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: Local Workforce Development Board Employers and potential employers Incumbent and dislocated workers Education and training providers Frontline practitioners (instructors) Support service providers Other community stakeholders (If such a team or group already exists, verify that all parties are appropriately represented)	Representative mailing list Cover letter Handout # 1: Glossary of Terms Handout # 2: Guide for Program Design
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.	Local Workforce Development Board Program Design Team (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)	Handout # 3: Profiles of Limited English Proficient Workers and Border Communities' Dislocated Workers Handout # 4: EFF Worker Role Maps(English and Spanish equivalents)
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.	LWDB Program Design Team Staff to facilitate discussion and to record group's comments, observations, suggestions (for steps # 3 on)	Handout # 5: Concerns, Issues, and Observations Handout # 6: What to Look For in Workforce-Related Instructional Programs Handout # 7: Planning Constraints on Workforce-Related ESL Program Development Easel pads, markers, tape
4	Rate your local initiatives. Use handouts # 8 and # 9 as checklists to review local initiatives: What are the strengths of local initiatives as outlined in handout # 8? Which areas need improvement (handout # 8)? Which elements/criteria should qualify as minimal for local programs (handout # 8)? Which elements/criteria should be addressed in future plans for continuous improvement (handout # 8)? Handout # 9: do current programs successfully combine workforce education/literacy/ESL? Which if any of the approaches in handout # 9 are currently in place in local programs? Which of the approaches in handout # 9 appear most compatible with local needs and should be explored for possible local implementation?	LWDB Program Design Team	Handout # 8: D'Amico's Essential Elements and WIA Criteria for Service Providers Handout # 9: Five Options for Workforce-Related Approaches to Literacy and Language Learning Easel pads, markers, tape
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 Group # 2: curriculum development Group # 3: instructional planning Group # 4: effective instructional strategies Group # 5: accountability: formative/summative evaluation Each group reports back	Program Design Team Small groups LWDB members to serve as group time keepers, scribes, reporters	Handout # 10: Six Steps to Integrating Adult Education and Community Level Workforce Development Programs Newsprint for recording groups' findings Handout # 11: Needs Analysis Handout # 12: Assessment Handout # 13: Instructional Responses
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.	LWDB Program Design Team	Small groups' findings Copies of full report: Literacy and Language Services for Texas Spanish-Speaking Dislocated Workers (available from TWC) Calendars to set dates for group work on RFP criteria Calendars to set dates for next program design team work session
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	LWDB Program Design Team	Handout # 10: Six Steps to Integrating Adult Education and Community Level Workforce Development Programs
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)	LWDB Program Design Team	Newsprint to record identified needs for technical assistance and professional development and potential training resources Handout # 14: Promising Practices
9	Accomplish the following tasks: 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.	LWDB Program Design Team	Master calendar Handout # 13: Instructional Responses Handout # 9: Five Options for Workforce-Related Approaches to Literacy and Language Learning
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.	LWBD	Invitations/announcements
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)	LWDB members Program Design Team Technical assistance and professional development staff to deliver training	Synthesis of program design team's work to those providing technical assistance and professional development Training materials (provided by those offering technical assistance and professional development sessions) Sign-in sheets Handout # 15: Feedback Form
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.	LWDB members Program Design Team	Draft Request for Proposals (RFP)
13	Issue 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.	LWDB	RFP
14	Identify parties to review and evaluate proposals as per the RFP criteria. Schedule proposal review. Make awards.	LWDB Program Design Team	RFP Proposals Rating sheets (locally developed)
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.	LWDB Program Design Team Local Program Facilitator/Coordinator	RFP Funded service providers' proposals (including negotiations)
16	Plan for continuous improvement: a) Schedule annual peer review during fourth quarter of grant period for presentation by program facilitator/coordinator. b) Schedule presentations by local service providers c) Evaluate processes for planning, implementing, and delivering services. d) Make recommendations for revisions in processes and future requests for proposals. e) Identify needed adaptations to services. f) Identify on-going as well as additional professional development and technical assistance needs.	LWDB Program Design Team Local Program Facilitator/Coordinator Local Service Providers (identify and include any stakeholders new to the community)	Quarterly reports from service providers (formative and summative evaluation data) Presentation of effective practices, processes, programs, and approaches by service providers Criteria rating sheet (from RFP)

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