Charting A Course:
Responding to the Industry-Related
Instructional Needs of the Limited
English Proficient

Acknowledgements

This report assembles input and feedback from numerous sources in an effort to chart a course for Texas LEARNS’ response to Education Rider 82 (79th State Legislative Session, 2005). The rider charges the Texas Education Agency with the development of workplace and workforce literacy curricula as follows:

Out of federal funds appropriated in Strategy A.2.5, Adult Education and Family Literacy, the Commissioner shall allocate an amount not to exceed $850,000 in fiscal year 2006 for the development of a demand-driven workplace literacy and basic skills curriculum. The Texas Workforce Commission shall provide resources, industry-specific information, and expertise identified as necessary by the Texas Education Agency to support the development and implementation of the curriculum.

Education Rider 82, 79th State Legislative Session, 2005

This rider, coupled with the Texas Workforce Development System’s (TWDS) Strategic Action Plan – a joint effort of the Texas Education Agency, the Texas Higher Education Coordinating Board, and the Texas Workforce Commission - provides direction in planning a Workforce Literacy Resource Center (WLRC) to assist local programs in curriculum development, resource identification, teacher training, and systems integration. In addition, TEA is tasked with developing and distributing to local ABE programs a best practices guide listing a) models of successful ABE services for job seekers and b) acceptable examples of industry-specific curricula.

To Joanie Rethlake, State Director of Texas LEARNS, and Federico Salas-Isnardi, Assistant State Director, a sincere thank you for the opportunity to assist in charting a course for adult education’s role in workforce development.

A special thanks to Anson Green, Texas Workforce Commission, for his generosity in sharing resources and providing contact information for employers across the state. Also, a very special thanks to the adult education professionals who responded to requests for information about their local workforce education initiatives, curricular efforts, and employer partners.

This report and the recommendations accompanying it are the culmination of intensive reading and research, face-to-face discussions and telephone interviews with employers, discussions with workforce development stakeholders, and input from adult education practitioners and adult learners. It provides a foundation for responding to the work-related needs of Texas’ emerging, incumbent, and displaced workers with limited English language skills. As additional information related to the needs of Texas’ workforce becomes available, it too will be utilized to inform adult education programs across the state.

Barbara Tondre-El Zorkani, Consultant to Texas LEARNS

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