Rob Moore Sheila Butler Director of Adult Adult Basic Education - - PowerPoint PPT Presentation
Rob Moore Sheila Butler Director of Adult Adult Basic Education Teacher Education Professional Development Facilitator N.B. This training does not fulfill the DWD Adult Education Professional Monroe County Community Schools Adult Education
Monroe County Community Schools Adult Education Bloomington, Indiana
Rob Moore
Director of Adult Education
Sheila Butler
Adult Basic Education Teacher Professional Development Facilitator N.B. This training does not fulfill the DWD Adult Education Professional Development requirement.
Who would have a similar mission to yours…….but also has money? DWD Adult Education Monroe County Community Schools Adult Education Potential Funder The mission of the Department of Workforce Development (DWD), Division
ensure delivery of foundational skills development, career pathways, and academic and career counseling services to adults and out-of-school youth for the purposes of employment, reemployment,
Empowering adult students to enhance career opportunities, further their education, and become global citizens.
Potential Funder? Mission Dollar General Literacy Foundation As an extension of Dollar General’s corporate commitment to literacy, the Dollar General Literacy Foundation was established in 1993 to help increase the functional literacy of adults, families and children. Foundation of Monroe County Community Schools The Foundation of Monroe County Community Schools engages community support to inspire learning, enrich teaching, and enhance educational opportunities for all MCCSC students. Monroe County Community Foundation We Invest in a Better Future for our Community. Smithville Charitable Foundation The Smithville Charitable Foundation was established in 2007 in outpouring of the family’s generosity and desire to enrich the lives of people served by Smithville
communities around the area. Each year Smithville Charitable Foundation generously gifts to many different causes.
Describe the need for adult basic education services in the community you serve. Demographic data from the 2017 American Community Survey (1-Year Estimate) of the United States Census show a need for adult education and literacy services in the counties in Region 8 served Monroe County Community Schools and its subgrantees.
Brown County Greene County Monroe County Owen County Indiana Population 25 years of age and older with less than 9th grade education 2.2% 3.4% 2.9% 4.3% 3.6% Population 25 years of age or older with 9th to 12th grade education but no diploma 7.8% 9.6% 6.5% 10.4% 7.7% Median Annual Earnings age 25 years or older, less than high school graduate $15,541 $20,040 $15,658 $22,212 $22,250 Citizens 18 years or older who speak a language other than English at home. 1.5% 1.0% 5.6% 2.1% 5.0% Population foreign-born 0.5% 0.2% 8.2% 0.4% 5.0%
Describe the need for adult basic education services in the community you serve. In addition, our region’s high school graduation rate lags behind that of the State of Indiana. Year 2015-2016 2016-2017 2017-2018 2018-2019 Crawdad County 82.3% 83.2% 84.9% 83.7% Montpelier County 90.1% 89.1% 87.2% 86.1% Orville County 85.6% 88.0% 86.6% 85.8% Indiana Statewide 89.1% 87.2% 88.1% 87.3%
Describe the need for adult basic education services in the community you serve. Finally, according to demographic data from the 2017 American Community Survey (1-Year Estimate)
Monroe County, owing to the high percentages of residents who are foreign-born, of Asian or Hispanic
Population Characteristic Indiana Brown County Greene County Monroe County Owen County Foreign born persons 5.0% 0.5% 0.2% 8.2% 0.4% American Indian and Alaska Native 0.2% 0.0% 0.0% 0.2% 0.3% Asian 2.1% 0.8% 0.4% 6.3% 0.5% Hispanic or Latino 6.7% 1.6% 1.3% 3.3% 1.2% Native Hawaiian and Other Pacific Islander 0.0% 0.0% 0.0% 0.0% 0.0% Language other than English spoken at home 8.4% 1.5% 1.3% 10.8% 2.5%
What will our program or project accomplish? Our adult education program will increase the educational attainment rate of adults and out-of-school youth in Monroe County.
What will change as a results of your program or project? As a result of our adult education classes, adults and out-
they need to enter and retain stable employment in high- wage, in-demand occupations.
What will be the measurable results of the program?
in the adult education class. "Eligible adult education students" is defined by the U.S. Department of Education as persons who are 16 years of age who have left high
class participation.
numeracy skills as measured on the Test of Adult Basic Education given as a pre-test upon registration and as a post-test after 40 hours of instruction.
Equivalency Diploma by passing the Test Assessing Secondary Completion.
How will your program or project address the need?
The Monroe County Community Schools will conduct an adult education class by a certified teacher. As a partner organization, the Bloomington Parks & Recreation Department will provide child care for participating parents via its 21st Century Community Learning Center. The class will be conducted for 12 hours per week at Fairview Elementary School for 30 weeks between July 1, 2014 and April 1, 2015. The number of class hours per week and the number of weeks has been shown by the adult education program to be sufficient in intensity and duration to enable adult students to achieve the
The class will consist of:
The principal, guidance counselor, social worker, and teachers of Fairview Elementary School will identify children who are lacking grade-level skills and invite their parents to participate in the adult education class.
reading, and language skills on the Test of Adult Basic Education, and setting of goals on an Adult Learning Plan pertaining to the program's measurable outcomes described above.
individual practice, evaluation, and closure activities.
Adult Learning Plan will be updated in terms of goals achieved.
Is the project or program accomplishing the goals and objectives?
in the adult education class. "Eligible adult education students" is defined by the U.S. Department of Education as persons who are 16 years of age who have left high
class participation.
numeracy skills as measured on the Test of Adult Basic Education given as a pre-test upon registration and as a post-test after 40 hours of instruction.
Equivalency Diploma by passing the Test Assessing Secondary Completion.
enrolled in the adult education class. "Eligible adult education students" is defined by the U.S. Department of Education as persons who are 16 years of age who have left high school. "Enroll" means to accumulate at least 12 hours of class participation.
skills as measured on the Test of Adult Basic Education given as a pre-test upon registration and as a post-test after 40 hours of instruction.
Equivalency Diploma by passing the Test Assessing Secondary Completion. Objectives or SMART Goals: Criteria for Success:
Describe how the applicant identifies eligible individuals with learning disabilities and persistent barriers to employment. We will identify eligible individuals with disabilities and barriers at several points. During orientation, new students have the opportunity to identify disabilities and barriers to employment on the Learner Registration Form. Within the first 12 hours of attendance, students complete an Adult Learning Plan with their teachers, on which they can identify factors affecting their progress. Also within the first 12 hours, students set up their accounts on Indiana Career Explorer, which asks them to identify any needs or barriers to learning. Thirdly, during instruction, if a teacher notice that a particular student is seems to have difficulties in learning or finding employment, we refer the student to vocational rehabilitation for evaluation for learning disabilities and/or specialized employment services. Finally, we facilitate psychological evaluations of students for learning disabilities either with an on-site psychologist or in partnership with other testing services, such as the Indiana University School of Education and Vocational Rehabilitation.
Explain how the applicant has met, and plans to meet, the needs of eligible individuals, including individuals participating in IOODE, with disabilities, learning disabilities, and persistent barriers to
To meet the needs of individuals with learning or other disabilities, we use a student’s previous Individual Education Plan from his or her last school, if available, to identify the tools and services that are needed to serve the student appropriately. We also partner with Vocational Rehabilitation to have individuals evaluated for disabilities and accommodations that are necessary in individual cases. So the tools, schedules, curriculum, and services depend on the individual’s disabilities and the accommodations that are recommended by the evaluator. These may include frequent breaks, extended time for testing, individual tutoring for some subjects, use of calculator, use of manipulatives and multi-sensory strategies, large-print books or books printed in Braille, audio or alternate presentation of learning tasks, etc. We also partner with local volunteer literacy organizations for individual tutoring of students with low levels of literacy and numeracy as an instructional accommodation. The classroom sites are compliant with the facility requirements of the Americans with Disabilities Act (ADA).
To serve students with persistent barriers to employment, our curriculum incorporates workforce readiness activities that include resume writing, communication and teamwork skills, thinking critically, and problem-solving, all taught directly or imbedded into other learning activities. We partner with WorkOne to provide eligible individuals subsidized work experiences with employers and with vocational rehabilitation services if the barrier to employment is disability-related.
As part of our marketing and recruiting efforts in PY 2019-2019, we distributed literature and announcements to family literacy programs, elementary schools, social service agencies, county community corrections departments, the Ivy Tech admissions department, and places of business patronized by our target and priority
accounts to make eligible individuals aware of adult education and training services. Thirdly, we reached out to employers (e.g., Cook Medical, White Lodging, Boston Scientific, Metal Technologies, Glenburn Nursing Home, Lyons Health & Living, Eagle Railcar, and Greene-Sullivan Special Education Cooperative) to partner with them for incumbent worker training. Finally, we created Integrated Education & Training classes to attract new individuals to adult education beyond the “traditional” population of those who need a high school diploma or English language instruction only.
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