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 Descriptions of Activities under Sec. 427 of the General Education Provisions Act (GEPA)

Special education services shall be provided to eligible students in accordance with all applicable federal law and regulations, state statutes, rules of the State Board of Education (SBOE) and commissioner of education, and the State Plan Under Part B of the Individuals with Disabilities Education Act (IDEA).19 TAC §89.1001(a)
(1) Actions Texas will take under Section 223 – State Leadership Activities and (2) Actions applicable for Section 231 – Grants and Contracts for Eligible Providers

Section 427 of the General Education Provisions Act (GEPA) requires each applicant for federal funds to include in its application the steps each applicant proposes to take to ensure equitable access to, and equitable participation in, its Federally-assisted program for students, teachers and other program beneficiaries with special needs. The statute addresses six types of barriers: gender, race, national origin, color, disability, or age.
The Texas Education Agency will take all necessary steps to ensure equitable access to, and equitable participation in, its adult education program. TEA will ensure equity by addressing barriers, including barriers of gender, race, national origin, color, disability, or age. Steps to eliminate these barriers include, but are not limited to:

• Provision of professional development opportunities so that barriers to full participation of teachers are removed;
• Inclusion in the funding application of provisions to remove barriers to full participation. Specifically, applicants must address how the adult education program addresses barriers to participation through recruitment and service provision;
• Collaborative planning and service provision at both the state and local levels with other agencies that serve the same client. For example, collaborative planning at the state and local levels with workforce development entities helps remove barriers to

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