New Advising and Support Services Guide

In an effort to assist agency directors, coordinators, advisors, and program staff with enhancing advising services, the SABES Program Support PD Center has developed the Effective Practices Aligned with Indicator of Program Quality (IPQ) #6 guide. The Guide aligns with IPQ #6, Advising and Support Services, of the Indicators of Program Quality for Community Adult Learning Centers and Correctional Institutions and includes examples of effective practices for each of the indicator’s standards. ACLS encourages adult education agencies to use the guide to review and evaluate current advising and support services policies and practices. 

Effective Practices Aligned with Indicator of Program Quality (IPQ) #6

This document was developed by the SABES Program Support PD Center. It draws on prior Adult and Community Learning Services (ACLS) guidance documents (Indicators of Effective Advising, Guide for Completing the Student Education and Career Plan) as well other evidence-based practices and professional wisdom.
 
The intended audience is program coordinators, advisors, and the entire program staff, and is meant to guide reflection, discussion, continuous improvement, and design of your advising program. It does not reflect the full scope or detail of effective practices that might be implemented to achieve IPQ #6, but it provides some key examples.
 
Review the practices and add notes about your program:

• What are examples of how you address or implement similar practices?
• Where could your program make improvements or expand on these practices?

Examples

Indicator 6: The program ensures effective and equitable delivery of advising and support services.
6.1: Students actively pursue options for postsecondary education, training, and employment based on informed decisions.
Director and/or Coordinator:

• Communicates to staff and students that education and career advising is a core component of the overall program.
• Communicates to staff and students the importance of integrating education and career planning into curriculum and classroom activities.
• Provides time for advisor(s) and teachers to work together to encourage college and career readiness for all students, including integrated, contextualized curriculum that brings education and career planning skills into the classroom.
• Introduces advisor(s) to local Workforce Innovation and Opportunity Act (WIOA) partners and connects them to their local workforce area Outstationing Coordinator.
• Seeks and provides professional development opportunities for advisor(s) and teachers to build their knowledge and skills in these areas.

Advisor:

• Meets with students individually and in groups, initially and over time, to help them identify and achieve authentic goals.
• Is available to teachers when they have concerns to share about students.
• Helps students articulate and break down short- and long-term goals to develop education and career plans that are flexible, culturally sensitive, and always evolving.
• Maintains contact with WIOA partners and local workforce area Outstationing Coordinator to learn about labor market trends, training and employment opportunities, and to refer students to the local MassHire Career Center, as appropriate.

Advisor and Teachers:

• Establish a process for routinely sharing non-confidential case notes relevant to students’ progress.
• Develop contextualized lessons/integrated curriculum to help students gain education and career planning skills, learn about postsecondary education and training programs, and explore community resources in the context of reading, writing, math, and language instruction.
• Integrate lessons that include field trips to community colleges and MassHire Career Centers and/or invite representatives, including Outstationing Coordinator, to visit classes.

Educator Growth and Effectiveness and TeachPoint

“I never teach my pupils; I only attempt to provide the conditions in which they can learn.”
Albert Einstein

High-quality adult education programs cannot function without effective program leadership. Effective program directors create the conditions in which teachers succeed and instruction improves the lives of students. The Massachusetts Adult Educator Growth and Effectiveness (EGE) Model, formerly the Educator Growth and Evaluation Model, is a six-step process that supports teachers and program directors to effectively provide learning conditions in which students thrive. This change in name seeks to honor the passion and commitment of program staff and reflect ACLS’ state as partner and ujima (i.e., collective work and responsibilities) values.

 

The EGE model consists of a continuous learning cycle and provides a process that can be adopted or adapted according to local program and staff needs and resources. It promotes teachers’ growth and development and supports teachers and program directors in reflecting upon and taking an active role in improving instructional practices. The goal is to provide coaching, training, and tools that empower teachers to become instructional leaders.
 
ACLS, the SABES Curriculum and Instruction Centers, and the SABES Program Support PD Center are committed to working together with adult education programs to implement a cohesive EGE system that enhances the capacity of teachers and program directors to affect change in instructional practices in a collaborative manner that leads to the high-quality and rigorous instruction all adult education students deserve.

TeachPoint is an online database that programs can use to manage teacher observations, PD goals and plans, teacher self-assessment documents, and other documents that are part of the EGE model. In FY2021, ACLS has purchased 100 TeachPoint licenses for adult education programs. Programs who are currently part of, or are planning to implement the EGE model, will be given priority to use these licenses at no cost to them, on a first come, first served basis.

Please look for information about FY21 EGE PD from the Program Support PD Center.

MAPT-CCR Remote Test Administration-Policy Change
In response to questions and comments received from adult educators in Massachusetts and upon further consultation with UMass Center for Educational Assessment (UMass CEA), ACLS is allowing MAPT-CCR tests to be taken on a cell phone. This policy is effective immediately.
It is strongly recommended that students take the MAPT-CCR on a desktop, laptop, or tablet, but if a) there are no other options for devices for students to take the MAPT-CCR, and b) students are receiving instruction and completing class work/homework on their smartphone, then, in those limited circumstances programs can have students take the test on the smartphone that students have access to. The smartphone must have an internet browser installed and be capable of maintaining a videoconferencing link with the test administrator (e.g., Zoom, FaceTime, Google Meet).  
 
TABE CLAS E Survey
As mentioned in the June 25th State as Partner Event, ACLS may order copies of the online TABE CLAS E (Reading and Writing) to support programs, as the supplier has a 500-copy order minimum. In order to help ACLS determine this need, programs using the TABE CLAS E tests are asked to take out a one question survey. Please click on the link below to answer the survey:
https://webportalapp.com/webform/acls-fy21-assessmentsurvey
 
July 9, 2020 Assessment Webinar Recording and Q&A
The recording for the July 9, 2020 Assessment Webinar delivered by ACLS and UMass CEA is available at: https://zoom.us/rec/share/1_x_JLf8r2NOTqfTtHDQCv8rO4nUaaa8gXJN_vJbnhp2sSCQ_QlDipH3uARy-JkK
Password: 9X?43qB$
The Q&A from the webinar is attached to this mailing and will soon be posted on the ACLS Test Help Blog and the ACLS Assessment Policy webpage.
 
Extension of NRS ESL Tests
The Office of Career, Technical, and Adult Education (OCTAE) has extended the following ESL tests (initially approved for use until February 2, 2021) until February 2, 2023: BEST Plus 2.0 and TABE CLAS E. Please see official extension of approval notice in the federal register here.
This brings no change to the use of NRS assessments approved for use in Massachusetts and adult education providers throughout the Commonwealth must continue to use the same assessments as per the ACLS Assessment Policy Manual: MAPT-CCR, TABE literacy, TABE 11/12, BEST Plus 2.0, CLAS E Reading, CLAS E Writing.

Massachusetts’ Acceptance into Teaching Skills That Matter AIR National Project
Massachusetts is one of the few states that has been accepted into the national project Teaching Skills That Matter in Adult Education (TSTM) led by the American Institutes for Research (AIR). TSTM is a three-year project whose goal is to support participating states to:

• develop the capacity to improve student outcomes by gaining content knowledge and technical skills;
• meet online and in person with educators and trained facilitators in other states to share practical experiences and solve problems;
• receive training and technical assistance tailored to their own professional development needs; and
• be equipped to bring the resources and training back to their program for statewide implementation.

The Massachusetts TSTM team is represented by:

• Dana Varzan-Parker-project leader
• Brooke Machado-Boston Public Schools Adult Education, ELA Instruction
• Christa Exter-Methuen Public Schools Adult Education, Math Instruction
• Laura Porter-Holyoke Community College, Ludlow Area Adult Learning Center, ESOL Instruction
• Carol Rijo Merino-Chelsea Public Schools Intergenerational Literacy Program, ESOL and Spanish Native Language Literacy Instruction

Starting the end of August 2020, this team will participate in an eight-month training with AIR and will develop a plan to disseminate, train, implement, and sustain the TSTM skills and content areas across all adult education providers in MA. Stay tuned for more details on the TSTM plan.
For questions related to curriculum, instruction, assessment, EGE/TeachPoint, and TSTM, please contact Dana Varzan-Parker at dana.varzan-parker@mass.gov.

 
ACLS will host a three-day virtual New Directors’ Orientation. The sessions will be held through the Zoom platform on:

• Friday, October 2, 2020 from 9:30-3:30 pm
• Friday, October 9, 2020 from 9:30-11:30 am
• Friday, October 16, 2020 from 1:00-3:00 pm 

In these session participants will:

• Gain an understanding of your role in running an Adult Education program
• Gain an overall awareness of the DESE system, including the ACLS Guidelines and the Indicators of Program Quality
• Review of key ACLS/DESE Initiatives: Workforce Development, Workplace Education, and ACLS Program Quality Reviews
• Review ACLS Accountability System
• Discuss recommended resources and trainings: e.g. SABES
• Engage with other new directors

This is recommended for all new program leaders within the last year; and open to anyone employed in a DESE/ACLS-funded program.

Please register using the link below before Friday, September 18, 2020:
https://www.surveygizmo.com/s3/5757433/New-Directors-Orientation

Now Available: Free, Self-Paced Courses

In partnership with the EdTech Center at World Education, we are pleased to offer a series of free, asynchronous, self-paced courses that you can take at any time to help with your FY21 program planning:

• Examining Social Issues in the Classroom with The Change Agent
• In this course, you will have the opportunity to consider the intersection of social justice and adult education and to identify concrete steps that you can take to implement classroom activities that will help students understand underlying social issues and how to advocate for themselves and their communities. You can also find information about and access The Change Agent’s recent “Talking about Race” issue.
• Introduction to Blended Learning
• This course presents foundational information about blended learning, including definitions, strategies, examples, and reflective activities presented in multimedia format. The goal of the course is for participants to have a basic understanding of the different forms of blended learning and how they might integrate them into coursework.
• Introduction to Mobile Learning
• In this course, you will learn about integrating mobile devices into your classroom, distance, or blended instruction. It includes definitions, suggested strategies, examples, and reflective activities. The goal of the course is for teachers to have an understanding of the different ways adult learners and their teachers can use flip-phones, smartphones, and tablets for learning both in and out of the classroom.
• Introduction to Open Educational Resources (OERs)
• This course introduces essential information about OER, including key definitions, examples, and reflective activities presented in multimedia format. The goal of the course is for teachers to understand the benefits of using OER, know where to find them, and how to evaluate them.

For more information, please contact Luanne_Teller@worlded.org.

FY21 Changes
Please note the following changes in LACES:

• Service: “Distance Learning – Hub” is no longer a service option in FY21. It has been removed from the dropdown list.
• Contact: Email addresses will be required in student, staff, and tutor records. If someone does not have or want to share their email, enter “Not provided.”
• Staff Record: “Highest Degree/Diploma Earned” and “Birthdate” are required fields for staff starting July 1. The first will enable ACLS to monitor adherence to qualifications policies. SABES will use dates of birth when entering professional development into staff records.
• Attendance: 
  • As of September 1, there will be three options for recording student hours:
  • Instruction: Record hours for in-person or face-to-face instruction.
  • Instruction – Distance Learning (Virtual F2F): Time engaged in synchronous face-to-face instruction via Zoom or Google class or similar platform. 
  • Instruction – Distance Learning (Proxy Hours): The time distance education students spend working independently; time is measured by Clock Time/Time on Task, Learner Mastery, or Teacher Verification.  
  • When students are enrolled in blended or hybrid classes, programs are required to separate the hours. For example, a student may attend three hours in person one day and then participate two more hours in a Google classroom another day. Those hours should be entered separately. 
  • If a class begins the year entirely online and then shifts to hybrid or in person, you do not have to create a new class. Instead change the hours type accordingly. Notify your program specialist if you are making significant changes to your FY21 approved class plan. 
  • States are required to report the number of DL hours. ACLS distinguishes between virtual face-to-face and proxy hours in order to analyze the student participation and outcomes and provide data informed guidance. 
  • Programs are not required to enter intake and assessment, workshop, or advising hours.  
  • Intake, orientation, and assessment time outside of a regularly scheduled class do not count as instruction.  

FY21 Desk Review 

• ACLS is updating the desk review and supporting documentation. There are a few small changes to the LACES searches. Be on the lookout for training announcements.

LACES Training 

• The SABES Program Support PD Center will coordinate all future LACES training. We anticipate that all training will be online. You will be able to register through the SABES calendar.