**Table of Contents**

Introduction 5

Alaska 6

Arkansas 6

Arizona 7

California 8

Colorado 9

Connecticut 10

District of Columbia 11

Florida 12

Hawaii 13

Idaho 14

Illinois 16

Iowa 17

Kansas 18

Kentucky 20

Louisiana 24

Maine 27

Maryland 27

Massachusetts 30

Michigan 31

Minnesota 31

Mississippi 32

Missouri 33

Nebraska 34

Nevada 36

New Hampshire 38

New Jersey 39

New York 39

North Carolina 41

North Dakota 41

Ohio 42

Oklahoma 43

Pennsylvania 46

Rhode Island 47

South Carolina 48

Tennessee 49

Texas 51

Utah 51

Vermont 52

Virginia 53

Washington 54

West Virginia 54

Wisconsin 56

Wyoming 57

**Topics at a Glance**

**Professional Development Activities and Trainings**

Alaska, Arkansas, Arizona, California, Colorado, Connecticut, District
of Columbia, Florida, Hawaii, Idaho, Illinois, Kansas, Kentucky,
Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota,
Mississippi, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New
York, North Carolina, North Dakota, Ohio, Oklahoma, Pennsylvania, Rhode
Island, South Carolina, Tennessee, Texas, Vermont, Utah, Virginia,
Washington, West Virginia, Wisconsin, and Wyoming.

**Technology/Distance Learning/Online Trainings**

Arkansas, Arizona, District of Columbia, Florida, Idaho, Illinois,
Kansas, Kentucky, Louisiana, Maryland, Mississippi, Missouri, Nebraska,
Nevada, New Hampshire, New York, North Carolina, Ohio, Pennsylvania,
Rhode Island, South Carolina, Tennessee, Vermont, Virginia, Washington,
and West Virginia.

**Management Information Systems/Statewide Data Trainings**

Alaska, Arizona, Hawaii, Idaho, Illinois, Kansas, Kentucky, Louisiana,
Maine, Maryland, Michigan, Missouri, Nebraska, New York, North Dakota,
Ohio, Oklahoma, West Virginia, and Wyoming.

**Research**

Arizona, District of Columbia, Florida, Idaho, Kansas, Maine, and Ohio.

**Curriculum/Content Standards**

Arizona, Colorado, Florida, Hawaii, Idaho, Illinois, Kentucky,
Louisiana, Maryland, Missouri, Nebraska, Nevada, North Carolina, Ohio,
Rhode Island, West Virginia, Wisconsin, and Wyoming.

**Program Monitoring**

Arizona, Kansas, Kentucky, Maryland, Minnesota, Missouri, Nebraska, New
York, Oklahoma, and Tennessee.

**Coordination**

Arizona, Hawaii, Iowa, Kansas, Kentucky, Louisiana, Maryland, Minnesota,
Nevada, North, Dakota, Ohio, Pennsylvania, Rhode Island, South Carolina,
Utah, Virginia, Wisconsin, and Wyoming.

**Adults with Learning Disabilities**

Missouri, Colorado, Kansas, Oklahoma, Rhode Island.

**Adult Literacy Resource Centers**

Florida, Maryland, Iowa, Arkansas, Ohio, Kansas, Maine, Massachusetts,
Nevada, North Dakota, and Rhode Island.

**Health Literacy**

Rhode Island, Kentucky, and Vermont.

# 

# 

# INTRODUCTION

This summary provides highlights from a review of fiscal year 2004
annual narrative reports that describe how each State uses State
leadership funds awarded under the Adult Education and Family Literacy
Act (AEFLA, PL 105-220). The purpose of this summary is to respond to
State and local requests about what leadership activities other States
are funding. The report is not exhaustive, but provides an overview of
how States are spending their leadership funds.

A State may use up to 12.5 percent of its grant award for one or more of
the eleven State leadership activities listed in Section 222 of AEFLA. A
majority of the States focused on professional development. States are
placing a major emphasis on training new teachers and providing
experienced teachers with updated training and opportunities to expand
their knowledge and gain expertise. Some States concentrated
professional development on learning disabilities, adult literacy
resource centers, and content standards. Other main topic areas included
technology, management information system improvement, as well as
technical assistance to local programs through monitoring, research,
curriculum enhancement, resources, and coordination.

Cheryl L. Keenan

Director

Division of Adult Education

And Literacy

**ALASKA**

**Professional Development**

Each year in Alaska, State leadership funds are used for an *Annual
Statewide ABE Training Conference*, held in Anchorage. The latest
conference focused on English Literacy/Civics (EL/C) grants, visual
disabilities and learning, cross-cultural education, GED examiners'
training, and program improvement. Participants learned how to use the
analyzing, identifying, developing, documenting, and evaluating (AIDDE)
model to review program data to identify problems, ask questions, and
select and develop new practices.

A statewide Regional ABE Directors Meeting also was held in Anchorage.
Participants discussed lessons learned from program improvement
activities to date, reviewed data and program issues identified from
analysis of National Reporting System (NRS) reports, reviewed expected
outcomes from program improvement and data that can be collected to
document outcomes, and discussed practices that can be used to benchmark
promising practices in Alaska.

**Management Information System**

State leadership money provided technical assistance to the regional
programs. By June 30, 2004, all of the programs had entered program year
(PY) 2003-2004 student data into the statewide ABE database on the web.
PY 20004-2005 was spent refining the database and continuing the
training of the ABE program staff that enters data.

######## ARKANSAS

**Professional Development**

The Department of Workforce Education's Adult Education Section
(DWE/AES), uses AEFLA State leadership funds to help support the
Arkansas Adult Learning Resource Center (AALRC) through the Southeast
Arkansas Education Service Cooperative.

The AALRC supports the agency's strategic plan for effective delivery of
lifelong career development and workforce education through training
opportunities and technical support. The AALRC also supports
practitioners and trainers through professional development
opportunities at State and national conferences.

Arkansas requires adult education directors, instructors and counselors
to be certified in adult education within four years of initial
full-time employment. The AALRC supports this effort by providing
tuition reimbursement.

####### Technology

In addition, the AALRC and the DWE worked together on Project IDEAL
(Improving Distance Education for Adult Learners). Arkansas was one of
14 States and five local programs participating in this project.

**ARIZONA**

**Curriculum**

A team of Arizona adult educators finished revising the State's
five-year-old reading and writing standards, confirming that standards
mirror NRS levels and reflect research-based reading and writing
instructional practices and terminology. The revised standards are
posted on the Arizona adult education web site.

**Management Information System**

Arizona has had a centralized Internet-based data system in place for
several years. This system, although advanced by many standards, needs
to be redesigned to allow the depth of analysis necessary to continue
program improvement efforts at both the State and local levels. A pilot
test of the new system revealed many issues to be resolved. An
independent evaluation of the system determined that further work would
be needed to complete it, and the Arizona Department of Education/Adult
Education (ADE/AE) is addressing these issues.

State staff continue to improve their data collection and analysis
skills. In addition to providing training to refine staff skills in
Excel to design both standard and ad hoc reports from adult education
data, the State contracted with a new GED test scoring service,
GEDScoring.com. The contract ensures that reports regarding the success
of GED testing applicants are accessible for analysis easily.

**Coordination**

ADE/AE and the Arizona Department of Economic Security continued an
intergovernmental agreement to share employment data to provide
aggregated employment follow-up on adult learners in Arizona. Although
data-sharing results were not as accurate as survey results, information
gathered through the agreement contributes to the program year 2004-2005
federal tables submitted as part of this report.

**Monitoring**

State staff conducted five on-site State Technical Assistance Reviews
(STARs) during program year 2004-2005. State staff performed desk
monitoring on all programs and provided individualized coaching and
feedback to programs as needed via phone or email. Visits to all corners
of the State were made to provide individual or group training or
reinforce for local program personnel techniques for effective data
collection, entry and analysis. These visits also included curricular
and assessment advisement as well as current information on best
practices. The STAR tools, redesigned in program year 2003-2004, were
piloted and refined.

**Professional Development**

The Professional Development Task Force continued to learn about
effective professional growth activities and decided to work first on
forming effective professional learning communities around the State.

**Research**

Research focused on: the number of ABE and ESL students between 16 --
22, the total number of students with disabilities compared to those who
identified themselves as learning disabled and what their rates of
persistence were, student proficiency levels having the highest and
lowest rates of goal attainment, persistence rates among different
levels of students, cost per student and per hour, and several other
areas. Reliable data from which to draw these analyses is now available
and is being expanded. A special report, *Arizona's Adult Education
Waiting List for Adult English Acquisition Classes*, was produced and
presented to Superintendent of Public Instruction Tom Horne. In it,
ADE/AE attempted to answer two main questions: (1) what resources would
be required to reduce the State's waiting list for adult English
language acquisition classes to one semester? and (2) what role could
student fees play in accomplishing this?

######## Technology 

Arizona became a member of Project IDEAL. As part of IDEAL, Arizona
implements the Arizona Distance Education for Adult Learners (ADEAL)
Project. The goal of ADEAL is to develop a framework for the delivery
and management of distance education that will establish Arizona adult
education as a quality provider of distance learning opportunities. To
achieve this, seven pilot sites were given additional funding and
intensive professional development in order to provide distance-learning
opportunities to adult learners.

The Educational Technology Task Force (ETTF) is a team of Arizona adult
educators that was formed in 2001 to research technology issues and
develop recommendations to advance the use of technology in adult
education statewide. ETTF accomplished the following during program year
2004-2005:

-   Authored the *Technology Plan for Arizona Adult Education*

-   Provided recommendations regarding statewide professional
    development for the implementation of technology standards

-   Designed and distributed a *Survey of Technology in Arizona Adult
    Education Programs*. The results of the survey were used to
    establish a baseline for technology preparedness and use, and
    assisted in development of the technology plan.

**CALIFORNIA**

######### Professional Development

The California Department of Education (CDE) contracts with four
different agencies to fund State leadership projects:

-   *California Adult Literacy Professional Development Project*
    (CALPRO)

-   *California Distance Learning Project* (CDLP)

-   *Comprehensive Adult Student Assessment System* (CASAS), and

-   *Outreach and Technical Assistance Network* (OTAN).

Projects meet with CDE on a regular schedule for coordination and
planning. Each project is responsible for providing professional
development, training, and technical assistance, which are identified as
high priority needs for achieving continuous program improvement. These
needs are related to individual project focus areas of accountability,
technology, distance learning, or instructional leadership. Each project
also disseminates best practices and products within its identified
focus area. Representatives from the three adult education statewide
professional organizations work closely with the leadership projects and
the CDE, including serving on advisory committees. Project staff members
often present or co-present at regional and State conferences sponsored
by these professional organizations. Through the leadership projects,
the CDE also supports an extensive electronic network to distribute
information on a wide range of adult education topics, including
legislation, professional development, conference announcements, best
practices, and useful products.

The projects provide professional development options in the areas of
program management, accountability, and data collection, analysis, and
use. Services go to all funded agencies throughout California via
regional workshops and networking meetings, web casts, conference
presentations, electronic downloads, and online and telephone technical
support services. Project staff provide training and technical support
for resource teachers and program coordinators in identifying and
targeting instruction to student needs and goals, lesson planning,
administration and interpretation of assessments, teaching strategies
for multi-level classes, and effective instructional strategies. A
central adult education professional reference library and depository
libraries in ten regional resource centers supplement and support these
modes of delivery.

####### 

####### COLORADO

####### Professional Development

In PY 2004-2005, Colorado State adult education staff (CDE/AEFL)
identified professional development as a top priority for State
leadership and improvement. Colorado took a major step toward its
professional development improvement goal by establishing a statewide
Professional Development Advisory Group (PDAG). PDAG members represent
community colleges, community-based organizations, local educational
agencies, State literacy resource centers, and CDE/AEFL. The first
product of the group's work is the *Professional Development
Self-Assessment for Colorado Adult Education Teachers*.

In February 2005, the CDE/AEFL successfully applied to participate in
the Center for Adult English Language Acquisition's (CAELA's) State
Capacity-Building Initiative. Colorado focused on

persistent local and statewide under-performance at the advanced English
as a second language (ESL) educational functioning level (SPL 6). Using
research about teaching advanced ESL and interviews with successful
advanced ESL teachers and directors, the team developed pilot training
for advanced ESL teachers.

The State also provided training related to preparing students to pass
the *GED*

Tests, including an emphasis on improving students' math performance.
The 2002 National *GED* Trainers were invited to *Rendezvous 2005*,
where they conducted intensive pre- and regular conference sessions
attended by over 100 Colorado adult educators.

The CDE Center for At-Risk Education (CARE) developed a corps of
National\
Center for Family Literacy (NCFL)-certified family literacy trainers,
which filled one of the training gaps identified through the State
professional development improvement process.

CDE/AEFL provided learning disabilities training to all AEFLA-funded
programs. Eighty-five adult education and family literacy practitioners
and administrators were trained in the first phase of learning
disabilities awareness.

AEFLA program directors were required to appoint an in-house Learning
Needs Coordinator (LNC). LNCs serve as their respective program's first
point of contact regarding LD issues. All LNCs attended a rigorous
two-day training facilitated by CDE/AEFL. CDE/AEFL created and staffed a
State Learning Disabilities Resource Coordinator to oversee LD training
logistics.

A new initiative was the implementation of study circles in several
Colorado AEFLA programs. In the fall of 2004, the Professional
Development Coordinator (PDC) facilitated a four-session study circle
using the *NCSALL Study Circle Guide: Learner Persistence in Adult Basic
Education.* Ten teachers from eight AEFLA-funded programs along the
Front Range completed the nine-hour study circle and completed an extra
three-hour session on facilitation techniques and resources. Three of
the local study circles used guides prepared by NCSALL; two facilitators
developed their own study circles to meet teacher preferences. A
workshop was held on the study circle process at the statewide adult
education conference to further promote this method of professional
development.

####### Curriculum

An ESL classroom textbook upgrade project was implemented. In
consultation with top ESL practitioners around the State, the State ESL
specialist compiled a list of over 80 recommended textbooks covering all
language skills for ESL learners. Programs chose books from the list or
purchased texts preferred by local teachers. Curricula were unified
across student performance levels, lessons included up-to-date
activities (critical thinking, task-based listening, standards-based
instruction, and correlations to standardized assessments), and teachers
provided intensified instruction targeting ESL learners' weakest
language skills.

# CONNECTICUT

# Professional Development

During PY 2004-2005, the Connecticut State Department of Education, in
cooperation with the Adult Training and Development Network (ATDN),
piloted a new, diversified model for delivering professional
development. The model decentralized choices around content and method,
targeted services to programs serving the most students, and emphasized
job-embedded, team learning. This model reflects a move toward
job-embedded training nationally and offers an innovative way to deliver
professional development. The new model also supports the implementation
of the goals of Connecticut's State plan. The design consists of four
distinct components:

-   Professional Development Basics

-   Site-Based Professional Development

-   Regional Professional Development and

-   Individual and Program Stipends

####### DISTRICT OF COLUMBIA

**Research**

The District of Columbia State Education Agency (DC/SEA) identified
action research, or practitioner research, as a critical strategy for
improving instructional and administrative effectiveness. "Action
research is a process in which teachers investigate classroom issues of
particular concern, collect information, and report on their processes
and results" (Online Action Research, 2002).

During the second year of the pilot project, teacher-researchers
identified instructional practices and strategies that could be used to
improve learners' outcomes. The target populations included native-born
and foreign-born adult learners with low-level literacy skills who were
enrolled in adult education and family literacy programs in the District
of Columbia.

**Professional Development**

The DC/SEA established the Literacy Advocate Institute (LAI). The LAI,
the professional development arm of the SEA, is committed to
continuously enhancing the quality and effectiveness of adult education
programs while responding to changing constituent needs. The SEA
provides professional development opportunities to adult educators on a
variety of topics. These include:

-   *Designing Comprehensive Adult Education Programs* - Participants
    discuss the factors that shape adult learning, obtain an
    understanding of adult education program models that provide
    learning opportunities for adults, and develop an action plans to
    administer a comprehensive adult education program.

-   *The Effective Adult Educator* - Participants explore various models
    of adult learning, identify techniques to prepare lesson plans or
    training designs using experience-centered learning and other
    instructional methods, identify strategies to enhance
    teacher/facilitator skills, and develop action plans to become more
    effective adult educators.

-   *Integrating Technology into Adult Education Programs* -
    Participants discuss the impact of technology on adult learning,
    identify educational software products that can be used to address
    the diverse needs of adult learners, and develop action plans to
    integrate technology into adult education programs.

-   *Using a Multi-Media Approach to Teach Adult Learners* -
    Participants discuss multimedia approaches to teaching adult
    learners using online, video, workbooks and other resources (*TV
    411, Workplace Essentials*, Internet).

-   *Integrating Technology into ESL Programs* - Participants explore
    the barriers and benefits of integrating technology into ESL
    programs, discuss technological aids commonly available to language
    teachers, identify educational software products that can be used to
    address the diverse needs of ESL learners, and develop action plans
    to integrate technology into ESL programs.

-   *Graduate CertificateProgram in Adult Education* - DC/SEA leadership
    activities support the *Graduate Certificate in Adult Education*,
    which is offered at the University of the District of Columbia. The
    program provides a comprehensive, theoretical, and practical
    perspective of the field of adult education. Twenty-one semester
    hours are required to complete the certificate. Individuals who
    complete the program must earn a qualifying score on the *Praxis I:
    Academic Skills Assessments*, and apply for certification in adult
    education from the State Office of Licensing and Credentialing,
    District of Columbia Public School System.

####### Technology

The TRANS.FORM.ER is the SEA's 37-foot long state-of-the-art mobile
technology unit, equipped with 12 networked computers, Internet, high
definition plasma screen, smart whiteboard, web cams, assistive
technology, scanner, color printer, and software and video resources.
The TRANS.FORM.ER provides instruction, teacher training, information
and outreach services to over 1,000 adult learners and educators in
every quadrant of the District of Columbia.

####### 

####### FLORIDA

**Professional Development**

Six Practitioners' Task Forces (PTFs) were established to address issues
and concerns which resulted from State and national legislative changes
in the funding and delivery of Florida's adult education and literacy
programs. Programs include: adult basic education, adult secondary
education/general educational development/vocational preparatory
instruction, English for speakers of other languages, family literacy,
adults with learning disabilities, as well as information systems,
technology, and distance learning (Florida TechNet). The PTFs are made
up of adult education directors, practitioners, MIS directors,
counselors, business and industry and State staff, and provide the
following services:

-   Development and dissemination of statewide publications

-   Professional development

-   Resource and curriculum development

-   Support to faith-based organizations

-   Technical and technology assistance

-   Workshops, symposiums and conferences, both regional and statewide.

**Adult Literacy Resource Center**

The State Adult Literacy Resource Center conducted over 20 workshops on
topics including recruitment and retention of volunteers, tutor
training, and fund raising for community-based organizations (CBOs).
They also conducted a statewide *Leadership Institute* for CBO
directors, and partnered with Voices for Adult Literacy United for
Education (VALUE) to conducted adult learner leadership training. In
addition, they maintained a literacy hotline (30,000 inquiries), revised
and distributed 1,200 copies of the *Florida Statistics Handbook*,
provided a State clearinghouse of literacy materials, conducted
collaborative meetings and program development with the five regional
literacy centers.

######## Tutor Training Study

A Training Study Committee of the State Adult Literacy Resource Center
(SLRC) recently studied ways that Florida may increase the capacity of
volunteer-based literacy programs to train and support new literacy
tutor training. Working in cooperation with ProLiteracy America, the
study committee reviewed training systems in 16 States and made
recommendations on how the SLRC could support training of additional
tutor trainers using evidence-based instructional materials and
approaches.

######## 

######## Technology

The Florida Department of Education contracted with the Florida Center
for Reading Research to review current research on teaching reading to
adults and how to apply that research to the classroom. Classroom
teachers and volunteers developed a CD distributed by the Adult Basic
Education Task Force to practitioners in adult basic education
classrooms around the State. The CD is designed to enhance the quality
of the instructional program, assist with activities and resources, and
support programmability and content standards. The CDs can be reproduced
for noncommercial educational purposes.

######## HAWAII

######## Professional Development 

Professional development was provided to administrators, program
managers and practitioners in AEFLA-supported adult education programs
in the Community Schools for Adults (CSAs) and in community-based
organizations CBOs. Resources and strategies provided support that
improved the quality of instruction, as well as learner outcomes, and
built capacity in each organization by keeping practitioners updated and
knowledgeable. Articulation and training sessions were conducted for the
following programs:

-   *Equipped for the Future (EFF) Standards for Adult Learners*

-   *Comprehensive Assessment System for Adult Students (CASAS)*

-   *LiteracyPro (LitPro) Data Management System*

-   *General Educational Development (GED)*

-   *Competency-Based High School Diploma Program (CBHSDP)*

-   *Literacy Coordinators' Training*

-   *Family Literacy Training*

-   *Strategies for Adult Learners*

-   *Distance Learning Training*

Selection of the Hawaii State Department of Education (HIDOE) to
participate in the CAELA project led to the development of a
professional development plan for ESL practitioners, which is currently
in draft.

####### Coordination

A statewide planning meeting brought adult education providers,
community stakeholders, and

government partners together to identify program needs and expectations
and led to the development of long- and short-term goals for program
improvement. National Human Resources Development provided resources and
training in this process.

####### Curriculum

The HIDOE/University of Hawaii Community Colleges (UHCC) Coordinating
Council developed a transition plan to build academic skills and
competencies for students to move from the CSAs to the UHCC system in a
seamless continuum of programs and services.

####### Management Information System

Pilot testing by five CSAs of the *LiteracyPro* web-based version of the
data management system will lead to increased access to data and
provider information. Accuracy and consistency of data was a
prerequisite for participation in the pilot and a priority for all
providers. A handbook is regularly updated and in use in the field,
training occurs as a component of each provider's meeting and regular
monitoring of data has tremendously improved data quality.

**IDAHO**

**Professional Development**

The *Professional Development Series* (PDS) designed for teachers,
paraprofessionals, tutors, volunteers, and administrators was produced
to expand and enhance current practices and knowledge. The PDS series
originally was based on modules developed by NIFL and the Northwest
Regional Literacy Resource Center (NRLRC) addressing the needs of adult
basic education practitioners. Theory, demonstration, practice,
structured feedback, application, and reflection are integral components
of each training opportunity. During the 2004 summer months, small
groups of core subject practitioners were brought together to
review/revise the PDS curriculum. A writing module was added and
emphasis placed on the latest research.

Individuals from all ABE programs participated in conferences held by
the Commission on Adult Basic Education (COABE), Mountain Plains Adult
Education Association, and/or Idaho Lifelong Learning Association. All
site programs offered NRS training for staff, data personnel, and
teachers. All ABE center staff participated in training that included
intake procedures and goal setting. ESL teachers from several programs
attended conferences held by the Intermountain Teachers of English to
Speakers of Other Languages (ITESOL). The Eastern Idaho Technical
College and Boise State University ABE programs participated in the
*Northwest Practitioner Knowledge Institute*.

EL/C training was offered in September 2004. Intelecom presented
training in *Crossroads Café, On Common Ground*, and *Madison Heights.*
Twenty-five teachers participated in the two-day training session in
which each local program was represented.

# Research

The Idaho ABE leadership plan also includes adding to the series two
training modules that incorporate the most current research. For
example, two ESL instructors participated in the *Northwest Practitioner
Knowledge Institute* presented by the National Center for the Study of
Adult Learning and Literacy (NCSALL). These teachers will become the
lead trainers, sharing learning theory and strategies with ESL teachers
across the State in regional training sessions. The State also plans to
implement the *Research-Based Principles for Adult Basic Education
Reading Instruction* produced through NIFL. In addition, two regional
ABE programs participated in the reading study entitled *Making Sense of
Decoding* that was conducted through Abt Associates.

**Management Information System**

In previous years, and before the State technology coordinator was
replaced in early 2004, data training and NRS training was conducted and
linked to the AIDDE process. The analysis of data was the first step in
this process. A training session working with individual site data and
statewide data was used to review NRS requirements and the purpose of
these requirements.

Idaho researched and purchased a new data management system in October
2005, and trained staff on the new system. Ongoing training and support
will be provided by the State throughout the year. The State plans to
access the OVAE link to NRS training online and include this coursework
in the NRS training schedule.

**Technology**

State leadership funding also provided distance learning training using
*Skills Tutor* as the curriculum. Every teacher using *Skills Tutor* was
required to complete an online distance learning class. A year-end
report is pending, so documentation on the number of teachers involved
in this process is not yet available. Formerly, the State participated
in the *Distance Learning Project* through Michigan State University.

Each program site receives State leadership funds to cover the costs of
meeting specific local program improvement needs through staff
development. In PY 2003-2004, \$5,000 was awarded to each program site
for training needs. The State has reinstated the former leadership model
that ties State leadership dollars to program quality improvement
activity. Work continues so that leadership funding awarded to the local
programs is tied to program improvement and specific State initiatives.

# ILLINOIS

####### Professional Development

In PY 2004-2005, the Illinois Community College Board (ICCB) continued
to improve the State\'s professional development system to address the
diverse needs of the States\' Adult Education and Family Literacy (AEFL)
provider community. The ICCB continues to draw from the expertise of the
Adult Education Service Center Network in accomplishing and implementing
its goals identified in the Illinois Adult Education State Plan. These
goals include: ongoing professional development at the State, local and
regional level to improve the quality of adult education instruction,
participation in reading research projects, and development of State
content standards in ABE, ASE, and ESL.

In an effort to ensure that professional development reaches an even
wider audience, in the ICCB and the Service Center Network piloted the
use of an online interactive delivery tool *Horizon Wimba.* This tool
allows participants to interact in live and archived training sessions
using the Internet. In PY 2005-2006, this program will be offered
statewide with the target goal of a minimum of 48 professional
development opportunities for programs using this tool.

######## Management Information System

The ICCB has worked very closely with the Service Center Network to
develop a comprehensive NRS training for all funded AEFL programs. A
three-part training series was developed to promote a team approach to
using local program data for program improvement.

-   *Phase I -- An Overview of the National Reporting System: The
    importance of Quality Data*, focused on the reasons for NRS
    reporting, who gets reported in the NRS, goal setting, performance
    standards, why good data matters, the importance of quality data
    collection at the local level, and resources available at the local
    level to promote reliable and valid data collection.

-   *Phase II -- Intake and Goal Selection*, provided by the Service
    Center Network, focuses specifically on assisting students in
    setting appropriate goals, improving retention, and enhancing the
    overall learning environment to achieve challenging short-term
    goals.

-   *Phase III - Continuous Improvement Model*, specifically focuses on
    continuous improvement at the local program level. Topics covered
    include: re-emphasizing the need to set realistic goals, developing
    an even more in-depth understanding of NRS core outcome measures,
    refining retention strategies, elevating post-test rates as
    appropriate, identifying areas where further professional
    development would be most beneficial at the local level, and
    creating results-oriented single and/or multi-level action plans.

######## Technology 

*GED Illinois* is a world-class, web-based *GED* curriculum that
Illinois developed to further expand the availability of adult education
programming. In PY 2004-2005, the training calendar for *GED Illinois*
was revamped based on input from the field. Illinois participated in
Project IDEAL. Through this partnership and guidance, the State has
added the *Teaching and Learning* online site to give teachers guidance
as they build their online teaching skills.

The Service Center Network is offering training to programs on the use
of the CD-ROM version of *GED Illinois*. The development of the CD-ROM
is intended for correctional settings and for supplemental use where
Internet connections are unavailable. It contains many features of *GED
Illinois* online without the database interaction. In PY 2004-2005,
training was held with Illinois Department of Corrections officials in
order to provide this curriculum to corrections students.

The *Adult Learner Gateway* was launched in PY 2004-2005. The gateway is
a website that will provide online adult education resources to full and
part-time instructors and students. The gateway website includes an
online provider locator, student success stories, and other information
necessary for students to make the choice to pursue education and
training through the adult education provider system.

######## Curriculum

-   *English Beyond the Classroom***[-]{.underline}**is a curriculum of
    community-based assignments for ESL and EL/C students. These lessons
    can be adapted for any community and provide assistance to students
    learning English.

-   *[Building Student Success: GED
    Illinois](../pdfs/Student_Success_Flye.pdf)* is a collection of best
    practices and classroom models for adult education programs and
    instructors using *GED Illinois* to enhance student success.

-   [*Skill Packs*](http://www.readtolearn.org/skillpacks/) are mini
    lesson plans that are taken from real-life experiences for adult
    literacy students. There are over 100 mini lessons available for
    download.

Illinois Adult Education and Family Literacy is one of six States chosen
to participate in the STAR Reading Project sponsored by the U.S.
Department of Education.

**IOWA**

Iowa funded two major projects: the Iowa Literacy Resource Center, and
the State staff development leadership project. The Iowa Literacy
Resource Center serves as a repository of current literacy publications.
It also houses the server for Iowa's NRS electronic reporting system and
supports the *Iowa Literacy* website, housing all reports and various
types of literacy information.

The State staff development leadership project is designed to fund and
coordinate State-level staff development activities in:

-   NRS reporting

-   Program improvement

-   *GED* 2002 preparation activities

-   CASAS statewide staff development activities

**Collaboration**

The Iowa community college consortium-based adult literacy delivery
system has integrated the activities sponsored under Title II with other
relevant adult education, career development, and employment and
training activities. The integration has been achieved through the
cooperation, collaboration and coordination efforts of the Iowa
Department of Education, Iowa Workforce Development and Iowa Department
of Human Services and Iowa Department of Corrections working
collaboratively to achieve common goals and objectives.

####### KANSAS

**Professional Development**

During the *Meeting the Demands of New Legislation* conference, the
following professional development activities were presented:

-   Intensive ESL track using the Department-supported *On Common
    Ground* and *Crossroads Café* multi-media curricula

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-   Extensive exposure to the research-based *Accommodating Adults with
    Disabilities in Adult Education* *Programs* and *Reading
    Interventions for Adults* by the University of Kansas Center for
    Research on Learning

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-   Workshops by Kansas Board of Regents (KBOR) staff members on CASAS
    and other competency-based assessment tools

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-   Data collection, management, and analysis for program improvement
    and to meet NRS guidelines

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-   Preview to the CD-Rom-based teacher orientation to adult education

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-   Six workshops on integrating technology into ABE and ESL curriculum.

KBOR provided 40 on-site regional professional development workshops
throughout the year on the following:

-   *Comprehensive Adult Student Assessment System* (CASAS)

-   Implementation of the research-based *Comprehensive Adult Education
    Planner*

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-   Implementation of *Workplace Essential Skills* multimedia curriculum

-   *Using Data for Program Improvement*

-   *Standardized Testing*

-   *Using Performance- Based Assessments*

-   *Accommodating Adults with Disabilities*

-   *State Reporting System---*PABLO (the new web-based system): two
    workshops, 49 staff trained

-   *Adult Education Directors'/Coordinators' Workshops* -- focused on
    data collection, analysis and program improvement.

####### Management Information System

KBOR adult education's *Using Data for Program Improvement*
workshop***,*** an eight-hour workshop based on the *Using NRS Data for
Program Management and Improvement: Training-of-Trainers* model, was
developed and presented at six regional sites in August and September
2004. These six regional workshops were a continuation of a three-year
series that focused on collecting, analyzing, and using data for program
improvement. Because of previous monitoring findings, the 2004 workshops
focused on the assessment component of data collection---ensuring that
assessments are administered according to test developers' standardized
protocols, appropriate tests are administered at appropriate times,
tests are scored accurately, and correct assessment information is
entered into the Kansas data collection system.

**Monitoring**

State staff conducted six technical assistance visits in PY 2004-2005:

-   Randomly selected individual learner files were reviewed for
    adherence to the Kansas Adult Education Assessment Policy

-   Out-of-range ABE2005 quarterly data reports were discussed with
    program directors/coordinators and staff

-   Initiatives were discussed with program directors and staff.

####### Research

State staff facilitated a study circle composed of staff from two local
adult education programs focusing on research-based adult reading
instruction.

# Technology

A task force worked on the development of the *Kansas Adult Education
New Teacher Orientation* CD-Rom. The interactive CD-Rom contains Kansas'
adult education policies, as well as content sections linked to other
States' adult education professional development websites. The
field-testing phase began after a presentation during the KBOR *Adult
Education Summer Institute* in July 2004. A second field test occurred
during the second half of PY 2004-2005. After reviewing the
field-testing evaluations, final editing is being completed. KBOR
currently is researching a host server. The *Kansas Adult Education New
Teacher Orientation* is now available.

# Coordination

Kansas adult education has worked closely with the University of Kansas
(KU) Center for Research on Learning since 1992. This collaboration has
resulted in development of the *Comprehensive Adult Education Planner*
manual, *Accommodating Adults with Disabilities in Adult Education
Programs* notebook, the *Adult Learning Disabilities Screening* (ALDS)
instrument, and *The Road to Success* curriculum. Currently, adult
education programs in Kansas are working with KU on the *Improving
Instruction in Adult Literacy* project, funded under a grant from the
National Institute of Child Health and Human Development, NIFL, and the
Department's Office of Vocational and Adult Education.

*Adult Education Summer Institute XV* was held at Kansas State
University (KSU) in Manhattan, with KSU faculty members facilitating
workshops. Staff members from the KU Center for Research on Learning
also provided workshops on teaching/learning strategies and on serving
learners with disabilities.

The twenty Kansas adult education programs that are housed in
postsecondary institutions continue to develop transitional services to
encourage more adult learners to continue in education by entering
postsecondary education and training programs. Both of the technical
colleges that house adult education programs have transitional programs
that move successful *GED* candidates into medical certificate programs.

**KENTUCKY**

# Professional Development

Kentucky Adult Education (KYAE) provides professional development (PD)
grounded in research and program improvement and linked to postsecondary
education. Ongoing PD is required for every adult educator. To
facilitate development of required annual Individual Professional
Development Plans, KYAE provides a PD handbook, online PD calendar with
up-to-date course offerings and a PD newsletter, which in FY 2005
focused on ESL instruction, PD planning and research-based instruction.

The Adult Education Academy for Professional Development at Morehead
State University offers ESL workshops and a *Leadership Institute*.
Adult education program directors develop leadership skills through the
*Leadership Institute* by applying data-based decision- making for
program improvement and quality outcomes. In FY 2005, 26 program
directors honed their skills through the *Leadership Institute*.

KYAE and the Kentucky Association for Adult and Continuing Education
hosted a Kentucky conference in conjunction with the American
Association for Adult and Continuing Education conference in Louisville.
The conference featured professional development sessions and networking
opportunities for adult education providers.

KYAE conducts an annual *GED Examiners' Training Conference* to provide
professional development for employees of *GED* testing centers
statewide. At the FY 2005 conference, 26 new *GED* examiners received
training. In addition, 16 *GED* examiners took KYAE's online examiners'
course for refresher training.

A new online course for adult educators, *Training the Workforce*, was
developed and implemented in spring 2005.

Adult educators in Kentucky have access to several online curriculum
products, including *PLATO*, *WIN*, *LiteracyLink* and *Read on the Web*
to help meet the needs of a diverse student population. In PY 2004-2005,
KYAE offered the following technology training:

-   43 workshops providing 235 participants with *PLATO* instruction
    training

-   23 workshops training 149 adult educators in *WIN* instruction

-   Two *LiteracyLink* workshops providing 15 participants training in
    instruction

-   Ten workshops training 107 adult educators in the *Pre-GED
    Connection* component of *Literacy Link*

-   Incorporation of *Read on the Web* into KAELI curriculum

# Management Information System

KYAE holds county programs accountable for meeting NRS performance
indicators as well as enrollment goals based on need in each county.
Using information in the Adult Education Reporting Information Network
(AERIN), KYAE conducts ongoing desk audits of all 120 county programs.
Based on desk audits and information from other sources, KYAE identifies
counties in need of technical assistance. In PY 2004-2005, KYAE
implemented a new model for technical assistance. To support this
effort, KYAE applied for assistance from the American Institute for
Research, which provided consultation and advice on developing desk
reviews, one element of the overall program review and continuous
improvement model.

KYAE conducted 18 workshops to train nearly 400 adult educators on the
use of AERIN, KYAE's online data collection system for NRS reporting.
Through AERIN, KYAE receives real-time data on enrolled students
directly from providers to regularly evaluate program effectiveness.

**Monitoring**

KYAE identifies counties in need of technical assistance targeted to
family literacy programs. KYAE implemented a new performance and
accountability policy to monitor and evaluate county programs. At a
minimum, county programs are expected to meet enrollment goals and at
least 50 percent of the NRS performance indicators. To assist programs
in meeting or exceeding goals, KYAE reviews program data to facilitate
continuous improvement to help students meet their goals. KYAE monitors
programs through desk reviews and onsite reviews.

Programs needing technical assistance are required to complete a
self-evaluation form that leads to the development of a program
improvement plan. Through onsite visits and ongoing communication and
training, a program improvement team provides support to the county
provider. Support includes assistance with professional development,
student recruitment and retention strategies, record keeping, evaluation
of instruction, connection to replicable models of best practice, links
to other local partners and other support based on individual needs.

# Coordination 

KYAE and *Newspaper in Education* (NIE) at the *Lexington Herald-Leader*
partnered to provide an exciting new tool in the adult educator's
instructional toolbox. Adult education programs statewide have the
ability to access the electronic version of the *Lexington
Herald-Leader* newspaper and NIE specialized curriculum and training to
use digital newspapers as a teaching tool. More than 100 adult educators
attended two training workshops.

# Technology

Kentucky is participating in Project IDEAL. KYAE completed case studies
outlining best practices used by experienced distance educators in six
counties. These best practices are being disseminated to new instructors
during PLATO and WIN workshops. KYAE staff attended the Project IDEAL
conference in Michigan to share the case studies and learn about
distance education initiatives in other consortium States.

Through the Kentucky Virtual University (KYVU), the Kentucky Virtual
Adult Education (KYVAE) website ([www.kyvae.org](http://www.kyvae.org/))
allows adults to learn any place, any time, at their convenience. The
KYVU and Kentucky Virtual Library provide a centralized web-based system
available at all times at no cost to the eligible user. In FY 2005, the
Kentucky Institute for Family Literacy (KIFL) made 55 family literacy
technical assistance visits. KYAE purchased a statewide user's license
for the computer-based *GED Official Practice Test* (OPT) available to
all 120 counties. Students who take the computer-based OPT receive a
learner prescription individualized for each test-taker, providing adult
educators with a robust teaching tool. Nearly 100 adult educators
attended six training sessions in FY 2005.

# Curriculum

To better prepare adults for postsecondary education and workforce
expectations, KYAE has produced draft content standards predicated on
the American Diploma Project benchmarks, which were created by Education
Trust and endorsed by the Kentucky State P-16 Council. Kentucky adult
educators, postsecondary faculty and business and community leaders
formed an advisory group and writing work teams to produce standards for
mathematics, reading and writing. These standards will inform student
assessment, curricula and instructional strategies as well as guide
professional development for adult educators.

*Read on the Web* is an online learning product that uses
voice-recognition technology to encourage adults to learn to read.
Learners set their own pace and facilitators can monitor progress
online. *Read on the Web* is designed for adults whose reading scores
are at the lowest levels. It has also been used for adults in ESL. The
product draws on current adult reading research and exemplary learning
practices. This curriculum product was created by KYAE in partnership
with the KYVU and the Collaborative Center for Literacy Development
(CCLD). KYAE contracts with CCLD at the University of Kentucky to offer
the *Kentucky Adult Educators' Literacy Institute* (KAELI), which is
developing master reading and writing instructors through a three-hour
college course, based on in-depth research-based reading and writing
processes. Adult educators develop an understanding of the reading and
writing processes, strategies for instruction in reading comprehension
and vocabulary, the ability to use inquiry-based instruction, and the
ability to use technology and literature in literacy instruction. More
than 160 adult educators have completed the KAELI course. It is
estimated that 8,000 adult students have experienced KAELI techniques
directly from participants and co-workers.

**Research**

A requirement of KYAE's contract with CCLD is evaluative research on
KAELI to determine the effectiveness of the delivery of course content,
usefulness for the adult educator, and impact on outcomes for
low-literacy adults. Emergent findings are provided to KYAE, KAELI
directors and collaborative partners as part of the process for
reviewing and assessing KAELI.

# Coordination

The Workforce Alliance, representing KYAE, the Kentucky Council on
Postsecondary Education (CPE), Kentucky Community and Technical College
System (KCTCS) and Cabinet for Economic Development, provides a
responsive, coordinated system to leverage new and existing resources to
maximize the number of adults and employers served. Through the
Workforce Alliance, KYAE funds basic skills training for incumbent and
prospective employees.

KYAE programs provide instruction to prepare adults to take the ACT
*WorkKeys* assessment for a standardized credential that validates
reading, math and locating information skills for specific occupations.
Adult students who score well on the assessment can seamlessly
transition into technical programs. KYAE programs provide targeted
instruction for the Kentucky Manufacturing Skills Standards (KMSS)
assessment, which is based on the academic, employability and
occupational skills identified by industry as necessary for
manufacturing employment.

KYAE is leading the development of e3.ky.gov, formerly known as *Project
Excel*, an Internet database and repository to connect employers to
Kentuckians with GEDs, certificates, licenses and degrees. This database
will also provide aggregate data on the number of individuals with
credentials in a variety of geographic and demographic presentations.

In PY 2004-2005, Governor Fletcher announced a new public-private
educational partnership that includes KYAE, Amazon.com and the Kentucky
Chamber of Commerce. This innovative initiative will seek to increase
significantly the number of *GED* graduates over a two-year period in
the 20-county area that makes up the labor pool for the Amazon.com
Fulfillment Center in Campbellsville and many other Kentucky businesses.
Amazon.com, which requires the minimum of a *GED* for employees, will
provide up to \$40 for a *GED* test fee reimbursement and an Amazon.com
gift card to *GED* graduates who are residents of the 20-county area,
regardless of whether they are interested in Amazon.com employment.

Kentucky Adult Education is a unit of the CPE. This partnership
continues to create new avenues for recruiting adult students and
helping them transition to postsecondary education as well as better
coordinating workforce education. Some examples of linkages to
postsecondary education institutions include:

-   Membership in the Kentucky State P-16 Council helps KYAE align
    curricula and assessments to the American Diploma Project benchmarks
    to adequately prepare adults to meet rigorous postsecondary and
    workforce standards.

-   KYAE is a member of the Kentucky Higher Education Assistance
    Authority's (KHEAA) GoHigherKy.org, a new online resource to serve
    students from middle school through adult in planning for
    postsecondary education. A major segment of the website focuses on
    adult students. The vice president for KYAE serves on the KHEAA
    advisory board, and a KYAE senior associate serves on the GoHigherKy
    advisory board.

# LOUISIANA

**Professional Development**

As a part of the State plan to provide continued professional
development opportunities, State leadership funds were used to implement
a statewide, comprehensive professional development institute for all
adult education teachers. Workshop sessions addressed topics such as the
interpretation of NRS data for local program improvement, reading
content instructional strategies, mathematics instructional strategies,
recognizing and appropriately identifying students with learning
disabilities, data management, and workplace literacy program
strategies.

Professional development opportunities are not limited to adult
education providers funded by the State Department of Education, but are
offered free to any adult education service provider that chooses to
enroll in the courses. The offerings included *Content Standards Public
Reviews, Helping Students Achieve Job Goals, LiteracyPro Training,
Distance Education, GED Online Management, GED Integrated Online,
Health* *Literacy, NRS Data Training, and Dyslexia Training.*

######## Management Information System

Accountability in adult education in Louisiana, framed by AEFLA and the
NRS, parallels the Louisiana K-12 accountability system in the State's
ability to disaggregate, and report on, data relevant to adult
education. To meet the requirements of interagency reporting of student
outcome factors and the NRS, State leadership funds were used, in part,
for the continued implementation of the *LiteracyPro* data
collection/management software in all federally funded adult education
programs.

**Technology**

The use of an electronic database between the State and Dominion Digital
Sciences (DDS) for receipt of GED results was implemented in PY
2004-2005. DDS has been selected to serve as the current contractor to
provide more technologically advanced opportunities for students,
administrators and State staff to receive test results in a real-time
format. DDS was selected to continue to increase customer satisfaction
with the shortened length of time between test taking and receipt of
test results by students.

State leadership funds continue to be set aside in the development of
the *GED Online* distance-learning module for adult education students.
Site licenses were purchased for all funded adult education programs.
Ongoing, professional development training opportunities were conducted
for adult education lead teachers responsible for the online management
course. All adult literacy programs have trained lead teachers
successfully in the implementation of this project. The implementation
of this distance-learning project allows greater access to adult
education services. The management system will allow student-teacher
interaction and tracking of student assignments, progress and class
hours of instruction. Professional development opportunities and
technical assistance in online management will continue for PY
2005-2006.

**Curriculum**

State leadership funds were used to develop adult education content
standards, aligned with Louisiana's K-12 Grade-Level Expectations
(GLEs). The design, development and certification of the adult education
content standards followed the K-12 standards development, design and
review process. A draft document of adult education standards in the
areas of mathematics, reading, science and social studies has been
established. For PY 2004-2005, Louisiana continued to participate as one
of fifteen States in the Content Standards Consortia Project, sponsored
by OVAE. Louisiana has been referenced in the Content Standards
Consortia guide, *A Process Guide for Establishing State Adult Education
Content Standards* published by the American Institutes for Research
(AIR). The guide is available in electronic format on the *Adult
Education Content Standards Warehouse* web site.

Incentive grant award funds were used to build capacity to assist adults
in achieving the necessary skills to achieve a *WorkKeys/Work Ready
Certificate*. The Louisiana Department of Education elected to use the
incentive grant award monies for year two to continue to enhance
existing adult education programs with the *WorkKeys* assessment as a
supplement to current adult basic education instruction. Funds also
helped to align and coordinate adult basic education programs as part of
the comprehensive statewide *WorkKeys/Louisiana WorkReady! Certificate*
initiatives. The grant allowed all qualified high school students
engaged in a skills training curriculum the opportunity to achieve the
*Louisiana WorkReady!* *Certification* and/or *Industry-Based
Certification*. A total of 500 students have received the *WorkKeys*
certification.

Louisiana has committed to year one of a two-year project, to review,
evaluate and analyze health literacy curriculum models currently
available. After a careful review of available curriculum, the health
literacy study circles model developed by NSCALL was selected. Louisiana
has collaborated with NSCALL to train a total of eight facilitators to
conduct a series of four study circles per region, to review current
research, develop and design lesson plans for adult learners in health
literacy. This process is being finalized. Study circles sessions began
in the Spring 2006.

Louisiana continued to participate in the Content Standards Consortia
for the development of adult education content standards. Louisiana was
selected as one of fifteen States to participate in this OVAE-sponsored
project.

**Coordination**

The Louisiana Departments of Education, Labor, and Social Services and
the Workforce Commission, by legislation are currently working
collaboratively to deliver services to adults to prepare them to enter
the workforce and become productive citizens. The STEP Program has been
established to provide services to these adults.

This initiative assists clients in acquiring the necessary skills to
move toward self-sufficiency and improve the overall well being of
families by improving educational outcomes for participating adults.
Educational activities are available statewide through existing sites
with adequate capacity to serve the estimated number of clients,
expansion of current sites, or creation of new sites to serve these
clients. The target population is adults 16 years of age and older, with
a minor child, who are in need of adult basic education and are referred
to the sites in coordination with Office of Family Support (OFS). The
services provided include adult basic and secondary literacy
instruction, *GED* preparation, administration of the *Profile XT*
inventory where appropriate and/or work/vocational-readiness preparation
for the *WorkKeys* assessment. Coordination between the State
Departments of Education and Social Services (DSS) determines the
process for service delivery.

The Division of Family, Career, and Technical Education maintained a
presence in State-level meetings of agencies both within and without the
Louisiana Department of Education relating to adult education. Close
alignments also were maintained with the Departments of Labor and
Corrections, the Workforce Commission, Welfare-to-Work, School-to-Work,
DSS and the Louisiana Community and Technical College System (LCTCS).

####### MAINE 

####### Professional Development

State leadership funds were used to support professional development
activities through the Center for Adult Learning and Literacy (CALL) at
the University of Maine, serving as the State's adult education
professional development provider and State Literacy Resource Center.
CALL used a combination of federal and State funds to support three
staff development positions and a variety of activities during PY
2004-2005.

Staff at CALL provide professional development and technical assistance
locally, regionally, and on a statewide basis. The focus of professional
development offerings was on reading, math, distance learning, learning
disabilities, and assessment. EMPOWER MATH has been well received by
math teachers.

CALL offered courses in *Differentiated Instruction, Foundations of
Curriculum, Using Authentic Materials in the Adult Education Classroom,
and the EFF Teaching-Learning Cycle*. Maine participated in Project
IDEAL for the third year and now has five training distance educators
teaching *GED On-Line*.

####### Management and Information System

The CALL staff also has played an integral role in providing technical
assistance and training for the state's MIS, the Maine Adult Education
Managed Information System (MAEMIS), and will play an expanded role in
the coming years.

**Research**

Integrating research-based reading strategies into Maine's adult
education classrooms is an area of great interest. Maine continues to
offer adult education teachers and directors a seven-session overview of
reading once a year. This has provided the groundwork for the State's
participation in Project STAR. Three local programs recruited five to
six teachers of intermediate level learners to participate. One program
also included a teacher at the local secondary Career and Technical
Education Center who works in the learning lab. Maine also has decided
to move the whole system to CASAS and has been in discussions with
partners at the State Department of Labor regarding this move. Programs
have been given until June 30, 2007, to make the transition, and the
State has adjusted its assessment policy accordingly.

# MARYLAND

**Professional Development**

Professional development includes specific training activities as well
as workgroup and committee participation. The professional development
of adult education administrators and instructional staff is designed in
concert with State initiatives and programs. In addition to the specific
program trainings, the State maintains a staff trained in the mandated
assessment instruments for Maryland---*CASAS* and *BEST Plus*. The local
instructional specialists received either the *CASAS* Beginning Level I
or the Intermediate Level II training. The training level is determined
by a needs assessment. The training model used is a train-the-trainers
format that allows the instructional specialist to provide training to
the teachers in their respective programs. Local instructional
specialists also received training on using *CASAS* assessment results
to help guide *GED* instruction and *GED* test preparation. The ESL
instructional staff received *CASAS* and *BEST Plus* training with an
average attendance of 25 participants at each training. Extensive
planning with an outside consultant occurred to prepare the *Maryland
Professional Development Symposium and Regional Meetings*, which were
held in July 2005. Local administrators and key staff attended and
participated in identifying priority-training areas.

###### 

The Maryland Adult Literacy Resource Center (ALRC) is comprised of the
*Lending Library, the Literacy Works Hotline,* and *Literacy Works*
website at the University of Maryland Baltimore County (UMBC). Staff
members' activities focus on the attainment of State goals, the
development and implementation of State initiatives, and support of
local adult educators and stakeholders.

The *Maryland Content Standards for Adult ESL/ESOL* online course, with
the accompanying implementation training guide, is designed to provide
consistent ESL training to teachers in the 25 programs that report ESL
learners. This professional development model also will assist in
tracking ESL teachers' professional development training (PDT),
assessing PDT needs, and building capacity in ESL programs. FY 2005
served as the development phase and the project will be completed in FY
2006. To prepare for the project, the ESL staff specialist attended
training at Center for Applied Linguistics (CAL) and participated in the
CAELA conference calls. Currently, Maryland is in the second year of
content standards implementation.

###### Technology 

The statewide *Fall Administrators Meeting* was devoted to technology.
During the year, the local instructional specialists participated in
training to enhance their technology standards training and development
activities at the local level, and to facilitate the implementation of
technology standards in instruction. The specialists designed individual
action plans to guide their program year 2004-2005 local program level
technology standards professional development and shared end-of-the-year
reports on professional development activities conducted at the local
program level.

# 

There are two distance learning options for learners preparing for the
*GED* test: *GED Connection* and *TV 411*. Four *GED Connection Distance
Learning* classes were offered in southern Maryland counties. A six-week
online *Project IDEAL* course and *Distance Learning 101* were offered
for the 12 *GED Connection* participants, which included teachers,
instructional specialists and program administrators. The resource
center coordinator conducted the meetings, designed marketing and
recruitment materials for the *GED Connection* pilot project, worked
with MSDE's public relations department to create a streaming video to
promote the *GED Connection* program, designed a *GED Connection* web
page and online information request survey for potential learners,
provided marketing and recruitment materials to pilot programs for
distribution and represented Maryland at the *Project IDEAL Distance
Learning Summer Workshop*.

A new local program was added to the five *Madison Heights/Lifeline*
(MH/LL) pilot program sites that began in FY 2004. These six programs
participated in informal discussion and sharing luncheons and an annual
meeting featuring a speaker from Intelecom. The family literacy staff
specialist collected and reviewed MH/LL data quarterly and compiled an
annual report on progress of pilot programs coordinated these meetings.
Staff also provided technical assistance to the six pilot programs and
participated in discussions with MH/LL implementers from other States.

##### Coordination

Family literacy activities focused on policy, partnerships and
performance. This was achieved through a gathering of family literacy
grantees, Judy Centers, Even Start, and Home Instruction for Parents of
Preschool Youngsters (HIPPY) partners. The staff specialist played a key
role in facilitating partnerships and enhancing public awareness through
participation in committees and observing adult education programming at
local family literacy sites. Specific activities included working with
the Judy Center Steering Committee on a special task force to revise
their operations manual and monitoring tool. A new chapter on adult
education and family literacy was added to the manual, which resulted in
an agreement to include the chapter in the monitoring guidelines.

###### Management Information System

Training began in July and August 2004, kicking off the year with a
statewide data day. All program administrators, their instructional
specialists, and their MIS specialists were required to attend. Six,
all-day sessions were held to review the uses of data collection and
analysis for accountability, program promotion and marketing, program
management and improvement, and to improve data analysis skills. Other
sessions were developed to increase understanding of the LWIS database
operations and to learn about and share products and resources for local
data collection, data entry, and professional development. In November
2004, January and February 2005, the State conducted three regional
three-hour trainings (*Quality Data COUNTS*!) specifically for the
correctional education administrative and instructional staff.

A data quality consultant was retained for a second year to oversee the
data quality *Certification for the NRS.* For the State and local
grantees to meet these standards, the State developed an action plan
that included training, technical assistance, and product development.
Each local grant provider submitted a data quality plan and a signed
assurance to progress to the next higher level of certification. The
action plan supports local grant providers in the implementation of
local plans.

####### Monitoring

Five programs were selected for site visits and continuous technical
assistance. The programs were given assistance in planning and
troubleshooting so that they could attain the *Superior* data quality
level by the end of FY 2005. The data quality consultant and the State
staff specialist assigned to manage the local grants conducted the
visits. The local grantee is responsible for providing documentation of
procedures and products as evidence of data quality. As a result of
these site visits, several standardized procedures were developed for
data quality activities. The gathering of best practices helped to
facilitate the collection, organization, and distribution of a variety
of documents developed by local programs to enhance their service
delivery. This information was made accessible on the Internet as well
as on a CD. The data quality consultant also facilitated monthly
meetings to monitor database operations, data base changes, and
performance issues. These activities were instrumental in developing the
*Literacy Works Information System (LWIS) User's Guide*, accessible to
local grantees from the LWIS web page where data is reported.

# 

# MASSACHUSETTS

# Professional Development

The Massachusetts Department of Education (MADOE) invests federal and
State funding in continuous improvement of ABE services through such
program and professional development initiatives as the System for Adult
Basic Education Support (SABES), and by providing technical assistance
through Department staff. The SABES program has provided funding for
five Regional Support Centers (RSCs) that work in coordination with a
Central Resource Center (CRC) under the direction of MADOE. Through the
five RSCs located at community colleges across the State, and with
statewide coordination and development from the Central Resource Center,
SABES continued to provide comprehensive training and technical
assistance for adult education and literacy providers in PY 2004-2005,
assisting ABE service providers and programs in determining their
training needs and develop a variety of training opportunities
(consultation, workshops, mini-courses, institutes, study circles,
mentoring, peer coaching and teacher research projects) to meet those
needs.

Massachusetts makes a substantial investment in SABES---in PY 2004-2005,
for every federal dollar invested in SABES, Massachusetts added another
twenty-four dollars in State funding---because the State believes that
effective professional development boosts the knowledge and skills of
ABE teachers and other staff, leading to changes in behavior and
attitude. These changes affect student achievement both directly and
indirectly. Professional development is more likely to be effective if
it is based on clear and specific goals and priorities, sustained over
time, integrated into the life of a program, collaborative, and
research-based. The types of SABES activities that have particularly
strong potential to impact student learning gains include, multi-session
courses (particularly when the design includes a plan for follow-up
activities) intensive focus on writing and mathematics, ongoing sharing
groups, student involvement activities, mini-conferences, peer
mentoring, and program-based activities.

SABES offers several multi-session courses, including the *ABE Toolkit*
and *ESOL Toolkit* series, *ESOL Basics I and II*, courses on working
with these learners with LD, the *Orientation for New GED Teachers*, and
the *Sheltered Instruction Observation Protocol* (SIOP). Since 2004,
SABES has been moving toward increased breadth, depth and impact by
centering on a particular theme (writing or math). This sustained focus
on an area of instruction has the potential to create more lasting
effects.

# 

# MICHIGAN

## Professional Development

## The contract with National Human Resource Development (NHRD) was extended and the team was charged with the responsibility of providing statewide professional development to instructors and administrators for capacity-building and technical assistance to other leadership projects.

The Michigan Adult Education Professional Development (MAEPD)
Administrators' Training Project for PY 2004-2005 was designed to
address challenges facing adult educators and consisted of two
components. The first focused on providing ongoing professional
development through training sessions and technical assistance
workshops. The second focused on providing continuing support to
Michigan's Adult Education Practitioners' Task Forces. The primary
mission of the project is to provide adult education administrators with
the knowledge, resources, and tools they need to enhance the quality of
their programs and to assist them in meeting the needs of their
communities.

####### Management and Information System

State leadership activities included identifying areas of concern
related to the MIS and making recommendations for change. Funds also
supported development of new reports to assist programs in analyzing
their NRS and MIS data as well as tools to assist

data entry personnel with key areas related to NRS follow-up
requirements and how to implement electronic data match.

####### MINNESOTA

**Professional Development**

Statewide and regional staff development has been provided by federal
leadership ABE funds through the Literacy Training Network, at the
University of St. Thomas. More than 40 specially trained ABE training
facilitators continue to plan for and provide local, regional and
statewide teacher and administrator training and continuing education.

**Monitoring**

A *Minnesota ABE Report Card* was developed and discussed with programs
at various statewide training events. Programs that had results below
State core performance indicator targets were scheduled for compliance
visits. Corrective action plans were developed as a result of those
visits. In addition, workshops were held for all programs, which
featured information to improve performance on AEFLA's core indicators.

State ABE program staff conducted on-site program evaluations using ABE
program quality indicators. They also worked with local ABE staff to
develop plans to improve learning options for ABE-eligible adults and/or
management practices to ensure compliance with rules, regulations and
assurances. Staff also assisted partners, such as the Refugee
Resettlement Office, the State Department of Labor, welfare and welfare
reform (JOBS, MNJOBS, STRIDE, and MFIP) and Division of Rehabilitative
Services, in using indicators of program quality and their own,
sometimes differing accountability measures, to conduct evaluations both
on site and using paper reports, of ABE provider results with common
clientele.

**Coordination**

Increased coordination with the Minnesota Literacy Council, the State's
largest adult education CBO, has resulted in a significantly expanded
capacity to deliver volunteer tutor training statewide and technology
assistance to providers, including new distance learning opportunities.
A number of innovative projects have been implemented including online
ABE/ESL chats and the piloting of an online transition to postsecondary
education program. Statewide volunteer tutor training is provided
through the Minnesota Literacy Council and a project has been developed
to upgrade the tutor training process and include more NRS-related
information.

######## MISSISSIPPI

######## Professional Development 

Two Train-the-Trainers Workshops were held in August and January that
centered on teacher orientation, reporting and classroom resources. Six
interactive Community College Network broadcasts were done throughout
the year with topics such as improving reading, test-taking tips,
teaching math, writing curriculum and director's trainings. Two
State-sponsored workshops were conducted last year. One concerned *On
Common Ground* materials and the other was a literacy workshop featuring
Marie Hassett, national level reading consultant.

All presentation materials, the latest edition of the *Teacher
Orientation Manual*, State forms, and resources are posted on the
Teacher and Staff Resource Center web page for easy access. The trainers
have produced two more films for local program use---*TABE 9 and 10 and
Scale Scores* and *Goal Setting and Motivating Students*. These films
are proving to be an informative, cost-effective, and well-received
addition to the State's professional development offerings.

**Technology**

The State funded the purchases of several computer equipment upgrades. A
pilot project to help improve reading levels on assessments was
implemented with the purchase of *Reading* *100* software. The software
is designed to raise reading performance levels on TABE objectives. An
addendum designed to supplement the original State operations manual was
developed which included more assistance with goal setting, survey
procedures, trouble shooting and user tips. This new addendum has
greatly reduced the questions about the correct operation of the AEMS
system and proper data input procedures.

Mississippi ABE has prided itself in having a *GED Online* class since
2001. If students scored high enough on assessment (eighth grade level
on reading comprehension), they are assigned to a class. If students do
not score high enough to participate in the online class, local programs
encouraged the students to participate in an on-site class. For some
programs such as Northwest Community College, the online referrals
became a significant source of students recruited into on-site adult
education classes.

There are also hybrid classes statewide are growing out of the *GED
Online* program. The students in the hybrid classes use the online
software, but are also meeting occasionally with an on-site instructor.

# MISSOURI

# Professional Development

# The Missouri Adult Education and Literacy Professional Development Center (MAELP DC) presented *Beginning Teacher Workshops* (BTWs) in a two-day (12-hour) format for persons desiring to become adult education and literacy (AEL) certified teachers. All BTWs were designed to provide knowledge of instructional practices and to promote better student service delivery. The BTW training, along with submission of an application, college transcripts, and fingerprint cards, are required prior to AEL teacher certification in the State of Missouri. 

#  

-   *BTWs* were designed to provide teaching and classroom
    administration information to newly hired AEL teachers. The format
    was twelve hours of face-to-face presentations with a four-hour
    post-workshop activity. There were ten components of the workshop:
    overview; new student activities;, proper testing procedures,
    technology, and the AEL teacher; teacher certification requirements;
    NRS information; performance standards; *GED* calculator
    information; *GED* Test components; working with students who have
    learning differences; and ESL instruction in the AEL classroom.

-   *Intermediate Teacher Workshops* (ITW) were provided to second-year
    AEL teachers. The format was 12 hours of face-to-face activity with
    a four-hour post workshop activity. There were eight components of
    the workshop: overview, multiple ways to learn, instructional
    strategies, ESL in the AEL classroom, technology and the AEL
    teacher, certification, NRS information, performance measures, and
    working with students who have learning differences.

-   *Experienced Teacher Workshops* (ETW) were offered at regional
    locations throughout the State during July, August, and September
    of 2004. The philosophy and techniques provided during the ETWs were
    the focus of the entire workshop, utilizing an approach similar to a
    college-level class. ETWs were provided to AEL teachers with more
    than two years' teaching experience. The ETWs focused on
    instructional strategies and skills that the experienced teacher can
    take back to the classroom and use with students.

####### Technology 

The MAEL PDC provided technology training and support to local AEL
programs. Specific services included software training, data collection
support, phone and e-mail support, and assisting the State office in
data evaluation and collection procedures. Training and assistance were
provided for use of the *Blackboard* and *HorizonLive* programs. A
website was available to provide information to local programs and
teachers on the activities and services of the MAEL PDC. The MAEL PDC
provided 55 technology trainings during PY 2004-2005.

# 

####### Management Information System

The MAEL PDC consulted with the State office to examine, evaluate, and
develop revisions to the State data collection system, known as ACES.
The MAEL PDC staff worked to help develop and distribute additional data
reports to local programs, and to enhance the data collection process.

# 

# Monitoring

The ACES system was supported for local progams through a combination of
on-site visits and the use of *Netmeeting*, an Internet-based computer
interaction software. This software allowed for timely support for local
programs and an increase in the efficiency of ACES support throughout
the State. A total of 101 *Netmeeting* sessions were held, and 95 visits
to local program sites were provided to support the data collection
process for the State.

# 

The *GED Online* project expanded significantly during PY 2004-2005. 
The *GED Online* project began in 2001 and was expanded in 2002 to three
regional sites that were serving the entire State with a total staff of
seven. In 2003, the project grew to a statewide offering with ten new
sites and 18 teachers and system administrators. The program has
continued to expand in 2005. During fiscal year 2005, Missouri's *GED
Online* program hosted 27 classrooms, with 32 trained teachers.

# 

Missouri again participated in activities associated with Project
IDEAL.  Project IDEAL provided tools to help a consortium of 18 States
implement and assess distance education. During PY 2004-2005, State and
local program personnel attended *Project IDEAL's Report Writing
Workshop* at the University of Michigan.  

####### Curriculum

# 

Missouri has set aside a portion of incentive funds to develop,
disseminate, and implement content standards in AEL programs. These
content standards will provide clear statements of what a student should
know and be able to do. In PY 2004-2005, Missouri established a Content
Standards Steering Committee and Content Standards Writing Task Force
for both AEL and ESL. These committees met several times during the past
year. It is anticipated that several pilot sites will be using the
content standards in the fall of 2006, with implementation in all our
AEL programs starting July 2007.

####### NEBRASKA

# Professional Development

The State office held regional training sessions for the BEST
assessment. These sessions were to review and update BEST assessment
procedures and scoring for those already well acquainted with the BEST
and to provide a formal training opportunity to teachers new to the
BEST. The goal of the training is not only to benefit the teacher, but
also ultimately to benefit students in attaining their personal goals.
Training sessions are designed to meet expectations for the State as
well as for local programs.

Goal setting was a major issue for discussion at the annual ABE
directors' meeting. The meeting stressed how important it is to identify
each student's goal correctly in the AIMS database to reflect a true
picture of the student's and program's progress and success. Since that
time, ABE directors have participated in conference calls to further
discuss goal setting. Student goal setting was an issue raised at the
local program level to encourage setting appropriate and reachable goals
within the calendar year.

A training workshop was held to introduce some to, and support others
using, *On Common Ground, Madison Heights* and *Lifelines* for ESL and
ABE classrooms. These curricula use video and workbooks to introduce ESL
students to English and the American culture. As a result, several
programs use the videos in their classrooms.

Nebraska has begun participating in the ongoing CAELA project, to
contribute to the development of materials for ESL, and create resources
for ESL teachers. A committee of four attended a CAELA workshop to
develop a survey tool, which will be distributed to all ESL teachers
across the State. Survey analysis will identify the needs of ESL
teachers and allow us to better serve their professional development
needs.

#  

Nebraska has been working to develop a statewide plan for technology. A
committee representing State personnel, technology, program directors
and teachers has met to discuss the technology needs of the State and
developed a survey of all attendees at the annual ABE Conference. All
persons at the conference filled out the survey, which was intended to
help establish the technology needs across the State. Because of a
design flaw, the survey will be taken again to make an informed decision
about developing the State technology plan.

**Management Information System**

The Adult Information Management System (AIMS) program, maintains the
database for student records and NRS. A major project is to enable
programs to access web-based AIMS, which will help programs in printing
reports and benefit ABE administrators and teachers.

# Monitoring 

AIMS continues to provide current statistical information to each local
program and to the State office. A profile of each student enrolled in
the ABE program is generated that records all test scores, goals and
achievements. This information is immediately aggregated and available
for record-keeping purposes. Each month, program directors print out the
previous month's status report, add comments as they wish, sign and send
the report to the adult education State office. This information
provides the State office and local programs with immediate information
about continuous improvement and trends in serving students.

The annual application for program funding allows the opportunity for
individual programs and the State office to monitor and evaluate the
past year's successes and areas for improvement. It also allows better
planning for the coming year's activities to maintain what is working
and to make improvements to better serve students in reaching their
goals and help teachers become even better teachers.

In addition, at the close of the fiscal year, programs evaluate the past
year's activities, including NRS standards. Goals from the previous year
are reviewed to identify strengths and weaknesses. New goals are set to
reflect increased student performance, accountability and teacher
strengths/needs.

####### Curriculum

The *Nebraska ABE Newsletter* was sent out as a resource with articles
written by persons who attended national conferences about pertinent
topics for ABE practitioners, such as: volunteer recruitment and
retention, reflective practice in teaching, and a teacher-created
interest inventory to be given to new students as they enter the
program. This allows people in the field to share what they have learned
from attending conferences and meetings. The State office also has a
lending library reorganized for easier use and supplemented with new
materials. Materials can be checked out for examination by teachers
before being purchased or can be used by staff for more information and
professional guidance on a specific subject.

####### NEVADA

######## Professional Development

Leadership monies were invested primarily in providing quality trainings
and resources for administrators, instructors and tutors. The assumption
underlying these activities is that equipping service providers with
sound teaching techniques and leadership skills will most benefit adult
learners as they pursue their learning goals.

Nevada's *Certificate of Performance*, based on student outcomes, has
been granted to 123 adult educators through June 2005. Senator Harry
Reid's office acknowledges certificate recipients with a personalized
"gold bond" letter of recognition. Several States have asked for
information with the idea of replication in mind.

Useful information and resources regarding adult education were
published in *Nevada Connections*, a newsletter with distribution of
nearly 2,000. Positive feedback was received from several partner
agencies that appreciated being kept abreast of adult basic education
activities, especially the professional development opportunities.

######## Curriculum

Nevada's CASAS manager served on the National *CASAS* Consortium Content
Standards Technical Work Group with representatives from ten other
States. ESL standards were developed. She then augmented these standards
with *Equipped for the Future* standards and more competencies, as well
as a writing and grammar component. Individual programs' resources were
collected to align with the competencies and standards. The customized
standards were then rolled out to each of the eight AEFLA-funded
programs. The manuals included purpose, explanation, and guidance on how
to implement the standards manuals. EL/C, ABE, and ASE standards
currently are under development and training is being designed.

######## Technology

Technology is used effectively in all programs to collect data and track
students. All programs use *TOPSpro* software. Data collection
procedures have been established and implemented to ensure quality data
statewide.

Western Nevada Community College's ABE program has benefited from
exceptional institutional support at the Carson City location,
especially with regard to its computer lab. The ABE lab is housed in
conjunction with the office at the main campus. The lab consists of 17
stations with a networked laser printer and a scanner and is equipped
with *ELLIS* software for ESL learners, *Lifetime Library* software for
ABE/*GED* and ESL learners, an English immersion software program for
ESL learners, *Mavis Beacon Teacher* *Typing*, a computer literacy
software program, and the *Math 2000* program for all students. ESL
teachers bring their students to the lab once each session. One
instructor in particular effectively uses technology in teaching his ESL
classes. He will be training other teachers in 2005-2006.

The State Literacy Resource Center purchased materials related to
technology in the adult education classroom as well as electronic and
video resources to support adult basic educators' integration of
technology into instruction.

Catholic Charities indicates that the use of computer technology in the
ESL computer lab, as well as in the classroom, has greatly enhanced the
students' language learning with software programs such as *Access to
English* and *The Rosetta Stone.* Computers also have helped with
several online ESL programs used regularly in classes.

The *CALL* program *(Computer Assisted Literacy in Libraries)* in the
Las Vegas-Clark County Library District is based on a program model that
allows participants to learn technology and technical skills while at
the same time improving literacy. There are 75 computers available in 14
urban library branches. Available software includes *ELLIS, Encarta,
Preparation for Citizenship*, and *Learning 100' s* data system.

Instructors at the Community College of Southern Nevada use a video
camera to film student activities in classes. TVs and VCRs are available
for class activities at several sites.

**Coordination**

Collaboration is a strong component of the adult education system in
Nevada. Through leadership funds, newsletters and professional
development materials are circulated to nearly 2,000 adult education
teachers and administrators. Also included are numerous collaborators
and stakeholders such as family resource centers, Job Opportunities in
Nevada (JOIN), Even Start, one-stop centers, and legislators. Feedback
regarding these mailings remains high and positive.

In conjunction with the Young People's Library Department of the Las
Vegas-Clark County Library District, CALL sought and received a \$77,000
grant under the Library Services and Technology Act. Goals of the
program include training in the theory and practice of family literacy;
forming internal and external partnerships for program development and
client recruitment; and implementing a pilot program featuring best
practices in family literacy. A total of 57 families were served during
2004-2005.

####### 

####### NEW HAMPSHIRE

**Professional Development**

The most successful activities supported with State leadership funds
were continued coordination for statewide staff development between the
State Bureau of Adult Education and the statewide staff development
center at Second Start in Concord, and increased connections between
local program staff and State-level policymakers.

# Technology

Technology investments included purchase and allocation of computers
through incentive grant funds and a number of activities coordinated
with the New England Literacy Resource Center located at World Education
in Boston.

 

# 

# 

# 

# NEW JERSEY

######## Professional Development

The provision of professional development opportunities for adult
education program staff is critical to building and maintaining program
capacity. The New Jersey State Employment and Training Commission's
(SECT's) State Council for Adult Literacy and Education Services
(SCALES) in conjunction with the New Jersey Department of Labor and
Workforce Development (LWD), completed a comprehensive professional
development plan. During PY 2004-2005, the following professional
development initiatives were undertaken:

-   Adult education and literacy program director's meeting

-   *Generation Next*, showcasing best practices and innovation in
    vocational-technical, career and adult education

-   Regional training sessions

-   Fiscal and Accounting Requirements for AEFLA Grantees -- Meeting

-   *Re-Imagining the Future: Beyond Workforce Consolidation*

-   Professional development conference for adult educators

-   *Garden State Employment and Training Association 23^RD^ Annual
    Conference*, and

-   *ETS-EFF* new assessments.

# NEW YORK

# Professional Development

Another priority for the Regional Adult Education Network (RAEN)
directors in 2005 was to provide staff development for distance
learning. The RAEN directors assisted in training 250 adult education
teachers to use *Giving Ready Adults a Study Program* (GRASP), a
distance learning literacy program that prepares high-level students for
the *GED*. In addition to this training, the RAEN provided staff
development in supplemental programs in distance learning including
*Workplace Essential Skills, TV 411, GED* *Connections* and *Crossroads
Café.*

# Technology

A second leadership project funds the New York State Literacy
Information and Referral Service, a literacy hotline that assists adult
students in need of literacy education in locating appropriate
educational programs. The service is housed at the Literacy Assistance
Center in New York City. The service is comprised of two components. The
first refers callers via telephone to direct literacy services, and the
second provides an interactive web-based literacy directory called the
*Adult Education Locator*. The hotline has two toll-free numbers to
provide information, one for New York City and the other for the rest of
the State. The hotline matches the caller\'s home or employment address
to the closest or most preferable literacy program funded by the New
York State Education Department. As of December 2005, the Literacy and
Referral System responded to 13,216 calls from adults seeking literacy
classes throughout New York State and the web-based tool received 21,151
districts queries for New York City.

A third leadership project funds the New York State Education
Department\'s license agreements with Kentucky Educational Television
(KET) and the Public Broadcasting Station (PBS). These license
agreements include the following programs: *Math Basics, Learn to Read,
Another Page, Literacy Link: Workplace Essential Skills and GED*
*Connections*, and *TV 411*. These license agreements are ongoing as
these programs provide the curriculum framework for many of the State's
distance learning programs.

The fourth leadership initiative funds New York State\'s participation
in Project IDEAL, a national research study conducted through the
Program Teaching, Learning, and Technology Institute for Social Research
at the University of Michigan. New York State completed three years in
the project. Participation in Project IDEAL assisted New York in
defining the characteristics, traits, and demographics of the adult
learner. Findings showed that electronic curriculum as a delivery system
can be an administrative platform, a motivational tool, or a means for
educational gain.

# Management Information System

The RAEN directors provide staff development on changes in the NRS, data
entry for Adult Literacy Information and Evaluation System (ALIES), and
using the NRS for program improvement.

New York State Adult Education Team and the RAEN directors began
focusing on larger programs with more than 500 programs funded by AEFLA
and having low NRS performance. The RAEN directors provided technical
assistance in raising performance. Discussions began by identifying
successful programs and developing plans to disseminate strategies to
other programs. By 2006, the RAEN directors will dedicate 90 percent of
technical assistance to large programs in need of improvement in the
seven regions of the State.

# Monitoring

During PY 2004-2005, the New York State Adult Education Team developed
an *Individual Technical Assistance Plan* (ITAP) using PY 2004-05 NRS
performance data. This tool combined with on-site agency visits, and
program staff discussions, provides a framework for technical assistance
and appropriate professional development. Each program under review will
have developed a program improvement process following the guidance from
the New York State NRS. A program improvement committee will be
established by 2006 to work with the RAEN directors to coordinate agency
activities. An interactive web-based tracking system is being developed
to log the activities accomplished in the continuous improvement
process. In PY 2005-2006, the RAEN directors will provide on-site
assistance to the programs including the identification of mentors from
high-performing agencies.

# 

# NORTH CAROLINA

Professional Development

The North Carolina Community College System (NCCCS) provided
seventy-eight basic skills training and staff development opportunities
in PY 2004-2005 throughout the State and attended by 1,525 participants.

-   Basic skills personnel, with the help of Strategic Training
    Resources, began development of a model for online professional
    development and accompanying resources as an additional option for
    expanding instruction for teachers.

-   Training on managed enrollment, the adult learner, the adult high
    school competency test, and continuous program improvement were
    among the topics offered regionally.

-   The compensatory education program held a number of workshops for
    their administrators and instructors.

**Technology**

North Carolina invested \$15,970 to be a part of Project IDEAL.

**Curriculum**

To provide local programs access to quality curricula, a partnership
with the University of North Carolina (UNC)-TV provided a health
literacy curriculum and training statewide.

**NORTH DAKOTA**

**Professional Development**

The North Dakota Adult Education and Literacy Resource Center continues
to provide training for literacy volunteer tutors in North Dakota.
During this reporting period, two training sessions were held for
literacy tutors.

The State Department of Education, along with the State Adult Education
Resource Center staff, continues to provide technical assistance to all
local adult education sites. Two statewide technical assistance sessions
were held during this reporting period. During this year, the emphasis
was on math instruction skills. One three-day session was conducted for
all math instructors. The other session was dedicated to the NRS issues.
The latter session

assisted staff in analysis of NRS data collected and its potential use
in program improvement. The State is working with employers to provide
on-site services whenever possible.

The refugee population has stabilized in North Dakota and new arrivals
are very few. The State continues to provide ESL training to those
refugees who are in the State and working. It also offers tutor training
in communities with significant numbers of refugees.

The State has implemented the new *BEST Plus* test for its refugee
population and NRS reporting. Four teachers were trained as trainers to
administer and train teachers to administer *BEST Plus* in North Dakota.

**Management Information System**

The data collection, data quality, and data usage still are the major
areas that local programs are interested in improving. With the State
leadership funds we have provided many opportunities to work with our
staff in the field to address these issues. One statewide training
session was held for all program directors and individuals who input
data at the local program level. The State system up-grades to the SIMS
data collection tool are being made. The system is being converted to
web-based to accommodate the latest technological changes. Over 60
percent of the local programs, at their request, also received
individual assistance from the leadership funds related to data
collection and SIMS training.

**Coordination**

The primary partners in coordination are the North Dakota Job Service,
North Dakota Human Services, and the subcontractors for TANF.
Coordination also includes relationships with local school districts,
institutions for higher education, and regional career and technical
education centers.

######## OHIO

####### Professional Development

The Resource Center Network (RCN) is comprised of the State center, the
Ohio Literacy Resource Center (OLRC), located at Kent State University
and four regional resource centers. The RCN has three goals: 1) to
provide quality professional development in the form of training,
resources and technical assistance; 2) to support research and
development efforts related to ABLE's current and future needs; and 3)
to provide leadership though cooperation, collaboration, advocacy and
communication.

**Technology**

The Ohio Literacy Network (OLN) collaborates in the *GED Connection*
distance-learning project and provides the lead on the *GED on TV*
project. This support included marketing and promotional material,
recruitment of students to local programs for homework support and
enrollment if necessary. As a result of this project, promotional
awareness packets for distance learning and *GED on TV* have been
developed.

**Management Information System**

The OLRC provides the support for the ABLELink system, the statewide
data management system. There were technical assistance/training network
visits to support the *ABLELink* accountability system at the local
program level.

The ABLE Regional Resource Centers support the development of a
standards-based system as well as provide trainings and activities that
strengthen student results as outlined in the State plan.

####### Curriculum

The Evaluation Design Project located at The Ohio State University
assisted in the development of the standards-based educational system
through the revision and validation of Ohio's standards for ESL. It also
conducted a feasibility study for a survey of teachers on implementing
standards-based education in their programs

####### Coordination

Through Learning Disabled/Temporary Assistance to Needy Families
(LD/TANF) project, Ohio ABLE maintained its collaboration with the Ohio
Rehabilitation Services Commission and the Ohio Department of Job and
Family Services in connection with the NIFL. The project addresses
services to TANF customers with suspected or diagnosed learning
disabilities. The project's goal is to facilitate State and local level
collaborations that integrate services for persons with learning
disabilities and/or learning differences. Improved services will help
these persons achieve their goals as workers, family members and
citizens of Ohio.

An LD/TANF Steering Committee with representatives from the Ohio
Department of Job and Family Services, Department of Education's Office
of Adult Basic and Literacy Education, Rehabilitation Services
Commission, Mental Health, Board of Regents and the Ohio Literacy
Network, continued to meet monthly to discuss policy and professional
development needs of these systems to better screen and serve this
population.

######## OKLAHOMA

####### Professional Development

Over 300 adult education teachers and directors attended this statewide
event in Oklahoma City. The conference featured highly qualified
speakers on such topics as: *Computer Literacy, Equipped for the Future
(EFF), Recruiting Adult Learners, Learning Styles, Teaching Math,
English as a Second Language (ESL) Teaching Strategies, Motivating Adult
Learners, Corrections Education, Critical Thinking Skills,
Accommodations in the Classroom, Southern LINCS, Family Literacy, and
Assessment of Adult Learners Using TABE 9 and 10*. This three-day
conference also featured an exhibit area of adult education publishers
from all the major companies that gave participants the opportunity to
gather sample materials and a place to network.

Teachers participated in 12 days of training on *Supporting Adults with
Learning Disabilities and other Special Learning Needs.* The intensive
training began in January of 2004 and concluded in August 2004. The
training provided adult education teachers the opportunity to develop
increased awareness of learning disabilities and to learn effective
instructional strategies and techniques for working with adults with
learning disabilities and other learning differences.

**OKWorks**

OKWorks is a work-readiness credentialing program that is
employer-centered and demand-driven. Target audiences include the
unemployed and/or underemployed located in the Adult Learning Center
service area. Through OKWorks classes, potential entry-level employees
develop a strong foundation of basic skills while increasing their
ability to competently perform team-based learning, work, and
problem-solving; understand safety as a top priority and commit to
safety initiatives; contribute to productivity in an individual or team
environment; and contribute to employer cost reduction through better
resource and time management.

# Project-Based Learning

Through project-based learning, students improve their basic skills by
planning and developing a project that is relevant to their needs. The
project-based learning approach creates a learning environment in which
students build their own knowledge and skills. This training provided
teachers an opportunity to explore the project-based learning concept
and how to incorporate it into the adult education classroom. One
example of a project incorporating technology was based on learners
designing web pages. World Education consultants presented this training
to 37 adult education teachers.

-   *Back to Basics in ESL* **-** This course was offered to new ESL
    teachers and ESL teachers who wanted a review of the principles and
    strategies needed to teach limited English proficient adults. The
    training focused on research-based instructional methods and
    hands-on activities for ESL learners. ESL consultant K. Lynn Savage
    taught this course to 36 new ESL teachers*.*

-   ***Madison*** *Heights/Lifelines* - These video and print series
    produced by Intelecom for use in family literacy, adult basic
    education, ESL, and distance learning were introduced to adult
    educators in Oklahoma during FY 2005. The two video series combine
    dramatic television with closely integrated print materials designed
    to help adult learners improve reading skills, convey ideas, listen
    and observe critically, and communicate clearly. The video and print
    materials also focus on developing problem-solving and
    decision-making skills, building self-esteem, managing family
    resources, providing for safety and physical needs, and in balancing
    priorities. Seventy-one adult educators attended this training held
    in Oklahoma City and Tulsa and are integrating these educational
    series into their adult education classrooms.

-   *BEST Training* - *BEST* is used by all adult education programs in
    Oklahoma to assess ESL learners. The *BEST* training included an
    initial one-day workshop on administering the *BEST* and practice in
    conducting the Oral Interview. Between the initial training and the
    follow-up workshop, *BEST* interviewers practiced administering the
    oral interview to ESL students in their local programs. At the
    follow-up workshop, participants shared their experiences in
    administering the *BEST* and were provided additional training on a
    different form of the *BEST*. Seventeen adult educators attended
    this training. In addition to the *BEST* training, the State has
    begun a transition from the *BEST* to *BEST Plus*, the
    computer-adaptive version of the *BEST*. The training was provided
    by a consultant from the CAL, developer of the *BEST Plus*.

-   *EL/C Workshop* - ESL teachers were provided a multi-level
    curriculum for EL/C that can be easily integrated into any existing
    ESL curriculum. The curriculum contains six field-tested and
    illustrated modules: *The Democratic Process, Community and Home
    Safety, The Public Library, The U.S. School System, Public Health
    Services, and Housing.* A trainer from the Illinois Adult Resource
    Center, which also developed the curriculum, conducted the EL/C
    Workshop. All EL/C grant recipients were required to attend.

-   *More than the GED* - This workshop was designed to help teachers
    develop effective strategies for teaching the lower-level adult
    learners in need of basic academic skills. Neil Sturomski, adult
    education consultant, conducted this training for teachers from the
    southeast area of the State. Participants received a variety of
    resource materials and learning activities to improve adults' skills
    in the areas of reading, writing and math. In addition, the
    presenter modeled research-based instructional strategies for the
    teachers to apply with their lower-level students.

**Management Information System**

Two one-day workshops were held for *LiteracyPro* data entry personnel
and adult education directors. One day provided basic training on the
NRS and using *LiteracyPro* for new data entry personnel. The second
workshop provided intensive follow-up training for experienced data
entry personnel in an effort to continuously improve data quality and
reliability. Participants brought disks with their own data in order to
troubleshoot targeted areas of concern and evaluate the quality of their
own data. Fifty-three data entry personnel and program directors
attended the trainings.

# Monitoring 

On-site evaluations of four adult education and literacy programs were
conducted during PY 2004-2005. A detailed on-site evaluation form based
on Oklahoma's indicators of program quality and the federal and State
core indicators of performance is used for the evaluations. The on-site
evaluation team consists of two State staff members and an outside
consultant. During the on-site evaluations, local directors and teachers
are interviewed, program documentation is reviewed, including the NRS
data collection and data entry process, and visits are made to adult
education classrooms. An exit interview is held with the program
director and an on-site evaluation report citing areas of commendation,
as well as areas in need of improvement, subsequently is sent to the
director. Follow-up visits by the evaluation team are made within four
to six months to determine how areas needing improvement are being
addressed.

**PENNSYLVANIA**

**Professional Development**

Adult Basic and Literacy Educational (ABLE) Professional Development
services are available to Pennsylvania adult basic education
practitioners from a variety of sources. Six regional centers (PDCs) are
available to provide locally relevant training based on needs
assessments. All local and statewide professional development activities
are listed in the online registration system, e-Campus. Those interested
in a subject can review a course description that includes a
cross-reference to the Pennsylvania Adult Teacher Competencies and
indicators of program quality.

**Technology**

Distance learning targeted barriers to participation such as lack of
transportation, physical distance from an adult education provider,
incompatible work schedules, childcare issues, and discomfort with
traditional classroom instruction. A new system of distance learning was
implemented in PY 2004-2005. Through a network of 18 providers and 26
referral agencies collaborating with a centralized service center of
distance teachers, every Pennsylvania learner had access to adult
education services through distance learning.

**Coordination**

The Distance Learning Initiative, in collaboration with the Pennsylvania
Department of Labor and Industry and the Pennsylvania Department of
Education, provided access to several distance learning curricula. Among
them was the *Workplace Essential Skills (WES)* curriculum. It is
designed to help learners improve their work readiness skills. It
includes a variety of instructional materials such as videos, workbooks,
and Internet activities that can be used in distance learning. Clients
were able to access all the materials at the regional CareerLinks, or
one- stop centers. The flexibility of distance learning instructional
methods also allowed clients to access the materials at any time and
from a variety of locations. An additional component of this initiative
offers centralized support services including professional development
for instructors, access to instructional materials at a discount prices,
and use of a web-based student management system.

The Pennsylvania Workforce Improvement Network (PAWIN) continues to be
an integral component of the Bureau of ABLE Workforce Education Research
Center (WERC). The purpose of PAWIN is to sustain and improve a
centralized support system providing workplace basic skills services to
incumbent workers. The project marketed the concept of the network to
all ABLE provider agencies and added one new affiliated agency, the
Literacy Council of Norristown. Throughout the year, PAWIN affiliates
received training to increase their skills and knowledge in order to
allow them to build stronger workforce development teams. Forty
ABLE-funded agencies participated in PAWIN by working with employers to
provide customized instruction supported in part through PAWIN project
subgrants and fee-for-service contracts with employers.

######## RHODE ISLAND

####### Professional Development

Rhode Island is represented on the board of directors of the New England
Literacy Resource Center by the directors of adult education and of
Literacy Resources/Rhode Island (LR/RI) and two program practitioners.
Through regional work sponsored by the New England Literacy Resource
Center, practitioners remain involved in national projects, including
work around the *EFF* role maps and standards, *VERA* (Voter Education
and Registration and Action) and *Transition to College*.

Funded projects include a daylong professional development workshop for
deaf literacy program workers, a review of support for adult learners
with developmental disabilities, participation in a TESOL panel on
practitioner inquiry and increased participation in discussion of and
reflection upon professional development.

####### Technology

The development of locally produced content for LR/RI\'s web site
continued this year. Content includes reports from inquiry participants,
as well as learner-generated writing and statements. LR/RI also
co-facilitated oversight of a Literacy Information and Communication
System (LINCS) mini-grant, through which three Rhode Island programs
developed and strengthened their provision of online training to adult
learners and practitioners. In addition, considerable progress was made
in refining and expanding a web-based resource system. LR/RI\'s web site
is linked to NIFL's - through its State directories
(<http://www.literacydirectory.org/>) and search engine
(<http://www.nifl.gov/lincs/search/search.html>), through the eastern
LINCS site and through various postings on NIFL list serves. It also is
linked to a number of State literacy resource center web sites listing
adult literacy centers and/or resources. Sites linking to LR/RI, and/or
to which LR/RI has contributed, appear at
brown.edu/Departments/Swearer_Center/Literacy_Resources/progresslinks.html.

**Coordination**

State leadership funds enabled LR/RI to continue maximizing
collaboration and cooperation among adult educators in Rhode Island.
LR/RI participated in an extended process of re-visioning an adult
education system for the State, through its involvement in the
Governor's Task Force on Adult Literacy work groups on standards and
assessment, professional development and program quality. The goal of
the task force's work is congruent with LR/RI's, to strengthen provision
of learning opportunities to adults in the State and to provide
professional development support to those whose working with those adult
learners.

**Curriculum**

LR/RI continued to offer input on issues in adult literacy relevant to
health education to *Transcultural Community Health Initiative* (TCHI)
initiative. TCHI's principal objective is to create a series of
community health worker training programs, to be made available to
community organizations to train community members to be liaisons
between their community and health care providers. The initiative builds
on existing networks to improve educational options, provide new labor
force options, and promote community organizations, advocacy, and health
literacy. LR/RI was among a number of adult education agencies attending
meetings related to community health and is active in the development of
a health workers' curriculum as part of its role in promoting awareness
of the needs of people with a range of literacy abilities.

# SOUTH CAROLINA

**Professional Development**

Based on the previous year's professional development study conducted by
the University of South Carolina, comprehensive staff development was
created for all personnel (teaching assistants, administrative
assistants, data entry, ABE, ESL, *GED*) who work in the field of adult
education. Examples of training include:

-   *Lit Pro Training---*preparing NRS reports, handling student intake

-   *Data entry*---using tables to manage enrollment, creating charts
    and graphs, student intake and assessment

-   *GED, ABE, Diploma Training---*teaching in each instructional area

-   *Assessment, policy and procedures*---learning NRS policies for
    teachers

-   *GED Teacher Academy*---45-hour recertification course

-   *Integrating Technology into the Adult Education
    Classroom*---retooling skills in 45-hour recertification course

-   *Special needs in adult education*

-   *Teaching Literacy Skills to Adolescents and Adults*---retooling
    skills in a 45-hour recertification course.

South Carolina has initiated the *GED Online* in all programs in South
Carolina. Policy procedures and guidelines were developed by a committee
of program managers to ensure effective use of the online training. Over
1,000 students are using *GED Online*. It is available at one-stops and
public libraries.

# Coordination

South Carolina Probation, Parole and Pardon Services (SCPPPS) provides
qualified candidates who are motivated, drug-free, and in compliance
with their program of supervision with an opportunity to obtain a *GED.*
SCPPPS opens doors to higher education through the local school
district's adult education program, the technical college system, and
the South Carolina Vocational Rehabilitation Department. The
comprehensive model promotes collaboration and coordination of existing
agencies statewide, further ensuring an effective and efficient use of
resources.

A Memorandum of Agreement (MOA) between the South Carolina Technical
College System and the South Carolina Department of Education was
developed for implementation in January 2004. The yearlong process
involved many focus groups that participated in discussions and debates
regarding unnecessary duplication of services, and improving the number
of adult education students matriculating in postsecondary education,
thus streamlining services, and ultimately developing a seamless
delivery system. As a result of the articulation process, local
technical colleges and adult education programs developed an MOA. It
clearly identifies the instruction each entity will provide to the
community and also encourages partnering. The State and local MOA
processes greatly enhance collaboration and cooperation, ameliorating
competition, and unnecessary duplication.

TENNESSEE

####### Professional Development

Professional development for instructors of the four target populations
was offered at the *2004 Academy for Instructional Excellence*, the
largest statewide professional development event in Tennessee, serving
593 adult educators over three intensive days of training. The ABE-*GED*
and *Families First* tracks focused on professional development in the
*GED* content areas. One hundred and twenty sessions were led by State
and national facilitators.

A group of adult educators met over the course of the program year and
completed piloting the Tennessee Adult Education Instructional Framework
for ABE/*GED* learners. The process of disseminating and training on the
use of the instructional framework began in June 2005. The group
continues to meet and expand the framework with input from practitioners
across the State.

Three regional trainings were presented for ESL practitioners across the
State, focusing on the *BEST Plus* assessment instrument. Exemplary ESL
teachers led portions of the workshops, along with *BEST Plus* national
trainers. Best practices in ESL assessment were highlighted. A regional
training, covering other ESL instructional issues such as reporting
goals, multi-level classrooms and best practices, was presented five
times across the State.

####### Regional trainings in workplace ESL were presented statewide in PY 2004 - 2005. Thirty-seven practitioners participated in training this year. The *Tennessee ESOL in the Workplace* training manual, along with other workplace publications were distributed. The format for the training included a two-day introductory workshop with practice on conducting a language task analysis in a workplace.

The Tennessee Adult Education Professional Development (PD) Framework
and Tracking System documents training participation and achievement
through a database to further professionalize adult education in
Tennessee. The system, which has received favorable national attention,
was developed with the collaboration and feedback of practitioners.

As a part of the system, a professional development catalog was produced
to inform supervisors and teachers of available opportunities. Annual
transcripts documenting achievement are provided to practitioners. The
*PD Catalog* and other documentation for the *PD Framework and Tracking
System* are updated annually and posted on the Tennessee AEOnline
website at http://aeonline.coe.utk.edu/.

During PY 2004 - 2005, five online professional development classes were
offered: *the Teacher and Student, Teaching Tools, Introduction to
Learning Disabilities in Adults, and Using Math to Solve Problems and
Communicate* and one new class, *Teaching Adults to Read with
Understanding*, was added. These online classes made possible
professional development opportunities for adult education teachers,
many of who are part-time and unable to attend daytime training.

####### Technology

In PY 2004-2005, two regional trainings on distance education using the
*GED Connections* video series were held for 29 participants. One
training on the use of online tools for distance education was presented
for seven participants. At this time, 88 percent of adult education
programs have received the video training and 20 percent have received
the online training. Ongoing technical support was provided via an
electronic discussion list, e-mail, and telephone. An accountability
system for distance learning was designed and integrated into the
statewide database.

In 2003, the Division of Adult Education was granted approval by the
Department of Labor and Workforce Development to use incentive grant
funds to develop and deliver a computer skills project to help
unemployed and underemployed adults in depressed economic areas learn
skills that would help them gain employment. During PY 2004 - 2005,
training and ongoing technical assistance was provided to support the
project. The project has expanded beyond the original targeted counties
and is now being implemented statewide. More than 3600 computer basic
skills students have enrolled in fifty programs.

####### Monitoring

Program monitoring to encourage continuous improvement occurs on a
regular schedule for providers with data collected through the Tennessee
student management program know as the Consolidated Management and
Activity Tracking System (CMATS). After at-risk programs are identified
by CMATS, educational consultants use the Program Accountability System
(PAS) to offer technical assistance related to program quality and
performance. Beginning with PY 2003-2004, the PAS instrument was
developed by adult education supervisors. Assistance is given to the
targeted programs with a self-evaluation, using the PAS instrument
designed for those not at risk. The PAS instrument also is used as a
guide for adult education programs to achieve the commitment level in
the *Tennessee Center for Performance Excellence*, patterned after the
*Baldrige Quality Program*.

State-level advisory boards are regularly convened to help provide input
for planning and evaluation of adult education initiatives. The
Tennessee Adult Education Advisory Board (program supervisors) and the
Tennessee Adult Education Instructional Advisory Board (teachers) give
vital feedback and input. Quarterly meetings and an annual evaluation
and planning retreat are held with our partner organization, the
University of Tennessee Center for Literacy Studies (CLS).

# TEXAS

# Professional Development

The Getting Results Educating Adults in Texas 8's (GREAT 8's) Regional
Teacher Training

Centers for Professional Development are successful in delivering
professional development and technical assistance with full-time staff
to more than 4,000 teachers statewide. The GREAT 8 facilitate regional
advisory committee quarterly meetings with membership made up of local
grantees and at least one member of the local workforce investment
board. The *GREAT 8s* meet quarterly to coordinate statewide planning
and have been granted read-only access to local MIS reports to
facilitate data-driven professional development needs and training
decisions.

The Great Centers' activities included: creation and coordination of a
diverse regional

training program that addresses the multi-faceted professional
development needs of the adult educators; development of a customized
professional development plan for each of the local programs, addressing
individual program needs for technical and technology assistance, as
well as instructional methodologies grounded in scientific research;
assisting adult education literacy teachers in developing individualized
study plans that may integrate the *Texas Adult Education Credential
Model* into their long-term professional development goals; creation
*EL/Civics and ESL Teacher Institute Series* that introduced literacy
teachers to the fundamentals of English language acquisition and EL/C
activities; and training teachers to evaluate literacy resources (books,
videos and tapes) that help teachers facilitate learning in their adult
education classes.

# UTAH

# Coordination

The Utah Department of Workforce Services and Department of Education
continue with a strong team effort with bi-monthly collaborative program
development meetings. This year has seen a collaborative effort between
the two agencies in providing stronger client-centered services through
both agencies, in addition to the one-stop delivery system. As a result,
strong client referral and service partnerships can be found in several
urban locations' programs and in a small number of rural locations
throughout the State.

The State superintendent of public education represents adult education
on the State Workforce Investment Board. The Adult Education Advisory
Board represents the coordinated efforts of education, business, higher
education, and the Department of Workforce Services. The focus of the
board is to support the needs of adult education programs throughout the
State.

# VERMONT

# Professional Development

The PY 2004 -- 2005 *Adult Education & Literacy Professional Development
Calendar* was a collaborative effort of teachers, program managers,
provider organizations, the professional development team and the State
Department of Education. All training reflected the continuing State
priority of encouraging practitioners to use the *EFF Framework* and
competently apply the standards-based approach to instruction and
assessment. All training related to the *EFF Framework* and, in keeping
with what the research says about effective staff development, a
combination of multiple-day, single-day and customized workshops was
offered.

Vermont Adult Education and Literacy, with the Vermont Council on the
Humanities, continued to provide a train-the-trainer approach to helping
teachers learn to lead book discussions and use literature as a means
for engaging learners in meaningful discussions and learning activities.
This third year of the project supported teachers and students to come
together several times to participate in facilitated book discussions
that use community and the *EFF Citizen and Community Role Map* as a
focus for organizing discussions about a book selection.

The Verizon Foundation awarded the Vermont Adult Education and Literacy
system a \$25,000 grant to develop an online catalog of
teacher-generated materials that could be shared via the Internet. While
the proposal was designed and written by the Franklin/Grand Isle office,
the funds were allocated for a statewide collaboration and
representation from each of the adult education and literacy service
providers was organized as the design team.

The team set the parameters for the web site and defined criteria for
acceptable submissions as well as a title. The peer review team provided
the initial screening of submissions and training for others in the use
of the web site. Materials are online and available to teachers at:
[http://www.vtaer.org](http://www.vtaer.org/). While the web site is
designed for use by Vermont adult education and literacy teachers, it
provides links to other national and regional sites where teaching
materials and other resources are available. Vermont teachers continue
to contribute to the site and discuss teaching techniques, assessment,
standards and a variety of other topics.

Another way to share information and resources is through the Vermont
Department's of Education adult education list serve, *Daja Know* at
[http://www.didja_know@list.education.State.vt.us](). The list serve
links teachers with statewide issues and resources as well as with those
of other States and the federal office.

# VIRGINIA

**Professional Development**

The Virginia Adult Learning Resource Center (VALRC) at Virginia
Commonwealth University (VCU) serves over 3,500 of Virginia's adult
education administrators and practitioners annually. In PY 2004-2005,
VALRC implemented a consultative approach to planning trainings and
other professional development activities to better serve its clients.
VALRC offered on-site training sessions, web-based workshops and
courses, a web site that serves as a clearinghouse for adult education
resources, a toll-free *GED* help-line, a listserv open to all adult
education professionals, a printed quarterly newsletter, three monthly
electronic newsletters, and a wide variety of printed and online
publications.

The institutes provide summer staff development opportunities for adult
education teachers and other practitioners through in-depth sessions on
a specific topic in a two- to three-day format. Two summer ESL
institutes were held during PY 2004-2005. The first, at James Madison
University, offered two strands of study for 42 experienced ESL
practitioners. The second, at the College of William and Mary, featured
two strands designed for new ESL practitioners and program managers.

# Technology

The *Polilogue* is a web-based community of practice coordinated through
Radford University with Knowledge in the Public Interest, which retains
the proprietary interests and provides contractual services to the
Virginia Department of Education's Office of Adult Education and
Literacy (OAEL) users. This virtual community serves as a venue for the
exchange of knowledge, strategies, resources, and administrative
guidance for ESL and *GED* practitioners, as well as program
administrators. Online discussions called jams are scheduled throughout
the year. Local program managers and instructors may log in at any time
to participate in jams, review summaries of past discussions, or
download documents from a resource deposit. Discussions have included
topics such as *Marketing, Curriculum and Instruction, Workforce
Investment Boards (WIBs) and One-Stops, and Workplace- Focused GED
Learning*.

# Coordination

Regional Literacy Coordinating Committees (RLCCs) consist of regional
interagency groups that meet on a regular basis to discuss strategies
for improving adult education and literacy services through
collaboration. Eighteen RLCCs have been established in Virginia, many
consisting of the same localities that comprise the regional workforce
investment boards. The Council of Lead Agents, a representative group
from the RLCCs, meets regularly to promote statewide interests. The
three main projects supported by RLCCs are *Race to GED*, health
literacy, and family literacy initiatives. The RLCCs produced a CD on
health literacy that was distributed to doctors, health centers, social
services, and hospitals throughout the State. Each RLCC sponsored a
family literacy project such as *Books for Babies* or *Reach Out and
Read*. Each RLCC provided local libraries with a packet for the
*Official GED Practice Test* and routinely provides scholarships for the
*GED Test*. Many RLCCs have sponsored a *GED* testing center and
regional *GED* graduations.

# Curriculum

*Race to GED* is an innovative approach to adult education based on two
instructional programs, *GED Fast Track* and *GED Prep*. Adult learners
are assessed and instruction is tailored to prepare them for success on
*GED Tests*. The time it takes to earn a *GED* is dramatically
shortened, from one year required in traditional adult education, to
three months or less with *GED Fast Track* and 180 days with *GED Prep*.
The *Race to GED* initiative targets working-age adults, 18 to 64 years
of age, who are employed or able to be employed and can demonstrate
academic readiness to prepare for and pass the English version of the
*GED Test*. *GED* graduates are competent in the workplace, qualified
for advancement to higher-level skills, and capable of success in
postsecondary education or technical-skills certification.

####### WASHINGTON

**Professional Development**

A team participated in AIDDE-based process for professional development
planning for ESL capacity building. As a result, modifications were made
in biennial disbursement of local professional development funds, based
on the CAELA model, as well as providing better information for planning
*Summer Institute 06*, and planning training at the State level.

State leadership funds also were used to develop a *New Instructors
Online Course*. The online course is designed to provide understanding
of the State level basic skills system and prompt questions for new
staff to pursue and discuss at the local level.

State leadership funds also provided training and facilitation upon
request by local programs, including the regional directors' consortia,
brown bag lunches on pedagogical themes, teaching methods instruction
and cross-cultural trainings.

# WEST VIRGINIA 

# Professional Development

West Virginia Adult Basic Education (WVABE) used State leadership funds
to offer multiple in-service sessions as part of two statewide
conferences, as well as a variety of regional and local professional
development trainings throughout the year. Professional development was
targeted both to new and experienced personnel. Approximately 120
in-service sessions were offered including 37 core (mandatory) sessions
and 84 elective sessions.

ABE instructors, administrators, and other adult education and literacy
providers attended a summer conference, which focused on providing core
ABE training. In addition, funds supported a fall conference in
conjunction with a Commission on Adult Basic Education (COABE) regional
institute. Nearly 300 individuals participated in the combined event,
including over 160 adult educators and volunteers, as well as
out-of-State participants, counselors from rehabilitation, and health
and human resources and vendors.  Core sessions related to standardized
assessment, classroom management, curriculum and instruction, preparing
students for the *GED*, providing basic literacy instruction, and
serving students with disabilities and other special needs.

####### Technology

*AdvantageGED*, the West Virginia adult distance education program,
extended the use of *PLATO Learning Systems* using a cyber-teacher as
well as certified distance education teachers to offer *GED* preparation
remotely to learners.

The program includes an on-site orientation session at a local program
where the potential student is academically tested, screened for special
learning needs, assessed for learning styles, and observed for computer
and Internet navigation skills. If the student meets the criteria for
studying at a distance, this information is relayed to the distance
education office where the student is assigned to a teacher for
assistance throughout the course of study.

# Management Information System

The West Virginia Adult Education Management Information System
(AEMIS*)* is a web-enabled MIS developed for federal and State program
reporting and management. In PY 2004-2005, 100 percent of local program
and student data were entered into AEMIS*.* In PY 2004-2005, the
professional development database was created to allow administrators
and teachers to view their personal transcripts for staff development.

####### Monitoring

West Virginia's Performance-Based Accreditation System (PBAS) provided a
structure for accountability and program improvement during 2004-2005.
PBAS provides a method to measure State and local program compliance
with federal and State core indicators annually for all programs using
AEMIS NRS reports and local program self-audits. In addition, an on-site
review of all indicators of program quality was conducted with six local
programs.

1.  In addition to the three federal core indicators, five State
    indicators were monitored. State indicators related to recruitment,
    retention, learning gains, goal completion and staff development.
    Using this data, programs were able to promote continuous
    improvement by determining if: they were serving a sufficient number
    of adult learners, learners were attending the program on a regular
    basis to meet their goals, learners were achieving substantial gains
    and outcomes, and instructional staff were committed to professional
    development opportunities that increased their effectiveness. West
    Virginia's 55 counties have been divided among six regional
    coordinators of adult education (RCAE) for direct technical
    assistance. Their responsibilities include on-site visitations to
    full-time learning centers and special contract classes at least
    twice a year and to part-time classes on an as-needed basis with the
    following priorities: classes at a new site or new instructor were
    visited within the first month, classes scheduled for on-site
    reviews were visited prior to the on-site, and classes that were
    designated as "targeted technical assistance" were visited to
    discuss improvement plans.

**Curriculum**

In PY 2004-2005, West Virginia continued use of the instructional goals
and objectives that were developed in previous years in the areas of
mathematics, writing, reading and *GED*.

Forty-six site licenses were collaboratively purchased for *KeyTrain*
software by the Workforce Investment Office and WVABE for use in adult
learning centers and West Virginia Career Centers to prepare adults to
take the ACT *WorkKeys* assessments. Sixty licenses were made available
to the ABE program in collaboration with the Regional Educational
Service Agency in region one of the State for *Plato Learning Systems*,
correlated to the West Virginia goals and objectives for use in learning
centers. This software is being used in the classroom as well as in the
distance education program.

**WISCONSIN**

**Professional Development**

An AEFLA State leadership contribution of \$5,000 in PY 2003-2004 helped
an annual workforce education conference establish a funding base that
now allows it to sustain itself, while keeping the conference affordable
for all participants. Staff, working with the Department of Public
Instruction, the Department of Corrections and volunteer organizations,
designed and led this large conference.

The latest annual conference featured a general session by Judy Taylor
of Jobs for the Future and Jim Jacobs of Macomb Community College,
authors of *High Leverage Strategies to Increase Access and Success for
Adult Learners,* based on a Jobs for the Future report, *Breaking
Through: Helping Low-Skilled Adults Enter and Succeed in College and
Careers*. This set the tone for the conference's theme of student
transition. A strand of sessions was developed for English as a second
language instructors and tutors.

Eight regional professional development workshops were offered to
provide support to adult instructors who have limited opportunities to
attend training outside of their communities. Participants came from
technical college, community based organizations and literacy councils.
This workshop was created to inform and stimulate discussion and
participation about best practices and current research in multilevel
adult ESL lesson planning. The sessions were offered at no cost to
participants.

####### Coordination

In support of the State's efforts to reach out to smaller literacy
organizations more effectively, a system of funding was designed that
further supports the technical colleges and area literacy councils in
working collaboratively. Grants of \$7,500 in State leadership funds
were made available to any college that applied. Grants must be passed
through to one or more local literacy councils with the agreement that
the funds in some way enhance students' ability to successfully
participate and transition to college.

Forty \$500 mini-grants of State leadership funds were allocated
directly to local literacy councils who made excellent use of these
funds to support the purchase of materials, staff trainings, and minor
costs to keep the councils active and viable. During PY 2004-2005, the
West Virginia Workplace Education Program worked with 25 businesses to
offer multiple classes at worksites. The companies served included
health care providers, resorts, manufacturers, city governments, school
systems, racetrack and gaming facilities, State parks, volunteer fire
departments, and correctional institutions. A total of 601 employees or
potential employees were served. Additional linkages were created
through the participation of the West Virginia Workplace Education
Program on the Business Services Units/Teams in two Workforce Investment
Board regions of the State, and through continuing collaboration with
community colleges, the West Virginia Development Office, local economic
development agencies, and other agencies/organizations involved in
workforce development.

####### Curriculum

Low literacy and poverty are closely linked, and adult basic education
can provide adult learners with skills to make an economic difference in
their lives. Financial literacy is a joint effort supported by the
Department of Workforce Development and the Division of Financial
Institutions, two agencies with interest in assisting more citizens in
becoming financially knowledgeable. Currently a plan for the development
and implementation of a financial literacy program is being implemented.

######## 

######## WYOMING

####### Professional Development 

####### 

####### Teams of teachers and a staff development planner from participating States attended a two-day training in Portland, Oregon, where they learned about the research being conducted in the ESL lab school. NCSALL staff helped the instructors to generate and plan instructional strategies, based on the research findings, to apply in their classrooms. The staff development planner learned about staff development opportunities based on the work of the ESL lab school.

The instructors used the strategies they planned during this two-day
institute and documented their work. NCSALL staff and the staff
development planners provide long-distance support to the teachers
during this time through email, a listserve of participating
instructors, and phone contacts.

######## 

######## 

######## Coordination

The two committees formed in the previous program year continued to work
in an effort to increase coordination, collaboration, and communication
between the field and the State ABE office. The ABE development
committee was charged with examining issues related to statewide program
development. Examples of subjects this committee has considered include
new student orientation, collaboration with ABE providers not receiving
AEFLA funding, coordination with other programs, the *BEST Plus*
assessment, instructor evaluation procedures, student retention, future
staff development, and *GED on TV*. One project that the committee
adopted for PY 2004-2005 was the development of statewide content
standards. Wyoming, along with six other States, was selected as a pilot
State by the U.S. Department of Education to develop and implement
content standards for the State's adult basic education programs. The
content standards initiative was the centerpiece of this program year's
leadership system.

The second committee, the ABE Systems Committee, looks at ABE systems
statewide. The committee is responsible for updating the data dictionary
and developing and maintaining a user guide for the database, as well as
troubleshooting guide. The developer and contractor is a member of the
committee and uses the information gained at meetings to enhance the
database and provide requested training.

######## Management Information System

The state ABE Office has demonstrated to the field how to use data to
increase program intelligence. Trainings have taken place on how to use
the information gathered to change and shift the direction a program is
taking. The newly adopted view on data has allowed the state and the
local centers to better monitor performance levels on a monthly basis.

By having such a strong commitment to data collection and analysis, the
state has demonstrated successful practices in data management and
professional development. The field has received a number of
professional development opportunities related to data management and
more are planned for the future. For example, the state hosted a large
data-training seminar that was conducted by the state's database
developer in February 2005.