Narrative: e. 2.

DWD will carry out the following State Leadership Activities:

• The support of State or regional networks of literacy resource centers. In the current model Literacy programs can request funding from the AE Consortia. Some regions partner with local literacy groups by reciprocal referrals, co-enrollments and/or using literacy volunteers as part of the AE programming.

• The development and implementation of technology applications, translation technology, or distance education, including professional development to support the use of instructional technology. DWD continues to encourage a transition to online testing, promotes a hybrid delivery mode for distance education and allows the use of local funds for the other activities listed here.

• Developing content and models for integrated education and training and career pathways. Currently, DWD is using the following models/tools as examples of integrated education and training and career pathways:
  • Employability skills framework;
  • Indiana Career Explorer (ICE) and Indiana Career Connect (ICC) for career assessments (AE programs and many Local One Stops require participants to complete the 3 ICE assessment which assess career interests, career skills and career values).
  • As of January 2016, all AE programs will be required to incorporate an Integrated Career Awareness (ICA) curriculum.
  • Many ESL program sites are exploring a new online curriculum that integrates career awareness into the classroom. As this is the first year of implementation, data is not yet available.
  • One local region is assisting students in building a career focused portfolio that houses all important and relevant documents, such as their HSE, career assessment and college readiness testing results, resume, cover letters and college and career research.

In addition, DWD continues to explore best practice research on this topic as well as reach out to entities that have evidenced based approaches in delivering integrated education and training. More specifically, Indiana was chosen as recipient of the Moving Pathways Forward federal Technical Assistance. For this TA project, DWD is in conversations with a partner who is well established in integrating education and training and interested in serving the adult education population.

• 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. In most workforce regions Adult Education classes are occurring on site of Ivy Tech Community College (ITCC) locations. A best practice that we are trying to replicate across the state is the ITCC rapid enrollment (this includes, placement testing, academic counseling, ability to complete financial aid application and schedule classes in one sitting) at AE sites for those students who are enrolling in credit bearing courses. Accuplacer, college readiness testing, can also be administered at AE sites.

• Activities to promote workplace adult education and literacy activities. Some of the AE sites have been approached by employers to provide AE classes for their employees. DWD encourages all sties to respond quickly and positively when asked for assistance by employers. We do not yet statewide representation of this practice. However, there are worksite classes occurring in some regions across the state. In upcoming program years, DWD will offer professional development around how programs can expand work with employers to support increasing worksite AE classes.

• Developing and piloting of strategies for improving teacher quality and retention. DWD is partnering with Ball State University’s Adult Education Department on teacher competencies; credentialing and plans for teach induction training. DWD believes partnering with a university will allow the AE Field to grow as a profession both informed by and informing research and best practice.

• The development and implementation of programs and services to meet the needs of adult learners with learning disabilities or English language learners, which may include new and promising assessment tools and strategies that are based on scientifically valid research, where appropriate, and identify the needs and capture the gains of such students at the lowest achievement levels. Currently, DWD is using the following models/practices/tools as examples of programs and services to meet the needs of English language learners:
  • Burlington English being used by many sites for ELLs and low level learners;
  • AE sites partner with local literacy groups to co-enroll low level learners;
  • Testing and learning accommodations are offered;
  • Offer course leveling: low level learners are separated to get more targeted instruction

Indiana was chosen as recipient of the ESLPro federal Technical Assistance. For this TA project, DWD will:

• Disseminating resources in this and subsequent program years;
• Utilizing a train the trainer model to support the non-ELA staff in:

• Understanding the barriers ELLs face in entering Career Pathways and
• Learning strategies for assisting ELLs when enrolling in/transitioning through programming

Currently, DWD is using the following models/practices/tools as examples of programs and services to meet the needs of adult learners with learning disabilities:

• Many regions have a specific referral form to Vocational Rehabilitation (VR) when disabilities are identified
• VR representative attending all consortia meetings to understand AE
• VR and AE reciprocal training occurred at state and regional level

• Outreach to instructors, students, and employers.
  • Employers: Regional operators that serve on AE consortia represent regional employers. In January of 2016, AECs will take on coordinating one Regional Works Council, which is another regional voice for employers.
  • Teachers:DWD has a listserv specifically for instructors. Instructors can attend or watch the recorded statewide monthly webinars that address updates and important information for Indiana Adult Education as well as local, regional and national resources. Professional Development opportunities are also discussed on the monthly webinars. When appropriate the AECs may also reach out directly to instructors. Instructors also receive the bi-monthly WorkINdiana newsletter and are encouraged to submit topics for articles and student success stories.
  • Students:DWD is exploring a path to communicate directly to students. This may include getting feedback on the best way to market AE services across the state.

• Other activities of statewide significance that promote the purpose of this title. DWD is engaging Community Based Organizations, who serve similar populations to better leverage resources. To date: DWD has made presentations to several Department of Child Services teams, Community Action programs, Immigrant Welcome and Support Centers, providers of Home Visiting and Early Childhood Education programs. At the State Level, DWD is reaching out to other State Agencies, such as Indiana State Department of Health, Indiana Department of Child Services and local providers of home visiting and early childhood education services to share information and discuss potential partnerships or collaborations to address family literacy from a Two-Generation Approach.