Narrative: e. 1.

The State will use leadership funds (no more than 12.5% of the total grant to carry out the four mandatory leadership activities. The four mandatory leadership activities are: 1. Alignment of adult education and literacy activities with core partners and CareerSource Florida partners. Programs submitting a grant application during a competition or continuation grant year must submit the grant application to the local CareerSource Florida network board to ensure that the activities are in alignment with the CareerSource Florida network local plan. Leadership funds will be used to conduct a competitive grant process in the spring of 2016 to award grants in the amount of $25,000 to develop an integrated education and training program. Eight programs were awarded a grant in the 2015 grant process. Each program will work closely with the local board to determine job demand when they are selecting a career pathway program that is offered by their local regional technical center or college or state college.

CareerSource Florida network career centers and adult education programs work collaboratively within their local areas; assessment and instructional services are often provided on–site at the centers. Local CareerSource Florida network career center staff is provided the opportunity to participate in TABE and Comprehensive Adult Student Assessment System (CASAS) trainings conducted by the Division of Career and Adult Education staff throughout the year. Many CareerSource Florida centers provide representatives directly to the adult education facility who offer counseling, advising, and other services related to awareness of workforce resources. The sharing of cross–referral outcomes will be a priority of FDOE in order to support the goals of WIOA and increase student access and achievement.

2. The establishment or operation of high quality professional development programs (section 223(a)(1)(B) of WIOA) – The DCAE supports professional development with leadership grants to the IPDAE, Adult and Community Educators (ACE) of Florida professional organization, and the Florida Literacy Coalition. IPDAE is the main professional development hub for adult education at http://www.floridaipdae.org . IPDAE provides a web–based site which allows adult educators access to various resources. These resources include, but are not limited to, electronic documents, toolkits, lessons, videos, workshops, webinars, virtual trainings, online training modules, newsletters and consistent communication outreach via an email contact database. IPDAE provides the convergence of subject matter experts, interactivity engagements, planning/coordination and a technology platform to disseminate information required for the implementation of adult education programs. IPDAE also provides a means of measuring and assessing involvement and effectiveness of adult education programs through data reports, evaluations and surveys.

Regional workshops and webinars are conducted on professional development priorities identified by the professional development advisory committee, results from statewide needs assessments, and the DCAE staff. The priorities identified for implementation for this state plan are research–based reading strategies, integrated education and training, contextualized instruction, and implementation of college and career readiness standards in adult education and ESOL. The training events calendar is available at the IPDAE website. Additional training opportunities are listed on the ACE of Florida website, http://www.aceofflorida. org and the Florida Literacy Coalition (FLC) website, http://www.floridaliteracy.org. ACE conducts an annual conference for adult educators and regional workshops on ESOL and EL Civics. FLC provides training for tutors, volunteers, and leadership from community–based organizations. FLC conducts an annual conference that targets adult educators, tutors and volunteers, and community–based organizations. 3.Technical Assistance – The DCAE will provide technical assistance per section 223(a)(1)(C) on programmatic and data collection and reporting issues to providers through webinars, telephone inquiries and site visits. Technical assistance papers on assessment and adult high school policies are annually updated and posted on the Florida Department of Education website.

Adult Education Assessment Technical Assistance Paper http://fldoe.org/academics/career–adult–edu/adult–edu/technical–assistance–papers.stml

Adult High School Technical Assistance Guide http://fldoe.org/academics/career–adult–edu/adult–edu/technical–assistance–papers.stml

Current practices with one–stop career center and provider partnerships include referrals, locating teacher and classroom at the CareerSource One–Stop center, or providing space for the CareerSource One–Stop center activities in the adult education center. As part of the RFA and RFP process, the eligible recipient will submit their application for review to the LWDB to ensure alignment with their plans.

Technical assistance will be provided to staff and providers on the use of technology and distance learning options. Technology standards have been added to each of the adult education program curriculum frameworks. Conferences, webinars, and meetings will focus on innovative use of technology in adult education classrooms. Over 50 percent of districts’ and colleges’ adult education programs are members of the Florida Adult and Technical Distance Learning Consortium (FATDEC). FATDEC offerings include English Discoveries Online (ESOL), Instruction Targeted for TABE Success, AZTEC GED® (GED® Preparation), and twenty–six courses available for high school credit. High school courses are acquired from Florida Virtual School (K–12 system) and customized for adults. In addition to FATDEC offerings, programs make local decisions to implement additional on–line vendor products for ESOL, ABE, and ASE.

4.Monitoring and Evaluation (section 223(a)(1)(D) – DCAE uses various means of assessment in its annual and ongoing evaluation process, including site monitoring visits, desk monitoring, program improvement processes, and performance and financial audits. The results of these processes determine program improvement actions. Best practices and dissemination of models (example career pathway FICAPS) are included in workshops and state wide conferences. See the section on Assessing Quality for more detail.