Extension of Texas State Plan for
Adult Education and Family Literacy
12.0 State Leadership Activities (Sec. 223 (a), (b))
12.1 Description of
Activities
This section of the plan describes how the eligible agency will use
funds made available under Section 222 (a) (2) for state leadership activities.
TEA will not use more than 12.5 percent of the grant funds to carry out
State leadership activities.
Texas is committed to professional development for the adult education
workforce as the most effective strategy for improving the quality of
local adult education programs. The State Leadership activities pursuant
to Section 223 of WIA may
include:
(1) a state system of Regional Professional Development Centers, the GREAT Centers
of Excellence, that coordinate with adult education providers, local
workforce development boards and other stakeholders to implement a
comprehensive coordinated system of professional development to meet
the diverse professional development needs of adult education practitioners
in Texas;
(2) a state literacy clearinghouse, the Texas Center for Adult Literacy
and Learning;
(3) a Resource Center for Family Literacy Partnerships;
(4) a Center for the Implementation of Faith-Based Adult Education
Initiatives;
(5) a One Stop Partnership and Workforce Literacy Resource Center;
(6) a Learning Disabilities Technical Resource Center;
(7) implementation of an Adult Education Credential Model leading
to the credentialing and professionalization of adult education teachers;
(8) Accountability System Activities mandated under AEFLA:
As indicated in Section 5.0 of this plan, Texas will continue using
State Leadership funds for software development, training, technical
assistance, and maintenance of the MIS.
• Continued development of the adult education accountability
system;
• Continued training and technical assistance in the use of
the Texas ACES management
information system (ACES); and
• Technical assistance to be provided to local adult education
programs whose performance does not meet the minimum standards established
under Section 5.0 of this
plan; including monitoring and program evaluation, and
(9) professional development grants to local adult education programs
to support local professional development activities;
(10) Distance Education pilot projects.
Project GREAT Centers of Excellence
Under the leadership of Texas LEARNS, the State Office of Adult
Education and Family Literacy, Texas has been divided in eight training
regions; each region has been awarded a grant funded under Section 223
of WIA Title II to establish and coordinate a GREAT Center of Excellence.
The Project GREAT Centers provide professional development, technical
assistance, technology implementation support, and follow up to all adult
education and family literacy programs in the region including Adult
Education and Family Literacy, English Literacy and Civics Education
(EL Civics),
Correctional Education, Adult Education for Temporary Assistance for
Needy Families (TANF)
Recipients Program, and Even Start programs in each of the eight regions
of the state of Texas.
The training activities of the GREAT Centers include training on the
Texas Standardized Curriculum Framework, literacy and basic skills development,
workforce literacy training, learning disabilities, and all statewide
training needs, e.g., Basic English Skills Test (BEST),
Test of Adult Basic Education (TABE), the state’s Adult Education
management Information System Adult and Continuing Education System (ACES).
In addition to training activities, the Project GREAT Centers maintain
a calendar of trainings using the Texas Center for the Advancement of
Literacy and Learning (TCALL)
website, collaborating with Texas LEARNS to implement the framework for
the Texas Adult Education Credential Model, managing payment to trainers,
notifying local programs about trainings, conducting quarterly planning
meetings with the region’s adult education directors, conducting
training evaluation with local adult education directors twice yearly,
and providing reports to Texas LEARNS.
12.2 Collaboration
with Other Related Agencies and Programs
In carrying out this section, the Texas Education Agency will collaborate
where possible and avoid duplicating efforts in order to maximize the
impact of the activities.
Current GREAT Center activities include:
- professional development programs to improve the quality of adult
education instruction (all projects);
- technical assistance to eligible providers of adult education and
literacy activities (all projects);
- technology implementation assistance to eligible providers of adult
education and literacy activities (all projects);
- development and implementation of a Texas Standardized Curriculum
Framework;
- integration of literacy instruction and occupational skill training
and promotion of linkages with employers;
- professional development institutes for teachers new to adult education;
- technical assistance in workplace literacy, including collaboration
with workforce boards and one-stop workforce centers;
- technical assistance in workplace literacy; and
- teacher inquiry and scientific research based projects to expand
local capacity.
Other activities funded under State Leadership include the development,
maintenance, and support of a state of the art, web-enabled accountability
system that includes an electronic application process, a Management
Information System, an electronic monitoring and evaluation system for
each fiscal agent funded under this title, and a database for professional
development purposes.
Project GREAT Centers are responsible for ensuring that all training
developed for the region includes scientific research-based instructional
practices in all trainings for the region for reading, writing, speaking,
math, and English language acquisition (Adult Education and Family Literacy
Act – Title II, Workforce Investment Act, P.L. 105-220, Section
223, State Leadership Activities).
Project GREAT Centers, through collaborative planning with all adult
education administrators/coordinators, will ensure that all regional
training is customized to meet the region’s needs and follows the
Adult Education Indicators of Program Quality (IPQ’s)
for Professional Development. The following are the two IPQ’s pertaining
to professional development:
- a. Collaborative
Planning Based on Proficiencies. Professional development
is collaboratively planned based on a set of instructional proficiencies
and is related to assessed needs and stated program outcomes.
This means that:
- Professional development is a process of constant renewal and improvement;
- Collaborative planning includes planning with staff and stakeholders;
- Collaborative planning includes input from students;
- Professional development includes a comprehensive menu of resources
approach, including but not limited to: workshops, conferences, institutes,
college courses, or self-directed professional development, and
- Professional development provides for the acquisition of new proficiencies,
the practice of these proficiencies, and the use of a systematic plan
for follow-up.
Measure: (i) Evidence indicates
a professional development plan based on collaborative needs assessment
data for administrative and instructional personnel.
Measure: (ii) Evidence indicates
implementation to provide for individual professional development needs
by providing a comprehensive menu of staff development resources.
- b. Consistent
with Holistic Instruction. The plan for staff development
and professional growth is consistent with and supportive of a holistic,
learner-centered instructional program.
This means that:
- Professional development planning is based on a holistic instructional
philosophy of adult learning, and
- Professional development planning is based on assessed student needs
and stated program outcomes.
Measure: (i) Evidence indicates that the professional development
plan and activities reflect holistic, learner-centered philosophy of
education.
Measure: (ii) Evidence indicates that professional development contributes
to continuous student progress.
Texas will continue to allocate funds for adult education fiscal agents
to implement local professional development activities. Recipients of
funds under Section 231 may request an additional amount of up to five
(5) percent of their grant award to implement the professional development
plan described in their application for funding. A requirement to receive
these funds is the inclusion in the application for adult education funds
of a local professional development plan that includes provisions for
meeting or exceeding minimum requirements under the state’s SBOE rules,
that provides for an annual assessment of the professional development
needs of all staff, and that shows how the local provider will collaborate
with the regional GREAT Center to ensure that 1) all instructional staff
develop an individualized professional development plan for adult education,
and 2) that professional development activities meet the identified needs
of the staff of the program.
Finally, each GREAT Center should include all stakeholders and is required
to establish an advisory committee in each region made up of at least
all adult education directors in the region including work force development
representatives. The advisory board meets quarterly to assist in planning
the professional development for the region and to give feedback about
training.
12.2 Collaboration
with Other Related Agencies and Programs
In carrying out this section, the Texas Education Agency will collaborate
where possible and avoid duplicating efforts in order to maximize the impact
of the activities.
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