ALEABEDLReccs

From LiteracyTentWiki

Recommendations from the Adult Basic Education Distance Learning (ABE DL) Advisory Board, Program Pilots and Research Team to the Massachusetts Department of Education’s Adult and Community Learning Services (ACLS) for Planning ABE Distance Learning in Massachusetts May, 2004

The first four recommendations are a distillation of a discussion which took place at the May 12, 2004 Advisory Board Meeting.

1. Statement of the Problem and ABE DL Vision, Mission and Strategic Plan -- With the help of the ABE Distance Learning Project staff and advisory board, ACLS should articulate:

a. a statement of the problem(s) ABE DL is intended to solve, for example(s):

i. reduce the number of people on waiting lists for classes;

ii. provide ABE services to those who would otherwise have to drop out because events in their lives make it impossible to attend classes, thus increasing program retention;

iii. if the same ABE DL curriculum were offered in corrections institutions and also through distance learning options, released inmates could seamlessly continue their education program “on the outside;” and/or

iv. provide college preparation for GED or EDP graduates or for adults who completed high school many years ago and who are not prepared for college.

Distance learning is not, in our view, simply another alternative. Because it is not necessarily less expensive or automatically preferable to classes, compelling reasons are needed for its implementation, as there are for family literacy and workplace education.

b. a vision for ABE DL which also defines what it is

i. Does it always involve technology? If so which ones: Internet, videotape/DVD, teleconferencing, telephone, other?

ii. Is it “pure” (no face-to-face) or “supported” (with some – how much? – face-to-face) or are both models acceptable?

iii. And possibly make it as succinct as a slogan (e.g. “anywhere, anytime learning,” “basic skills e-learning at home or work,” “Distance Learning with class but no classes”)

c. a mission statement for ABE DL, which should be the foundation for

d. a statewide strategic plan for ABE DL which is well-integrated with other planned ABE services.

2. Needs Best Met through ABE DL. --In the statement of the problem there should be a clear articulation of the kinds of needs which ACLS believes an ABE DL program could best meet, those which cannot be met by classes such as:

a. Flexibility – anywhere, anytime learning because the learner cannot (easily) get to classes

b. Privacy

c. Self-paced instruction

d. Like workplace education, targeted to the specific needs of a group of workers, with a tailored curriculum, possibly leading to an employment-related certificate, but for workers who cannot (easily) attend classes.

e. Inability, for other reasons, to attend classes

3. Measurement of Outcomes. -- In the vision or mission, it should be made clear that although the needs of ABE DL students are different, the intended outcomes (attaining student-articulated goals, improved English language, reading writing, numeracy, attaining a GED or EDP, entering post-secondary education, attaining, retaining or advancing on a job) should be the same as other ACLS-sponsored programs. As a result the outcomes should be measured with the same assessments by which classroom outcomes are measured.

4. Statewide, regional and/or program-based ABE DL? -- ACLS should determine, through a strategic plan, the appropriate way(s) ABE DL should be delivered. The plan should address whether ABE DL programs are statewide, regional (with the state) integrated with the services of a particular program, part of a community plan for delivery of ABE services, or some or all of these.

The following four recommendations are a distillation of the all-day conference which took place on April 2nd in Amherst. Those present included the Advisory Board, two pilot project sites, the research team, and ACLS staff.

5. Community Partnerships Community partnerships provide valuable resources in identifying and serving ABE distance learners. A wide variety of public and private organizations are currently used to enhance the ABE distance learning process. These partnerships should:

a. Continue to expand and:

• Provide additional supports for learners

• Provide and support fund raising with their expertise and resources

• Assist with technology and funding for technology

• Help with ABE DL program publicity

• Increase accountability and evaluation

• Integrate ABE DL into the community planning process

• Market ABE DL to businesses

b. Educate community partners in order to increase awareness of distance learning possibilities, knowledge, and ownership. Also educate ABE DL staff on the various community resources available to learners.

c. Expand locations of distance learning access to other community locations such as libraries, work places, etc.

6. ABE DL Investigation, Evaluation, and Research -- The focus should be on information that will benefit the field, especially predictors of student success.

a. Continue investigating what constitutes a successful distance learner. Decide what measures will be used across all distance learning programs. Choices of measures included:

• BEST/TABE/REEP

• Retention rates

• Activities completed

• GED attained

• Goals attained

• Students’ self-assessment of their progress and learning

• Students moving to other settings

• Technological skill gain

• Time spent reading

• Literacy skill gains

b. Investigate potential “related skills” (“value added”) and competencies that may be increased via distance learning such as:

• Independent learning

• Technology skills

c. Research the relationship between various curricula and/or delivery methods to learner success.

d. Determine which types of students are more/less successful in distance learning (learning disabled, ESL/ABE, rural/urban, lower or higher levels, etc.)?

e. Develop a distance learning screening instrument and/procedure to help programs and students decide if ABE DL is best for them.

f. Continue research on what is the most productive ratio of staff to students and what supports are needed.

g. Compare ABE DL student progress to traditional programs.

h. Develop standard methods to calculate costs of ABE DL programs

i. Distribute information on the wait list project.

j. Interview students who do not enroll or who drop out of ABE DL to find out why.

7. Best Practices in ABE DL Curriculum and Staff Development

a. Further develop curriculum suited to distance learning. Have approved or recommended curriculum and yet allow local programs to supplement with other programs and materials. Provide resources for this.

b. Provide training on ABE DL options and procedures to both DL staff and traditional program staff.

c. Set up mentoring arrangements between more experienced programs and newer programs.

d. Investigate more efficient/centralized/cost effective ways to distribute videos, DVD’s, materials, etc. to sites.

e. Provide increased staff development in the first and second years of program implementation.

8. ABE DL Program Information

Many comments were made regarding refinement and expansion of distance learning programs in the state. These comments seemed to center on the need for further integration of ABE DL programs and further standardization of program without over-regulation,

a. Better integrate distance learning into the regular programs. Make the transition between classroom-based and ABE DL program more seamless. Investigate a model similar to California where distance learning is another delivery option rather than a separate program.

b. Provide standardized distance learning information to the field in areas such as:

• Suggested components of an MOA with community partners

• A distance learning handbook and discussion board for widespread use.

c. Provide guidelines, ideas, strategies for obtaining and sustaining technology to support distance learning.

d. Consider integration of ABE DL into the rate-based system.

e. Use distance learning in a more systematic way to manage waiting lists.

f. Standardize RFP requirements in areas such as training required, reporting techniques, screening, and orientation.

g. Explore and promote other instructional delivery systems than currently used.