economy (WAGE™) program.  A literacy task analysis is a method of obtaining detailed information about the specific components of a job that require literacy skills such as reading, writing, computation, communication, creative thinking, problem-solving, personal management, and teamwork skills.  A trained WAGE™ Coordinator consults with a manager and works with a group of employees to complete the LTA and gain an understanding of the abilities, skills, and knowledge of a specific job. The experienced employees serve as the subject matter experts who define the tasks and skills needed to perform a job successfully.  Professional development activities on how to work with employers in developing workplace classes and conducting LTAs are important training mechanisms in the effectiveness in serving employers.

(9) Identifying the curriculum frameworks and aligning rigorous content standards. Since the adoption of the College and Career Readiness Standards, the state professional development has focused very heavily on training teachers on the new standards and how that information translates into the classroom. Some of the professional development trainings included Reading and Language Arts, Math, Social Studies, Science and High School Equivalency Guide for Educators. The state also incorporated Test Anxiety and Math Anxiety to better prepare learners in test taking strategies. Professional development training is also provided to English as a Second Language teachers to help English Language Learners (ELLs) progress within ESL levels to ABE levels. Civics education, workforce preparation and training are also integrated into the professional development trainings with instructors. Lastly, to help practitioners implement integrated education and training and connect with business and industry, this past year, the state focused on helping programs identify occupational and industry skills standards. Using the Competency Model Clearinghouse as the foundation, providers are able to develop competencies needed for current or future employees and design the curriculum accordingly.

(10) Developing and piloting strategies for improving teacher quality and retention. The Professional Development Committee has created a New Teacher Orientation course in Canvas, the state’s Learning Management System, for new teachers to complete. The New Teacher Orientation (NTO) is designed to provide an overview of adult education in Arkansas. This course was adapted from the New Teacher Orientation Course created by the Central Illinois Adult Education Service Center.

Objectives of the course includes understanding the structure, key elements, and priorities of adult education in Arkansas, an overview of the College and Career Readiness Standards, important components for effective instruction, and accessing important topics such as Professional Development requirements and registration, Adult Education Licensure Requirements, and teacher resources. In addition, adult education programs are required to assign new teachers mentors to support the instructor’s professional growth and psychosocial development in adult education.