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Kansas Board of Regents Adult Education

Kansas Board of Regents Adult Education. The Comprehensive Adult Education Planner Proficiency Attainment Model-PAM Michelle Carson Associate Director mcarson@ksbor.org. Workshop Goals. Discuss and analyze the 7 PAM Components

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Kansas Board of Regents Adult Education

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  1. Kansas Board of RegentsAdult Education The Comprehensive Adult Education Planner Proficiency Attainment Model-PAM Michelle Carson Associate Director mcarson@ksbor.org

  2. Workshop Goals • Discuss and analyze the 7 PAM Components • You will be able to recognize and apply the model within your program

  3. Introductions The Research Brief Overview of the Seven Components PAM Essential Rating Scale Pre-Enrollment – “The Good, Bad and Ugly” Instruction Test-Taking “Integrating Transition” Activity Evaluation Agenda

  4. Defining the Alphabet Soup • AEFLA—Adult Education and Family Literacy Act • EFL—Educational Functioning Level • CASAS—Comprehensive Adult Studies Assessment System • PABLO—Portal for Adult Basic Literacy Oracle

  5. K-W-L Exercise

  6. What is PAM? Proficiency Attainment Model Model for providing a ComprehensiveAdult Education Program

  7. Research Sponsors • US Department of Education, Office of Special Education Programs • University of Kansas Project “The Development of a GED Proficiency Attainment Model for Students with Learning Disabilities and Severe Emotional Disabilities” (January 1, 1994 to December 31, 1997)

  8. Research Focus • Initial focus to improve the following for adult learners with learning disabilities or serious emotional disturbance: • recruitment • retention • and successful completion of GED by adult learners with learning disabilities or serious emotional disturbance. • Project direction expanded to include all adult learners and the: • barriers in adult education • design, implement and evaluate an intervention model in the total adult education context.

  9. Adult Education Programs in the Research Participating Programs • Topeka Adult Education Center (KAW Area Technical School) • Let’s Help, Topeka • Fort Scott Community College Two concurrent phases • Phase One – describing the adult education setting • Phase Two – design, testing, and validation of materials

  10. PAM Mission • Increase LEARNERS’ success • Improve the quality of LEARNERS’ personal lives, work and transition into the community Both accomplished through learning and self-management strategies

  11. PAM Standards • Improves the quality of life of adult learners • Sensitive to learners’ characteristics • Increases academic independence through an instructional model that promotes life-long learning • Responsive to learners emotional needs • Encourages learner retention • Increases the number of learners passing the GED test and/or raises their functional level

  12. More PAM Standards • Uses data or a theoretical basis for instructional practice • Provides a strategic instructional approach with an emphasis on learner group work • Increases efficiency • Supported by consumer validation • Able to replicate in other adult education centers

  13. Adult Education Program Cycle Adult Learner Transition Recruitment Test-taking Instruction Enrollment Prescription Orientation Assessment

  14. Why is PAM implementation important? • Meets federal requirement for using research-based practices. • Linked with Indicators of A Quality Adult Education Program.

  15. Links to the Indicators of a Quality Adult Education Program • Pre-Enrollment – Measure 1.1, 1.4 • Orientation – Measure 1.3 • Assessment – Measures 1.2, 1.3 and 2.3 • Prescription – Measures 1.3 and 3.2 • Instruction – Measures 2.1, 2.2, 3.1, 5.1 and 5.2 • Transition – Measures 8.1 and 8.2

  16. Effective program innovations are planned – they do not occur haphazardly

  17. Implementation Requires Collaboration • Involve all Staff – everyone’s input is important for success • Critically review how you are currently operating – Where are you? • Study PAM components • Identify ways to integrate PAM into current practices - active collaboration requires sharing ideas • Must come to a central mindset • Learn procedures and activities • Adopt, adapt and refine The Investment Of Time Is Worth Making

  18. PAM ComponentsFocus on the LEARNER • Pre-Enrollment • Orientation • Assessment • Individual Prescription • Instruction • Test-Taking • Transition

  19. The PAM Essentials What is and or is not happening in my program? Exercise Rating Your Program

  20. What is The Comprehensive Adult Education Planner? • Procedures and materials to follow for providing effective and efficient adult education • Materials for using the model (PAM) • Script to be altered to fit the program

  21. Index Goals Intended Outcomes Introduction Component Materials Consumables (green) Nonconsumables (yellow) Staff Preparation Time Requirements Procedures Next Steps for Staff References Appendix (blue) The Comprehensive Adult Education Planner Contents Duplication Packet – CD-ROM

  22. Pre-Enrollment Goal • Welcome • Inform • Schedule First impressions are key

  23. Pre-Enrollment Exercise “The Good, Bad and Ugly”

  24. Pre-Enrollment • 16-17 year olds • When must disclaimer/exemption form be provided? • Individual interviews with learner and parent? • To mail or not to mail? Always ask if can mail materials first – don’t assume • Walk-in or telephone registrations? • How much is too much information? • I just want to test – next orientation is in 9 weeks • Materials fees? • First inquiry on possible accommodation needs/nonreaders.

  25. Pre-EnrollmentImplementation Requirements Measures 4.1 and 4.2 • Printed basic info about programs/offerings • Printed/disseminated schedule of orientations and classes • Printed script for telephone or face-to-face inquiries

  26. Orientation • Understand learner’s interests and needs • Encourage learners to complete the assessments and classes • Develop a working relationship among the learners and staff • Develop a shared identity among learners Time Invested = Prepared, Informed Learners

  27. OrientationMore Than Enrollment • Build Rapport • Establish and Create Community • Workplace Environment • Focus – Learner Success

  28. Learning Community • Teachers plan for instruction that is: • Examined – • what course should cover • what learners need to know • instructional goals • Organized – course map that shows “big picture” • Explicit • Principles – shared ideas of how community will work • Rituals – things that happen every day and are expected to happen

  29. Orientation • How often is orientation offered? • Who conducts orientation? • Prep is critical – first impression. • Focus on Success from the beginning and throughout each day of the orientation. • Is it class or am I wasting my time? • 2nd time accommodations addressed.

  30. Life Long Learning Model for Adults

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