Adult Education and Literacy Advisory Committee
2017 Annual Report

Adult Education and Literacy Advisory Committee
2017 Annual Report

December 14, 2017

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Adult Education and Literacy Advisory Committee
2017 Annual Report

Overview

This report is an informative summary of the discussions and recommendations from the Adult Education and Literacy (AEL) Advisory Committee to the Texas Workforce Commission’sthree-member Commission for consideration.

This committee used 2017 to combine productivity with ambition, convening officially in March, June, September, and December. Each month,when official committee meetings were not held, committee members had informative discussions regarding the recommendations included in this report. Additionally, many committee members have participated in informal workgroups to better understand details aboutAEL performance, strategic initiatives and other topics. The goal of these informal workgroups is to ensure that the committee’s recommendations consider the broader context of implementation.

The current nine-member committee comprisesrepresentatives from across the state in the public and private sectors. There are three AEL providers that represent nonprofits, community colleges, and school districts. The representation from employers, Local Workforce Development Boards (Boards), and private agencies hasbrought a unique perspective in the analysis of AEL services in Texas.

AEL Advisory Committee active during the period of this report include Tiffany Johnson (presiding officer), Ken Trevino, Mary-Jo Ochoa Hernandez, Lisa A. Hembry, Wanda Garza, Nancy Crawford, William (Bert) Miller,Lillian Riojasand Joyce Delores Taylor.

Recommendation 1: Increase the Public Perception of AEL

Many committee discussions throughout 2017 have centered around how AEL is perceived in our communities and to what extent adult literacy is a problem for the community. Often community members, collaborating agencies, and employers have a limited perception of both the diversity of the adult learner population and the diverse services that the AEL program offers. Adult learners are seen typically as those who cannot read, speak English,and/or lack a high school diploma. They are often seen as unemployed or unemployable. AEL services are widely perceived to consist of English as a Second Language and high school equivalency preparation only. This public perceptionof adult education could limit program recruitment efforts, public support, and result in missed opportunities with organizations and employers who could stand to benefit from AEL services.

To support this recommendation, committee members created and distributed a short, general survey to their local stakeholders in the community, includingBoards, employers, and nonprofits. Thesurvey determinedwhetherthe general population was familiar with AEL and the range of services offered.

Although a relatively small sample was received (32 responses) the data support the concept that not all community partners are aware of the vast array of services that an AEL provider-partnership can generate. Only 46 percentof the respondents statedthat they have a referral process in place with AEL, leaving a large percentage of potential partners unaware of how to effectively refer potential clients toAEL services. Additionally, many specialized services such as those for internationallytrained professionalsand for individuals in correctionsor reentering the general population are not being reached, as illustrated by the 5 percentawareness of those services.

The committee recommendspursuing efforts to promote AEL and reinventing the AEL image through statewide and regional public campaigns to reach local communities and ensure that partners are aware of the valuable services that local AEL programs offer. Efforts could include increased strategies to reach employers, public agencies, local and county governments, corrections organizations, nonprofit organizations, and others. While community colleges, libraries, public and private school districts, Boards, Workforce Solution Offices have been included in AEL efforts, the survey revealed there are still gaps in these relationships that could benefit from increased outreach. By announcing a statewide consistent message with regional outreach efforts, more potential students and local agencies could access much-needed services.

Strategiesto increase public perception of AEL include the following:

  • Facilitatingdevelopment of both a statewide profile and local community profiles that show the demographic data related to adult literacy
  • Delivering a consistent message that highlightsthe wide variety of services offered through AEL
  • Developing better methods of reaching AEL providers including promotingthe use of the 800 number and online search tools at the Texas Center for Adult Learning and Literacy to encourage and support referrals
  • Supporting local providers to develop localized presentations and public information sessions by inviting key stakeholders to learn about existing resources and establish partnerships and referral processes

Efforts would be used to coordinate both statewide and local public campaigns involving all agencies, capitalizing on strengthening partnerships with community stakeholders, workforce, and education.Local community profiles with consistent messaging would allow local partners to launch joint effortsacross the state to present a new image of the program and develop more comprehensive and effective relationships that target applicable services for the specific needs of their communities.

Recommendation 2: Competencies for the Leadership of Excellence Academy

On September 21, 2017, the Commission approved $400,000 in Fiscal Year 2018 for the AEL Leadership of Excellence Academy. The committee supports the creationof multilevel leadership training that includes key areas to developAEL leaders and offers recommendations for this AEL initiative.

The committee recommends a tiered system to facilitate developing AELleaders at all experience levels. Thisleadership development initiative will focus primarily on efforts to ensure that AEL providers have leaders capable of managing and delivering effectively. By offering various levels of technical support, these trainings will ensure a legacy of succession.

For administrators new to AEL, the first tier training would provide a foundation that includes general grant management, performance accountability, data analysis, curriculum development, and general accounting and budgeting.

Atthe next level,the program would deliver more advanced training such as establishing clear and defined processes and procedures to be followed at the local level, providing financial planning, developing collaborative relationships in the community, discussing more in-depth human resource topics, and developing new projects.

The most advanced level would include developing law and legal interpretations of public policy, working within the institution to implement change, understanding national and state legislation, and interpretingstate and federal guidance.

Key elements throughout the trainingwould include professionalism, cultural sensitivity, customer outreach, project-based learning activities, and group dynamics.

An online component also would be helpful to allow student flexibility.

The following are suggested strategies:

  • Soliciting an experienced organization or organizationscoordinating together to conduct, manage, and develop an effective leadership training model
  • Ensuringthat training modules are reviewed by a designated team of AEL providers from various sectors to allow feedback in the areas of management, finance, administrative and human resource functions, applicable legal requirements, and instructional leadership
  • Including the review or evaluation other states’models or similar training models to ensure best practices are included in the Texas model
  • Developing a review team and process to recommend and implement revisions to the initiative on a regular basis

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