Professional Development

The New York State Education Department (NYSED) and The City University of New York (CUNY) co-developed the NYSED/CUNY CareerKit. It is a comprehensive career preparation resource for teachers and counselors to equip students with the skills necessary to make informed choices about their career paths in ten industry sectors. CareerKit activities are written at the high school equivalency (HSE)/Upper English as a second language (ESL) level, with adaptations possible for Pre-HSE and intermediate ESL levels, and integrates reading, writing, research and math skills. The sectors are Healthcare, Technology, Community & Social Services, Education & Childcare, Manufacturing, Hospitality, Recreation, & the Arts, Food Production, Retail, Construction, and Transportation & Warehousing. There is also a foundational, multisector CareerKit, Career Fundamentals, which introduces students to key questions related to career decision-making.

There is evidence suggesting that blended learning has some advantages over traditional classroom instruction. This presentation includes information further explored in the report, Blended Learning for the Adult Education Classroom. For example, the presentation shares data from the report indicating that Texas adult learners who received up to 50% of their instruction online outperformed those who attended traditional classes and those who received more than half of their learning online. A 2010 meta-analysis published by the U.S. Department of Education’s Office of Planning, Evaluation and Policy Development found that K-12 and higher education students learning online performed modestly better than counterparts learning the same subject matter through traditional face-to-face instruction. Examples of how adult education teachers are using blended learning are provided as well as strategies for ensuring that students have access to technology and free blended learning tools.

This planning guide is designed as an interactive tool for initiating or expanding the alignment between existing CTE and apprenticeship programs. It provides a blueprint for state, regional, and local administrators leading efforts to transform CTE and apprenticeship linkages across a state or community. The blueprint begins with defining the potential impact that CTE and apprenticeship alignment will have for students, employers, and communities. The process then moves to developing a plan of action tailored to the needs and readiness of state or local programs. Once a plan is in place, partnerships are developed with institutions, employers, and agencies who then help in defining and designing the program. Customizable tools and templates are provided that allow users to adjust each resource to fit their unique needs. While the steps, tools, and resources in this guide are valuable to anyone interested in strengthening the potential intersection between CTE and apprenticeship programs, this resource is targeted at two distinct groups of users. The first includes state leaders of education and workforce training systems seeking to improve the alignment of secondary CTE and apprenticeship programs. The second includes education and training providers who are interested in working with regional or local employers or industry groups to expand the role of CTE in preparing high school students for apprenticeships.

In the absence of state policies providing structures and funding for work-based learning programs, there can be disparities in program access from one district to another. Fewer than one-third of states have adopted policies regarding secondary student work-based learning, according to the National Skills Coalition. As of April 2017, 14 states had policies governing pre-apprenticeships and youth apprenticeship programs for high school students, and 11 states had policies governing other secondary student work-based learning. To ensure wide and equitable access to high-quality work-based learning experiences designed to prepare participants for postsecondary and workforce success in high-demand occupations in their region or state, a comprehensive policy approach should include the following components:

• Single, clear and statewide definition of various work-based learning experiences.
• High-quality career awareness and exploration beginning in the elementary and middle grades.
• Funds to support deployment of all activities at the state, regional, and local levels.
• Development and dissemination of a state framework for work-based learning.
• Non-elective graduation credit for approved work-based learning experiences.

Because all five policy areas are interrelated, these components should be viewed as a comprehensive package of policies for state adoption rather than a menu from which states may choose without compromising program availability or quality.

This guide is primarily for organizations that help formerly incarcerated individuals successfully transition to work, family, and civic roles. It's purpose is to help them better understand: (a) the central role that basic skills and related educational credentials can play in successful prisoner re-entry and (b) how reentry agencies can collaborate with basic education providers to help returnees develop necessary basic skills. It is also written for basic education providers, policymakers, and funders interested in supporting collaborations among reentry and adult basic skills service providers. Examples are provided for how these agencies can contribute to the planning and delivery of services.

We Speak NYC (formerly We Are New York) is New York City’s English Language Learning program that provides civic-focused instruction through videos, web and print materials, and free community classes. The videos and materials highlight City services and have been used extensively in both formal and informal ESL classrooms as well as for self-study by English Language Learners (ELLs). The first season of the We Speak NYC videos addresses issues such as education, health, emergency preparedness, and domestic violence. Each of the Season One videos are accompanied by a 36-page full-color workbook containing storyboards and exercises for intermediate learners to practice English at home and in the classroom, a short reader for high beginners to practice reading skills, and multilingual magazines providing in-depth information about City services that are highlighted in the videos. The second season focuses on workforce development, worker rights, mental health, elder care, social services, early childhood education, and immigration legal help. Season Two videos have closed captioning in Arabic, Bengali, Chinese, English, Russian, and Spanish. Users can also download the video's script in order to practice their reading. An evaluation of the We Speak NYC program reported that immigrants learning English found the videos especially helpful because the production values (e.g., actors speaking clearly and slowly directly into the camera, repetition of key vocabulary, and subtitles) make the content accessible in ways unlike any other English language TV show. Viewers reported that they want to watch the show because they can understand the English; the storyline is filled with topics that are relevant to their everyday lives; and the cast reflects the demographics of the City’s immigrant population.

The Universal Design for Learning (UDL) Guidelines offer a set of concrete suggestions for ensuring that all learners can access and participate in meaningful, challenging learning opportunities. Taken together, the Guidelines lead to the ultimate goal of developing “expert learners” who are, each in their own way, resourceful and knowledgeable, strategic and goal-directed, purposeful and motivated. The Guidelines are not meant to be a “prescription” but are instead a set of suggestions that can be applied to reduce barriers and maximize learning opportunities for all learners. They can be mixed and matched according to specific learning goals and can be applied to particular content areas and contexts. The Guidelines are organized horizontally and vertically. Horizontally, the “Access” row includes ways to increase access to the learning goal by recruiting interest and offering options for perception and physical action. The “Build” row suggests ways to develop effort and persistence, language and symbols, and expression and communication. The “internalize” row highlights how to empower learners through self-regulation, comprehension, and executive function. Vertically, the Guidelines are organized by three principles of UDL: (1) engagement, (2) representation, and (3) action and expression. The principles are broken down into Guidelines, with detailed “checkpoints."

The English Learner Family Toolkit was created to help families choose education services that meet their child’s needs. U.S. educators, elementary and secondary school teachers, principals, and other school staff can also share the toolkit as a resource for English learners and their families. The English Learner Family Toolkit consists of 6 chapters, and each chapter contains 5 sections - an overview, family and student rights, questions to ask schools, tips, and resources.