Minnesota State Standard Adult Diploma Pilot Programs



Minnesota Department of EducationMinnesota State Standard Adult Diploma Pilot ProgramsAdult Basic EducationHasskamp, BradDecember 2014Table of Contents TOC \o "1-2" \h \z \u New State Adult Diploma Pilot Programs PAGEREF _Toc405791638 \h 4Pilot Period PAGEREF _Toc405791640 \h 4Pilot Program Details PAGEREF _Toc405791641 \h 5Cass Lake-Bena-Walker PAGEREF _Toc405791642 \h 6Central Minnesota ABE PAGEREF _Toc405791646 \h 23Minnesota Department of Corrections (DOC) PAGEREF _Toc405791650 \h 30Hiawatha Valley ABE PAGEREF _Toc405791654 \h 39Lakeville ABE PAGEREF _Toc405791658 \h 46Metro North ABE PAGEREF _Toc405791662 \h 53Minneapolis Adult Education PAGEREF _Toc405791665 \h 63Osseo ABE PAGEREF _Toc405791669 \h 68Robbinsdale Adult Academic Program PAGEREF _Toc405791675 \h 83Rochester ABE PAGEREF _Toc405791679 \h 91Southeast ABE PAGEREF _Toc405791683 \h 97Southwest ABE Regional Collaborative PAGEREF _Toc405791687 \h 105St. Paul Community Literacy Consortium PAGEREF _Toc405791691 \h 122Pilot Application Details PAGEREF _Toc405791697 \h 133New State Adult Diploma Pilot Programs13 consortia applications were accepted and selected to pilot the new state standard adult high school diploma.Cass Lake-Bena-Walker ABECentral Minnesota ABE (St. Cloud)Department of Corrections (St. Cloud and Faribault facilities)Hiawatha Valley ABE (Red Wing)Lakeville ABEMetro North ABE (Blaine)Minneapolis Adult Education (Volunteers of America)Osseo ABERobbinsdale Adult Academic ProgramRochester ABESoutheast ABE (Faribault)Southwest ABE Region Collaborative (Mankato, New Ulm, BIC Graphics/Sleepy Eye, Hutchison, Willmar, LeSueur, St. Peter, Marshall, Worthington, Granite Falls, and Blue Earth)St. Paul Community Literacy Consortium (Hubbs Center)Pilot PeriodThe pilot period runs from December 2014 – June 2015. All pilot programs are expected to send representatives to initial three-day training on:Monday, December 15, 2014Thursday, January 15, 2015Friday, January 16, 2015Ongoing training and technical assistance will be provided through the monthly New State Adult Diploma Working Group, which meets typically the third Monday of the month.Pilot Program DetailsApplicantPilot SitesKey ContactRequested AmountTarget # ServedCass Lake-Bena-WalkerCass Lake-Bena &WalkerSarah Larson$10,00012+Central MinnesotaSt. Cloud Discovery CenterScott Wallner$10,00020-25DOCSt. Cloud and Faribault facilitiesTheresa Luther-Dolan$8,04640-65Hiawatha ValleyRed Wing/Southeast Technical CollegeJill Rivard$9,4786-20LakevillePathways Adult EducationLakeville Area Learning Center (Downtown Lakeville)Clifford Skagen$3,3008-12Metro NorthBlaine Learning Lab (Co-location with the Anoka County Workforce Center)Patrice Adams$10,00015MinneapolisVolunteers of America Adult High SchoolKate Ronald$5,00025-50OsseoOsseo ABE CenterJulie Pierce$9,68720RobbinsdaleAdult Academic Program - Sandburg Learning Center, Golden ValleyTheresa Zingery$10,00010-15RochesterHawthorne Education CenterNadine Holthaus$10,00012SoutheastFaribaultYesica Louis$9,99535Southwest ABE RegionLincoln Community Center (Mankato), New Ulm Workforce Center (Mankato), BIC Graphics (Sleepy Eye), Hutchison ABE site, Willmar ABE site, SW ABE sites (Marshall, Worthington, Granite Falls, Pipestone), AALC sites (LeSueur, St. Peter), Faribault County ABE site (Blue Earth) Karen Wolters$10,00034St. Paul Community Literacy ConsortiumHubbs Center for Lifelong LearningRenada Rutmanis$10,00010-40Total26+ Sites$116,000247-355Cass Lake-Bena-WalkerSection A: ABE Consortium InformationLead Consortium Fiscal AgentCass Lake-BenaParticipating Consortium/ConsortiaCass Lake-Bena-WalkerLead Contact Who is the main pilot application contact?PersonSarah LarsonEmailSarah.larson@lltc.eduPhone218-335-4284 or 218-252-7025Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationSarah LarsonIntakeSarah Larson. Patti RefslandAdvisingLee ObermillerInstructionSarah Larson, Patti RefslandAssessmentSarah Larson, Patti RefslandAdditional? (i.e. technology support, etc.) Please specify role.Pat Rendle, ALC AdministrationTraining (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.Sarah LarsonLee ObermillerTraining (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.Sarah LarsonPatti RefslandLee ObermillerOngoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?Sarah LarsonAs needed: Patti Refsland and Lee ObermillerQuestion B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application.Sarah LarsonCass Lake-Bena-Walker ABE Leech Lake Tribal CollegeSarah.larson@lltc.edu218-252-7025, 218-335-4284Patti RefslandCass Lake-Bena-Walker ABELeech Lake Tribal College and Walker, MNPatti.refsland@lltc.edu218-547-4377, 219-234-7986Lee ObermillerCass Lake-Bena-Walker ABELeech Lake Tribal Collegeldober@320-224-4640Pat RendleCass Lake-Bena ALCCass Lakeprendle@clbs.k12.mn.us218-256-5466, 218-335-2201 ex 6208Question B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups.Sarah Larson has delivered GED instruction for 14 years and served adult diploma students for 12 years working with the local ALC. Previously she was a GED examiner for five years. Patti Refsland has taught GED preparation for six years and worked with adult diploma students for four years. Sarah and Patti have participated in many state-ABE delivered GED 2014 implementation workshops and webinars including Mathematical Reasoning, Writing, Social Studies and Academic Language. Both have taken numerous adult learning theory workshops at Summer Institute and Regional Workshops. Sarah Larson served with Phase One of the task force to create the legislation allowing ABE delivery of the adult diploma. She has been actively attending and participating in every Adult Diploma Working Group since it formed. She also currently serves as part of the Distance Learning Task Force.Lee Obermiller has worked with GED and adult diploma students as a substitute teacher for five years. He has been following the development of the adult diploma since Phase One. As a high school principal he has participated in organizational groups focused on aligning high school curriculum with area post-secondary institutions. Implementation of Career Pathways, college curriculum in the high school classroom for college credit, STEM, Project Lead the Way (Industrial Technology engineering and technology readiness program) are examples of his involvement with the development of curriculum, planning and student success. Additionally as a high school principal he is familiar with requirements for graduation, college (4-year, community, technical, private, etc.) entrance requirements and post-secondary career planning.Pat Rendle has worked with alternative education for 8 years and adult diploma students for two years developing models that create rigorous opportunities that meet students’ needs.Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models.Sarah LarsonACES (trainer)CCRS-sessions at SI, MNI Institute, Regional WorkshopsNorthstar Digital Literacy StandardsProject IdealSTARPEGASUS review team (multiple years)Graduate coursework in career counselingPatti RefslandACES CCRS-sessions at SI and Regional WorkshopsNorthstar Digital Literacy StandardsMNI 14 and MNI Institute (CCRS and ACES)Algebraic Reasoning for adult learners (E-learning World Ed.) (CCRS and ACES)Project IdealSTARNW Minnesota LearnerWeb Administrator/lead trainerLee ObermillerSecondary Principal, 18 yearsSupervised and led the development and implementation of Minnesota State StandardsSupervised high school to being a turn-around school as recognized by the United States and Minnesota Departments of Education. At the time this was only turn-around high school in the State of Minnesota. Supervised and led changes in academic and career counseling to include coordinating curricular offerings with area colleges, increased ACT testing opportunities, development of career pathways. The goal was to increase entrance into and successful completion of post-secondary academic experiences for graduates.Implemented technology-based student academic records and reporting.Seeking Educational Equity and Diversity (SEED) training. Certified SEED facilitator.Representative to the National Seminar on the Changing Roles & Relationships of Teachers and Administrators, Washington D.C.Participant in the Business and Education Partnerships; Teachers in the Workplace.National Education Association Learning Laboratory Syposium, Colorado Springs, CO; development of vertical management teams in educational organizations.Participated in and completed Minnesota Principals' Academy, and executive development program sponsored by the National Institute for School Leadership.Industrial Technology teacherPrevious Minnesota Association of Secondary School Principals Board of Directors memberNorthstar Digital Literacy StandardsPat RendlePrincipal of Cass Lake-Bena ALCMinnesota K-12 Standards-State administrator MDE conferences and workshops, MAAP alternative education conferenceCurriculum vertical PLCs-Cass Lake-Bena DistrictQuestion B-4. Please describe your staff members’ training and experience with providing student advising.Lee Obermiller served as a mentor, teacher and administrator in the K-12 system for over 40 years providing student advising students including as-risk students. He has provided GED classroom advising to students for the previous five years. His expertise lies in being able to relate to students and develop an excellent rapport with them. His back ground in Industrial Technology provides a solid understanding of the requirements/knowledge/skills needed to succeed in a wide variety of occupational clusters and will thus help in his ability to discern whether or not individual students possess or need to develop the knowledge to gain competency in the required domains.The other staff members, while not delivering the initial advising piece, all advise students (ABE, K-12 and college students) on a regular basis in the ABE and ALC classrooms and other school settings.Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)Cass Lake-Bena and WalkerPotential Number of Students Participating Pilot (January – June 2015)?12+ (conservatively)Which completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.YesApproved and aligned transcripts from foreign secondary schools +YesPotential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationYesAligned Postsecondary Course CompletionYesAccuplacer Test Score Verification (78+)Yes and COMPASSGED (2002 Version) score 450+ on Reading and Writing tests + writing sampleYesGED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctoredYesPassing scores on BST or MCA testsYesTOEFLN/AACT Score 18+ on Writing and 21+ on Reading testsYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned interdisciplinary and/or culminating project with written report and oral presentationYesPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationYesGED (2002 Version) Mathematics + additional workYesGED (2014 Version) MathematicsYesGED Ready Score 158 (in a proctored environment)YesAdvancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testYesPassing MCA or BST Math testsYesABE group instructionYesABE individual instructionYesABE distance learningYesPotential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Science test passing score + additional workYesGED (2014 Version) Science passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned research projects and/or reportsYesPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Social Studies passing score + additional workYesGED (2014 Version) Social Studies passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned research project and/or reportYesPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionYesABE individual instructionYesABE distance learning (including MindQuest Academy, APEX, or other options)YesFastTRAC ProgrammingNoABE College Prep CoursesYesNorthstar Digital Literacy Assessments/CertificateYesResume CompletionYesApproved and aligned projects and/or reportsYesTyping speed verification (15+ words/minute)YesPlease note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.)The Cass Lake-Bena class site is currently teaching 18 diploma students over the age of 21. At least half of these students are ideal candidates for the new State Adult Diploma Program as they passed three or four of the GED 2002 exams or have passed their state K-12 exams and simply lack the total credits required with our current credit recovery model. The majority of these students began this track last spring or this fall because they either 1) genuinely want their diplomas or 2) are not interested/motivated to work on the new GED 2014. Most are parents juggling a job, children and education; 75% have less than 25% of their credits to finish completing their diplomas. In SY 2014 there were 106 active over the age of 21 at the Cass Lake-Bena site. The number of ABE students served since 2008 without a secondary credential is 248. Our US Census data for no diploma is Cass Lake-Bena, 521; Walker, 752, totaling 1273. The adult diploma option has never been available to students in Walker; here are a huge potential number of students. Our consortium is different than most due to the fact that our population stays here, very few move away. This fact also helps ensure continued access to adult diploma programming. Word is out on the street (via the moccasin telegraph) that the diploma currently offered is a better option to achieve their credential.Questions C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot.We are already delivering adult diploma programming on an independent study basis at the Leech Lake Tribal College class site, so we are well situated to immediately implement the state diploma pilot. The advisor, as contracted service, will be the only addition to the staff, and the part-time teacher’s hours will be increased to accommodate the additional classes. Current programming for reading, writing, mathematics, social studies, science, digital literacy, transitions and credit bearing classes will be available to all adult diploma students. It is our intent to roll out the state adult diploma at the Cass Lake and Walker sites.Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.)All class sites have computers for staff and students with internet access. All ABE staff are “tech savvy” with computers, Word, Excel, various web browsers, discussion boards, social media and email handlers. Patti and Sarah have taught with SkillsTutor, LearnerWeb, i-Pathways and MindQuest since they were introduced to the ABE field. Plans also include incorporating the Compass Learning Odyssey online credit recovery instruction providing students another option for standards-based instruction. Lee, Sarah and Patti have proctored the Northstar Digital Literacy Assessment to all incoming ABE students for 2+ years. Sarah was a trainer for SkillsTutor in the NW Region when it was first introduced, as well as KeyTrain. Patti is the super user of LearnerWeb for the NW Region.Technology Resources Available for ABE Programming CurrentlyFuture PlansHardware Students:Five (5) Lenovo touchscreens desktops w/WebcamsFour (4) Windows laptopsOne (1) classroom laser printerLLTC college computer labsOIC Students:Eight (8) desktop systemsOne (1) laser printerStaff:Three (3) desktop systems and laptops if neededOne (1)LCD projectorOne (1) network color laser printer/fax/scannerOne (1) webcamSoftwareMicrosoft OfficeMicrosoft OutlookFirefox, Chrome and Internet ExplorerTen Thumbs Typing TutorOtherStaff:MARCSThe Leech Lake Tribal College maintains the updating of the hardware and software pursuant to the college planned updates. The laptops will need to be replaced by 2015 with tablets for learner and staff use.During the five-year period the Cass Lake-Bena Consortium staff and administration will continue to explore the newest technologies and their applications to ABE programming.Staff Technology Expectations and How Staff are Trained on Technology CurrentlyFuture PlansStaff Technology ExpectationsStaff is expected to:Have basic computer knowledge to create documents, spreadsheets and flyersAccess existing documents in shared network foldersCommunicate effectively through emailAccess and utilize discussion boards for various projectsLook up student data in MARCSStaff Technology ExpectationsStaff will be expected to stay current on all new technologies and software implemented by the ABE program as part of their professional development.Staff Technology TrainingStaff technology training has been done in house, at regionals, Summer Institute, the MLC mentoring program, through LearnerWeb modules, I-pathways training, annual MARCS training and just plain muddling through and figuring it out.Staff Technology TrainingStaff are encouraged to take technology classes offered at the district, tribal college, through the MLC or training found on the web. MARCS staff will be expected to attend the annual spring training.How the ABE Program Provides Access to Technology for Students CurrentlyFuture PlansThere are computers for student access in the main ABE classrooms. Laptops are brought to the remote class sites and internet is provided by the host puter access will remain available at all sites. Should classroom numbers increase to the point where students do not have access, the consortium will consider purchasing additional computers/tablets.How Technology Skills are Integrated into Core Literacy Instruction CurrentlyFuture PlansAll students are administered the Northstar Digital Literacy assessment at intake. Developing technology skills is viewed as important as the other core skills. Students are usually assigned at least one supplemental computer-related activity per lesson varying from using the internet for further research or practice, using Word to generate a document, keyboarding or distance learning lessons.Technology use will continue to be a core element of students’ education plans. The actual hardware used may change as improvements are made, but the use will continue to be either a primary or supplemental teaching tool. Consortium management will work with all sites to ensure or improve student access to appropriate technology. In School year 2014-15 the Leech Lake Tribal College will have completed the ABE program home page with links to all programming needed for ABE students. A Facebook page is planned for launching in the fall of 2014.Distance Learning Programs Used in the ABE Consortium CurrentlyFuture Plansi-PathwaysSkills TutorMindquestKeyTrainLearner WebEnglish for AllLearning Commons Odysseyi-PathwaysSkills TutorMindquestKeyTrainLearner WebEnglish for AllLearning Commons Odyssey Question C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.Much of our instruction is geared for individual or small-group instruction and is aligned with the Minnesota K-12 standards for credit recovery. The core content will not require much alteration in language arts, math, science, social studies, digital literacy and on-going career exploration. We are in the process of realigning all our instruction with the CCRS and ACES.Question C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district.There is a long history of collaborating with the Cass Lake-Bena ALC to meet the needs of adult diploma students. The new state diploma will not require anything to be reinvented or expanded with the ALC. The superintendent, ALC principal and the local school board are excited at the potential of this project to have another option to best meet the needs of the community and adult students. Informally school board members have been approached regarding the diploma being issued locally and they are in favor of it, but they will not vote on it as a board action until the program is implemented.Class or Program NameGED Prep Class Site(s)Cass Lake, NWI OIC, Walker, Program AreaGEDStudentPlacementLevel(s)Intermediate Low to ASE HighClass Assessment(s)CASASand/orTABEScaledScoreRangeTABE Reading from 461 – 596+TABE Math 442 – 595+Class Led ByPaid Teacher Delivery StyleClass One-to-One Tutoring Distance Learning Computer-Assisted Class GoalsUpon successful completion of this class students will be able to:Show improvement in core literacy skills through TABE post-testingPass GED practice examsPass Official GED examsClass ContentPre-GED and GED prep in all four GED test preparation areas, tailored to the assessed needs of the studentsClass ActivitiesTeacher/student individual interactions, completion of lessons for GED practice texts, paper and pencil practice on teacher-prepared materials, computer/DL lessons, taking all 4 official practice tests. Class Text(s), Educational Technology, & Other Instructional MaterialsNew GED Test Strategies, Practice and Review – Kaplan PublishingTotal Solutions for the GED Test – Research and Education AssociationGED Math Test Tutor – Research and Education AssociationShort Lessons in US History-Jamestown Pre-GED Writing, Math, Reading, Social Studies & Science – Steck-VaughnBreakthrough to Math Levels 1, 2, 3 and 4 - New Readers PressNumber Power 1,2,3,4, 5, 6, 7, 8 – ContemporaryScore Boost Skill Books – New Readers PressGED Skill Books –Steck VaughnGED Satellite Series Writing, Math, Reading, Social Studies & Science – ContemporaryBreakthroughs in Writing and Language – Jamestown PublisherBreakthrough in Social, Science and Reading – ContemporaryGED 1120 software – New Readers PressTeacher prepared materialsComputer websites such as: i-Pathways, SkillsTutor, LearnerWeb, MindQuest Academy, Khan Academy, YouTubeClass or Program NameAdult DiplomaClass Site(s)Cass Lake, NWI OIC, Walker, Program AreaABEStudentPlacementLevel(s)Intermediate High to ASE HighClass Assessment(s)TABEScaledScoreRange518-596+Class Led ByPaid Teacher Delivery StyleClass One-to-One Tutoring Distance Learning Class GoalsTo obtain a high school diplomaClass ContentClasses vary depending on the number of credits students need for completionClass ActivitiesClass activities include work in math, reading, science, social studies, language arts and electives as requiredClass Text(s), Educational Technology, & Other Instructional MaterialsStudents work with the independent study program at the Cass Lake-Bena ALC and the ABE program to earn credits and competency to meet the state and local requirements of a high school diploma.Online coursework options Learning Commons Odyssey Class or Program NameTransitions to Post-SecondaryClass Site(s)Cass Lake, NWI OIC, Walker, Program Area GED ABEStudentPlacementLevel(s)ASE Low to ASE HighClass Assessment(s)CASASand/orTABEScaledScoreRange567-596+Class Led ByPaid Teacher Delivery StyleClass One-to-One Tutoring Distance Learning Class GoalsUpon successful completion of this class students will be able to:Show improvement in core literacy skills through TABE post-testingDemonstrate digital literacy proficiencyImprove COMPASS or ACCUPLACER test scoresShow improvement of college study skillsClass ContentGeneral review of reading, writing and mathematics that relate to college readiness. Students will learn various methods of study strategies, note taking, critical thinking and time management.Class ActivitiesTeacher/student individual interactions, completion of lessons for college entrance practice texts, paper and pencil practice on teacher-prepared materials, computer/DL lessons. College applications, FAFSA and scholarship application.Class Text(s), Educational Technology, & Other Instructional MaterialsBecoming a Master Student- Wadsworth Cengage LearningTen Skills You Really Need to Succeed in School-Townsend PressBreakthrough to Math Levels 1, 2, 3 and 4 - New Readers PressNumber Power 1,2,3,4, 5, 6, 7, 8 – ContemporaryPatterns for College Writing-Bedford St. Martins PressThe College Writer-Houghton MifflinTopics from the Restless Jamestown PublishersNew Perspectives on Microsoft Office 2010 – Cengage LearningLearnerWebVarious MOOCs Class or Program NameBasic SkillsClass Site(s)Cass Lake, NWI OIC, Walker, Program Area ABEStudentPlacementLevel(s)Beginning Literacy to Beginning Basic EdClass Assessment(s)TABEScaledScoreRangeTABE 0-460Class Led ByPaid Teacher Delivery StyleClass One-to-One Tutoring Distance Learning Class GoalsUpon successful completion of this class students will be able to:Show improvement in core literacy skills through TABE post-testingDemonstrate digital literacy proficiencyClass ContentBasic literacy needs in the areas of reading, writing, mathematics, and computersClass ActivitiesTeacher/student individual interactions, completion of lessons for testing or job performance improvement, paper and pencil practice on teacher-prepared materials, computer/DL lessonsClass Text(s), Educational Technology, & Other Instructional MaterialsBreakthrough to Math Levels 1, 2, 3 and 4 - New Readers PressNumber Power 1,2,3,4, 5, 6, 7, 8 – ContemporaryBreakthroughs in Writing and Language – Jamestown PublishersBreakthrough in Social, Science and Reading – ContemporaryVocabulary Connections 1,2,3,4,5,6,7,8 – Steck VaughnComprehension Skills: Facts, Main Ideas, Sequence, Context, Conclusion, Inference Levels C through F – Steck VaughnMegaWords 1,2,3- Educators Publishing ServiceSignature Reading - Jamestown PublishersGroundwork for a Better Vocabulary – Townsend PressVocabulary Basics –Townsend PressTimed Readings Plus Book 3,4,5,6,7,8,9,10 – Jamestown PublishersWords Their Way: Word Sorts for Syllables and Affixes Spellers –PearsonWords Their Way: Word Sorts for Within Word Pattern Spellers – PeasonThe Ojibwe People - Minnesota Historical Society PressVarious reading materials of interest/need for individual studentsTeacher prepared materialsComputer websites such as: SkillsTutor, Khan Academy, KeyTrain, YouTubeClass or Program NameWorkforce EducationClass Site(s)Cass Lake, NWI OIC, WalkerProgram AreaELL GED ABEStudentPlacementLevel(s)Beginning Literacy to ASE HighClass Assessment(s)TABEScaledScoreRange0-596+Class Led ByPaid Teacher Delivery StyleClass One-to-One Tutoring Distance Learning Class GoalsUpon successful completion of this class students will be able to:Show improvement in core literacy skills through TABE post-testingShow improvement in job performanceClass ContentBasic academic, literacy and employability skills to students who are employed by Leech Lake GamingClass ActivitiesTeacher/student individual interactions, completion of lessons for testing or job performance improvement, paper and pencil practice on teacher-prepared materials, computer/DL lessonsClass Text(s), Educational Technology, & Other Instructional MaterialsBreakthrough to Math Levels 1, 2, 3 and 4 - New Readers PressNumber Power 1,2,3,4, 5, 6, 7, 8 – ContemporaryPractical Business Math Procedures –Richard Irwin, Inc.Language Exercises for Adults – Steck VaughnNew Perspectives on Microsoft Office 2010 – Cengage LearningComputer websites such as: SkillsTutor, Khan Academy, KeyTrain, YouTube, LearnerWebVarious reports, documents and forms from Leech Lake GamingClass or Program NameTransition to WorkforceClass Site(s)Cass Lake, NWI OIC, Walker, Program AreaELL GED ABEStudentPlacementLevel(s)Beginning Literacy to ASE HighClass Assessment(s)TABEScaledScoreRange0-596+Class Led ByPaid Teacher Delivery StyleClass One-to-One Tutoring Distance Learning Class GoalsUpon successful completion of this class students will be able to:Show improvement in core literacy skills through TABE post-testingShow improvement in job seeking and keepingClass ContentGeneral employability skills and soft skills that are essential in the workplace. This includes job searching, resume creation and job interviewing skills.Class ActivitiesTeacher/student individual interactions, completion of lessons job-related skills improvement, paper and pencil practice on teacher-prepared materials, computer/DL lessonsClass Text(s), Educational Technology, & Other Instructional MaterialsMan, I Need a Job! – Open Inc.I Need a Job, Now What?! – Silver Lining BooksNecessary Skills for the Workforce: Job Readiness - Steck-VaughnEssential Skills for the Workplace: Improving Workplace Performance- Contemporary BooksReading for Workplace Success: General Business – ParadigmCommunication Skills that Work Book 1 and 2 – Contemporary BooksSuccess on the Job: Communicating Clearly – J. Weston Walch PublisherWrite for Work – Upwrite PressCreating Your High School Resume – Jist WorksGallery of Best Resumes for People Without a Four-year Degree - Jist WorksComputer websites such as: KeyTrain, SkillsTutor, ISEEK, YouTubeCentral Minnesota ABESection A: ABE Consortium InformationLead Consortium Fiscal AgentSt. Cloud Area Public Schools—ISD 742Participating Consortium/ConsortiaCentral Minnesota Adult Basic Education Lead Contact Who is the main pilot application contact?PersonScott WallnerEmailscott.wallner@ Phone(320) 529-6500, x6212Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationScott Wallner, Laurie Leitch (Pilot Manager)IntakeJane Stevenson, Charity Lodermeier, Monica SomppiAdvisingJane Stevenson, Laurie Leitch, Phil CorbettInstructionDeb McAlister, Joe Osgood, Laurie Leitch, Emily Fischer, Renee PepperAssessmentCharity Lodermeier, Jane StevensonAdditional? (i.e. technology support, etc.) Please specify role.Charity Lodermeier – Computer Technology,Shari Claire – Data ManagementTraining (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.Scott Wallner - AdministerLaurie Leitch – Pilot Manager/InstructorDebra McAlister - InstructorJoe Osgood - InstructorMonica Somppi - IntakeJane Stevenson – Intake, Advising, AssessmentTraining (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.Laurie LeitchDebra McAlisterJoe OsgoodJane StevensonOngoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?Laurie LeitchDebra McAlisterJoe Osgood(will alternate – at least one staff will attend each month)Question B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application.Scott Wallner; Discovery School-ABE; (320) 529-6500; scott.wallner@ Laurie Leitch; Discovery School-ABE; (320) 529-6500; laurie.leitch@ Debra McAlister; Discovery School-ABE; (320) 529-6500; debra.mcalister@ Joe Osgood; Discovery School-ABE; (320) 529-6500; joseph.osgood@Emily Fischer; Discovery School-ABE; (320) 529-6500; emily.fischer@Renee Pepper; Discovery School-ABE; (320) 529-6500; renee.pepper@ Jane Stevenson; Discovery School-ABE; (320) 529-6500; jane.stevenson@ Monica Somppi; Discovery School-ABE; (320) 529-6500; monica.somppi@ Shari Claire; Discovery School-ABE; (320) 529-6500; shari.claire@ Charity Lodermeier; Discovery School-ABE; (320) 529-6500; charity.lodermeier@ Question B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups.In 1987, our staff began offering an adult diploma program with the support of our local school district - ISD 742. The diploma program continued until 2011, at which time it was dissolved due to budget cuts and loss of content licensed teachers in mathematics, science, physical education, and health. Deb McAlister (1987-2011), Renee Pepper (1987-2011), and Joe Osgood (2000-2011) were all involved in administering and teaching in the diploma program. Similarly, we have offered GED programming for nearly 30 years, and continue to offer this program today. Once again, our three primary instructors: Deb, Renee, and Joe have managed and provided instruction to students seeking their GEDs for decades. Laurie Leitch also joined the GED team in 2010. Mag Patridge, the Central MN ABE’s Regional Transitions Coordinator (RTC), attended many of the Standard Adult High School Diploma Task Force meetings during the first half of 2014. Through her attendance, we have continued to monitor the successful design and development of the adult diploma program. Phil Corbett, who is a current counselor at St. Cloud Technical High School, will be consulted regularly throughout the pilot especially around advising students and evaluating transcripts.Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models.All of our adult diploma pilot instructors are licensed K-12 teachers. Collectively, they hold degrees in Language Arts, Social Studies, and English as a Second Language (ESL). Through their educational training as well as years of teaching experience, they have been trained in a number of standards-based educational models. Renee Pepper is a current high school English teacher in St. Cloud, and teaches within a standards-based system. Likewise, Joe Osgood was recently a high school teacher and taught under a similar model. During the time of the ABE Adult Diploma program, the instructors worked closely with their K-12 colleagues to ensure the ABE curriculum aligned with the K-12 standards. Still today, ABE instructors are required to attend district-wide in-service trainings on standards and effective teaching models and methods.Last year our teaching team participated in the ACES Transitions Integrated Framework training. Through this training, we explored more ways to incorporate the ACES standards into our existing courses. We plan to participate in the second year of ACES training this year.In September 2014, four of our instructors participated in the Math Institute at Hamline University. During this training we were introduced to the College and Career Readiness Standards for Adult Education (CCRS). We have reviewed the standards and anticipate the opportunity to align our diploma curriculum with the standards.Finally, this fall we began implementing the Northstar Digital Literacy Standards with our diploma preparation cohort. In January, we plan to offer additional computer classes that will be open to our diploma pilot students, in which students will complete the coursework necessary to achieve the Northstar Digital Literacy certificate.Question B-4. Please describe your staff members’ training and experience with providing student advising.During our adult diploma program (1987-2011) Debra McAlister administered the intakes and goal setting for students. Since that time, all of our instructors advise students on how to achieve their career and educational goals. Also, we have an excellent relationship with faculty and staff at St. Cloud State University (SCSU), and we utilize their expertise when students have questions regarding post-secondary education for which we do not have answers. SCSU also provides Accuplacer testing in our facility annually, and they provide educational advising based on the student’s test results. Finally, Jane Stevenson, BSSW, provides resource and reference assistance and advising for students on a regular basis. Jane will be involved in the advising process during our Adult Diploma pilot.Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)Discovery Community School, 700 7th Street South, Waite Park, MN 56387Potential Number of Students Participating Pilot (January – June 2015)?20-25Which completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.We are definitely interested in exploring this optionApproved and aligned transcripts from foreign secondary schools +YesPotential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationYesAligned Postsecondary Course CompletionYesAccuplacer Test Score Verification (78+)YesGED (2002 Version) score 450+ on Reading and Writing tests + writing sampleYesGED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctoredYesPassing scores on BST or MCA testsYesTOEFLPossiblyACT Score 18+ on Writing and 21+ on Reading testsYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned interdisciplinary and/or culminating project with written report and oral presentationYesPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationYesGED (2002 Version) Mathematics + additional workYesGED (2014 Version) MathematicsYesGED Ready Score 158 (in a proctored environment)YesAdvancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testYesPassing MCA or BST Math testsYesABE group instructionYesABE individual instructionYesABE distance learningYesPotential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Science test passing score + additional workYesGED (2014 Version) Science passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned research projects and/or reportsYesPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Social Studies passing score + additional workYesGED (2014 Version) Social Studies passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned research project and/or reportYesPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionYesABE individual instructionYesABE distance learning (including MindQuest Academy, APEX, or other options)YesFastTRAC ProgrammingYesABE College Prep CoursesYesNorthstar Digital Literacy Assessments/CertificateYesResume CompletionYesApproved and aligned projects and/or reportsYesTyping speed verification (15+ words/minute)YesPlease note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.)Currently, between our Discovery – Waite Park and Sauk Rapids locations, we have approximately 120 students whose CASAS/TABE scores are very close to or exceed the entry requirements of the Adult Diploma program. At this time we have 10-15 students who are very interested in participating in the adult diploma program. Other students are already in the Sauk Rapids High School Diploma Completion program, but may be better served through the Adult Diploma program due to the large number of credits they have remaining to complete.Additionally, our area high school counselors are very concerned about the growing number of students in their schools who are “aging out” before they complete their high school diploma. This is a particular problem in the St. Cloud Area School District because of the large percentage of refugee students (30% of the district’s student population) who attend our schools, but are not able to complete the number of required credits to achieve a high school diploma by age 21. The adult diploma program would provide a pathway for these students to continue their education. It would also provide an incentive for those students who do not have reading scores at the sixth grade level to work hard to achieve the target scores by age 21. About 40 students are anticipated to age-out during 2014-15, prior to them completing their high school diploma.Another factor when considering the need for a diploma program in Central Minnesota is the U.S. Census Bureau’s data regarding high school graduation rates for residents age 25 and older. St. Cloud has a 90.3% completion rate compared to Minnesota’s rate of 91.9%. Within the city of St. Cloud alone, that means there are approximately 6,400 adults without a high school credential. This does not include residents living in neighboring communities: Waite Park, Sartell, Sauk Rapids, St. Joseph, St. Augusta, etc.For the reasons mentioned above, we feel our estimated pilot participant number of 20-25 students is very reasonable, and we will most likely have more demand than space to accommodate all interested students.Question C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot.We believe we have excellent capacity to successfully facility the state adult diploma pilot. Our learning spaces are former classrooms (900 square feet each) located in an elementary school built in 1990. Within a six-block radius of our location sit dozens of rental units, many of them designated for persons of low-income.The St. Cloud Community Education department supports our efforts as well, and has offered their help and financial assistance as needed. Additional monies are available to this pilot project as shown in Question D-1.Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.)At our Discovery site we have a computer lab with 24 new desktop computers. Currently, we utilize a number of programs including: Aztec, Skills Tutor, Northstar Digital Literacy, Typing Club, and My Foundations Lab. Additionally, we have the Microsoft Office Suite, Gmail, Google Docs as well as a number of other websites that we utilize for instruction. All consortium staff members have access to MARCS data on a read-only basis.We plan to utilize the Learner Web online portfolio tool as our primary student management system. An online portfolio provides students with a portable, authentic set of documents that prove competency and help students succeed in securing employment, post-secondary education, and/or other opportunities. Online student portfolios will include the student’s personal learning plan, transcripts, resumes, writing samples, and other evidence that demonstrates competency in a variety of areas. In January, we have scheduled an in-service day with Susan Wetenkamp-Brandt to have an in-depth training/discussion on Skills Tutor. The goal of the training is to determine if and how we can incorporate Skills Tutor as a distance learning option for our students. Currently, many of our students utilize Aztec remotely to prepare for the GED, as well as My Foundations Lab to prepare for the Accuplacer. Unfortunately, we do not receive credit toward contact hours for these applications.In the spring of 2014, Central Minnesota ABE participated in a Libraries and Literacy partnership with the St. Paul Public Library, the St. Cloud Public Library, and the Minnesota Literacy Council. Northstar Digital Literacy classes were offered in the fall at the St. Cloud Public Library, and later at the Minnesota Workforce Center-St. Cloud.We have distance learning experience primarily through GED-i and i-Pathways options that we’ve offered to learners. We’ve had as many as six students working on GED prep online through one of these options, although enrollments have steadily declined the past year.Question C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.)Our intention is to provide a combination of one-to-one instruction and course offerings. We will continue to offer the STAR reading classes, Effective Writing courses, and various math classes, based on student need. Additionally, we will use the course curriculum approved for high school diploma credit through Sauk Rapids ABE. These courses provide standards-based instruction in all high school content areas. Finally, we would like to augment our face-to-face instruction with learning modules from both the My Foundations Lab and Aztec software programs.Question C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district.We have three high schools that serve students of the St. Cloud Area school district: Technical High School, Apollo High School, and the Area Learning Center. Administrative staff from all three schools are supportive of ABE applying for the pilot, and in adding a diploma option for adults 21 and older. Counseling staff has indicated a willingness to work with ABE in issuing diplomas from all three high schools.An adult diploma option is viewed as a great asset and option to students who “age-out” in St. Cloud once they’ve reached 21 years of age. St. Cloud has a fairly large number of students aging-out each year, and many of them are ELL learners (as described earlier in this application).Minnesota Department of Corrections (DOC)Section A: ABE Consortium InformationLead Consortium Fiscal AgentMinnesota Department of CorrectionsParticipating Consortium/ConsortiaMCF – St. Cloud, MCF - FaribaultLead Contact Who is the main pilot application contact?PersonTheresa Luther-DolanEmailTheresa.Luther@state.mn.usPhone651-361-7243Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationTheresa Luther-Dolan, Randy Bergman and Nancy RosmanIntakeRandy BergmanAdvisingRandy Bergman and Nancy RosmanInstructionBen Murphy, Patricia Lowery, Greg Roach, Ray Ades, Sherrill Borgstahl, Randy Hardy and Michael RathbunAssessmentKaren Studanski, Jill Hanson and Christy HansonAdditional? (i.e. technology support, etc.) Please specify role.Brandon Palmer – IT Staff, Offender Student Network; Tom Martin – IT Staff, MCF-Saint Cloud; Michal Munoz – IT Staff, MCF-FaribaultTraining (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.Theresa Luther-DolanRandy Bergman, Nancy RosmanInstructors: Ben Murphy, Patricia Lowery, Greg Roach, Ray AdesSupport Staff: Karen StudanskiTraining (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.Theresa Luther-DolanRandy Bergman, Nancy RosmanInstructors: Ben Murphy, Patricia Lowery, Greg Roach, Ray AdesSupport Staff: Karen StudanskiOngoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?Theresa Luther-Dolan, Randy Bergman, Nancy Rosman, Karen Studanski, Ray AdesQuestion B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application. See Attachment B-1.Question B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups.The three administrators all have experience in ABE, GED and ADP:Luther-Dolan: ABE/ESL/GED teacher, GED chief examiner, ABE program manager and ADP Director, and regional transitions coordinator (RTC)Bergman: Education Director – MCF-Saint Cloud (SCL); ABE site manager for the MN DOC consortium’s “intake center”Rosman: Education Director – MCF Faribault (FRB); ABE site manager for the MN DOC’s largest ABE siteThe teachers participating in the Adult Diploma Program (ADP) pilot are MN licensed teachers and are currently providing literacy instruction leading to a GED and/or providing instruction in the current DOC Adult Diploma Program. The Corrections Teaching Assistant (CTA) has been the DOC ABE consortium’s ADP coordinator for a number of years, and is an experienced test administrator.Murphy: Teacher, Transitions to Postsecondary and Careers (TPSC); licensed in Social Studies 7-12Ades: Teacher, TPSC; ACES training facilitator; licensed in Vocational AgLowery: Teacher, ABE/GED Language Arts and Social Studies; EBRI (Evidence-Based Reading Initiative) trained; licensed in Elementary 1-6 and Special Education EBDRoach: Teacher, ABE/GED math and science; MNI (Minnesota Numeracy Initiative) trained; licensed in Physical Education and Special Education EBDBorgstahl: Teacher, English/Language Arts 7-12Hardy: Teacher, ABE/GED social studies and math; licensed in Social Studies 7-12Rathbun: Teacher, ABE/GED math; licensed in Math 7-12Studanski: Corrections Teaching Assistant; certified TABE, GED, ACT and Accuplacer tester/proctor; tracks adult diploma program enrollment and data for the DOC consortium Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models.All the ADP pilot teachers are trained in ACES and, in addition, two teachers (one from each site) provide instruction in the DOC’s Transitions to Postsecondary and Careers (TPSC) course.The TPSC curriculum includes components of the College and Career Readiness Standards for Adult Education and will be evaluated and revised to ensure that all the CCRS are being met through this instruction. The SCL Education Director, who will have the role of overseeing intake and direct advising, has completed Computer Literacy Curriculum Planning training sponsored by the Minnesota Literacy Council. Both the pilot project lead contact/administrator and the MCF-SCL administrator have completed the manager modules from the Digital Literacy course developed through the MN ABE Supplemental Services grant. The project lead has extensive experience with distance learning, as well.Northstar Digital Literacy standards will be implemented into Corrections during this pilot phase. All ADP pilot instructors and pilot staff will be trained in Northstar Digital Literacy instruction modules and data analysis.Question B-4. Please describe your staff members’ training and experience with providing student advising.Initial student advising by trained SCL intake staff takes place during intake for all adult male offender students. SCL has staff who are trained in TABE, ACT and Accuplacer assessment, GED proctoring, 9-12 grade statewide assessments (MCAs and Graduation), and on developing ABE personal education plans (PEP’s) and individual education plans (IEP’s) for Special Education students. Upon completion of academic assessments, an intake advisor discusses the educational plan with each student. Examples of the forms used to evaluate and plan the education pathway are attached. MCF-FRB are also trained in the above mentioned assessments as well as in developing PEP’s.TPSC teachers at both sites provide college and career readiness advising as part of their course curriculum.The intake process and current academic planning forms will be evaluated and revised to align with the World’s Best Workforce (WBWF) objectives and required completion options of the new ADP.Initially, ongoing advising will continue beyond intake by the education director at each site during this ADP pilot period. TPSC teachers, who are already trained in career advising, along with other participating ABE instructors, will be trained to assist with ongoing student advising and counseling with individual ADP candidates. Professional development will be necessary for the education directors and ABE teachers to be prepared for this expanded role of advising so that the advising process is seamless for the participants as they continue to complete their diploma requirements and for future adult diploma students beyond the pilot period. Where appropriate, adult diploma advising and revision of personal education plans will take place as a classroom activity, led by the education director and/or participating ABE teacher/advisor. Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)MCF – St. Cloud and MCF - FaribaultPotential Number of Students Participating Pilot (January – June 2015)?St. Cloud – 25-40 Faribault 15-25Which completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.Yes we will consider the NEDP if it becomes available.Approved and aligned transcripts from foreign secondary schools +Yes, we will review transcripts from foreign secondary schools.Potential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationYes – use Red Wing’s Maginnis High School, and/or credits verified from other school districtsAligned Postsecondary Course CompletionYes (including completion of our own TPSC Language Arts module)Accuplacer Test Score Verification (78+)YesGED (2002 Version) score 450+ on Reading and Writing tests + writing sampleYesGED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctored YESYesPassing scores on BST or MCA testsYesTOEFLYes (if approved by MDE and if the student has taken it outside of the DOC)ACT Score 18+ on Writing and 21+ on Reading tests YesABE group instructionYesABE individual instructionYesABE distance learningN/A at this time in the DOCApproved and aligned interdisciplinary and/or culminating project with written report and oral presentationYesPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationYes – use Red Wing’s Maginnis High School, and/or credits verified from other school districtsGED (2002 Version) Mathematics + additional workYesGED (2014 Version) MathematicsYesGED Ready Score 158 (in a proctored environment)YesAdvancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testYes, to include Accuplacer, ACT or other potential test approved by MDE.Passing MCA or BST Math testsYesABE group instructionYesABE individual instructionYes, including our TPSC Math moduleABE distance learningN/A at this time in the DOCPotential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationYes – use Red Wing’s Maginnis High School, and/or credits verified from other school districts curriculumPostsecondary course completion verificationYesGED (2002 Version) Science test passing score + additional workYesGED (2014 Version) Science passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningN/A at this time in the DOCApproved and aligned research projects and/or reportsYesPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationYes – use Red Wing’s Maginnis High School, and/or credits verified from other school districts curriculumPostsecondary course completion verificationYesGED (2002 Version) Social Studies passing score + additional workYesGED (2014 Version) Social Studies passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningN/A at this time in the DOCApproved and aligned research project and/or reportYesPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionYes – TPSC Career & College Readiness module curriculumABE individual instructionYesABE distance learning (including MindQuest Academy, APEX, or other options)WorkKeys - NCRC assessment & KeyTrain curriculum (May not be available before the AD pilot period begins but there are plans to implement this software (not the web based version); Aztec software’s “Ready for Work” and “Career Foundations” modulesFastTRAC ProgrammingN/A at this time in the DOCABE College Prep CoursesNot currently available in the DOC, but we will look into implementing in the future.Northstar Digital Literacy Assessments/CertificateYesResume CompletionYesApproved and aligned projects and/or reportsYesTyping speed verification (15+ words/minute)Yes – using UltraKey6 softwarePlease note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.)MN Department of Corrections has approximately 1600 ABE enrollees, 21 years of age or older, who do not have a high school or GED diploma. This pilot project will focus on two of the eight adult MN Correctional Facilities: MCF’s Faribault (FRB) and Saint Cloud (SCL). Our focus population for the pilot will be enrollees who have TABE tested at a 6.0- 9.0 level in Reading at these two locations and are at least 21 years of age with no diploma. Students testing above 9.0 in Reading will be considered if additional pilot slots are available. Our target number in the pilot is 40-65, MCF- Faribault 15-25 students and MCF- St. Cloud 25-40 students. Our experience in the DOC is that students who come to us with ASE low or ASE high reading levels can achieve the GED in a relatively short amount of time, and they tend to prefer the GED route over the ADP program. Our target population was selected so that they will have the opportunity to complete competencies and diploma requirements through a process other than the traditional ADP or GED process.Questions C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot.The MN Department of Corrections (DOC) mission is to provide educational opportunities that advance academic achievement and successful reentry. Through DOC Education’s vision, each facility provides pathways to achieve an enhanced quality of life and improved economic stability through education. The first goal of DOC Education is to deliver targeted, data-driven instruction designed to maximize academic achievement and prepare students for post-secondary education and the workplace. Corrections’ post-secondary and career goal is to prepare students for workplace and post-secondary success through career readiness preparation, career technical training, and post-secondary academic course work.ABE students have the opportunity to receive personalized instruction to improve literacy skills, advance to a high school or GED diploma and transition to post-secondary and career training. Among the many classes are English Language Learner services, literacy and basic skills, GED Diploma preparation and testing, and a Transition to Post-Secondary and Career course. In addition, there are a number of post-secondary options including on-site courses in AA Degree, Post-Secondary Enrollment Options and many Post-Secondary Career Technical courses in the following Career Clusters: Business and Administrative Services, Construction, Human Services, Information Technology, Manufacturing, and Scientific/Technical career areas. The variety and levels of course options and instruction available to offender students has the intensity that is needed for successful completion of a diploma program. Offender students attend classes a minimum of 15 hours per week. They receive individual instruction as needed and move at a pace that is appropriate for their skill level. This new adult diploma model will serve as a bridge to the careers and postsecondary training for ABE students age 21 and older. Currently, the DOC adult facilities have a high school diploma program in collaboration with MCF-Red Wing’s Walter Maginnis High School. This high school will continue to work with the adult facilities in the ADP pilot. Students in our target population often are not able to complete a GED or the traditional ADP through Maginnis High School within 1-2 years. Because Corrections has the goal to provide post-secondary, career and technical training and job opportunities, students are motivated to complete their diploma so they are eligible for these career and training opportunities. Obtaining a high school diploma (or GED) is a pre-requisite to enroll in post-secondary and career training courses in the DOC. Because of their age, many of these students have other skills and life experiences that can be considered for completing specific adult diploma competency domain completion requirements. Corrections has the capacity to provide a rigorous but different adult diploma instructional model for these older students who desire to move into career training more quickly than the diploma completion options available to them right now. This third instructional model can be tailored to each individual by offering an array of completion options for ensuring each graduate has the skills needed to be successful in post-secondary and/or career training. Students learn at their own pace, and through this ADP pilot they will advance only after achieving mastery of specific assignments designed for each student. Regular feedback intervals will be provided for telling a student exactly what they need to work on and the design of this diploma program will provide an instructional model for these students who have been unsuccessful in a traditional academic environment. Students will be able to learn better when we are able to provide learning conditions appropriate to their individual situation.The DOC also has a comprehensive transition to post-secondary and career training (TPSC) course which prepares students for workplace and post-secondary success via modules that include career and college readiness preparation. Achievement gaps are addressed in the context of postsecondary readiness and career training which will be very much aligned with the state’s new “Striving for the World’s Best Workforce” (WBWF) legislation. The components of the TPSC program are already closely aligned to a number of WBWF objectives, as students complete modules in career readiness, college readiness, digital literacy and financial literacy – in addition to improving their math and language arts. It is in the DOC’s technology plan to add WorkKeys and the National Career Readiness Credential (NCRC) as an additional completion option at some point during the ADP pilot period. The NCRC is another way an adult diploma student will be able to demonstrate competency in the Career Development and Employability Skills domain. See Attachments C-2a, C-2b and C-2cCollege classes are offered at the SCL and FRB facilities. Currently, only students with high school or GED diplomas are eligible, but the DOC is considering investigating concurrent enrollment for selected and eligible ADP pilot students.The DOC has developed a system for creating an individual learning plan and for evaluating and reviewing credits and academic progress for the McGinnis High School Diploma. This model will be revised to include components of completion options for the ADP pilot. Our current learning plan describes the academic requirements in Math, Language Arts, Science and Social Studies and includes electives such as Anger Management, Study Skills, and Mental Health. Students may have already completed these courses which can be considered for competency completion towards toward the Adult Diploma. See Attachment C-2dThe DOC uses the MARCS Data System for tracking learner demographics and progress. As the state develops electronic documents for reporting electronic student portfolios, the current MARCS System and other Excel documents currently in use will be adapted or revised to provide transferrable student portfolio records. The Corrections Teaching Assistant (CTA) who will be on this ADP pilot project team is certified in TABE, GED, ACT and Accuplacer testing. She currently tracks high school credit completion for adults participating in the DOC’s current ADP in collaboration with Maginnis High School. She will be assisting with developing and maintaining a student portfolio tracking process for this pilot. See Attachment C-2eCurrent ADP pilot instructors will eventually take on an advising role at the two facilities. All the instructors participating in the ADP pilot are ACES trained and they now implement the TIF in all instruction. In the event an ADP pilot instructor changes and ACES training is needed for the instructor replacement, the TPSC instructors are ACES training facilitators and will provide the necessary training. Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.)The DOC’s Master Academic Plan (MAP) includes objectives to “Develop secure web-based educational opportunities” and “Implement digital literacy instruction into education programs”. The DOC wants all students to leave the DOC prepared for post-secondary education and the workplace. Instructional technology will be leveraged to optimize efficiency, and to tailor and expand teaching methodology to best meet student learning style needs. In addition, the DOC consortium’s 2011-12 ABE Narrative includes a comprehensive technology plan. The ADP Pilot project administrator has experience with using distance learning for ABE instruction and has participated in DL101. She will develop a plan with the ADP Pilot project team to provide appropriate online learning for ADP pilot students. Even though the DOC has some online access limitations, specific software and online capabilities are in place, including the ability to administer online testing such as GED2014, Accuplacer and ACT. The two ADP pilot sites will have access to UltraKey 6 Typing Tutor and Northstar Digital Literacy assessment and instruction modules. KeyTrain curriculum designed to prepare students to earn the National Career Readiness Credential (NCRC) will be purchased for use in this pilot, and students will be able to take the NCRC assessment, as well. Each site has computers in the classrooms as well as separate computer labs. Online portfolios for the participating students will be developed for this ADP pilot project through Learner’s Web, per ADP pilot requirements. See Attachments C-3a and C-3bQuestion C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.)Specific components of the DOC’s education programming are provided in the response to Section C-2 above. In addition, The DOC’s adult education programming overview, along with a sampling of relevant ABE course descriptions, are attached. See Attachments C-4a through C-4j.UltraKey6 typing tutor (networked software) and Northstar Digital Literacy modules will be used for digital literacy instruction and will be imbedded across all levels of ABE, including in the ADP. CareerScope, another networked software solution, is used at all sites in the DOC. This assessment is a computerized career assessment and reporting system that measures both aptitude and career interest to help adults begin the career or educational planning process.The NCRC assessment and its aligned curriculum (KeyTrain) will be added to the DOC’s instructional materials during the ADP pilot period. This is a portable credential that demonstrates achievement in the workplace employability skills of Applied Mathematics, Locating Information and Reading for Information. This assessment measures “real world” skills that employers believe are critical to job success.Question C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district.The DOC is considered a school district and the accredited secondary school that grants a high school diploma is MCF-Red Wing’s Walter Maginnis High School. This school is committed to partnering with the DOC adult facilities in the pilot. Students earning an adult diploma will participate in a graduation ceremony at their respective adult facility. In some cases, “home” high schools are contacted when an offender student has only 1-3 credits remaining to graduate from that school, and are asked to collaborate on an instructional plan for the student to complete their diploma from his/her own school. This may be an option for our ADP pilot students, as well. Hiawatha Valley ABESection A: ABE Consortium InformationLead Consortium Fiscal AgentRed Wing Community Education/ISD#239Participating Consortium/ConsortiaHiawatha Valley ABE (HVABE)Lead Contact Who is the main pilot application contact?PersonJill RivardEmailjkrivard@Phone651-385-4562Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationJill RivardIntakeRob Whinnery, Marcy UnderwoodAdvisingMarcy Underwood, Beth BorgenInstructionChuck Butler, Marcy Underwood, Rob Whinnery, Dorothy EckbladAssessmentMarcy Underwood, Rob Whinnery, Chuck ButlerAdditional? (i.e. technology support, etc.) Please specify role.Dr. Beth Borgen, Red Wing H.S. Principal on special assignmentTraining (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.Jill RivardDr. Beth Borgen, Marcy Underwood, Chuck Butler, Rob WhinneryTraining (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.Jill Rivard, Chuck Butler, Marcy Underwood, Rob WhinneryOngoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?Jill Rivard, Dr. Beth Borgen, Marcy UnderwoodQuestion B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application.See attachment – Question B-1 – Staff Roster.Question B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups.The project administrator, Jill Rivard has been the Red Wing School District ACT coordinator and assessment coordinator working with BST and MCA test implementation and data analysis. She was the instructional technological coordinator for the school district. She is the HVABE Director and has been trained in MARCS Data System. Jill recently was appointed as one of the new Regional Transitions Coordinators for the Southeast region.Through an articulated agreement, Chuck Butler teaches developmental education for Southeast Technical College, where our ABE class site is located. All instructors who will be participating in this Adult Diploma pilot teach GED preparation and general ABE classes. Rob Whinnery is trained in DL101 and coordinates distance learning for all HVABE learners and participates in ongoing training for i-Pathways, KeyTrain and other approved GED/ABE online platforms such as Skills Tutor. He is a Pearson Vue examiner for GED Testing and MTLE Testing at the Technical College. Each of the instructors for the Adult Diploma Pilot are certified MN teachers and teach all subject areas of ABE and GED prep. Dr. Beth Borgen is the former Red Wing High School Principal who we have worked with for the adult diploma program we have currently been operating. She is now a principal on special assignment for Red Wing School District providing the role of Director of Support Services.Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models.Each for the instructors for the Adult Diploma Pilot are ACES trained and Chuck Butler is an ACES training facilitator. He was also on the ACES/TIF first development team. Marcy Underwood is a former high school career and guidance counselor and handles the intake for 40% of current HVABE students. She works closely with the High School Principal, Dr. Beth Borgen, to develop individual learning plans for high school diploma completion for ABE enrolled adults over the age of 21. Rob Whinnery is trained in DL101 and he is the intake advisor for all new HVABE enrollees and coordinates the distance learning for all learners in HVABE and he will be participating in the DL102 training Fall 2014. Dorothy Eckblad teaches basic computer literacy and is a former special education teacher. She also teaches career pathway training courses for HVABE as well as Developmental Education Math 1 and Read/Write 1 for Southeast Technical College’s articulated agreement with HVABE. Northstar Digital Literacy Standards are used for developing computer skills individual plans and Northstar Digital Literacy Modules are used for instruction. All staff are familiar with using Northstar Digital Literacy and it is the primary instructional tool for the basic computer classes. Funds from this Adult Diploma Pilot will be used to become a sponsor agency with Northstar Digital Literacy so that more data and programs will be accessible at the Technical College location and the Red Wing Public Library where we hold basic computer classes. The CCRS are imbedded in the transitions course called Career Access Program (CAP) in which all HVABE learners have the option to participate and it is a pre-requisite for participation in any of the career pathway training course HVABE offers.Question B-4. Please describe your staff members’ training and experience with providing student advising.Marcy Underwood develops learning plans with the high school Principal to ensure that adult diploma candidates have a sufficient rigor so that graduates meet the school district requirements and have the skills needed to be successful in post-secondary training and/or careers. Her background as a high school guidance counselor is very useful for determining the unique individual plans when there is a special situation with an adult learner. HVABE also has a collaborative agreement with Workforce Development, Inc. (WDI) in which WDI provides a part time career counselor to work with HVABE students in developing career goals, resumes, and job readiness. The counselor from WDI averages 10 hours per week with direct contact with ABE learners and individual counseling. She also assists at ABE new orientation sessions and leads the career exploration and goals setting process of the orientation.The Red Wing High School principal, Dr. Beth Borgen, has been working with the HVABE adult diploma program for 6 years and has developed an individual learning plan template which can be adapted to each individual learner’s needs. She oversees the progress of each adult diploma learner and revises the individual plans as needed.Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)Red Wing/Southeast Technical CollegePotential Number of Students Participating Pilot (January – June 2015)?6-20Which completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.Approved and aligned transcripts from foreign secondary schools +Potential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationYesAligned Postsecondary Course CompletionYes (Developmental Education courses in Read/Write 1 and Math 1)Accuplacer Test Score Verification (78+)YesGED (2002 Version) score 450+ on Reading and Writing tests + writing sampleYesGED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctored yesYesPassing scores on BST or MCA testsYesTOEFLACT Score 18+ on Writing and 21+ on Reading testsYesABE group instructionYesABE individual instructionYesABE distance learningYes (i-Pathways)Approved and aligned interdisciplinary and/or culminating project with written report and oral presentationYesPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationYesGED (2002 Version) Mathematics + additional workYesGED (2014 Version) MathematicsYesGED Ready Score 158 (in a proctored environment)YesAdvancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testYesPassing MCA or BST Math testsYesABE group instructionYesABE individual instructionYesABE distance learningYes (i-Pathways, Skills Tutor, KeyTrain)Potential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verficationYesGED (2002 Version) Science test passing score + additional workYesGED (2014 Version) Science passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningYes (i-Pathways)Approved and aligned research projects and/or reportsYesPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationGED (2002 Version) Social Studies passing score + additional workYesGED (2014 Version) Social Studies passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningYes (i-Pathways)Approved and aligned research project and/or reportYesPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionYesABE individual instructionYesABE distance learning (including MindQuest Academy, APEX, or other options)Yes - KeyTrainFastTRAC ProgrammingABE College Prep CoursesYes – Career Pathway Training coursesNorthstar Digital Literacy Assessments/CertificateYesResume CompletionYesApproved and aligned projects and/or reportsYesTyping speed verification (15+ words/minute)YesPlease note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.)The Hiawatha Valley ABE program is a consortium of seven school districts with the main programming taking place in Red Wing and Red Wing is the fiscal agent. There are students from each of the other consortium member districts who desire to earn a high school diploma instead of a GED. Red Wing High School has an adult diploma model that has been effective and we would like to enhance the current model so it can be proposed to the other consortium member school districts for approval. Twenty-seven percent of HVABE enrollees in this current program year are 21 years or older and have no high school diploma. HVABE has a Memorandum of Understanding with Prairie Island Indian Education Center in which we provide ABE instruction towards completing a Red Wing High School Diploma for Native American adults over age 21. The current adult diploma model we have been implementing had 13 graduates from Prairie Island in the past 4 years.We currently have 10 – 20 students who are struggling to achieve the skills needed for the GED 2014 exam. They completed the GED 2002 exam but did not have high enough scores to earn the diploma by final year of that GED test version. These individuals are excellent candidates to participate in a new model of adult diploma completion - a model that recognizes their current achievements and builds on their skills and experience. We would plan to revise our current adult diploma model for these potential candidates and future adults at Prairie Island Education Center so that HVABE will achieve a higher completion rate of graduates. Questions C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot.Red Wing High School has been very successful in developing a model similar to the new Minnesota State approved Adult Diploma and plans to adapt the current process to fit the new MN adult diploma. The Individual Learning Plan (ILP) currently being used has many of the components required for the new adult diploma and with minimal revisions/additions we will be able to provide a very comprehensive adult diploma program that will meet the Minnesota standards. HVABE has the capacity to provide digital literacy through Northstar Digital Literacy. We have well trained teaching staff, all of whom have MN Teaching licensures and 5-20 years of experience teaching adults in an ABE environment. This program has been successful using face-to-face classroom, individual tutoring and online instruction. Among the current HVABE enrollees, 25% are hybrid learners. Those learners attend face-to-face class an average of 10-16 hours per week and complete online/distance learning assignments an average of 20 additional hours per week. The HVABE program delivery model offers enough intensity of instructional hours for an adult diploma candidate to successfully complete the program within six months or less. For candidates who are not able to complete the pilot program and graduate within six months, this new adult diploma delivery model will continue beyond the pilot period. HVABE is a small program that has the capacity to provide individualized instruction for all ABE learners. Most instruction is not in a group setting but individual tutoring. This type of delivery model allows intervention and designing guided instruction that builds on the learner’s current skills.Program data is entered in the MARCS Data System and HVABE has trained data entry staff who will be able to maintain electronic student portfolios as the state’s system is developed. The HVABE Director, who will be actively participating on the AD pilot team, has experience developing systems and evaluating data which will be very helpful as the state develops an electronic system.Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.)See attachments – Question C-3 (Distance Learning Plan).Question C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.)HVABE uses i-Pathways, Northstar Digital Literacy, Skills Tutor, KeyTrain for online learning instruction and has general GED instructional materials See attachments – Question C-4 (Course descriptions).The current course called CAP (Career Access Program) is a transition to careers course. The CAP content includes career exploration, planning and goal setting, and study skills. The c See attachments – Question C-4 Course is co-taught by the WDI Navigator and Rob Whinnery. Through collaborative agreements with MN State College –Southeast Technical, HVABE has had access to “My Foundations Lab” and “Accuplacer Prep” . These two agencies are in the process of developing an Accuplacer Prep workshop to be held several times per year for potential new Southeast Technical enrollees and will be co-taught by HVABE and Southeast Technical faculty. HVABE students in the Adult Diploma Pilot will be required to participate in the Accuplacer workshop as part of their completion requirements. HVABE personal education plan (PEP) will be revised to include components from the CAP course checklist so that is more aligned with the World’s Best Workforce. See attachments - Question C-4 (PEP and CAP Framework and Checklist).Question C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district.Hiawatha Valley ABE has a current agreement with Red Wing High School to provide adult diploma instruction for candidates to earn a diploma from Red Wing High School. There have been discussions with Zumbrota-Mazeppa and Wabasha-Kellogg High Schools (which are HVABE consortium members) to establish an agreement to earn a high school diploma from these schools using the adult diploma completion criteria. More discussions will take place during the Adult Diploma pilot phase. It is expected that there will be at least these two more schools or possibly all the high schools in the consortium will approve the new adult diploma process and will award high school diplomas in their school name to appropriate candidates. Lakeville ABESection A: ABE Consortium InformationLead Consortium Fiscal AgentISD #194 – Lakeville Area Public SchoolsParticipating Consortium/ConsortiaLakeville ABELead Contact Who is the main pilot application contact?PersonClifford SkagenEmailClifford.skagen@Phone952.232.2080Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationClifford SkagenIntakeNancy Mena, Sharon Danley, Janet McAlpine, Clifford SkagenAdvisingClifford Skagen, Joan VieveringInstructionJoan Vievering. Terrance Reisch, Erin Mulvany-Mankowski, Seth Nelson, Steve Anderson, Jennie Groby, Anne Glassman, Mary Pat Carpentier, Lauen Fox, AssessmentJoan Vievering. Terrance Reisch, Erin Mulvany-Mankowski, Seth Nelson, Steve Anderson, Jennie GrobyAdditional? (i.e. technology support, etc.) Please specify role.Social Worker – Elaine KorschISD #194 District Technology Support Team (Hardware, network and wireless), ISD #194 Digital Literacy Coordinator – Chris Meyers (training and software support), Executive Director of Curriculum and Instruction - Barbara Knudsen, District Program Director – Emily McDonald (School Liaison Support Workers, Equity Services and Link 12 – Online Learning)Training (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.Joan Vievering, Erin Mulvany-Mankowski, Clifford Skagen, Terrance ReischTraining (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.Joan Vievering, Erin Mulvany-Mankowski, Clifford Skagen, Terrance ReischOngoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?Clifford Skagen, Erin Mulvaney-MankowskiQuestion B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application.See Attachment AQuestion B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups.Pathways Adult Education staff includes the staff of Lakeville Area Learning Center. Currently, we offer Adult Diploma through credit completion in conjunction with our Area Learning Center. In addition, our late GED teacher, David Hoyord, was instrumental in implementing the GED 2014 and distance learning program. Supporting David was Joan Vievering (our current GED Teacher), our ABE staff, and ALC staff.Lakeville Area Learning Center offers the current Adult Diploma via credit completion. These same teachers also instruct courses for the standard K-12 diploma.Even though our participation has been limited in serving on state wide task forces, because we are a small program, we are truly dedicated towards education excellence and refining our processes to deliver high quality GED and adult diploma programming. Our team has agreed to attend the two training and participate in the ongoing training assistance team.In addition, our learner diploma progress closely matches the proposed Adult Diploma Program Process. Our current process starts with an intake meeting, developing and setting goals in the Personal Learning Plan, providing instruction that meets the needs of the learners, track progress, providing additional support (such as a reading specialist), and advising learners for career college and college preparation.Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models.All of our teachers have been trained in and are using standards-based instruction which includes the Minnesota’s K-12 Standards. In addition, all teachers meet the Highly Qualified Teacher (HQT) as set forth in the NCLB. Our Pathways Adult Education staff has been using the Northstar Digital Literacy Standards and we have started to implement the ACES TIF. In addition, we are starting to break apart the CCRS.Lakeville Area Public Schools is committed to a world class education for all learners. To help Pathways Adult Education, our curriculum and instruction specialists are available to implement all standards that are applicable to the Minnesota State High School Diploma.Pathways Adult Education also have work programs that are located within major corporations and we coordinate work experience programs, for Lakeville Area Learning Center, throughout our communities that we serve. Moreover, we are providing students to be career and college ready.Question B-4. Please describe your staff members’ training and experience with providing student advising.Pathways Adult Education and Lakeville Area Learning Center has extensive experience in providing students with solid advice. Our staff has received training in career and college readiness such as AVID (Advancement Via Individual Determination). We have also work with Lakeville South and Lakeville North High School deans and career counselors to augment our understanding and practices of career and college ready. Our work coordinators also communicate with local employers and training is based on employers’ need. We have also established contacts with our local MnScu institutions. In addition, we offer ACCUPLACER prep as well as the ACCUPLACER assessment on-site.The administrator of the program serves on the Workforce Investment Board for Dakota and Scott counties. We have established relationships with our local Workforce Centers in Dakota County so we may refer learners to for employment and college advice.Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)Pathways Adult EducationLakeville Area Learning Center (Downtown Lakeville)Potential Number of Students Participating Pilot (January – June 2015)?8-12Which completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.YesApproved and aligned transcripts from foreign secondary schools +YesPotential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationYesAligned Postsecondary Course CompletionYesAccuplacer Test Score Verification (78+)YesGED (2002 Version) score 450+ on Reading and Writing tests + writing sampleYesGED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctoredYesPassing scores on BST or MCA testsYesTOEFLYesACT Score 18+ on Writing and 21+ on Reading testsYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned interdisciplinary and/or culminating project with written report and oral presentationYesPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationYesGED (2002 Version) Mathematics + additional workYesGED (2014 Version) MathematicsYesGED Ready Score 158 (in a proctored environment)YesAdvancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testYesPassing MCA or BST Math testsYesABE group instructionYesABE individual instructionYesABE distance learningYesPotential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Science test passing score + additional workYesGED (2014 Version) Science passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned research projects and/or reportsYesPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Social Studies passing score + additional workYesGED (2014 Version) Social Studies passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned research project and/or reportYesPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionYesABE individual instructionYesABE distance learning (including MindQuest Academy, APEX, or other options)YesFastTRAC ProgrammingUsing other consortiaABE College Prep CoursesYesNorthstar Digital Literacy Assessments/CertificateYesResume CompletionYesApproved and aligned projects and/or reportsYesTyping speed verification (15+ words/minute)YesPlease note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.)Our calculation for the number of students to be served is based enrollment in our adult diploma program, the number of GED and ESL learners who have expressed interest in obtaining a high school diploma. Furthermore, the City of Lakeville has the Airlake business district. Located within a ? mile of our site, this district is comprised of small and large business and has the largest workers of color in Dakota County. These potential learners may also benefit from Pathways Adult Education Diploma Services. In essence, there is the possibility of expansion.Questions C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot.With the full support of Lakeville Area Public Schools, Lakeville Community Education, and Lakeville Area Learning Center, Pathways Adult Education has district committed resources to implement the state adult diploma. In addition, the Pathways Adult Education administrator is also the administrator for Lakeville Area Learning Center Services. The administrator also supports administrative services for LINK 12 Online Learning and is part of the district leadership team.The Curriculum and Instruction Executive Director has dedicated staff that will help Pathways Adult Education staff break apart and interpret the standards that are set forth. In addition, we are in the process of scheduling ACES training through our regional ACES trainer.Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.)Lakeville Area Public Schools has a commitment to Pathways Education to allow district technology resources to be used for the state adult diploma. This includes district technology, district technology trainers, student information services, Lakeville Area Learning Center and other resources, such as the MLC, to implement this diploma.Our district is using the SAMR (Substitution, Augmentation, Modification and Redefinition) model for classroom instruction. This model allows our teachers to infuse technology into teaching and learning. Our goal is to transform how we teach our classes and maximize learning for all individuals.Please see Attachment B for the Technology Plan from our narrative.Question C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.)Pathways Adult Education a full range of core classes that covers the standards that are being used for the Adult Diploma program. Courses will be modified and develop by Lakeville Area Leaning Center staff to meet the requirements of the new diploma program. A course catalog of current can be supplied upon request. Lakeville Area Learning Center offers core and elective courses in English Language Arts, Mathematics, Science, Social Studies, Career and Work Experience courses, relevant special education courses, LINK 12 online courses and courses that have articulation agreements with local colleges.Question C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district. Pathways Adult Education has the full support of Lakeville Area Public Schools. Lakeville Area Public Schools has a tentative agreement to issue a Lakeville Area Public Schools Diploma to learners meeting the state diploma requirements. In addition, upon completion of the requirements of the state diploma, learners will have the opportunity to participate in graduation ceremonies with Pathways Adult Education and Lakeville Area Leaning Center.Metro North ABESection A: ABE Consortium InformationLead Consortium Fiscal AgentAnoka-Hennepin ISD11Participating Consortium/ConsortiaMetro North ABELead Contact Who is the main pilot application contact?PersonPatrice AdamsEmailpatrice.adams@anoka.k12.mn.usPhone763-506-1262Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationMolly StewartIntakeLinda KellerAdvisingMary FordInstructionShelley TallmanAssessmentLinda KellerAdditional? (i.e. technology support, etc.) Please specify role.Colleen Silver: Onsite technology/distance learning support for staff and learners; direct computer lab supervision during open lab timesDan Jones: Onsite hardware and limited software supportAmber Delliger: placement specialistTraining (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.Molly StewartMary FordShelly TallmanPatrice AdamsTraining (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.Molly StewartMary FordShelly TallmanPatrice AdamsOngoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?One or more of the following will attend each monthly working group meeting:Molly StewartMary FordShelly TallmanPatrice AdamsQuestion B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application.Patrice Adams, Anoka-Hennepin, Patrice.Adams@anoka.k12.mn.us, 763.506.1262Molly Stewart, Blaine Learning Lab, Margaret.Stewart@anoka.k12.mn.us, 763.783.4879LInda Keller, Blaine Learning Lab, LindaM.Keller@anoka.k12.mn.us, 763.783.4918Mary Ford, Blaine Learning Lab, Mary.Ford@anpoka.k12.mn.us, 763.783.4785Shelley Tallman, Blaine Learning Lab, Shelley.Tallman@anoka.k12.mn.us, 763.783.4715Question B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups.Patrice Adams: Pat has been working in ABE for nearly 25 years. She has been a GED instructor in both community-based and correctional ABE programs. Pat has been an ABE supervisor or manager the past fifteen years. During that time she established a GED Testing Center at a local college and has been a GED Examiner. Pat has been involved in an adult diploma program for the past twenty years as support staff, instructor and supervisor/manager. She has provided program direction and support to Metro North ABE’s adult diploma program collaborative where Spring Lake Park ISD 16 provides adult high school credit completion across nine school districts.Molly Stewart: Molly has been working with Metro North ABE for over eight years. Prior to becoming a program supervisor, she taught both GED and Adult Diploma (credit completion). She currently supervises the adult diploma program and has participated in both local and state trainings on the new GED. She observed one task force meeting and is interested in joining the work group. She has also been a part of multiple state-offered trainings and initiatives including: Project Ideal, LEA, STAR, and MNI. Linda Keller: Linda has been working in ABE for over 19 years filling roles in volunteer services, data entry and assessment and intake. Linda has been the Metro North ABE accountability coordinator since 2005. In her current role, she manages the database and all data collection and provides local training for utilizing standardized assessments for NRS reporting including CASAS and TABE. Since 2008, she has been part of the State of Minnesota team of certified trainers, and currently provides standardized assessment training to ABE agencies across the state through the Southwest MN ABE supplemental services grant. She currently serves on the Support Professional Advisory Resource Committee (SPARC).Mary Ford: Mary is a GED instructor with Metro North ABE at Anoka-Ramsey Community College and an adult diploma instructor at the Blaine Learning Lab. She has attended multiple GED trainings. Mary coordinates Skills Tutor at the Anoka Ramsey site as serves as a distance learning instructor at Blaine for the credit recovery learners. In her role as an instructor, Mary provides extensive advising support for learners in both the credit recovery program as well as to GED learners. Mary is currently completing ACES training through Metro North ABE. Shelley Tallman: Shelley is an ABE instructor at the Huber Workhouse. She teaches basic skills, adult diploma credit completion, and GED preparation. She brings over 35 years of teaching experience to the position, including over 30 years experience in secondary special education. She is currently participating in the ACES implementation training.Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models.Metro North ABE has always chosen to be on the forefront of new educational opportunities. One of Anoka-Hennepin’s ABE strategic goals for 2014-2015 is to integrate ACES/TIF into daily lesson planning and all teaching staff are participating in ACES study circles this year. Over the past year, Metro North ABE staff has developed and are currently implementing a new GED instructional model aligned to CCRS, Jumpstart GED. The lessons from the initial pilot are being offered at three locations within the consortium, and have been shared at local conferences as well as nationally.Staff from Metro North ABE serve on a variety of committees to support and implement statewide standards-based models:MNI A-TeamCCRS Implementation TeamNorthstar Digital Literacy Standards (implementation in classrooms only)Adult Diploma Task ForceACES Implementation TeamGED Professional Development TeamSTAR Leadership TeamIn addition to the vast knowledge base that has been developed through participation in the committees, all staff participate in regular staff development meetings, summits, and professional development opportunities locally, regionally, and nationally to learn about and implement new standards-based concepts and lessons in their daily work with adult learners. Anoka Hennepin, and several member districts, have adopted Q-Comp, and use that tool as a framework for additional teacher professional development.Question B-4. Please describe your staff members’ training and experience with providing student advising.As ABE professionals, the Metro North ABE teachers and staff provide multiple forms of advising. All staff provides advising to learners on an as needed basis. Staff is connected to resources in the community to be able to make effective referrals to community-based organizations (CBOs) and governmental agencies as appropriate. Staff meetings, partnerships with local CBOs are encouraged and supported, and all sites have access to the Anoka County Community Resource Guide for reference. Additionally, program staff that is co-located with other agencies is encouraged to collaborate and develop relationships to build referral and support networks for learners. With over 30 team members at the Blaine Learning Lab location, staff is encouraged to get advice and support from their colleagues to ensure that all appropriate options are explored with the learner.Emily Watts currently sits on the Student Advising Task Force, a collaborative effort of ABE professionals across the state that will develop a set of benchmarks for advising as part of the transitions work being undertaken by ABE programs as part of their three-year transitions plan. As a part of that process, multiple examples, best practices, and partnerships can and will be shared with all Metro North ABE staff, and specifically with the adult diploma pilot staff. Specific staff that will be working directly with this project have the following experience:Mary Ford has been working with the credit recovery diploma program for nearly four years. She provides direct learner advisement on a daily basis. She analyzes transcripts and monitors and adjusts progress plans. Mary provides onsite support and guidance for learners and program staff, as well as collaborating with the Anoka County Workforce Center counselors. She works closely with the adult diploma coordinator and other diploma staff to stay current on offerings and best practices. Through Metro North ABE she also attends bi-yearly diploma summits where the needs of the program and learners are discussed. She connects learners to college options on the Anoka Ramsey Community College campus, and has advised learners on financial aid, applying to college, and more.The Blaine Learning Lab has four full time intake and assessment staff that serve as the first point of contact for the learner and a placement specialist that completes intake and serves as an ongoing point of contact for learners for scheduling, attendance and distance learning issues. The placement specialist also serves as a first point of contact for a variety of outside agencies to handle education documentation required for enrollment in external program support (child care, MFIP, etc.). The intake staff orients learners to the program, discuss program options available to learners and complete standardized intake testing. Molly Stewart provides direct, onsite supervision for the adult diploma credit recovery program, learners, and staff, including intake and assessment staff and the placement specialist. Molly has background as a K-12 instructor, placement specialist, and diploma instructor that provides a framework for supporting learner advisement. As a current program supervisor, Molly attends many statewide and community meetings to ensure that partnerships are developed and resources are shared with staff and learners. Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)Blaine Learning LabCo-location with the Anoka County Workforce CenterPotential Number of Students Participating Pilot (January – June 2015)?15 studentsWhich completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.YESApproved and aligned transcripts from foreign secondary schools +YESPotential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationYESAligned Postsecondary Course CompletionYESAccuplacer Test Score Verification (78+)YESGED (2002 Version) score 450+ on Reading and Writing tests + writing sampleYESGED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctoredYESPassing scores on BST or MCA testsYESTOEFLYESACT Score 18+ on Writing and 21+ on Reading testsYESABE group instructionYESABE individual instructionYESABE distance learningYESApproved and aligned interdisciplinary and/or culminating project with written report and oral presentationYESPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationYESGED (2002 Version) Mathematics + additional workYESGED (2014 Version) MathematicsYESGED Ready Score 158 (in a proctored environment)YESAdvancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testYESPassing MCA or BST Math testsYESABE group instructionYESABE individual instructionYESABE distance learningYESPotential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationYESPostsecondary course completion verificationYESGED (2002 Version) Science test passing score + additional workYESGED (2014 Version) Science passing scoreYESABE group instructionYESABE individual instructionYESABE distance learningYESApproved and aligned research projects and/or reportsYESPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationYESPostsecondary course completion verificationYESGED (2002 Version) Social Studies passing score + additional workYESGED (2014 Version) Social Studies passing scoreYESABE group instructionYESABE individual instructionYESABE distance learningYESApproved and aligned research project and/or reportYESPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionYESABE individual instructionYESABE distance learning (including MindQuest Academy, APEX, or other options)YESFastTRAC ProgrammingYESABE College Prep CoursesNONorthstar Digital Literacy Assessments/CertificateYESResume CompletionYESApproved and aligned projects and/or reportsYESTyping speed verification (15+ words/minute)YESPlease note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.There are several reasons that account for the need to offer increased adult diploma programming in the greater Anoka County area including continued populations residing in the target area without a high school equivalency, GED test changes, and the increased educational needs in the workforce.The 2013 American Community Survey indicates that within our nine school district ABE program service area there are approximately 22,096 individuals who indicated that they do not have a high school diploma or equivalency. Metro North ABE serves an average of 5,500 to 6,000 enrollees per program year. To date (December 01, 2014), 450 enrolled learners started with Metro North ABE at the Low Adult or High Adult Secondary Education level. An additional 510 learners started in the current program year at the High Intermediate Basic Education level, many of who indicate through their intake and advising that obtaining a high school credential is a goal. Since 2009, Metro North ABE has served an average of 200 learners over the age of 21 each year in the credit-recovery adult diploma program across four sites within the consortium. In the first half of this program year (5/1/14 through 10/31/14) the Metro North ABE Adult Diploma Program has served 140 learners across all four of our program sites offering this option. Nearly 50 learners each year complete their high school credit requirements and earn their high school diploma through the program.With the recent changes to GED 2014 testing and the higher skill level requirements to pass the newest version of this test, the need for other secondary credential options for ABE students has grown, resulting in waiting lists for both morning and evening programming for adult diploma credit recovery program at the Blaine location. Offering another option for adult diploma though the pilot project will allow Metro North ABE to test a model that may be able to be replicated at other sites within the consortium.According to the Georgetown Center for Education and Workforce, 70% of positions in Minnesota will need some sort of post-secondary credential by 2018. An adult diploma option that accommodates for a wide range of credentialing options allows for people that may have been working for many years to receive credit for that work experience, and allows them to demonstrate the skills needed to obtain the high school credential necessary for many post-secondary training options. Questions C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot.Metro North ABE has a 37-year history of offering ABE services to the residents of Anoka County. Today, with nine member school districts, and 13 locations, Metro North ABE has the depth of leadership and teaching experience, the financial stability, and the infrastructure to pilot an adult diploma program. Metro North ABE has a long history of offering adult diploma credit recovery. We began offering the diploma program over 20 years ago and have consistently offered classes at multiple sites throughout the consortium. Due to the commitment of our staff, we have maintained continued interest in our credit recovery program. This has enabled us to offer classes at multiple locations, at differing times, facilitated by teachers with varied licensure backgrounds, with multiple delivery approaches (large group, lab setting, distance learning) and individualized learning plans. Even with the changes in participant numbers and learner focuses over the years, the interest in our diploma program has remained strong and consistent.There is strong adult diploma programing leadership support from the nine school districts, Community Education directors and local staff. Space, funding, and staff have been supported by the different school districts with Spring Lake Park ISD16 taking the key leadership role. Funding has been made available throughout the majority of the partnering school districts to offer credit recovery to those both over and under 21.During the past two decades, Metro North ABE’s county partners, including the Anoka County Workforce Center and the County Corrections department, have actively helped recruit, refer, and support their clients/customers to the program. In addition to these agencies, we also have direct referrals from our local ALC programs. Outside of our partnerships, there is also access to the marketing and outreach materials developed by the consortium to recruit new learners.Blaine Learning Lab represents one site of the 13 in our nine school district consortium. As the pilot site, Blaine staff is committed to ensuring that there is information sharing throughout the process and implementation of the pilot with other sites. Staff meetings, email updates and site visits will be used to share information. There will be a staff-led session updating all staff about the diploma project at the May Metro North ABE staff development event. Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.)Metro North ABE values meaningful technology integration for both learners and staff. Our staff has extensive technology experience and has participated in multiple learning technology trainings. Staff at the Blaine Learning Lab that will be working with the new diploma program has extensive use and training in eFolio, MindQuest Academy, NorthStar Digital Literacy Assessments, KeyTrain, Skills Tutor, iPathways, and Plato. They also have access to trainings on Learner Web. It is also expected that staff members work with both Dropbox and Google Drive.To help our learners gain or improve their own technology skills, we offer brush-up in computer basics onsite as well as official Northstar Digital Literacy assessments and Work Keys testing. Learners also have access to the staff-supported computer lab during class as well as during open computer lab sessions. The Blaine staff and learners have onsite access to a stationary computer lab with a SMARTboard, three mobile Chromebook labs, laptop computers, and a public wireless account for learner use.To aid in technology and/or distance learning, the Blaine Learning Lab has a distance learning (DL) team composed of 3 FT teachers, 1 FT literacy assistant, and 1 PT literacy assistant. They are available to help with basic hardware issues as well as DL program management related issues. They are responsible to help track DL hours and aid in learner perseverance and encouragement using face-to-face meetings, open computer lab support, and DL reports for instructors and online office hours.Metro North ABE has been using Skills Tutor as a supplemental tool for learners since the State began offering access to the program. All staff has been trained in using Skills Tutor, and refresher classes are offered periodically, using the resources of the Minnesota Literacy Council and in-house experts. The Blaine location’s distance learning team developed and implemented a process for learner support, learner expectations and staff reporting and documentation that allowed the site to require six lessons of Skills Tutor from each ABE learner weekly. The changes implemented, especially in the area of learner accountability and support, has resulted in every learner making their NRS target while enrolled in Skills Tutor, and the number of hours for Skills Tutor hours has doubled since July. The model developed in Blaine has been replicated at two other locations, with more sites looking to adopt it in the coming months. The advisor for the diploma program pilot is fully trained in the use of Skills Tutor, and the instructor can access the required training and support as needed to ensure success.Through our strong relationship with the Anoka County Workforce Center, learners have ongoing access to instructor-lead computer classes. Classes are offered at the Workforce Center, the Anoka County Library- Rum River, and Anoka Ramsey Community College-Coon Rapids. Class offerings are taught by an ABE instructor, and include Basic Computer Skills, Word, Excel, Powerpoint and Access. Metro North ABE also actively promotes technology classes offered by the Workforce Center in online job seeking, resume writing, and using MinnesotaWorks. There are two certified Northstar Digital Literacy test administrators at the Blaine location. Since July 2014, they have administered over 150 assessments, and nearly 60 people have earned one or more certificates. Learners that do not earn a certification are encouraged to take advantage of one of the free computer classes offered in partnership with the Workforce Center and/or to improve their skills during regular class instruction.Once they have completed their diploma credential, they may also have the opportunity to participate in the Career Connections FastTRAC grant. Through this grant, learners complete a forty-hour career exploration class, which allows the learner to explore and learn about three training options; Office and Administrative Technology, Precision Sheet Metal, and Certified Nursing Assistant. Learners that select the Office Administrative Technology complete 30 hours of contextualized bridge programming and another 100 hours of Microsoft Office training, culminating in the opportunity to sit for the Microsoft Office Certifications in Word and Excel. 95% of the learners in the most recent class earned the official Microsoft Office Certification in Word, and 90% earned the Excel certification. Job placement rates for the program exceed 90%.Question C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.)During the pilot Metro North ABE will continue to offer credit-recovery options for our learners at various consortium locations, including the Blaine Learning Lab. The structure of the current credit-recovery classes may vary throughout the consortium, but most often looks like a lab setting facilitated by an instructor and supported by an assistant or volunteer. Learners are given individual learning plans to guide their work time and efforts. During the pilot stage, the Blaine Learning Lab will offer a separate morning class on opposite days of the current credit recovery program for those specifically working on the state adult diploma. In addition, learners will have the option of attending a full-time, teacher-led ABE class providing direct, standards-based instruction in the key academic areas. Adult diploma learners will also continue to have access to our distance learning options and the support of our distance learning team.Our Blaine Learning Lab location has recently begun to offer an adult diploma option that focuses on providing lower level adult diploma learners with additional exposure in basic academic skills including reading, math, writing, and language. This class offers a more structured, full-time setting for those who require the additional support. This class includes direct instruction, teacher/volunteer supported small groups, and distance learning components.Moving forward, Metro North ABE is committed to continue offering quality adult diploma options consortium-wide. Regular communication with current credit-recovery instructors at the other sites, as well as training, brainstorming, and information sharing will allow all sites to benefit from the pilot at the Blaine location.Question C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district.For the past twenty years Metro North ABE has offered a credit-recovery adult diploma option supported by Spring Lake Park ISD 16 for adult learners whose class has graduated. This program includes learners under the age of 21. The process of moving towards the Minnesota Adult Diploma option involves input from the nine Community Education Directors in our consortium. Pat Adams has presented information on the Minnesota Adult Diploma program several times this past year. Recently the directors had an in-depth discussion about the Minnesota Adult Diploma program and the application for the pilot.The Community Education Directors are concerned about moving exclusively to the Minnesota Adult Diploma program because it means Metro North ABE sites would no longer be offering a diploma option to those under 21. The directors are anxious to learn more to determine if we can continue both options, and to what degree, or if we need to choose only one option for our learners.None of the school districts within the consortium have been contacted to determine if they would present a local diploma to ABE learners who have earned and been awarded a Minnesota Adult Diploma. Historically, many of our member districts have honored the completion of the Spring Lake Park Adult Diploma by awarding a local diploma as well.Minneapolis Adult EducationSection A: ABE Consortium InformationLead Consortium Fiscal AgentMinneapolis Public Schools Adult EducationParticipating Consortium/ConsortiaSameLead Contact Who is the main pilot application contact?PersonKate RonaldEmailkronald@Phone612-278-4239Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationKate RonaldIntakeKate RonaldAdvisingKate RonaldInstructionShirley Durr (English), Ben Savitt (Social Studies), Jeff McArthur (Science), Teresa Thompson (Math)AssessmentLynnea FornessAdditional? (i.e. technology support, etc.) Please specify role.Robin Mercier and Carlye Peterson (Minneapolis Adult Education lead contacts), Janice Phillips (Minneapolis district contact, We Want You Back)Training (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.All (or as needed)Training (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.All (or as needed)Ongoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?All (or as needed)Question B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application.See attached.Question B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups.Our site at VOA Adult High School has had an adult diploma program (based on Equipped for the Future or EFF) for many years so the staff is comfortable and experienced working with competency standards. GED instruction and testing is handled at another site in our consortium (the South Campus) but we are used to sending students back and forth between sites depending on which program (GED or adult diploma) is the best fit for the student. VOA’s director (Kate Ronald) has participated in the second adult diploma task force and all working group meetings, including as part of the math, science and social studies sub group.Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models.All our adult diploma teachers are licensed in their subject areas. Our science, social studies and math teachers all teach full time in alternative high schools during the day and part time at our school in the evening so they are well versed in Minnesota’s K-12 standards. Our adult diploma English/language arts teacher is full time at our site and works with both the CCRS and K-12 standards. Question B-4. Please describe your staff members’ training and experience with providing student advising.Kate Ronald has had four years of experience advising students as the director of the program. Shirley Durr and Ben Savitt also both have advising experience, Shirley through her work with EFF diploma students and Ben through his work with alterative high school ISP students.Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)VOA Adult High SchoolPotential Number of Students Participating Pilot (January – June 2015)?25-50 (estimated)Which completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.We can do this if it seems like the best option for a student, but because it doesn’t allow students to finish portions of their competencies outside of the NEDP (such as through GED tests or credits already earned) it might not be used much if at all.Approved and aligned transcripts from foreign secondary schools +YesPotential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationYesAligned Postsecondary Course CompletionYesAccuplacer Test Score Verification (78+)YesGED (2002 Version) score 450+ on Reading and Writing tests + writing sampleYesGED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctoredYes (through other sites in the consortium)Passing scores on BST or MCA testsYesTOEFLYesACT Score 18+ on Writing and 21+ on Reading testsYesABE group instructionYesABE individual instructionYesABE distance learningYes (through other sites in the consortium if needed)Approved and aligned interdisciplinary and/or culminating project with written report and oral presentationYesPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationYesGED (2002 Version) Mathematics + additional workYesGED (2014 Version) MathematicsYes (through other sites in the consortium)GED Ready Score 158 (in a proctored environment)YesAdvancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testYesPassing MCA or BST Math testsYesABE group instructionYesABE individual instructionYesABE distance learningYes (through other sites in the consortium if needed)Potential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verficationYesGED (2002 Version) Science test passing score + additional workYesGED (2014 Version) Science passing scoreYes (through other sites in the consortium)ABE group instructionYesABE individual instructionYesABE distance learningYes (through other sites in the consortium if needed)Approved and aligned research projects and/or reportsYesPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Social Studies passing score + additional workYesGED (2014 Version) Social Studies passing scoreYes (through other sites in the consortium)ABE group instructionYesABE individual instructionYesABE distance learningYes (through other sites in the consortium if needed)Approved and aligned research project and/or reportYesPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionYesABE individual instructionYesABE distance learning (including MindQuest Academy, APEX, or other options)Yes (through other sites in the consortium if needed)FastTRAC ProgrammingYes (through other sites in the consortium if needed)ABE College Prep CoursesYes (through other sites in the consortium if needed)Northstar Digital Literacy Assessments/CertificateYes (assessment on site, certificates through We Want You Back)Resume CompletionYesApproved and aligned projects and/or reportsYesTyping speed verification (15+ words/minute)YesPlease note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.)Minneapolis Adult Education serves a large population of ABE students who need secondary credentials. While the GED programming and testing offered at the South Campus is a good fit for many students others are better served through an adult competency diploma or a combination of the two. VOA Adult High School currently has 25 students enrolled that meet the TABE reading score requirement for adult diploma. About 15 more students have qualifying TABE scores through VOA or the South Campus and would like to start, but are waiting to see if we are chosen as a pilot site before they enroll or re-enroll. About 30 additional former students will be contacted if the pilot is approved to see if they’re interested in returning to school.Questions C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot.Across the consortium we are able to provide ADP students with access to GED programming and testing, credit completion and ABE competency instruction depending on the unique needs of each adult diploma student. We have interest and support within the consortium and at the district through We Want You Back. At VOA Adult High School we already have adult diploma level classes that are aligned to the new competency standards and have students who are ready to participate if we are chosen for the pilot.Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.)Our staff is comfortable with and knowledgeable about technology in general and will be able to handle online portfolios through Learner Web and all other technology-related requirements. Our English teacher, who is our lead ADP teacher, runs our computer lab during Independent Study class and teaches computer-specific classes when we offer them. Although VOA Adult High School does not currently do distance learning, Northstar Digital Literacy Assessments/Certificates at our site, other sites in the consortium and district can assist if needed. Question C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.)See attached.Question C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district.We work closely with Janice Phillips in the district’s We Want You Back program. The district has issued diplomas for our adult diploma students as recently as July and we don’t anticipate any change in their support this year.Osseo ABESection A: ABE Consortium InformationLead Consortium Fiscal AgentOsseo Area Schools – ISD 279Participating Consortium/ConsortiaOsseo Adult Basic EducationLead Contact Who is the main pilot application contact?PersonJulie PierceEmailpiercej@Phone763-585-7321Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationJulie PierceIntakeChristine Derner, Katie Hill, Yasmin Salyani, AdvisingPaula Freiermuth, Nancy JohnsonInstructionMaria Boeder, Leah Cason, Gayle Chapman, Paula Freiermuth, Ibby Gilmore, Tom Greve, Terry Jaakkola, Meg RoeskeAssessmentBrenda Gust, Katie Hill, Yasmin Salyani, Evening Education Support Professional (open position)Additional? (i.e. technology support, etc.) Please specify role.Brenda Can – Transitions Integration Framework (TIF) Facilitator; Paula Galbrecht—Northstar Digital Literacy Assessment proctor, distance learning technical support; Deborah Santana-MARCS data entry and recordkeeping; Brenda Gust—Independent Study support; Evening Independent Study Support (open position)Training (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.Maria Boeder, ABE TeacherPaula Freiermuth, ABE TeacherNancy Johnson, ABE TeacherJulie Pierce, Program CoordinatorTraining (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.Maria Boeder, ABE TeacherPaula Freiermuth, ABE TeacherNancy Johnson, ABE TeacherJulie Pierce, Program CoordinatorOngoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?Paula Freiermuth, ABE TeacherQuestion B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application. Please see Attachment B-1.Question B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups.All staff currently working with GED preparation have participated in workshops and training sessions presented by the GED Professional Development Advisory Team and the Minnesota Numeracy Initiative at regional workshops, the Adult Basic Education (ABE) Summer Institute, and through webinars. Paula Freiermuth, who will take on the lead role for the adult diploma pilot, has extensive experience with adult diploma programs including design and implement of adult diploma for Metro North ABE, instruction with Lakeville ABE, supervision of diploma programs for Metro South ABE, and lead diploma teacher/advisor for Osseo ABE’s previous adult diploma program. Other instructional staff included in the adult diploma pilot have experience instructing in adult diploma and/or ALC programs in the Osseo school district. Terry Jaakkola is the lead instructor for our College Prep program co-located at North Hennepin Community College and has served on the College Prep Advisory Committee and the Academic, Career, and Employment Skills (ACES) Workgroup reviewing and discussing online learning, college preparation, Mindquest Academy, and transitional skills for success in post-secondary and employment. Current staff responsibilities will be revised to include instructional and advising for the adult diploma program. Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models. Brenda Can, ESL instructor, received training in the ACES Transition Integration Framework (TIF) and serves as our Facilitator for TIF implementation for the Osseo ABE program. All licensed staff participate in Professional Learning Communities (PLCs). All PLC work is focusing on embedding the TIF into instruction. All Osseo ABE teachers, instructional Education Support Professionals (ESPs) and Information Technology ESPs have received training in the Northstar Digital Literacy Standards and instruction in the standards is proceeding at all levels of the program. Osseo ABE was one of four ABE programs participating in the 2013-14 Unemployment Insurance Digital Literacy Targeted Group grant which partnered ABE, DEED, and the Minnesota Workforce Centers in providing digital literacy instruction through Northstar Digital Literacy Assessments and Learner Web to workforce center clients receiving unemployment insurance benefits. All instructional staff participated in staff workshops last year to discuss in detail the CCRS reading standards and implications for implementation at all levels of programming. The lead teacher for the adult diploma pilot, Paula Freiermuth, has attended webinars on the College and Career Readiness Standards (CCRS) as presented by LINCS. Instructors continue to review the CCRS standards and revise our program curriculum accordingly.Question B-4. Please describe your staff members’ training and experience with providing student rmal advising is an expectation of all licensed staff. Quarterly staff development includes information and resources to assist students with personal and employment concerns. As lead teachers for the day and evening Academics program, Paula Freiermuth and Meg Roeske meet individually with all incoming ABE students to complete personal learning plans and goal advising. In addition, Paula Freiermuth has done educational advising for adult diploma students for Metro North ABE and for Osseo ABE’s previous adult diploma program. Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)Osseo Adult Basic Education CenterPotential Number of Students Participating Pilot (January – June 2015)?20Which completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.Approved and aligned transcripts from foreign secondary schools +Potential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationAligned Postsecondary Course CompletionAccuplacer Test Score Verification (78+)GED (2002 Version) score 450+ on Reading and Writing tests + writing sampleGED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctoredPassing scores on BST or MCA testsTOEFLACT Score 18+ on Writing and 21+ on Reading testsABE group instructionABE individual instructionABE distance learningApproved and aligned interdisciplinary and/or culminating project with written report and oral presentationPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationGED (2002 Version) Mathematics + additional workGED (2014 Version) MathematicsGED Ready Score 158 (in a proctored environment)Advancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testPassing MCA or BST Math testsABE group instructionABE individual instructionABE distance learningPotential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationPostsecondary course completion verificationGED (2002 Version) Science test passing score + additional workGED (2014 Version) Science passing scoreABE group instructionABE individual instructionABE distance learningApproved and aligned research projects and/or reportsPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationPostsecondary course completion verificationGED (2002 Version) Social Studies passing score + additional workGED (2014 Version) Social Studies passing scoreABE group instructionABE individual instructionABE distance learningApproved and aligned research project and/or reportPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionABE individual instructionABE distance learning (including MindQuest Academy, APEX, or other options)FastTRAC ProgrammingABE College Prep CoursesNorthstar Digital Literacy Assessments/CertificateResume CompletionApproved and aligned projects and/or reportsTyping speed verification (15+ words/minute)Please note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.)Osseo ABE is part of ISD 279-Osseo Area Schools, the fifth-largest school district in Minnesota, serving all or part of Brooklyn Center, Brooklyn Park, Osseo, Maple Grove, Corcoran, Dayton, Plymouth, and Rogers. Osseo ABE serves a demographically changing population mirroring changes in northwest Hennepin County and the communities we serve. The top five highest-represented countries of origin for Osseo ABE adult learners are USA, Liberia, Mexico, Vietnam and Laos. Our school district is home to the largest concentration of Liberians outside of Liberia. These and other West African students, along with other immigrants, comprise 50% (91 out of 183) of the students seeking a GED in the Osseo ABE program. Their educational experiences have been extremely limited or interrupted. This causes difficulty with test-taking, particularly with timed tests. These students have educational and training experiences in this country and in their home country that can apply to diploma competencies and alleviate the stress of high-stakes testing. As of November 15, 2014, 699 out of 1,271 enrollees (55%) in the Osseo ABE program lack a secondary credential from the U.S. or any other country. Among current students, 115 students lack a secondary credential, are over 21, and have a TABE reading level over 6.0 on an M, D, or A test. One hundred eighty three students have enrolled in GED preparation classes since May 2014. During Personal Education Plan advising, approximately 20% of students express a preference for a high school diploma over a GED. One out of every ten inquiries about our program is a request for high school diploma completion. These students are referred to other ABE programs or given the choice to work on their GED at Osseo ABE. During the Fall 2013 push for students to finish their 2002 GED, approximately 60 students were unable to complete their credential. For most of these students, time ran out. For others, the stress of the testing process was too demanding. Based on these numbers and the current structure of our program, we feel that we can effectively serve 20 students in an adult diploma program at this time. We want to ensure quality of instruction, evaluation, and advising, so the projected number is smaller. It is likely that this number will increase as processes and implementation become clearer. We have calculated that 20 students who participate with at least 75% attendance in classroom, independent study, and distance learning will generate sufficient contact hours to sustain the adult diploma program in successive program years.Questions C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot.Osseo ABE has provided adult basic education programs and services to adult learners for over 40 years. Our program mission is to provide a quality and comprehensive adult basic education program designed to meet the needs of each learner in a positive, innovative and safe environment and is aligned with the Osseo Area Schools-ISD 279 mission statement that “We will inspire and prepare all learners with the confidence, courage, and competence to achieve their dreams, contribute to community and engage in a lifetime of learning.”Programming includes English as a Second Language, academic skills, GED preparation, College Prep, Family Literacy, workplace education, and FastTRAC bridge classes. In addition, Osseo ABE has staff trained in distance learning (Learner Web, PLATO, Mindquest Academy, Skills Tutor, i-Pathways, and D2L). During the 2013-2014 program year, Osseo ABE served 2,150 learners for 156,999 hours. The primary site is the Northwest Family Services Center (NWFSC) campus in Brooklyn Center. Basic skills, Academics, and GED prep classes are held Monday through Thursday mornings (9:00am-1:00pm) and Tuesday and Thursday evenings (5:30pm-8:30pm). English as a Second Language classes are held Monday through Friday mornings (9:00am-1:00pm), Monday, Wednesday, and Friday mornings (9:00 am-12:30 pm) and Monday through Thursday evenings (5:30pm-8:30pm). ESL Family Literacy classes are held Monday, Wednesday, and Friday mornings (9:00 a.m.-12:30 p.m.). The College Prep distance learning program is co-located at North Hennepin Community College. FastTRAC bridge classes are held at the NWFSC or on site at Hennepin Technical College. Computer literacy and job-seeking classes are held at the Minnesota Workforce Center-Hennepin North in Brooklyn Park.Osseo ABE has 43 staff members—1 program administrator, 29 licensed instructors, 8 instructional support professionals, 3 information technology support professionals, 1 administrative support professional, and 1 volunteer coordinator. Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.)Each Osseo ABE teacher has access to a classroom laptop computer, classroom document camera and ceiling-mounted projector, desktop computer, and i-Pad. There are three computer labs (two labs with 20 desktop computers each and one lab with 22 desktop computers) for students to use in class or during open lab time. In addition, the Academics Independent Study classroom has eight student desktop computers. There are also three mobile laptop carts (20 computers per cart for a total of 60), and three mobile iPad carts with a total of 60 i-Pads available for class, small group, and individualized instruction. All Osseo ABE students receive weekly digital literacy instruction in the Northstar Digital Literacy Standards. Proctored testing for Northstar certificates is available whenever needed. The program administrator and Information Technology Education Support Professional (ESP) have completed Distance Learning 101. Staff has access to District 279 technology support and are included in the district’s “Digital Learning for All” plan. Technology support is provided on-site by three Informational Technology ESPs who have had specific training in hardware and software including PLATO, Learner Web, SkillsTutor, and Northstar Digital Literacy Assessments. College Prep staff are trained in Mindquest, PLATO, SkillsTutor and D2L. They receive support from an Instructional ESP and North Hennepin Community College IT staff. District 279 supports using Schoology for online coursework and flipped classrooms. Students at Osseo ABE are using Schoology and PLATO to access course materials and learning resources in support of class work. Students also have access to program-specific web sites for additional practice materials.Question C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.)Osseo ABE has a leveled class structure for ABE and ESL. Our GED preparation program is called “Academics” with classes for students with a 6.0 GLE on TABE M, D, or A reading assessments who are preparing for the GED, college, or employment. There are specific classes in English/ Language Arts, Science, Social Studies, and Math. Students are placed into classes by ability level in reading or math and proceed to their next class level based on assessment results (TABE or teacher-developed assessments). The curriculum for these classes is based on the College and Career Readiness Standards. Additional class time is spent on technology skills, specifically the Northstar Digital Literacy Standards. This existing structure will easily lend itself to include an adult diploma program. The Academics classes have both daytime and evening sections and include an independent study lab with Education Support Professionals and volunteers available for assistance in independent projects. Students who are lacking competencies in any subject areas will have these classes as a pathway for instruction. In addition, students will be able to continue to use our distance learning platforms to complete competencies. To place students in classes, all students attend an orientation session which includes pre-testing with TABE or CASAS in reading and math, a writing sample, and information about learning options, program attendance requirements, and school district policies. Students then meet individually with a lead teacher who helps them develop a personal learning plan (PLP). The PLP interview includes discussion about the student’s test results, additional diagnostic testing, goals, past educational experiences, and potential barriers, and culminates in a plan for instruction. Additional PLP advising is conducted informally several times throughout a student’s enrollment by the classroom teacher to monitor progress toward meeting goals, establishing new goals, and developing new or additional paths of instruction. To facilitate transition to the next level class or to employment or post-secondary, students complete the required progress testing in TABE or CASAS and teacher-developed assessments. The results are kept in our electronic student database and hard copy and electronic portfolio along with any certificates from technology assessments and special course completions. Please see Attachment C-4 Curriculum Outline.Question C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district.The program administrator has been in discussions with department leadership of District 279 Curriculum, Instruction, and Educational Standards, Student Services, and the Alternative Learning Center. All department leadership find the plan for an adult diploma intriguing and discussions are ongoing. Attachment B-1Osseo Adult Basic EducationAdult High School Diploma Primary Contact Staff ListMaria BoederDay Diploma Instructional LeadNWFSC763-566-5452boederm@ Brenda CanTransitions Integration Framework FacilitatorNWFSC763-566-5452canb@Leah CasonEve Academics InstructorNWFSC763-566-5452casonl@Gayle ChapmanEve Academics InstructorNWFSC763-566-5452chapmang@ Christine DernerCollege Prep ESPNWFSC/North Hennepin Community College (NHCC)763-566-5452dernerc@Paula FreiermuthDiploma Lead/ Advisor/ Evening Diploma Instructional LeadNWFSC763-566-5452freiermuthp@Paula GalbrechtInformation Technology ESPNWFSC763-566-5452galbrechtp@Ibby GilmoreDay Academics InstructorNWFSC763-566-5452gilmoree@Tom GreveEve Academics InstructorNWFSC763-566-5452grevet@Brenda GustDay Academics/ Independent Study ESPNWFSC763-566-5452gustb@Katie HillIntake/ Assessment ESPNWFSC763-566-5452hillc@Terry JaakkolaLead Teacher College PrepNHCC763-566-5452jaakkolat@Nancy JohnsonAdvisorNWFSC763-566-5452johnsonn@Julie PierceAdministratorNWFSC763-585-7321piercej@Meg RoeskeDay Academics Lead InstructorNWFSC763-566-5452roeskem@Yasmin SalyaniIntake and Assessment ESPNWFSC763-566-5452salyaniy@Deborah SantanaData ESPNWFSC763-566-5452santanad@ Position currently vacantAcademics and Independent Study Support Professional EveNWFSC763-566-5452Attachment C-4Curriculum OutlineAcademics Low/Academics CEnglish Language ArtsSWBAT1.Alphabetics/ Fluency/ Foundational Skills 1.1Accurately read multisyllabic words with frequently used affixes1.2Read fluently with accuracy, speed, and prehension2.1Cite evidence to support analysis of text2.2Determine theme or central idea2.3Summarize a text distinct from prior knowledge or opinions2.4Analyze connections between individuals, ideas, or events2.5Determine how a particular sentence or paragraph contributes to development of ideas2.6Analyze how text structure contributes to development of ideas2.7Determine author’s point of view2.8Integrate information presented graphically2.9Integrate text information into graphic format2.10Delineate and evaluate argument—claims, reasoning, evidence2.11Analyze two conflicting texts3.Writing3.1Write arguments to support claims with reasons and evidence3.2Use words and phrases to create cohesion and relationship among claims, reasons, evidence3.3Organize writing with topic/these, body, conclusion3.4Use appropriate transition words3.5Write informative/explanatory text3.6Use appropriate text structures—sequence, definition, classification, comparison/contrast, cause/effect3.7Use relevant facts and quotations3.8Use precise language3.9With minimal guidance revise and edit writing3.10Conduct short research projects using multiple print and digital sources4.Speaking and Listening4.1Engage effectively in a range of collaborative discussions4.2Come prepared, follow agreed-upon rules4.3Carry out assigned group roles4.4Delineate a speaker’s argument, claims, and reasoning4.5Orally present claims and findings5.Language5.1Use pronouns correctly5.2Recognize and correct vague or unclear pronouns5.3Use verbs in active and passive voice5.4Correct shifts in verb voice and mood5.5Use all verb tenses correctly5.6Use phrases and clauses correctly5.7Write simple, compound, complex, and compound-complex sentences5.8Correct misplaced and dangling modifiers5.9Use correct punctuation, capitalization, and spelling6.Vocabulary6.1Use Tier 2 vocabulary.6.2Use context to determine meaning6.3Use print and digital reference sources6.4Determine the meaning of words used in texts—figurative, connotative, technicalScienceScientific MethodList the steps of the scientific methodApply the steps of the scientific method in basic lab activitiesRecognize the steps of the scientific method in written documentsInterpret data collected and develop a conclusionEvaluate statistical data for mean, median, and modeWrite a summary of a scientific investigationScientific TheoriesDescribe a scientific theory in life science, physical science, or earth and space scienceCompare two theories in life science, physical science, or earth and space scienceLife ScienceDescribe human body systemsDescribe elements of a healthy lifestyleDescribe food chains and food websExplain the process of photosynthesis and respirationExplain the elements and inter-relatedness of ecosystemsPhysical ScienceContrast states of matterExplain conservation of massDescribe the properties of wavesUnderstand Newton’s Laws of MotionExplain the concepts of speed, velocity, inertia, and accelerationIdentify the parts of an atomInterpret basic chemical formulasLocate elements on the periodic table by name, symbol, and massEarth and Space ScienceDescribe the Earth’s structureExplain the types of landforms and how they were createdContrast the types of renewable and non-renewable energy sourcesIdentify the elements of the solar systemSocial StudiesSWBATEconomicsUnderstand basic economic concepts of productivity, supply, demand, market equilibrium, scarcityCreate a personal budgetIdentify the responsibilities of government agencies that provide financial oversightExplain the difference between banks and credit unionsUnderstand creditGeographyRecognize the effect of humans on Earth’s physical geographyDescribe Earth by its regionsExplain how states and regions get their bordersUse various maps to locate areas, regions, landformsUS History—Revolutionary War through the DepressionDescribe the exploration and colonization of North AmericaSummarize the main ideas of the Declaration of IndependenceIdentify the causes of the Revolutionary WarExplain the concept of Manifest DestinyDescribe the causes and effects of westward expansionIdentify the causes and effects of the Civil WarShow the societal changes due to immigration and industrializationExplain the U.S. role in World War IIdentify the major events that led to the Great DepressionU.S. Government Compare and contrast types of governmentsUnderstand the major sections of the U.S. ConstitutionSummarize the Bill of RightsCompare and contrast the branches of governmentCompare and contrast national, state, and local governmentsExplain the role of political parties and interest groupsMath 5Numbers and operationsExpressions and equationsGeometryMeasurement and datapositive and negative numbersnumber linesabsolute valueordering rational numberscoordinate plane in all four quadrantsadditive inverseintegersconvert rational numbers to decimalsreal world problems all four operations with rational numbersirrational numbersratio and rate reasoning to solve problemsunit pricing, constant speedpercent of a quantityratio to convert measurementsproportional relationshipstesting for equivalenceidentify the constant in tables, graphs, equations, diagrams, verbal descriptionsequationssimple interestproperties of operations to add, subtract, factor, expand linear expressions with rational coefficientsequivalent expressionsmulti-step problems with positive and negative rational numbersmental computation, estimation strategiesvariables to represent quantitiessolve linear equations with one variablerational number coefficientsdistributive propertylike termsscale drawings of geometric figuresarea and circumference of a circlesupplementary, complementary, vertical, adjacent anglesarea, volume, surface areacongruencesimilarityPythagorean theoremNumerical data setsmean, media, rangeAcademics High/Academics DEnglish Language ArtsSWBATAlphabetics/ Fluency/ Foundational Skills Accurately read multisyllabic words with a variety of affixesRead fluently with accuracy, speed, and expressionComprehensionCite evidence to support analysis of text—explicitly and inferentiallyDetermine theme or central idea as developed over the course of a textSummarize complex concepts, processes, or informationAnalyze in detail connections between individuals, ideas, or eventsDetermine how a particular sentence or paragraph contributes to development of ideasAnalyze how text structure contributes to development of ideasDetermine author’s point of view Analyze text that uses satire, sarcasm, irony, or understatementCompare point of view of two or more authors on the same topicIntegrate information presented graphicallyIntegrate text information into graphic formatDelineate and evaluate argument—claims, reasoning, evidenceAssess validity of reasoning, relevance of evidence, false statements, and fallacious reasoningAnalyze seminal U.S. documents of historical and literacy significanceAnalyze seventeenth-, eighteenth-, and nineteenth- century foundational U.S. historical and literary documentsWritingWrite arguments to support claims with valid reasons and sufficient evidenceUse precise claims, distinguish from opposing claimsUse words and phrases that link to the text to create cohesion and relationship among claims, reasons, evidence, and counterclaimsOrganize writing with topic/these, body, conclusionUse appropriate transition wordsWrite informative/explanatory textUse appropriate text structures—sequence, definition, classification, comparison/contrast, cause/effectUse relevant facts and quotations, extended definitions, concrete details, quotationsUse precise language and varied transitionsRevise and edit writingConduct research projects using multiple print and digital sourcesSpeaking and ListeningEngage effectively in a range of collaborative discussionsCome preparedCollaborate to set rulesCarry out assigned group rolesDelineate a speaker’s argument, claims, and reasoningOrally present claims and findingsLanguageFollow the conventions of standard English grammar and usageUse parallel structureUse a variety of types of phrases and clausesDemonstrate command of the conventions of capitalization, punctuation, and spellingVocabularyUse Tier 2 vocabularyAcquire and use domain specific words and phrasesUse context to determine meaningUse print and digital reference sourcesDetermine the meaning of words used in texts—figurative, connotative, technicalScienceSWBATScientific MethodApply the steps of the scientific method in scientific inquiries and labsAnalyze the use of the scientific method in explanations of scientific inquiriesEvaluate statistical data including mean, median, mode, and probabilityInterpret scientific data and construct written conclusionsExpress and interpret scientific data in text and graphic formWrite a summary of a scientific investigationScientific TheoriesRead and understand scientific articles to support a scientific theoryWrite an analysis of a scientific article or theory using evidence from the textLife ScienceIdentify the cause and effect of disease transmissionIdentify the advantages and disadvantages of disease preventionDescribe the human impact on environmental systemsUnderstand the theory of heredity (Mendel)Know and use Punnett squaresExplain the theory of evolutionExplain the concepts of mutations and adaptationsDescribe the different biogeochemical cyclesPhysical ScienceConduct experiments or demonstrations to illustrate, speed, velocity, inertia, and accelerationExplain the difference in thermal, electrical, chemical, and mechanical energyDescribe the theory of gravityExplain the properties of lightBalance chemical equationsExplain and notate different chemical reactionsExplain covalent and ionic bondingAnalyze the physical properties of a mixtureEarth and Space ScienceDescribe the composition and function of Earth’s atmosphereDescribe climate change, global warming, and the greenhouse effectDescribe the characteristics and impact of oceansExplain the theory of Plate TectonicsCompare and contrast starsDescribe the Big Bang TheorySocial StudiesEconomicsAnalyze production possibilities curves and supply and demand curvesCompare and contrast different types of economic systemsExplain the role of government in the economyRead and summarize analyses of different monopolies and their effectsSummarize the theories of Adam Smith and other economistsIdentify and summarize different fiscal policiesExplain gross domestic productExplain the concepts of inflation, deflation, depression, recessionIdentify the factors that lead to economic growthExplain the impact of globalizationGeographyAnalyze demographics to identify population trendsExplain the terms mortality rates and fertility ratesAnalyze how migration impacts populationExplain how population growth impacts sustainability and resource depletionUS History—World War II through Present DayIdentify the causes of World War IIIdentify the effects of the development of the atomic bombDescribe the Cold War from the point of view of political leaders and everyday peopleDescribe the progression of events that led to the Civil Rights protests of the 1960sAnalyze articles that explore different points of view regarding the Vietnam WarIdentify major events and people from WatergateIdentify the changes in U.S. foreign policy and effects of themDescribe how life in the U.S. has changed since the 9/11 terrorist attacksAnalyze the increase in the U.S. national; causes and effectsU.S. Government Analyze Bill of Rights issues addressed in Supreme Court casesUnderstand the process of how a bill becomes a lawEvaluate written documents regarding civil liberties and civil rightsExplain the role of Cabinet officers particularly the Secretary of StateExplain the role of caucuses in Minnesota electionsRead and analyze articles about current public policyMath 6Numbers and operationsExpressions and equationsGeometryMeasurement and datarational numbersordered pairs with negative numberscoordinate plane in all four quadrantsintegersirrational numbersmarkups, markdownsgratuitiescommissionsfeespercent increase, decreasepercent errorword problems for equations and inequalitiesradicals and integer exponentsscientific notationgraph proportional relationshipsunit rate as slopesystems of equationssolvegraphlinear functions, nonlinear functionsfunctions to model relationshipsrate of changeinitial valueanalyze, sketch a graphquadratic functionssurface area and volume of 3-dimensional solids and composite solidsarea and perimeter of composite 2-dimensional figuresnumerical data setsmean, media, rangedeviationsmeasures of center and variabilityrandom samplingcomparative inferences about two populationsprobability modelsscatter plotsslope and interceptRobbinsdale Adult Academic ProgramSection A: ABE Consortium InformationLead Consortium Fiscal AgentRobbinsdale Adult Academic Program (AAP)Participating Consortium/ConsortiaAAPLead Contact Who is the main pilot application contact?PersonTheresa ZingeryEmailTheresa_zingery@Phone763-504-8301Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationTheresa ZingeryIntakeDan Woodbury (licensed counselor)AdvisingDan WoodburyInstructionAndy Albee, Kristine Kelly, Sara Turnbull, John TrerotolaAssessmentTeachers plus Heather Warnecke (admin staff)Additional? (i.e. technology support, etc.) Please specify role.Michelle Raftshol (Media educational assistant) will help students with registrations and usage?of?all DL programmingTraining (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.Theresa ZingeryDan WoodburyKristine KellyTraining (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.Theresa ZingeryDan WoodburyAndy AlbeeKristine KellySara TurnbullJohn Trerotola (15th only)Ongoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?Theresa Zingery (some)Dan WoodburyKristine KellySara TurnbullQuestion B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application.Theresa ZingeryAdministratortheresa_zingery@763-504-8301Dan WoodburyCounselordaniel_woodbury@763-504-8318Andy AlbeeTeacherandy_albee@763-504-8364Kristine KellyTeacherkristine_kelly@763-504-8364Sara TurnbullTeachersara_turnbull@763-504-8365John TrerotolaTeacherjohn_trerotola@763-504-8365Heather WarneckeStudent Adminheather_warnecke@763-504-8304Michelle RaftsholMedia Ed Asst.michelle_raftshol@763-504-8317All staff are at our single site in Golden ValleyQuestion B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups.Theresa Zingery – experienced program administrator who oversees all ABE programming including ALC, GED and our existing Adult Diploma (credit recovery) program. Dan Woodbury – Licensed school counselor with 10+ years of ABE experience working with GED, Adult Diploma (credit recovery) and ALC students. Currently on the Student Advisory Task Force with Julie Dincau.Andy Albee – licensed math teacher with 15+ years of ABE experience working with GED, Adult Diploma (credit recovery) and ALC students. Has served on numerous state task forces and is currently involved in training for the state CCRS math standards.Kristine Kelly – licensed English teacher with 15+ years of ABE experience working with GED, Adult Diploma (credit recovery) and ALC students. Currently serving on the Adult Diploma Task Force and working group.Sara Turnbull – licensed science teacher with 15+ years of ABE experience working with GED, Adult Diploma (credit recovery) and ALC students.John Trerotola – licensed social studies teacher. Experienced working with GED, Adult Diploma (credit recovery), and ALC students. Currently serving on the Adult Diploma Working Group.Heather Warnecke – program administrative staff assigned to student assessment and records. Currently serves on the SPARC committee.Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models.Andy Albee (math) - currently involved in training for the CCRS standards (mainly for mathematics).?His program goal is to more strongly align his group work to the CCRS standards.? Through his work with MNI is focusing all Professional Development this year into implementation of the CCRS and its connection to the GED. Has been through stage one of the ACES TIF framework training and will be continuing on that training this year.?Kristine Kelly (language arts) – has had experience with integrating Minnesota's K-12 standards within diploma courses in both K-12 alternative high schools and adult basic education programs. As part of the Metro South ABE program in Bloomington, she worked with both credit recovery and competency-based diploma programs for several years. She has also done some initial work embedding ACES standards into her instruction. Regarding the CCRS, since the GED 2014 is built around some of the CCRS standards, she has been working on embedding these standards since 2013. In addition, she has been part of the Minnesota CCRS Team since it was formed in late spring of 2014 and attended specialized CCRS training in Washington, D.C. in June. Helping Minnesota to implement the CCRS into adult basic education is a part of her other job as ATLAS Literacy Coordinator, and she will continue to present and be trained on CCRS instruction and implementation in the next few years.?Sara Turnbull (science)– has participated in: MNI 2011, MNI Algebra 2013, STAR 2012, ACES 2014, 2014 Math Institute-Exploring the Math Standards, Fall ABE Regional-Writing Institute.Credit assignments and GED materials (for science instruction) are aligned with the Common Core and College and Career Readiness Standards. ?John Trerotola (social studies) – has participated in: Yearly Minnesota Council for the Social Studies?Regional Conferences (focus on MN K-12 standards),?ACES Training – 2014, Member, GED Advisory Board (focus on?CCRS), ABE Regional Conferences, Writing Institute and other?related training?(focus on?CCRS).?High school credit assignments are aligned with the Common Core/MInnesotaK-12 Standards.?GED materials for social studies are aligned with the Common Core and the CCRS.??Question B-4. Please describe your staff members’ training and experience with providing student advising.Dan Woodbury is a licensed school counselor who has worked with ABE students for 10+ years. He does all student orientations and intakes and provides one-to-one career and post-secondary advising for interested students. He teaches classes on career and college readiness and coordinates field trips and speakers to keep students informed on college and career options as well as a variety of supportive community organizations. He has strong, ongoing relationships with local technical and community colleges. Because our program has an Adult Diploma (credit recovery) and an ALC option, he is also experienced working with student records/transcripts in an effort to coordinate diploma completion efforts with each student’s “home” high school. As a result, several local districts refer students to our adult diploma program.Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)Adult Academic Program – Sandburg Learning Center, Golden ValleyPotential Number of Students Participating Pilot (January – June 2015)?Since this is a pilot and the scale of associated workload is unknown and the timeframe is short, we plan to serve around 10-15 students during the pilot period so we can give each student the advising time and teaching attention that is required. Most of these would be current GED students who staff have identified as having good academic skills and employment history, but might face a hurdle passing one or more of the current GED tests. As the pilot proceeds and as workloads permit, we will market this opportunity to new students as well as unsuccessful GED test takers who tested at our center last year, potentially pushing the numbers above projections.Which completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.NoApproved and aligned transcripts from foreign secondary schools +NoPotential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationYesAligned Postsecondary Course CompletionYesAccuplacer Test Score Verification (78+)YesGED (2002 Version) score 450+ on Reading and Writing tests + writing sampleYesGED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctoredYes – with added workPassing scores on BST or MCA testsYes – with added workTOEFLYesACT Score 18+ on Writing and 21+ on Reading testsYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned interdisciplinary and/or culminating project with written report and oral presentationYesPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationYesGED (2002 Version) Mathematics + additional workYes GED (2014 Version) MathematicsYesGED Ready Score 158 (in a proctored environment)Yes – with added workAdvancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testYes Passing MCA or BST Math testsYes – with added workABE group instructionYesABE individual instructionYesABE distance learningYesPotential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Science test passing score + additional workYesGED (2014 Version) Science passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned research projects and/or reportsYesPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Social Studies passing score + additional workYesGED (2014 Version) Social Studies passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned research project and/or reportYesPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionYesABE individual instructionYesABE distance learning (including MindQuest Academy, APEX, or other options)YesFastTRAC ProgrammingYesABE College Prep CoursesYesNorthstar Digital Literacy Assessments/CertificateYesResume CompletionYesApproved and aligned projects and/or reportsYesTyping speed verification (15+ words/minute)YesPlease note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.)While it is difficult to provide a hard estimate for adult diploma programming in our area, there are several factors which should contribute to its demand. Annually, we serve nearly 1,200 students of whom the vast majority are lacking in secondary credentials. As such, we have a large base of students to which we can offer this new option. Based on our current state entitlement calculation, we have nearly 6,500 adults in our service area who are lacking a secondary credential.We have many current and past students who find math to be the most challenging area of the GED. An adult diploma option might give these students the opportunity for success by demonstrating math competency in ways other than passing a single test. While there was a testing surge in late 2013, we know that 85 of our testers were unsuccessful. Some have been too discouraged to try the new test because of the significant format changes and others are discouraged because they would have to “start all over”. We think both groups might be very receptive to the new adult diploma option.In our current adult diploma credit recovery program, we allow participation only for students who need 10 or less credits. Those needing more are referred to the GED option. For students who have quite a few high school credits but need more than 10, the new adult diploma option might be an attractive option, especially if they have issues or concerns with testing.We have several students each year who have completed a significant portion of their high school credits in another state, but our adult diploma credit recovery is not an option because it requires their home high school to issue their diploma after credits are completed with us. We have found that out-of-state high schools do not typically accept our credits, so GED is the only option for these students even though they might have needed to complete only need a few credits to fulfill their diploma requirements. Our participant number was calculated based on surveying our teachers about current students who might benefit from participation. As mentioned, we intend to keep our pilot numbers around 10 because we envision added advising and teacher staff time devoted to working through the details of each student’s situation. Additional numbers will be added as we find the model working and as capacity permits. This pilot will be a good way to ascertain how much intensive effort is involved and to see if we can plan for more capacity in the future.Questions C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot.The AAP is exceedingly well positioned to implement the state adult diploma pilot for several reasons:We have had an adult diploma program for many years. Teachers and office staff are experienced at understanding the current adult diploma requirements and providing programming and services to address those requirements.Advising staff – we currently have a licensed school counselor on staff who has significant adult diploma experience as well as overall ABE career and post-secondary advising experience. Teaching staff – with licensed teachers in math, English, science and social studies, our staff is very capable of evaluating student competencies and providing a variety of completion options.Current involvement with the project – members of our staff currently sit on the Adult Diploma Task Force, Working Group, and the Student Advisory Task Force. As a result, our understanding of the pilot project is excellent and we have knowledgeable staff on site to help work through the inevitable issues that will emerge in this pilot project situation.Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.)The AAP has extensive technology resources and staff technology skills as are described in the technology section of our 2014 Narrative submission (link below). use distance learning extensively with our current students and offer Northstar Digital Literacy training assessments and are an official site to grant certifications. We have 4 computer labs that are used by our teachers for regular programming on a weekly basis.Question C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.)Math - students who are working on Adult Diploma will have opportunity to work in: individual coursework with a syllabus towards credit completion, higher group lessons to show competency, distance learning at the levels to show competency.? Linked below are Math level 3 and math level 4 descriptors from the Narrative.? Students would be able to work at either of these levels to complete competencies as listed in the standards. Arts – for students with a TABE reading score above a 6.0 on level D, Academic Literacy, GED Advanced Reading and Writing, and 9-12 grade credit recovery English classes (12). Frameworks for these classes are part of Robbinsdale's Adult Academic Program's 5-year Narrative (Link below) K-12 and/or CCRS standards are embedded in all of the listed coursework. – for students with a TABE reading score above a 6.0 level D, GED Science and grade 9-12 credit recovery science classes (link below). K-12 and/or CCRS standards are embedded in all of the listed coursework. ? ? ?? ? ?Social Studies - for students with a TABE reading score above a 6.0 level D, GED Science and grade 9-12 credit recovery science classes (link below). K-12 and/or CCRS standards are embedded in all of the listed coursework. C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district.We have begun discussions within our district administration (Robbinsdale Area Schools, ISD# 281) to see if a diploma could be awarded from one of our district high schools (Cooper or Armstrong). If our district is not willing to grant a credential, our adult diploma students would be offered the State of MN diploma. Since our service area is the Robbinsdale Area School district, we will not be contacting school districts outside our area.Rochester ABESection A: ABE Consortium InformationLead Consortium Fiscal AgentRochesterParticipating Consortium/ConsortiaRochesterLead Contact Who is the main pilot application contact?PersonNadine HolthausEmailnaholthaus@rochester.k12.mn.usPhone507.328.4466Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationNadine HolthausIntakeJeff GorfineAdvisingJeff Gorfine/Nadine HolthausInstructionMarian Dyck, Doug Guenther, Kathy Loecher, Dennis Lawler, Mary KramerAssessmentJeff GorfineAdditional? (i.e. technology support, etc.) Please specify role.Jason Schmidt, Brian Faloon (distance learning and computer literacy) Nicole Wibstad (transition to college/career navigator)Training (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.Jeff Gorfine, Doug Guenther, Kathy Loecher, Dennis Lawler, Mary Kramer, Nadine HolthausTraining (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.Jeff Gorfine, Doug Guenther, Kathy Loecher, Dennis Lawler, Mary Kramer, Nadine HolthausOngoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?Nadine Holthaus, Jeff Gorfine, Julie NigonQuestion B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application.Question B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups. Hawthorne Education Center, the main site of the Rochester Consortium, has a full range of ABE programming. Staff members include licensed teachers, educational assistants, GED teachers and proctors, and a variety of support staff. Julie Nigon, co-manager, has been a member of two phases of the State Adult Diploma task force/working group. Nadine Holthaus, co-manager, is a member of the current diploma task force/working group. All other diploma staff members are secondary-licensed teachers or a learner advocate, computer specialists, or a career navigator with extensive experience working with these learners.Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models. The Rochester Diploma staff members have been required to implement the MN k-12 standards as they have been providing diploma completion services for more than 20 years. All of the teachers are currently receiving training in the ACES Transitions Integration Framework. They have completed an all-day training and one of two webinars. Rochester is collaborating with the Rochester Public Library to promote Northstar Digital Literacy Standards through the LSTA Project.Question B-4. Please describe your staff members’ training and experience with providing student advising. Jeff Gorfine has been the Learner Advocate for the Rochester diploma program for 19 years. He has a MA in Psychology and has extensive experience working with offenders, alternate school students, and adult learners. Nadine Holthaus has been Lead Teacher for the diploma program. She currently serves on the Diploma Task Force and is Co-manager of the Rochester Consortium. Nadine brings experience in curriculum design, assessment, and diploma completion.Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)Hawthorne Education Center, RochesterPotential Number of Students Participating Pilot (January – June 2015)?12Which completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.noApproved and aligned transcripts from foreign secondary schools +yesPotential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationyesAligned Postsecondary Course CompletionyesAccuplacer Test Score Verification (78+)yesGED (2002 Version) score 450+ on Reading and Writing tests + writing sampleyesGED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctoredyesPassing scores on BST or MCA testsyesTOEFLyesACT Score 18+ on Writing and 21+ on Reading testsyesABE group instructionyesABE individual instructionyesABE distance learningyesApproved and aligned interdisciplinary and/or culminating project with written report and oral presentationyesPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationyesGED (2002 Version) Mathematics + additional workyesGED (2014 Version) MathematicsyesGED Ready Score 158 (in a proctored environment)yesAdvancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testyesPassing MCA or BST Math testsyesABE group instructionyesABE individual instructionyesABE distance learningyesPotential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationyesPostsecondary course completion verficationyesGED (2002 Version) Science test passing score + additional workyesGED (2014 Version) Science passing scoreyesABE group instructionyesABE individual instructionyesABE distance learningyesApproved and aligned research projects and/or reportsyesPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationyesPostsecondary course completion verificationyesGED (2002 Version) Social Studies passing score + additional workyesGED (2014 Version) Social Studies passing scoreyesABE group instructionyesABE individual instructionyesABE distance learningyesApproved and aligned research project and/or reportyesPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionyesABE individual instructionyesABE distance learning (including MindQuest Academy, APEX, or other options)yesFastTRAC ProgrammingyesABE College Prep CoursesyesNorthstar Digital Literacy Assessments/CertificateyesResume CompletionyesApproved and aligned projects and/or reportsyesTyping speed verification (15+ words/minute)yesPlease note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.)The Rochester Consortium has a credit-based high school diploma in place. Currently, more than 30 adult learners (over 21 years of age) are attempting to complete the credit and assessment requirements. Ten Rochester learners, who were unable to pass the 2002 GED exam, are continuing toward their goal of a secondary credential. Consortium-wide, more than 10,500 adults over 21 do not possess a secondary credential, with 6,500 living in Rochester.Questions C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot. The Rochester Consortium receives strong support from the Rochester Public Schools. Superintendent Michael Mu?oz was an active participant in the Adult Diploma Focus Group that was held in Rochester. At that meeting, he expressed interest in piloting the State Adult Diploma when it became an option. Rochester Community Education also supports Rochester ABE through use of facilities, business services, and direct funding. The Rochester Consortium and the Rochester ALC are linked to provide strong transitions for learners when they reach the age of 21. The Rochester Consortium has developed strong partnerships with Rochester Community and Technical College, Workforce Development, Inc., United Way of Olmsted County, Mayo Clinic, Rochester Public Library, etc. to provide referrals, admissions/financial aid, training, employment, volunteers, and funding. All of these partners have been kept informed about the progress and process of the State Adult Diploma. They are in support of its implementation in Rochester.Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.) Hawthorne Education Center, the adult diploma site and Rochester Consortium headquarters, currently has two computer labs for learner use. The large lab contains 30 computers with academic software. The smaller lab is designated for digital literacy and GED testing. A third lab will be added in January 2015 to function as a distance-learning classroom. Three computer carts, with class sets of laptops, are also available at Hawthorne. All labs are staffed by teachers, educational assistants, and technology assistants. Four Hawthorne staff members/administrators are participating in the Distance Learning 101 course. Rochester is also a site for year two of the LSTA (Northstar Digital Literacy) project. In January 2015, Hawthorne will be adding Odysseyware to its online learning options through a collaborative agreement with Rochester’s ALC. The entire Learner Web will also be available.Question C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.) See attachments for course listings, etc. Question C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district. Adult learners who complete the current Hawthorne/Rochester Consortium credit-based program receive high school diplomas from all of the Rochester schools and many SE region districts. Nadine Holthaus, Julie Nigon, and Amy Eich, Rochester’s Community Education Director, are meeting with the Rochester Public Schools’ Administrative Cabinet on December 9 to enlist their support in making the graduates of the competency-based Adult Diploma eligible for a local high school diploma. Once the Rochester School District approves this new pathway to a high school diploma, surrounding school districts will be approached to request their approval, as well. Southeast ABESection A: ABE Consortium InformationLead Consortium Fiscal AgentDebra McDermott-JohnsonParticipating Consortium/ConsortiaSE ConsortiumLead Contact Who is the main pilot application contact?PersonYesica LouisEmailylouis@faribault.k12.mn.usPhone507-330-2599 (Cell)Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationYesica LouisIntakeLakeisha Arndt and/or Yesica LouisAdvisingYesica LouisInstructionJennifer Arndt and Eric SandbergAssessmentLakeisha Arndt, Jennifer Arndt, Yesica Louis, Eric SandbergAdditional? (i.e. technology support, etc.) Please specify role.Jennifer Arndt and Eric Sandberg-Northstar Basic Computer Skills training. Participants will earn a Northstar credential to prove proficiency and embed basic keyboarding skills (15+ words per minute). ALC Director, Margaret Gare and a select group of ALC and high school staff will participate in designing the Faribault Adult Diploma Program. Additionally, local businesses, the workforce center staff, and South Central College will be asked to participate in this process.Training (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.Yesica Louis (Adult Education Coordinator)Anne Marie Leland (Community Ed Director)Eric Sandberg (GED Instructor)Tentatively - Margaret Gare (ALC Director)Training (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.Yesica Louis (Adult Education Coordinator)Lakeisha Arndt (Data Support Specialist/Secretary) Jennifer Arndt (Lead ABE Instructor)Eric Sandberg (GED Instructor)Ongoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?Yesica Louis (Adult Education Coordinator)Jennifer Arndt (Lead ABE Instructor)Eric Sandberg (GED Instructor)Yesica Louis (Adult Education Coordinator)Question B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application.Question B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups.Yesica Louis provides supervision and guidance to Faribault’s GED program. Additionally, she reviews and maintains required MABE data on GED participants and conducts monthly analysis on ABE level assignments (pre/post testing) and student contact hours (persistence and retention).Yesica’s Professional Development Highlights:Member of the State Adult Diploma Consultation TeamContextualized GED Training, LaGuardiaGED 2014 Training CASAS Certified TABE Certified Northstar Training (Faribault ABE is a Northstar approved Site) A New State Adult Diploma: Creating a Third Pathway for an Adult Secondary Credential2014 Navigating through a Student’s JourneyPreparing for the Common Core: Using Contextualized Instruction to Help Students Meet More Rigorous Standards (National Conference on Effective Transitions in Adult Education)Jennifer Arndt will be taking over as the new GED lead teacher starting December 18, 2014. Jennifer’s Professional Development Highlights: Lead GED InstructorTransitions Integration Frameworks trainingACES TrainingContextualized GED Training, LaGuardiaCASAS CertifiedTABE CertifiedNorthstar Training (Faribault ABE is a Northstar approved Site) A New State Adult Diploma: Creating a Third Pathway for an Adult Secondary Credential2014 Navigating through a Student’s Journey Eric Sandberg will be hired as the Faribault Public Schools- GED Instructor starting December 18, 2014.Eric’s Professional Development HighlightsGED Instructor CASAS TrainingTABE Training5-12 Social Studies Minnesota Teaching License Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models.Yesica Louis has over 11 years of teaching ESL students K-12 and has had extensive training in standards-based education. She has designed reading and math lessons and designed assessments and scoring rubrics for the Faribault School District to meet the K-12 State Standards. As the Adult Education Coordinator, Yesica has also participated in Northstar Digital Literacy training.Yesica’s Professional Development Highlights: K-12 Minnesota ESL Teaching LicenseK-12 Minnesota State Standards (unpacked and aligned science, math and ELA standards)Faribault Public Schools Curriculum CommitteeFaribault Public Schools Technology CommitteeSchools and Business Partnership Committee Jennifer Arndt has received extensive training in Common Core K-12 Standards from Southwest Minnesota State University and has her K-6 Elementary Teaching license. She is currently working with the Transitions Integration Framework to design her daily ESL lessons and embeds career pathway skills. Also, Jennifer has been a Northstar Instructor for over eight months and has created lessons that align to the Northstar Digital Literacy Standards. Eric Sandberg is a licensed 5-12 Social Studies teacher with two years of high school teaching experience. In his classes, he implemented a standards based grading model. This required assessments to be aligned with Minnesota’s high school social studies standards which led to adjustments in curriculum. Eric is well versed in the work done by Ken O’Connor and Rick Wormeli?on standards based grading. Question B-4. Please describe your staff members’ training and experience with providing student advising. Yesica Louis conducts one-to-one academic advising for all ABE students and currently has weekly AM and PM office hours. A variety of approaches are used when advising students but mostly tends to use the developmental advising model that focuses on academics, life goals, career pathways and employment. Yesica implemented student conferences to be held three times a year. This provides an atmosphere where students are in control of their learning. Eric Sandberg has taught and coached for two years as well as his current role as the youth development coordinator for Faribault Public Schools. Eric possesses extensive experience working with young adults and advising them. Eric currently coordinates a college access program for high school students. This program assist students to make sure that they are successful in high school, get accepted into a post-secondary institution, and graduate from that institution. Eric and his staff do a significant amount of advising students in their future post-secondary options. This program collaborates closely with high school counselors and the career resource staff. This college access program also collaborates with South Central College. Eric’s program participants receive college readiness instruction. In addition to the college readiness instruction, Eric teaches a First Year Experience class to program participants. This curriculum was created as a team with South Central College staff and Eric. This curriculum was then approved by South Central College.Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)Faribault Public Schools ABEPotential Number of Students Participating Pilot (January – June 2015)?35 StudentsWhich completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.NOApproved and aligned transcripts from foreign secondary schools +YESPotential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationYESAligned Postsecondary Course CompletionYESAccuplacer Test Score Verification (78+)YESGED (2002 Version) score 450+ on Reading and Writing tests + writing sampleYESGED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctoredYESPassing scores on BST or MCA testsYESTOEFLYESACT Score 18+ on Writing and 21+ on Reading testsYESABE group instructionYESABE individual instructionYESABE distance learningYESApproved and aligned interdisciplinary and/or culminating project with written report and oral presentationYESPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationYESGED (2002 Version) Mathematics + additional workYESGED (2014 Version) MathematicsYESGED Ready Score 158 (in a proctored environment)YESAdvancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testYESPassing MCA or BST Math testsYESABE group instructionYESABE individual instructionYESABE distance learningYESPotential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationYESPostsecondary course completion verficationYESGED (2002 Version) Science test passing score + additional workYESGED (2014 Version) Science passing scoreYESABE group instructionYESABE individual instructionYESABE distance learningYESApproved and aligned research projects and/or reportsYESPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationYESPostsecondary course completion verificationYESGED (2002 Version) Social Studies passing score + additional workYESGED (2014 Version) Social Studies passing scoreYESABE group instructionYESABE individual instructionYESABE distance learningYESApproved and aligned research project and/or reportYESPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionYESABE individual instructionYESABE distance learning (including MindQuest Academy, APEX, or other options)YESFastTRAC ProgrammingNO (not available in our area)ABE College Prep CoursesYESNorthstar Digital Literacy Assessments/CertificateYESResume CompletionYESApproved and aligned projects and/or reportsYESTyping speed verification (15+ words/minute)YESPlease note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.)According to the American Community Survey, 2008-12 Faribault has 2,306 adults (25+) that have less than a high school diploma or equivalent. Faribault is 7% higher than the State average. See chart below. FaribaultFaribaultMinnesotaTotal adult population (25+)15,474Less than high school2,30615%8%2014 LEP Count70318%8%Source: American Community Survey, 2008-2012 & Minnesota Department of Education, Minnesota Report CardFaribault ABE has 109 ABE enrollees that do not have secondary credentials. A phone survey was conducted and results indicated that 15 students are interested and would like to enroll in the Minnesota Standard Adult High School Diploma Program Pilot. Faribault ABE also has a close partnership with the Alternative Learning Center. The Director of the ALC indicated that 22 students would be eligible and would like to participate in the Diploma Program Pilot. Faribault currently serves 10 ABE students that meet the general requirements of the Development, Relief, and Education for Alien Minors (DREAM) Act and could become eligible for deferred action if they obtain their GED/Adult Diploma. Questions C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot. The SE Consortium fully supports Faribault’s efforts to pilot and implement the state adult diploma pilot. The SE Consortium would benefit from having in-house experts and Faribault staff would be available to the consortium for trainings or other requests related requests. Faribault ABE would be willing to cross-train and share our thoughts and opinions at the State and local level. Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.) Yesica Louis and Jennifer Arndt are both fully trained in administering Northstar assessments. Jennifer Arndt has been conducting Northstar Literacy classes and has experience with LiveText (online portfolio). Faribault ABE is committed to implementing distance learning for our Adult Diploma students. Question C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.)If the SE Consortium is selected as a pilot program, Faribault ABE will provide managed enrollment classes to support student success and offer blended learning models in the AM and PM to fit each students’ schedules and needs. The Faribault Adult Diploma students will benefit from receiving direct instruction, online education options with a combination of independent study, to group work. In addition to fulfilling the Adult Diploma components, Faribault Adult Diploma students will work on earning their Northstar Basic Computer Skills Certificate to prove proficiency to employers. Throughout the pilot, Workforce Development, Inc. will be scheduled into our classes to work on soft skills, create transition plans, conduct future goal setting, and possibly provide additional support services that the student may need. Adult Diploma classes will be combined with current GED classes. Question C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district.This discussion is currently in progress with the Faribault Public Schools Superintendent and local School Board members. The Superintendent of Faribault Public Schools is a strong supporter of the Adult Diploma and has discussed this possibility with other Superintendents in the SE Consortium at a Big 9 Superintendent meeting and through phone calls and email and has received full support from his peers. Southwest ABE Regional CollaborativeSection A: ABE Consortium InformationLead Consortium Fiscal AgentMankato Area Adult Basic EducationMankato Area Public SchoolsParticipating Consortium/ConsortiaMankato Area ABEArea Adult Learning Cooperative (AALC)Glacial Lakes ABESouthwest ABE (SW ABE)Faribault County ABELead Contact Who is the main pilot application contact?PersonKaren Wolters, Mankato ABE Program CoordinatorEmailkwolte1@isd77.k12.mn.usPhone(507) 345-5222 x3054Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationKaren Wolters (Mankato Area ABE)Becki Hawkins (AALC)Julie Mischke (Glacial Lakes)Marty Olsen (Southwest ABE)Sue Vogelsang (Faribault County ABE)IntakeMaryKate Lewis (Mankato ABE)Nicole Dummer (Mankato ABE – New Ulm)Julie Mischke (Glacial Lakes – Hutchinson)Laura Morales (Glacial Lakes – Willmar)Sue Vogelsang (Faribault County ABE)Becki Hawkins (AALC)Pat Thomas, Marty Olsen, Katie Raymo, Dona Anderson or their designee (SW ABE)AdvisingAngie Blackstad (Mankato ABE)Nicole Dummer (Mankato ABE)Julie Mischke (Glacial Lakes – Hutchinson)Shari Johnson (Glacial Lakes – Hutchinson)Sue Vogelsang (Faribault County ABE)Becki Hawkins (AALC) – will hire an advisorMarty Olsen (SW ABE)Matt Fischer (SW ABE)InstructionRobert Maas (Mankato ABE) Theresa Mosher (Mankato ABE) Katie Sulzle (Mankato ABE) Ruth Tweeto (Mankato ABE) Lorie Grunzke (Mankato ABE- New Ulm, Sleepy Eye) Rebecca Strom (Mankato ABE) Marilyn Solberg (Mankato ABE) LuAnn Sting (Mankato ABE) Ron Fleischmann (Mankato ABE) Liv Musel-Staloch (Mankato ABE) Beth Emerson (Faribault County) Carol Werner (Glacial Lakes) Jenifer Leitch (Glacial Lakes) Shari Johnson (Glacial Lakes) Andrew Hendrickson (Glacial Lakes) Dianne Wilson (AALC) Mary Margaret Johnson (AALC) Rita Kramer Curtin (AALC) Allison Beggs (AALC) Sandra Hendrycks (AALC) Lori Stearns (SW ABE) Matt Fischer (SW ABE) Carol Coriolan (SW ABE) Brenda Hackbarth (SW ABE) Bridget Smith (SW ABE) Laurie Varley (SW ABE) Tom Hammer (SW ABE) Sarah Schultze (SW ABE) Cindy Torkelson (SW ABE) Judy Hacker (SW ABE) Deanna Johnson (SW ABE) Dave Lieser (SW ABE) Pam Hamann (SW ABE) Linda Howard (SW ABE)Assessment(TABE, CASAS, Accuplacer, NCRC) MaryKate Lewis (Mankato ABE) Nicole Dummer (Mankato ABE - New Ulm) Fanah Adam (South Central College) Sue Vogelsang (Faribault County ABE) Lori Stearns (SW ABE) Jenifer Leitch (Glacial Lakes) Shari Johnson (Glacial Lakes) Laura Morales (Glacial Lakes) Carol Werner (Glacial Lakes) Barbara Saunders (Ridgewater Community College, Hutchinson) Sara Carrigan, (Mankato Workforce Center - DEED Job Service) Case Managers at DEED Job Service Case Managers at Southwest Minnesota Case Managers at MN Workforce Center Hutchinson and Willmar Sandra Hendrycks (AALC) Dianne Wilson (AALC) Mary Margaret Johnson (AALC) Rita Kramer Curtin (AALC) Allison Beggs (AALC) Becki Hawkins (AALC) Matt Fisher (SW ABE) Katie Raymo (SW ABE)Additional? (i.e. technology support, etc.) Please specify role.Maylis Dickey (Mankato ABE) Computer Lab assistantTraining (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.Karen Wolters (Mankato ABE) Angie Blackstad (Mankato ABE) Nicole Dummer (Mankato ABE - New Ulm) Julie Mischke (Glacial Lakes) Shari Johnson (Glacial Lakes) Becki Hawkins (AALC) Sue Vogelsang (Faribault County ABE) Katie Raymo (SW ABE) Pat Thomas (SW ABE) Dona Anderson (SW ABE) Marty Olsen (SW ABE)Training (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.Lorie Grunzke (Mankato ABE - New Ulm, Sleepy Eye) Rebecca Strom (Mankato ABE) Angie Blackstad (Mankato ABE) Karen Wolters (Mankato ABE) Nicole Dummer (Mankato ABE - New Ulm) Julie Mischke (Glacial Lakes) Carol Werner (Glacial Lakes) Jennifer Leitch (Glacial Lakes) Shari Johnson (Glacial Lakes) Andrew Hendrickson (Glacial Lakes) Sue Vogelsang (Faribault County ABE) Marty Olsen (SW ABE) Matt Fischer (SW ABE) TBA (SW ABE) Becki Hawkins or designee (AALC)Ongoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?Karen Wolters (Mankato ABE) Angie Blackstad (Mankato ABE) Bob Maas (Mankato ABE) Lorie Grunzke (Mankato ABE - New Ulm, Sleepy Eye) Julie Mischke (Glacial Lakes - Hutchinson) Shari Johnson (Glacial Lakes - Hutchinson) Sue Vogelsang (Faribault County ABE) Becki Hawkins (AALC) - will hire TBA (SW ABE)Question B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application. Question B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups. The Southwest regional partners have GED 2014 programming offered in all five consortia in southwest Minnesota. All consortia have trained GED 2014 instructors who regularly participate in state ABE professional development such as regional workshops and summer institute. In addition to the GED programming, the partners worked collaboratively to insure that Pearson Vue testing sites were implemented regionally. Pearson Vue centers have been established through Mankato Area Adult Basic Education at Lincoln Community Center, at South Central College in North Mankato, in Hutchinson at Ridgewater College, at Southwest Minnesota State University (SMSU) at the Marshall campus and at Minnesota West Community and Technical College at the Worthington Campus. Regarding Adult Diploma programming, Mankato Area ABE and Area Adult Learning Cooperative have established credit recovery adult diploma programs in place and their local school districts grant the diploma to successful students. Mankato has had this programming in place since 1994 and the AALC has had it in place since 1996. In addition to credit-based programming, Mankato Area ABE has a competency-based diploma program for English language learners that has been in existence since 2005. This model, based on Equipped for the Future Standards, will be replaced with the new Standard Adult High School Diploma Program. No new students were enrolled in this program in 2014-2015, in anticipation that the new pilot will begin this school year. Once the new program is in place, it will serve all students, not just ESL learners. The Southwest Regional ABE partnership has been well-represented throughout the planning phases of the Standard Adult High School Diploma initiative. The following staff have participated in the research, development, task forces and legislative process: Beverlee Mountain and Marty Olsen served on the first LAN task force. Karen Wolters was the chair of the legislative (second) task force. Marty Olsen, Julie Mischke, Karen Wolters, Angie Blackstad, Robert Maas, Rebecca Strom and Lorie Grunzke have attended working group meetings since spring of 2014. Karen Wolters serves on the consultation team. Karen Wolters, with Brad Hasskamp, has presented to multiple stakeholder groups, including the MN state legislature, to promote a better understanding of the initiative. Angie Blackstad and Julie Mischke serve on the Student Advising Task Force. The Southwest regional partners are committed to piloting the Standard Adult High School Diploma in small, rural programs and wish to see this option available for all learners. Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models. All consortia in the SW region have trained Northstar Digital Literacy proctors and instructors who have been implementing the Northstar assessments and standards via Learner Web learning plans and face to face classes. All consortia have staff who have participated in either DL101 or DL Basics. Currently the ABE Managers are insuring that all online teachers in the region participate in DL Basics by May, 2015. Currently 90% of the instructors in the SW region have participated in ACES round 1 training. Throughout the pilot period, instructors and advisors will be provided the opportunity to expand their ACES knowledge and understanding through additional study circle training with funding leveraged through the regional transitions budget. Mankato Area ABE and AALC have high school diploma instructors who have implemented the K-12 standards in their Adult Diploma courses for two decades. As the standards change over time, the teachers regularly update the standards in these courses. In addition, Mankato Area ABE has been implementing the Equipped for the Future (EFF) Standards in their competency-based diploma program since 2005. All ESL teachers from the Mankato consortium have been trained in EFF Standards. Several of the ABE instructors have participated in CCRS standards training at Summer Institute and at the ABE South Regional. Because the CCRS Standards have recently been introduced to the ABE field, we hope to gain a better understanding of them through this diploma pilot project. Question B-4. Please describe your staff members’ training and experience with providing student advising. All consortia have provided student advising informally through regular programming with GED, ESL, and work skills classroom instructors. Since FastTRAC programming began in 2008, all consortia have received FastTRAC grants and therefore have developed a more sophisticated advising model for these students, which includes partnerships with local workforce counselors. FastTRAC students are screened and advised by ABE and workforce jointly. The advising tools that are used in southwest Minnesota have been shared with the Adult Diploma working group and are included in the resource packet that accompanied this application. Because Mankato ABE and AALC have established credit-based adult diploma programming in place, they have processes in place to evaluate student transcripts and test scores to determine individual learning plans for each student. Both school districts allow ABE students to earn a high school diploma from the local school district. As project lead, Karen Wolters will mentor and direct the advisors of the SW Region. Karen has 20 years of advising experience and program development in the Mankato ABE Adult Diploma program, 7 years of College Prep and 4 years of FastTRAC program screening, intake and advising. From 1994-2014, Karen learned to interpret and evaluate transcripts and determine student’s academic needs and developed the learning plans for all diploma students at Mankato ABE. She also developed programming to meet the needs of both college readiness as well as high school completion. In addition to her teaching degree, Karen has a Masters degree in Counseling and Student Personnel - College Student Affairs from Minnesota State University, Mankato. Angie Blackstad is now the Diploma Program Supervisor for Mankato. Angie has 11 years of K12 teaching experience and 4 years experience with case management at Lifeworks Services of Mankato, where she advised adults with disabilities on their academic and career development. Angie has served as a FastTRAC Integrated teacher and currently serves as the Diploma Program Supervisor for Mankato Area ABE. Julie Mischke has a Minnesota teaching license in Adult Education from the University of Minnesota. She has 18 years experience in Adult Basic Education advising, management and teaching. She has experience with FastTRAC screening, intake and exit interviews. Shari Johnson has worked at Glacial Lakes ABE for seven years as a FastTRAC, computer, and GED instructor and advisor. She has experience with FastTRAC screening, intake and exit interviews. Currently, she is also SW Regional Transitions Co-coordinator. Nicole Dummer has four years experience with intake, advising, and administering the Northstar Digital Literacy certificates at Mankato ABE. She was previously employed at Mankato Rehabilitation Services, Inc. for two years working with Minnesota Family Investment Program clients providing job search classes, computer literacy classes, and workforce counseling. Nicole also taught a two-day creative job search class for the Department of Employment and Economic Development for two years, where she developed skills in presenting, team building and goal setting. She advised unemployed clients as they researched online job sites, built resumes and developed essential (soft) skills. Sue Vogelsang has been an ABE program manager since 1997. Due to the nature of her very rural site Sue serves as intake, assessment, and advisor to students as well as supervising the programming and staff. She has 4 years experience with FastTRAC screening, including intake and assessment interviews and exit interviews. Becki Hawkins has been an ABE program manager since 1993. Becki serves as the adult diploma and GED advisor for the AALC. She works closely with the local high school counselors in her district to evaluate transcripts and determine high school diploma requirements for individuals. She has 4 years experience with FastTRAC screening, including intake and assessment interviews and exit interviews. Marty Olsen has been in ABE since 1994. She has taught ESL, GED, Work Readiness and Citizenship. Since 2012, she has been ABE program manager for SW ABE - Worthington Region. She is a nationally-certified CASAS trainer, and a state TABE trainer, and manages the SW ABE Supplemental Services grant for Assessment Training. Matt Fischer has 4 years of secondary math education experience. Matt has been in ABE since July of 2014. He is the ESL/GED instructor for Marshall, and also teaches math to CNA and welding students. The southwest regional team intends to work collaboratively to advise students, based on the student’s residence, work location and needs of the student. We intend to use online resources such as Skype or Facetime to connect with students and other advisors as necessary. As we anticipate that students will cross consortium lines, we will put the students’ needs first. Consortium “boundaries” will be considered a secondary factor in student advising. Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)Mankato - Lincoln Community Center Site Mankato - New Ulm Workforce Center Site Mankato - BIC Graphics site in Sleepy Eye Glacial Lakes - Hutchinson Site Glacial Lakes - Willmar Site SW ABE - traveling advisor to all sitesAALC - traveling advisor to all sites Faribault County ABE - traveling advisor to all sitesPotential Number of Students Participating Pilot (January – June 2015)?Mankato @ Lincoln - 15 Mankato @ New Ulm Workforce - 5 Mankato @ BIC Graphics - 3 Glacial Lakes @ Hutchinson - 4 SW ABE - 3 Faribault County ABE - 2 AALC – 2Which completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.We are interested in looking at this for the very rural sites. Count us in if you are developing PD around this possibility. We really want to use this for portions of the diploma, rather than the entire NEDP.Approved and aligned transcripts from foreign secondary schools +We are not sure how to do this but we are interested in this possibility. We’d like to partner with MNSCU and Workforce partners to evaluate these transcripts and provide credit towards high school completion.Potential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationYesAligned Postsecondary Course CompletionYesAccuplacer Test Score Verification (78+)Yes – all consortia have the capacity to provide Accuplacer testing at their ABE site. An advisor from SCC is co-located at the Mankato - Lincoln site two days per month offering Accuplacer testing.GED (2002 Version) score 450+ on Reading and Writing tests + writing sampleYes - would like further explanation of what “additional work” means.GED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctoredYes - There are five Pearson Vue testing sites in the SW region (Hutchinson, Mankato, North Mankato, Worthington, and Marshall). All consortia in the SW Region have the capacity to administer/proctor GED Ready tests at all sites.Passing scores on BST or MCA testsYes - we no longer offer this testing on site but will accept passing scores as “test verified knowledge”.TOEFLNo - we do not know how to interpret the results of a TOEFL exam. We would like to learn how to use this for “test verified knowledge”ACT Score 18+ on Writing and 21+ on Reading testsYes - we do not offer ACT testing at local sites, however will accept scores as “test verified knowledge” ABE group instructionYes - Mankato ABE has courses already aligned with K-12 standards in Novel Reading and Communication StudiesABE individual instructionYes - Via distance learning and AALC has independent study courses in all subject areasABE distance learningYes - All consortia in SW MN use Mindquest Academy, Skills Tutor, GED Academy, MyFoundations Lab, KeyTrain, and i-PathwaysApproved and aligned interdisciplinary and/or culminating project with written report and oral presentationNo - We don’t currently do this, but would like to explore this option with the working group membersPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationYesGED (2002 Version) Mathematics + additional workYesGED (2014 Version) MathematicsYesGED Ready Score 158 (in a proctored environment)YesAdvancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testYes – Accuplacer Passing MCA or BST Math testsYesABE group instructionYes – Mankato has courses that we are attempting to align to the CCRS StandardsABE individual instructionYesABE distance learningYes - Skills Tutor, My Foundations Lab, A+dvancer, Key Train, Ged Academy, and iPathwaysPotential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Science test passing score + additional workYes – would like further explanation of what “additional work meansGED (2014 Version) Science passing scoreYesABE group instructionYes - Mankato has an Environmental Studies course already aligned to K-12 standardsABE individual instructionYes - AALC has independent study courses availableABE distance learningYes - Mindquest, GED Academy, Academy, GED Academy, and i-PathwaysApproved and aligned research projects and/or reportsNo - We don’t currently do this, but would like to explore this option with the working group membersPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Social Studies passing score + additional workYes - would like further explanation of what “additional work” meansGED (2014 Version) Social Studies passing scoreYesABE group instructionYes - Mankato has two courses already aligned with K-12 standards in the area of Economics and GovernmentABE individual instructionYes - AALC has independent study courses availableABE distance learningYes - Mindquest, GED Academy, and iPathwaysApproved and aligned research project and/or reportNo - We don’t currently do this, but would like to explore this option with the working group membersPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionYes - FastTRAC Bridges, College Prep, Northstar Digital Literacy courses in all consortiaABE individual instructionYes - with local workforce counselors, ABE advising sessionsABE distance learning (including MindQuest Academy, APEX, or other options)Yes - Mindquest Academy, Learner Web, KeyTrain, and Skills Tutor (work skills lessons)FastTRAC ProgrammingYes - All consortia offer FastTRAC programmingABE College Prep CoursesYes - All consortia offer College Prep programmingNorthstar Digital Literacy Assessments/CertificateYes - All consortia offer proctored assessments and certificates as well as Northstar preparation via Learner WebResume CompletionYes - ABE Employment SKILLS classes as well as partnerships with local workforce centersApproved and aligned projects and/or reportsNo - We don’t currently do this, but would like to explore this option with the working group membersTyping speed verification (15+ words/minute)Yes - we use Mavis Beacon and online opensource programs to verify wpmPlease note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.)Mankato ABE has a waiting list for this program. Between Mankato and New Ulm sites, we have identified a list of 15 students who are eligible and have expressed interest in starting the program immediately if the pilot application is approved. Faribault County has identified two learners who have expressed interest in pursuing this option if the pilot application is approved. In addition, six students have passed four out of five GED 2002 exams and would be good candidates for this option. AALC has identified two students who would qualify for this option. Both of these students have expressed that they want a diploma but have too many credits remaining to make the credit based diploma feasible. Glacial Lakes has over 100 students who have passed two or more of the GED 2002 version tests that would be candidates for this option. SW ABE has identified several students who would qualify for this option. Per the state entitlement calculation worksheet for each consortium, the chart below shows the number of individuals in SW Minnesota who are lacking a HS Equivalency Diploma: ConsortiaNo Diploma Entitlement Census CountGlacial Lakes9,863Mankato Area ABE7,368Southwest ABE28,832Area Adult Learning Cooperative8,180Faribault County ABE1,915Questions C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot. The team of southwest regional managers are recognized as leaders in “regionalization” efforts in the ABE field. Since December of 2010, the southwest regional managers have been meeting at least quarterly to strategically plan, share, and disseminate relevant information to reduce barriers for students and to develop regional ABE programming and strategies. Our regional commitment is governed by the fact that we will use resources from all programs to serve any customer within our service area. This is evidenced by the fact that any customer has access to any service regardless of where they live through cooperative programming. For example, we have regional FastTRAC programming, and students crossing boundaries for ESL or GED. This will be carried out as we implement the Standard Adult High School Diploma pilot. The team is committed to developing an Adult Diploma model that can serve any and all customers within the regional boundaries. We fully recognize that some of our partners have greater capacity and we will utilize their strengths in areas that have less capacity to offer the programming. We expect to utilize Mankato, AALC and Glacial Lakes to lead the effort during the pilot phase and provide guidance and mentoring to those with less experience, who will be learning and developing their capacity throughout the pilot timeframe. The regional programs intend to use the pilot period and funding to strengthen already existing connections and programming. Because some of the regional ABE programs have adult diploma programming already established, they have a strong capacity to expand this programming to offer the Minnesota Standard Adult Diploma option. Mankato and AALC already have advising in place in their programs as well as K-12 aligned courses, and are in a good position to mentor the other advisors. The region is well equipped to offer distance learning options and FastTRAC programming. All consortia have GED programming as well as adequate access to Pearson Vue testing centers. Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.) Through local program dollars and regional transitions funding, the southwest region has provided technology training and support around Learner Web, Northstar Digital Literacy assessments, Skills Tutor, Google docs and other various online platforms. We fully recognize we need to embrace distance learning to maintain the vitality of our rural programs. Every consortia has trained distance learning teachers who have taken the responsibility of “training” the other teachers at their local consortia and at regional events. Some of our “lead” technology trainers have been utilized through the St. Paul Distance Learning Consortium at regional trainings and consortia-level trainings multiple times per year. The individuals include Lori Stearns - SW ABE, Shari Johnson - Glacial Lakes, Bob Maas - Mankato ABE, and Nicole Dummer - Mankato ABE. All consortia have staff who have participated in DL101 and DL Basics professional development opportunities. The regional managers are currently working to ensure that by May of 2015, all distance learning instructors in the regional will have taken the course “DL Basics”. Three participants from the SW region have served on the “Career Development, Employability Skills & Distance Learning” standards committee of the diploma working group. These participants will be assisting in the development of the online portfolio through Learner Web. Question C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.) Mankato Area ABE has 6 courses (already aligned to K-12 standards) that are offered to current credit-recovery students that may be utilized during this pilot. The courses include Economics, US Government, Novel Reading, Career Exploration, Communication Studies and Environmental Issues. These courses are offered from February through May. In addition, the math courses offered at Mankato ABE are currently being aligned with the CCRS math standards. (Link to adult diploma course descriptions for Mankato ABE). FastTRAC bridge courses will satisfy the ACES career awareness standard “Developing a Future Pathway.” FastTRAC bridge courses will be offered in Mankato, LeSueur, Hutchinson, Blue Earth, and SW ABE, throughout the spring semester of 2015. (Link to FastTRAC bridge course description for Mankato, AALC, Faribault County ABE). Mindquest Academy courses are utilized throughout the region with students who are interested in attending college. The College Planning course is aligned with the career awareness ACES “Developing a Career Pathway Standard.” The southwest region intends to assist with aligning the Mindquest modules with ACES and CCRS standards, should that grant be awarded to the Mindquest group. Mindquest courses are offered throughout the region at all five consortia during the pilot timeframe. (Link to Mindquest Academy course descriptions). Computer classes may be accessed throughout the region for skill development in order to pass the Northstar Digital Literacy assessments. In addition to the face to face computer classes, the region has access and uses the Learner Web plans correlated with Northstar assessments. (Link to computer course description). Question C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district. Becki Hawkins, AALC manager, intends to ask the Le Sueur-Henderson school board for approval to grant their local diploma upon completion of the pilot phase. Currently, Le Sueur– Henderson school district grants a local diploma for the credit-based program. SW ABE, Glacial Lakes and Faribault County intend to use the state-issued diploma. Mankato Area Public Schools has obtained local board approval to issue a local Mankato Area Public schools diploma to those students who meet the state-approved standards for this pilot and graduate (see letter of support). St. Paul Community Literacy ConsortiumSection A: ABE Consortium InformationLead Consortium Fiscal AgentSt. Paul Public Schools, ISD #625Participating Consortium/ConsortiaSt. Paul Community Literacy ConsortiumLead Contact Who is the main pilot application contact?PersonRenada RutmanisEmailRenada.rutmanis@Phone651-744-7556Section B: Adult Diploma Pilot Program StaffingStaff Roles Which staff member(s) will perform the following roles for the new State Adult Diploma Pilot Program?AdministrationRenada RutmanisIntakeJenny SchlukebierAdvisingAmy StotzheimInstructionTammyTwiggs, Louella Francisco (math instruction), DJ Dahl (technology and career development instruction)AssessmentJenny SchlukebierAdditional? (i.e. technology support, etc.) Please specify role.Tom Cytron-Hysom, Project ConsultantJulia Tabbut, Learner Web/Distance LearningKaren Gerdin, Instructional ConsultantScott Hall, SPPS ABE SupervisorTraining (Part One)Which staff member(s) will participate in the Adult Diploma Pilot Training (Part One) on Monday, December 15 from 9:15-3:30pm at the Minnesota Department of Education, if the application is approved? Topics tentatively include overview, staffing roles and expectations, standards I, and implementation planning I.Renada Rutmanis, Jenny Schlukebier, Amy Stotzheim, Tammy Twiggs, Julia Tabbut, Tom Cytron-Hysom, Scott Hall, Louella Francisco, DJ Dahl Training (Part Two)Which staff member(s) will participate in the Adult Diploma Pilot 2-Day Training (Part Two) on January 15-16 at the Minnesota Department of Education, if the application is approved? Topics tentatively include standards II, completion options, advising, program procedures and logistics, course development, and implementation planning II.Renada Rutmanis, Jenny Schlukebier, Amy Stotzheim, Tammy Twiggs, Julia Tabbut, Tom Cytron-HysomOngoing Training/AssistanceWhich staff members will participate in the Adult Diploma Working Group and its monthly meetings starting on Monday, January 26, if the application is approved?Tammy Twiggs, Amy Stotzheim, Tom Cytron-HysomQuestion B-1. Please attach a staff roster of all staff that will be working directly with the pilot programming, with names, sites, email addresses and phone numbers, with your application.Question B-2. Please describe your staff members’ training and implementation of GED and adult diploma programming, including participation in the adult diploma task forces, working group or other applicable groups.The St. Paul Community Literacy Consortium (SPCLC) and Hubbs staff have been actively involved in developing adult diploma programming from the beginning, including service on the Minnesota Adult Secondary Credential Task Force that produced the report on which the diploma legislation was based, the Working Group, and the new Consultation Group. Hubbs maintains an active GED program, and staff have served on the Statewide GED Teacher Advisory group.Renada Rutmanis, manager, has a law degree, an ABE teaching license from the University of Minnesota, and an MA in ESL from Hamline. She taught ESL and ABE for five years before becoming the St. Paul Public Schools ABE Assistant Supervisor in August. During her time as a teacher, she taught several higher-level occupational and FastTRAC classes, including Introduction to Business Office, Introduction to Accounting, and Retail/Customer Service. Tom Cytron-Hysom, SPCLC facilitator and advisor on this proposal, served on the initial Minnesota Adult Secondary Credential Task Force, played a lead role as chair of the Literacy Action Network Legislative Committee in steering the Adult Diploma legislation through the Minnesota legislature, has been a regular member of the Working Group (Employability/Career Development/Digital Literacy sub-group), and has been asked to serve on the new MDE Consultation Group. He also serves on the State Advising Task Force, which will support development of advising for the new diploma; and as manager of Minnesota Learner Web, which will be used to track student portfolio work required for the new diploma.Amy Stotzheim, Advisor, currently serves as GED Chief Examiner, overseeing GED Testing. Prior to working at the Hubbs Center, Amy worked at Job Corps as both a GED teacher and Academic Manager, where she assisted students in developing individualized academic plans using their Test of Adult Basic Education (TABE) scores, transcripts, vocational goals, and time frames to set realistic plans. ?Jenny Schlukebier, ABE Systems Manager at Hubbs, will oversee intake and assessment. She currently supervises registration/intake and assessment of all incoming and current learners, including GED learners. She supervises the GED testing, and attends annual state GED meetings. Jenny oversees continued development of the database used to report attendance and student outcomes for state and federal reporting requirements.Julia Tabbut has worked in adult education for nine years, the last four?teaching?Distance Learning at the Hubbs Center, along with?administering and building content in Learner Web. She works with GED students in the i-Pathways platform, was on the review team for the Northstar assessments, and wrote the Learner Web content that prepares learners for those assessments. She will participate in the adult diploma design and build in Learner Web specifically for Hubbs/SPCLC (in addition to her design work through the Minnesota Literacy Council on creating the Learner Web learning plan for use by all pilot sites). She will also provide support for other forms of distance learning used in Adult Diploma programming.Tammy Twiggs, teacher, has participated in the new Minnesota Standard Adult Diploma Working Group monthly meetings since June 2014, working on creating competencies in the English/Language Arts sub-group. She was originally hired at Hubbs as an hourly Adult Diploma teacher in 1997 to teach English/Language Arts. She has a current license for English/Language Arts 7-12. As part of the Adult Diploma program, she trained as a Mindquest online teacher and used Mindquest software for granting English/Language Arts credits. She worked with approximately 60 to 80 learners using Mindquest. She continued to teach Adult Diploma until No Children Left Behind imposed a variety of specific requirements that led to discontinuation at Hubbs. Since then she has been teaching Advanced Secondary courses at Hubbs, including ELL 7, Reading and Writing 3, Science and Social Studies 1, Writing 3, Writing 4, and Strategies for Success. She also trained as an instructor in the STAR evidenced-based reading program through Hamline University and was part of the original team implementing STAR at Hubbs in the Strategies for Success course. She participated in the year-long GED Writing Cohort initiative for the new 2014 GED.Louella Francisco, teacher, has worked for St. Paul Public schools for several years, teaching students in both K-12 and ABE. She currently teaches a Math 4 class, which is aligned to both GED 2014 and CCRS Math Level E. She is also currently working on creating a GED FastTRAC offering as part of a Math lab/orientation class for students with intensive math needs. DJ Dahl, teacher, is a Business and Adult Education instructor with extensive studies in CTE (Career and Technical Education). She has taught business courses (including career and computer classes) to middle school and high school students, as well as to adults for North Hennepin Community College and the Hubbs Center for almost 15 years. She has also taught GED and pre-GED classes for many years at the Hubbs Center and is active in the STAR reading program, a project from the Federal Office of Career, Technical and Adult Education and Hamline University.Karen Gerdin, Outreach and Workforce Education Program Manager, has worked for Saint Paul Public Schools ABE for 17 years. She has been the Regional Transition SPCLC for the past three years; through this work she has assisted in the coordination of ACES training among the SPCLC members. In addition, she has served on a statewide Transitions Committee and is currently on the state Student Advising Task Force.Scott Hall, SPPS ABE Supervisor, holds an MA in Teaching English as a Second Language from Columbia Teachers College and a Specialist degree in Educational Leadership from the University of Saint Thomas. Scott began his career in education as a high school teacher in New York City. He moved to Saint Paul in 2000 and has served as a teacher and administrator at Johnson and Harding High Schools. Question B-3. Please describe your staff members’ training and implementation of standards-based educational models, which could include Minnesota’s K-12 standards, ACES Transitions Integration Framework, the CCRS (College and Career Readiness Standards for Adult Education), Northstar Digital Literacy Standards, and/or other standards models.SPCLC had five teachers complete the ACES Facilitators Training last year. Those Facilitators held PLC groups for approximately 20 teachers (Renada Rutmanis participated in an ACES PLC and received professional development in CCRS standards). For ACES Phase 2 there are four additional teachers signed up for the hybrid PLC groups.In addition, the St. Paul Adult Basic Education program is exploring how to use the Transition Integration Framework (TIF) in their college level courses. An ABE instructor is working closely with a St. Paul College instructor under the Child Development program to rework the curriculum for the CDEV 1200 course using the TIF.The Saint Paul Adult Basic Education program has built its Math curriculum around the College and Career Readiness Standards (CCRS). Last year the Math curriculum was divided into four levels and all curriculum was redesigned utilizing the CCRS.Under Supervisor Scott Hall’s leadership, Professional Learning Communities (PLCs) at SPPS ABE are currently updating the ABE curriculum to incorporate the rigorous College and Career Readiness Standards (CCRS). Scott helped to guide a similar process with Common Core Standards while at Harding High School. With this K-12 experience, he can be a strong resource to guide the SPCLC team while finalizing completion options for the Adult Diploma. Tammy Twiggs wrote curriculum for the Hubbs Adult Diploma program based on the high school standards at the time. While participating in the GED Writing Cohort year-long initiative for the new 2014 GED, she trained in implementing the College and Career Readiness Standards for writing in GED classrooms.Louella Francisco has taught math to students from kindergarten to adults. While teaching adults, she has taught Math 2, 3, 4, and Accuplacer Math at the Hubbs Center and Intervention Math at St. Paul College. She has spent the last 1.5 years creating CCRS-aligned curriculum and materials for Math level 3. She has been collaborating with other math teachers to ensure vertical articulation of standards and maintaining effective spiraling instruction inter- and intra- levels. She has also been responsible for administering diagnostic and placement assessments to new math students to determine appropriate Math levels. She leads a math lab that has provided differentiation, appropriate leveling, and course preparation to diverse students with a variety of skills and needs. In addition, Louella helped align the ELL Math curriculum to the Massachusetts Framework. She completed the MNI (Minnesota Numeracy Initiative) training and as part of a final project created rubrics that integrated Webb's Depth of Knowledge, Habits of Mind, Shwarma's levels of Learning, and GANAG for both instructors and students.?Finally, as a Title 1 Parent Liaison and mentor, she also had the opportunity to mentor students who had low performance scores on the MCAs (especially in Math).DJ Dahl was the subject matter expert for , a career website for ABE learners which was produced by Southwest ABE and iSeek with funding from the Otto Bremer Foundation. In her role, she created and edited the content, created facilitator's guides, and gave presentations about the website around the state and at Summer Institute. She is currently working on a FastTRAC professional development project for integrating technology into ABE classrooms. Ms. Dahl gives digital literacy and computer skills presentations, workshops and trainings to a number of ABE programs, conferences, and private organizations.The Northstar Digital Literacy Standards were developed through a community-wide collaborative process facilitated by Tom Cytron-Hysom. The Standards are widely used at Hubbs as well as at other SPCLC member agencies (and by ABE programs statewide). Hubbs/SPCLC also manage the Distance Learning Supplemental Services grant, through which an online training on integrating digital literacy training in the classroom, using Northstar, is in the process of being completed. Learner Web, which is now used statewide and will be used by all Adult Diploma sites, was also developed initially in Minnesota through SPCLC, facilitated and managed by Tom Cytron-Hysom. Question B-4. Please describe your staff members’ training and experience with providing student advising.Amy Stotzheim, Advisor, in her role as GED Chief Examiner, assists people with planning their testing and accessing educational services as needed. ?She also fulfills counseling duties, assisting people with resolving issues that prevent them from being successful as adult learners and achieving their goals. In her prior position with Job Corps, she worked with students to develop individualized academic plans using their TABE scores, transcripts, vocational goals, and time frames to set realistic plans. In addition, she worked with students to identify potential barriers to their academic success, brainstormed solutions, and put appropriate supports in place. Although students were accountable for their progress, she met with them regularly to ensure they were on track, to see if they needed to make adjustments, or if they needed additional support. She developed a system that clearly laid out each student's required tasks, easily tracked progress, and was available to pertinent staff. ?Tom Cytron-Hysom and Karen Gerdin serve on the current state Advising Task Force.Section C: Adult Diploma Pilot Proposed ProgrammingProposed Adult Diploma Pilot Programming Site(s)Hubbs Center for Lifelong LearningPotential Number of Students Participating Pilot (January – June 2015)?10-40Which completion options do you plan on having available to your students during the pilot period?(Please complete checklist below of all approved completion options.)Potential Multi-Domain State Adult Diploma Completion OptionsPotential Completion OptionDo you plan to make it available locally?National External Diploma Program (NEDP) +This option will not be available during the beginning of the pilot period.Approved and aligned transcripts from foreign secondary schools +YesPotential Language Arts Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Language Arts Credit VerificationYesAligned Postsecondary Course CompletionYesAccuplacer Test Score Verification (78+)YesGED (2002 Version) score 450+ on Reading and Writing tests + writing sampleYesGED (2014 Version) score 158+ on RLA and Social Studies/Science tests + writing sample; GED Ready if proctoredYesPassing scores on BST or MCA testsYesTOEFLYesACT Score 18+ on Writing and 21+ on Reading testsYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned interdisciplinary and/or culminating project with written report and oral presentationYesPotential Mathematics Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 Math Course Completion VerificationYesGED (2002 Version) Mathematics + additional workYesGED (2014 Version) MathematicsYesGED Ready Score 158 (in a proctored environment)YesAdvancing from Developmental Education to college credit-level courses according to an approved postsecondary ready testYesPassing MCA or BST Math testsYesABE group instructionYesABE individual instructionYesABE distance learningYesPotential Science Completion OptionsPotential Completion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Science test passing score + additional workYesGED (2014 Version) Science passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned research projects and/or reportsYesPotential Social Studies Completion OptionsCompletion OptionDo you plan to make it available locally?K-12 course completion verificationYesPostsecondary course completion verificationYesGED (2002 Version) Social Studies passing score + additional workYesGED (2014 Version) Social Studies passing scoreYesABE group instructionYesABE individual instructionYesABE distance learningYesApproved and aligned research project and/or reportYesPotential Employability, Career Development and Digital Literacy Completion OptionsPotential Completion OptionDo you plan to make it available locally?ABE group instructionYesABE individual instructionYesABE distance learning (including MindQuest Academy, APEX, or other options)YesFastTRAC ProgrammingYesABE College Prep CoursesYesNorthstar Digital Literacy Assessments/CertificateYesResume CompletionYesApproved and aligned projects and/or reportsYesTyping speed verification (15+ words/minute)YesPlease note that additional information will be given about each completion option during the initial and ongoing training and technical assistance.Question C-1. Please describe the potential need for state adult diploma programming in your area. With this information, please include information on how the potential participant number (identified above) was calculated. (Examples of demonstrated need might include the number of ABE enrollees that do not have secondary credentials, U.S. Census data for your geographic area, applicable enrollee numbers, etc.)2010 census data for St. Paul indicates 13.8% of the population 25 or older lack a high school degree. Applying this statistic to the total population 25 and older (174,461) yields an estimated 24,075 individuals lacking a high school credential. Nearly all of the 12,275 individuals served by SPCLC last program year lacked secondary credentials. Anecdotally, we are aware of many adults whose lack of a district diploma or GED prevents them from enrolling in higher education – we believe the new diploma could benefit many of these students.With a graduation rate of 73% last year, it is clear that a significant number of SPPS K12 learners drop out of school prior to obtaining a diploma. Many of these individuals already have significant academic credits that could be applied towards an Adult Diploma. We plan to conduct comprehensive outreach to those who have dropped out in the past several years and who are at least 21, to inform them of adult diploma programming, and hopefully enroll them. St. Paul ABE currently has 136 students enrolled in their GED plus (TABE 8+), Reading Writing 3 (TABE 6+), ELL 7 (CASAS 236+) classes who do not have a high school diploma or the equivalent. There are also 77 students with a non-U.S. educational background who have a diploma or some college/degree from other countries. The Adult Diploma may prove an attractive option for a significant number of these students.The SPPS LEAP High School serves older New American students from many countries. Most of the 375 students are 17-21 years old and working towards their diplomas. SPPS ABE hopes to work with LEAP students who age out of the K-12 school system. These students should have attained many of the required completion options at LEAP and can work with SPPS ABE to address any deficiencies. We plan to work closely with LEAP to establish a seamless transition for these learners.Our proposed participant number is based on several factors, including our current?number of GED students, and potential referral partnerships with LEAP and our ALC. Given that this is a pilot project, we feel it is important to initially enroll a relatively limited number of students, allowing us to establish and assess comprehensive advising, diploma procedures, high quality programming, etc.Questions C-2. In addition to staffing and information noted in previous sections, please describe your consortium’s/consortia’s capacity to implement the state adult diploma pilot.SPCLC is the largest consortia in Minnesota, serving in excess of 12,000 students annually. Last year, we received the PEGASUS Award as the outstanding large consortia in Minnesota. SPCLC staff play key leadership roles in Minnesota ABE, including significant representation on the Literacy Action Network Board and Committees, as well as various Adult Diploma planning, working, and consultation groups. SPCLC includes nine community based non-profit service partners, many of them targeting specific cultural/ethnic groups, as well as SPPS. Working together, we have developed and maintain an effective collaborative network that helps us effectively serve diverse populations. Earlier this year, we hired a half-time Community Outreach and Engagement Consultant to help us engage more effectively with the African American community. SPCLC also maintains a highly active professional development program. In addition to widespread participation in statewide and regional events, SPCLC designs and provides PD specific to the needs of St. Paul. For instance, a recent presentation on “Trauma Informed Care: Empowering students to excel by meeting their needs holistically,” provided training in helping members to optimize services to our large refugee population. We also employ a skilled Instructional Design and Professional Development Advisor who works regularly with consortia teaching staff to help them hone their skills.International Institute, acting as fiscal agent, just received a highly competitive, $400,000 MSPWin grant to develop a College Prep Academy within St. Paul. Primary partners include the Institute, Hubbs Center, Neighborhood House, and Saint Paul College. The Academy will include 16-week, Tier 1 classes at the SPCLC sites, and 10-week Tier 2 classes at the College. Two fulltime navigators will work with students to increase their odds of success. We plan to make participation in this program an option for Adult Diploma students who want to attend college.SPCLC, with SPPS playing a lead role, manages and administers the statewide Distance Learning Supplemental Services Grant. Over the past five years, this project has contributed significantly to improving the quality and availability of distance learning throughout Minnesota ABE.As noted elsewhere in this application, SPCLC played the lead role in community efforts leading to development and maintenance of both the Northstar Digital Literacy Project and Minnesota Learner Web. The success of these and other projects is evidence of the capacity and ability of SPCLC to develop, implement, and maintain new projects successfully.Saint Paul Public Schools has implemented a Racial Equity policy throughout the school system. The primary goal of the program is to examine how race plays a part in the achievement gap and what steps can be taken to eliminate these predicable achievement outcomes based on race. A concerning result of the achievement gap is the number of minority students who don’t earn their high school diploma in the K-12 system. The adult diploma program will be a way to address this gap by offering an alternative route for learners to achieve their diploma. This will give learners many more options to continue into a technical school, college/university, or employment.Question C-3. Please describe the technology resources and staff technology skills that may help them implement the state adult diploma pilot. Answers should also include experience and use of distance learning, Northstar Digital Literacy Assessments and/or online portfolios. (Applicants can attach applicable sections of their technology and distance learning plan from their narrative, if applicable.)SPCLC/Hubbs have long maintained a high priority on the use of technology resources with and for students. As noted above, the consortium has played a key role in developing and utilizing Northstar and Learner Web, and plays a leadership role in supporting distance learning statewide through a Supplemental Services grant (see information on all of these, above). Last year, SPCLC served 1,827 distance learning students, and recorded 52,297 DL hours. Hubbs administered over 1,040 proctored Northstar assessments, and earned over 2,000 Learner Web proxy hours. Otto Bremer Foundation awarded SPPS ABE a $55,000 technology grant this year. The purpose of these funds is to update both teacher and learner computer equipment as well as provide training in technology best practices for educators. We will be getting a computer cart with 24 new Dell laptop computers. We plan to dedicate this cart for use by students in the Adult Diploma Seminar class.Please see attached the SPCLC technology for the current five years – portions particularly relevant to Hubbs have been highlighted.Question C-4. Of the programming that you currently offer, what classes or instruction do you intend to use with adult diploma students? (Applicants can attach the applicable program/instructional descriptions from their most recent narrative, if applicable.)Math 4: This class aligns to CCRS Level E (High School Math). This course covers basic algebra to intermediate algebra. Learners will learn how to set up, write and solve: a variety of problems using variables, exponents, inequalities, graph, equations, absolute values, radicals, functions, linear functions, quadratic equations, and systems of equations.Accuplacer Math: This class is for students who plan on taking or have taken the Accuplacer test with a goal of improving or brushing up the math skills needed to get into introductory college math courses. These skills include understanding number sense, graph, measurement, geometry and basic algebra. Students can also review fractions, decimals, percents, ratios, proportions and other level appropriate topics.College Prep: This class is a test preparation course intended for those learners who wish to prepare for the Accuplacer College Entrance Exam for Community and Technical Colleges.?Emphasis is placed on acquiring and practicing skills covered in the subtests of Reading Comprehension, Language Usage, Sentence Skills and Listening.Occupational Classes:Construction Training: Hands on preparation to enter a Pre-Apprenticeship program with the building trades.Pre-CNA: This class will prepare students for a Certified Nursing Assistant training program.Retail/Customer Service Certificate: This class prepares students for customer service and sales in a variety of work settings; students run a school store, improve communication and money skills, and create a job search portfolio.ServSafe: This class will prepare students for the ServSafe??exam and for the Minnesota Food Managers puter Basics: A class for students to practice keyboarding, word-processing, email, and Internet skills. Students can use Learner Web to prepare to take the Northstar Digital Literacy assessments. Writing 3: Writing 3 is an advanced writing skills course. Students who enter Writing 3 will expand upon their ability to write a simple paragraph that includes a topic sentence, 3-6 supporting ideas, transition words, and a concluding statement. ?In this class, students will practice writing extended paragraphs (8-12 sentences), 3-paragraph essays, and business letters. Assignments will require students to use their critical thinking skills to respond to a variety of readings. All writing assignments will follow the four-step writing process with particular focus on pre-writing, editing, and revising. Learners will master simple, compound, and complex sentence types and continue to improve their use of a variety of verb tenses, descriptive language, transitional expressions, and other grammar structures. Regular assignments will be evaluated with a writing rubric. Students will use instructional websites to complete different grammar exercises, and they will be expected to use Microsoft Word to edit, print, and save their writing assignments.FastTRAC programming: Child Development Bridge: This class will prepare students to enter the?Child Development Certificate program at Saint Paul College.Medical Office Prep: This class will prepare students to enter into a Medical Office Career program at a local community collegeGED ProgrammingGED Plus: The curriculum for this class has been aligned with the CCRS standards. This is a class for students from TABE 8 to TABE 12. The class is appropriate for students who plan to continue onto college prep as well as for GED learners who are working on reasoning through language arts, argument-based writing, and critical and close reading skills.Reading and Writing 3: The curriculum for this class has been aligned with the CCRS standards. It is a transitions level skills course designed for those learners who want to get their GED.? This class includes comprehensive study in the areas of Literature, Science, Social Studies, and Writing. Science and Social Studies 1 and 2: The curriculum for these classes aligns with Common Core Standards. Level 1 of this class works on vocabulary and basic concepts in science and social studies. Level 2 of this class prepares students for GED-level science concepts, including biology and chemistry. The science portion also focuses on improving study skills, critical thinking skills, and communication skills to build success with science in everyday life situations and in post secondary education.?The social studies portion helps learners to develop and use information and knowledge needed to interpret, apply, analyze, and evaluate concepts in social studies in order to pass the GED test, to succeed in higher education and to become an informed citizen.?Technology and lab activities are incorporated into both levels. Question C-5. If approved, how will your state adult diploma pilot work with local school districts? Answers should also indicate whether graduates of the state adult diploma will be eligible to receive a diploma from a local school district.St. Paul Public Schools, which serves as the St. Paul consortium fiscal agent and is the only school district that is part of SPCLC, is fully supportive of this project. Discussions are underway with SPPS regarding the way in which district diplomas will be awarded to Minnesota Standard Adult Diploma recipients.Minnesota State Standard Adult High School Diploma Program Pilot Application DetailsPilot Application Release Date:Wednesday, November 5, 2014Pilot Application Due Date:Tuesday, December 2, 2014Applications must be completed and submitted electronically to Cherie Eichinger via email at cherie.eichinger@state.mn.us by 4:30 p.m. on the due date. Late submissions and submissions not submitted via email will not be accepted.Eligible ApplicantsApplicants must currently be receiving state and federal ABE funding and may be current ABE consortia or collaborations involving multiple ABE consortia.Staffing Roles and RequirementsApplicants must have multiple staff members participating in training and implementing the new state adult diploma pilot program. This helps balance the workload and allows for some local peer support and monitoring of the State Adult Diploma Program. Applicants must ensure that staff members participate in training and the working group, as proposed in the application or amended through discussion with the Minnesota Department of Education. While not all ABE staff must participate in the state-provided training and working group, sufficient local staff must participate to ensure educational quality and adherence to expectations. Participation in the working group will provide ongoing technical assistance, training and feedback to approved pilot programs. Specific staff roles can be mixed and matched across staff members and can change over time. Roles will include:Administration will be conducted by the manager(s) and coordinator(s) overseeing the adult diploma pilot. This role will serve as a program leader and direct staff in the other roles. This role will ensure that the consortium will fulfill grant expectations.Intake is frequently completed by the support professional, teacher or administrator that serves as the first point of contact with the adult diploma pilot student and helps them enroll in the program.Advising will be provided to students to help them identify goals and create and revise their personal learning plan during intake, upon graduation, and throughout their participation in the adult diploma pilot. As part of the personal learning plan, this role will need to help evaluate transcripts and other experiences that may serve as evidence of completion of various competency domains. This role could be filled by local counselors, support professionals, teachers, administrators, or other appropriate ABE staff members.Instruction may be delivered by those teachers and staff through classes, individual instruction, and distance learning to students in the adult diploma pilot.Assessment is fulfilled by the support professional, teacher, administrator or other practitioner that will be giving NRS or other formal learning exams. (This does not include informal in-class assessments.)Additional roles may include local technology support or addressing other identified needs.FundingApplicants are expected to develop a proposed budget to successfully implement the adult diploma pilot. Applicants may request up to $10,000 in federal ABE funding to help them complete the pilot, which ends on June 30, 2015. Consortia can supplement this funding with additional funding from other sources, including regular ABE funding and resources that have already been allocated. Of the additional funds provided to approved State Adult Diploma Pilot Programs, the majority is expected to pay for staffing, training and program development. Additional Program RequirementsLocal ABE Consortia that are selected to pilot will be required to adhere to the following:Have multiple local staff available to participate in the initial training on Monday, December 15, Thursday, January 15, and Friday, January 16. This training is targeted to local staff that will be fulfilling any of the staffing roles as identified in the instructions and will cover several topics, including an overview, standards, staffing role expectations, completion options, advising, program procedures and logistics, course development, and implementation planning;Have local staff participate in monthly Adult Diploma Working Group meetings, which are typically held the third Monday of the month from 9:15 a.m. – 3:30 p.m. at the Minnesota Department of Education (travel costs can be covered by Literacy Action Network);Use Learner Web as the pilot online student portfolio tool;Work with the State Adult Diploma pilot tools and resources;Adhere to the state Adult Diploma Policy and other policies as established by the Minnesota Department of Education;Evaluate the pilot program by entering data into the state ABE database at least monthly and by submitting additional evaluative data and reports, upon request;For More Information:Contact Brad Hasskamp at brad.hasskamp@state.mn.us or (651) 582-8594 ................
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