Charting a Course: Responding to the Industry-Related
Adult Basic Education Needs of the Texas Workforce
Handbook One: Planning and Implementation Tips
for Program Planners and Administrators

Module Three: Facilitating a Team of Stakeholders to Provide a Continuum of Services

Know Thyself and Others…

This checklist may help you prepare for meetings with others who have a stake in the success of the local labor force. Know your audience before selecting and distributing the materials described.

1. Be prepared to share information with community stakeholders and partners. If possible, ask to be put on the agenda. Review Friedenberg’s Workplace ESL Guide (pp. 13-17, 23-24, 37, 46-55) to prepare for discussion on stakeholders’ critical roles.
2. Refer to Charting a Course: Responding to the Industry-Related Instructional Needs of the Limited English Proficient (Tondre, 2006) The two page executive summary provides an overview of the study and recommendations made to Texas LEARNS. Access the report at http://www-tcall.tamu.edu.
3. ESOL Worker Competencies/Profile of Texas’ Limited English Proficient Adults. Distribute to partners who may want to know more about this population; this can also help articulate the language-based proficiencies needed in the workplace. Great for discussion.
4. The Work Readiness Credential (pyramid) and the National Work Readiness Credential Profile. The pyramid is a useful and simple tool; the credential profile (matrix) may be too much, depending on your audience. The message you are trying to convey is that adult basic education provides a critical foundation for adult learners with employability goals.
5. The Foundation Skills Framework Wheel (included in Module Two). The language was crafted by business and industry to describe work-related knowledge, skills, and competencies.
6. Providing a Continuum of Services. This worksheet/checklist can be used for discussion with partners/stakeholders and to obtain commitments.
7. Adult Education’s Response to Rider 82. This chronological summary of adult education’s responses to Rider 82 is updated regularly and can be found at www.tcall.tamu.edu.
8. Linking ESL and Occupational Training. This can be used to explore ways to integrate ESL instruction and occupational training; describes advantages/disadvantages of each approach.
9. What is a Bridge Program? This is preliminary information on opportunities to “bridge” the gap between adult education and post secondary education and training. More to follow.
10. Workplace Scenarios. These can be used as icebreakers and to broaden perspectives.
11. Facilitate candid discussion and ask partners and stakeholders to identify funding sources to support transition and bridge components linking adult education to post secondary occupational training and/or academic studies. Familiarize yourself with the application process for funds that partners can bring to the table.
12. What can partners/stakeholders contribute (realia, signage, manuals) to assist adult educators in bringing the context of the workplace into regular adult education classes?
13. Offer to partner in preparing proposals for additional grant funding.
14. Follow up in writing and in person with your partners / stakeholders to confirm each of their contributions toward a continuum of services for adult learners in the workforce.