|
|
|
|
|
Planning
Literacy and Language Services
for Texas' Limited English Proficient Workers:
The Devil is in the Details
Handout
# 2: Guide for Program Design Planning, Implementing,
and Sustaining Effective Workforce Education Programs
These guidelines present a sequence of activities that should work well if distributed over several work sessions of the Program Design Team. The sequence and length/number of work sessions may be altered to meet local needs. It is not recommended, however, that activities be omitted.
| Action To Be Taken | Parties Responsible | Resources Needed |
|---|---|---|
| 1. Select
dates to convene a local Program Design Team to review local processes
for planning, implementing, and sustaining effective workforce-related
education programs. Schedule at least two sessions well in advance
of timelines for development of local Requests for Proposals.
Plan work sessions for a minimum of 2.5 hours. Send out agenda, along with your cover letter, for the first work session. Clarify that the group will focus on a) workforce-related education programs for Spanish speaking dislocated workers with basic literacy, language, and re-employment needs and b) preparation of future Requests for Proposals to serve this population. Include all local stakeholders in session. |
Local
Program Design Team Members:
(If such a team or group already exists, verify that all parties are appropriately represented) |
Handout
# 1: Glossary of Terms |
| 2. After introductions at first work session, reiterate purpose of meeting, using focus questions included in agenda to facilitate initial discussion and record responses. Review profiles of limited English proficient workers and dislocated workers targeted by study. Discuss applicability to local community. |
(LWDB and Program Design Team will be used hereafter to identify Local Workforce Development Boards and community stakeholders as the parties with primary responsibility for initiating and completing the process of planning, implementing, and sustaining local programs) |
|
| 3. Ask
team to review and comment on concerns, issues, and observations
(handout # 5) in reference to local programmatic responses of the
past.
Ask team members to use handout # 6 to rate on a scale of 1 to 3 current instructional programs: 1 = topics covered in depth 2 = topics given modest attention 3 = topics not currently addressed in local programs Review and comment on handout # 7 (planning constraints). Discuss application to local program efforts. |
|
|
4. Rate
your local initiatives. Use handouts # 8 and # 9 as checklists
to review local initiatives:
|
|
|
| 5. Assign
team members to five groups to review foundation of six interrelated
steps outlined in handout # 10. Remind each group to consider infrastructure
and capacity needs (step six) with each step. Each group identifies
community's strengths, areas needing improvement, opportunities,
and obstacles as they pertain to a specific step. Call attention
to handouts # 11-13 and encourage groups to review these before
beginning their discussion. (Suggestion: this step will take an
hour; allot 30 minutes for small group discussion and 30 minutes
for reports)
Group # 1:
needs analysis: local labor force needs Each group reports back |
|
|
| 6. Recruit work group members to begin development of RFP criteria; this group of 4-5 should be representative of all stakeholders, each with expertise in one or more of the following areas: instructional delivery issues, local labor force needs analysis, assessment of workers, economic development, program administration, and proposal writing. Note: these individuals must attend technical assistance and professional development sessions in preparation for drafting local RFP. |
|
|
| 7. Synthesize
and review findings from first work session; then refer back to
handout # 10's sixth step to identify stakeholders' and service
providers' needs in terms of infrastructure, capacity to serve,
and funding, using the following topics to guide discussion: a) Gaps in services and opportunities for integration b) Curriculum and instruction c) Qualified instructor pool d) Staffing needs and professional development e) Needs analysis / assessment f) Accountability and evaluation g) Facilities and technology |
|
|
| 8. Identify local, regional, or state resources to address needs for technical assistance and professional development. Provide trainers with summary details of team's findings and specific topics with which technical assistance and/or professional development are needed. Refer team members to handout # 14 (possible resources) |
|
|
| 9. Accomplish
a) Schedule dates for technical assistance and training b) Identify key field personnel to participate in training c) Review RFP committee's work to date d) Using handouts # 13 and 9, ask team members to recommend instructional responses perceived as best suited to meeting the needs of local Spanish-speaking learners with very limited English language skills. |
|
|
| 10. Issue all stakeholders invitations to send key representation to technical training and professional development sessions. Encourage participation by frontline practitioners such as instructors, case managers, job developers, employers and employee representatives. |
|
|
| 11. Technical assistance and professional development sessions; assign LWDB and program design team members to participate in various sessions (sessions may vary in length from one hour to half day, and may have to be repeated to accommodate all stakeholders). Have participants complete feedback form (handout # 15) |
|
|
| 12. Schedule third work session of Program Design Team to review evaluations of technical assistance and professional development sessions and to identify any additional needs for training. Review draft RFP and recommend additions and/or revisions to RFP content and format. |
|
|
| 13. ssue local requests for proposals for integrated workforce-related ESL and literacy services to Spanish-speaking dislocated workers with marginal literacy and limited English language skills. |
|
|
| 14. Identify parties to review and evaluate proposals as per the RFP criteria. Schedule proposal review. Make awards. |
|
|
| 15. Appoint or contract with individual or entity to coordinate and facilitate providers' implementation of services, to document effective practices, to facilitate formative evaluation and corrective action, and to report on a quarterly basis to LWDB and Program Design Team. |
|
|
| 16. Plan
for continuous improvement:
a) Schedule
annual peer review during fourth quarter of grant period for
presentation by program facilitator/coordinator. |
|
|
Center Information
| Contact Us
| Projects
| Resources
| Library
| Quarterly Publication
| Documents
|
Calendars
| Hotline
| Discussions
| Research
| Administrators
| Teachers | Workforce |
GED |
Directory of Providers
| Family
Literacy
| EL
Civics
| Site Map
| Home
©1995-2009
Texas Center for the Advancement of Literacy and Learning
1-800-441-READ (7323) or 979-845-6615
FAX: 979-845-0952
E-mail: tcall@tamu.edu
- Melaney Moore-Dodson, Webmaster -
[State
of Texas] [Texas
Homeland Security] [Statewide
Search] [State
Link Policy]
[Legal Notices] [TEA Division of Discretionary
Grants] [Texas
A&M University]
Updated
January 27, 2009