DOCUMENT RESUME

ED 376 870 JC 940 609

AUTHOR Baez, Tony; Stewart, LindaTITLE A New Paradigm for Basic Skills Education in

Wisconsin: A Strategic Policy RecommendationsReport.

INSTITUTION Wisconsin Technical Coll. System Board, Madison.PUB DATE Jun 94NOTE 59p.

PUB TYPE Viewpoints (Opinion /Position Papers, Essays, etc.)(120)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Adult Basic Education; *Basic Skills; Community

Colleges; *Educational Policy; *Mission Statements;*Policy Formation; *Strategic Planning; Two YearColleges

IDENTIFIERS Basic Skills Task Force WI

ABSTRACTThis report contains the strategic policy

recommendations of the Wisconsin Statewide Basic Skills Task Force.Introductory material describes the need for basic skills educationwithin Wisconsin's adult population, and role of Wisconsin TechnicalCollege System (WTCS) in meeting that need. The next sectionconsiders the Task Force's formation to assess current practices andpolicies affecting basic skills education, develop a vision/missionstatement redefining the WTCS's role and purpose as a basic skillsprovider, and guide the continued development and strengthening ofthe delivery of basic skills education within the WTCS. The next twosections focus on basic skills education as a new mission for theWTCS, including recommendations concerning the WTCS State Board'srole and actions to be taken by individual colleges, along with theproposed Basic Education Mission Statement. The bulk of the reportcontains the Task Force's recommendations in the following areas: (1)

a new paradigm of basic skills education as part of an adultschool-to-work continuum; (2) equity of access and adequateavailability of services; (3) efficient and consistent applied intakeand assessment procedures; (4) a new student-centered curriculum andinstructional delivery system; (5) the use of technology to enhanceinstruction; (6) appropriate student support services; (7)

instruction and programming that promote student retention andsuccessful transition to occupational and other postsecondaryprograms; (8) the effective utilization and development of full- andpart-time staff; (9) collaboration among basic education and supportservices providers; (10) an adequate and stable resource base; and(11) urban and rural initiatives. Appendixes provide background factsand trends. (KP)

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from the original document. *

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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

T. Baez

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

U.S. DEPARTMENT OF EDUCATIONOff)ce or Educational Rematch and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

Its document has been reproduced aslived from the person or organization

originating it.O Minor changes have been made to improve

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Points of view or opnions stated in this docu-ment do not necessarily represent officialOERI position or policy

A Strategic PolicyRecommendationsReport

A New Paradigm forBasic Skills Educationin isconsin

Er

WisconsinTechnical College System

B AVAILABLE

Basic Skills Task ForceDwight A. York

State DirectorWisconsin Technical College System

Linda Stewart Tony BaezCo-Chair Principal Researcher, Co-Chair

Wisconsin Technical College System UW-Milwaukee Center for UrbanCommunity Development

Members

Cindy Bagley Leigh Barker Bob Blessington Rhoda BraunschweigBlackhawk Wisconsin Education AFL-CIO Madison AreaTechnical College Association Council Milwaukee Literacy CouncilJanesville Madison MadisonDan Burrell Carol Carp Darl Drummond Carol GablerMilwaukee Area Southwest Wisconsin Madison Area Literacy VolunteersTechnical College Technical College Technical College of AmericaMilwaukee Fennimore Madison Eau Claire

Anthony Gomez Elizabeth Hayes Robert Johnson Judy JorgensenSpanish Center of UW-Department of Wisconsin Technical Waukesha CountyRacine/Kenosha Continuing and College System Technical CollegeVocational Education Madison Waukesha

Madison

Judy Kihslinger Larry Martin Cheryl Mayes Janine Owens-MidaWaukesha County UW-Milwaukee Milwaukee Area St. GallTechnical College Milwaukee Technical College MilwaukeeWaukesha Milwaukee

Tony Perez Lee Rasch Augustine Saiz Beverly SimoneMilwaukee Western Wisconsin State Parole Madison AreaCommunity Youth Technical College and Probation Technical CollegeService Corp La Crosse Officer MadisonMilwaukee Richland CenterDouglas Vue Irma Walker Janet Washbon Lori WeycrsMilwaukee Area YWCA - Wisconsin Technical Fox ValleyTechnical College Greater Milwaukee College System Technical CollegeMilwaukee Milwaukee Madison Appleton

Commission Staff

Lou Chinnaswamy Mary Ann Jackson Mike Lynch Jim MuellerWisconsin Technical Wisconsin Technical Wisconsin Technical Wisconsin TechnicalCollege System College System College System College SystemMadison Madison Madison Madison

A New Paradigm forBasic Skills Education

in Wisconsin

A Strategic Policy Recommendations Report

Wisconsin Statewide Basic Skills Task Force

Tony BaezPrincipal Researcher, Co-Chair

UW-Milwaukee Center for UrbanCommunity Development

Linda StewartCo-Chair

Deputy DirectorWisconsin Technical College System Board

June 1994

Wisconsin Technical College System Board310 Price Place

Madison, Wisconsin 53705(608) 266-1207

Dwight A. York, State Director

4

Acknowledgements

Dwight York and the Basic Skills Task Force gratefully acknowledge the support andparticipation of members who served on the two subcommittees focusing on rural and urbanissues. Also, the support and participation by the staff and communities in each of the sixteentechnical college districts during an all-day site visit provided invaluable information and inputin the development of the Task Force Recommendations.

Dwight York and the Basic Skills Task Force also acknowledge the support provided byLa Causa, Inc, a Milwaukee community based organization that managed the funds for theproject. Thanks also to the WTCS state agency staff and Milwaukee Area Technical College foroutstanding staff support.

A special thank you to the UW-Milwaukee Center for Urban Community Developmentwhich provided release time and computer access to Tony Baez to perform the data analysisand the writing of the report.

Wisconsin Technical College System

Blackhawk Technical College District

Fox Valley Technical College District

Lakeshore Technical College District

Mid-State Technical College District

Moraine Park Technical College District

Northcentral Technical College District

Southwest Wisconsin Technical College District

Western Wisconsin Technical College District

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Chippewa Valley Technical College District

Gateway Technical College District

Madison Area Technical College District

Milwaukee Area Technical College District

Nicolet Technical College District

Northeast Wisconsin Technical College District

Waukesha County Area Technical College District

Wisconsin Indianhead Technical College District

U

Table of Contents

Task Force Members inside cover

Acknowledgements ii

Letter from Dwight A. York, State Director

Introduction vii

The Statewide Basic Skills Task Force viii

A New Mission for Basic Skills Education 1

Proposed Basic Education Mission Statement 4

Strategic Policy Recommendations of the WisconsinStatewide Basic Skills Task Force 6

Background: Facts and Trends 29

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Wisconsin Technical College System BoardDwight A. York, State Director

June, 1994

Dear Task Force Members:

I am pleased to accept the report of the Basic Skills Task Force. This report presents achallenge to the WTCS that will require cooperation and coliaboration at many levels.Working together as your recommendations propose, we can strengthen our basic skillseducation delivery system in Wisconsin.

My sincere thanks and appreciation go to the task force members for their dedicationand diligent efforts on behalf of this very important area of education. The compre-hensive strategic policy directions will give shape to the proposed new paradigm leadingto more successful outcomes for all students.

Emphasis on collaboration and coordination is especially important to implementation ofthe task force recommendations. I strongly support working together with all of ourpartners to ensure the availability of high quality programs and services for all students.Wisconsin's nationally recognized collaborative model for delivery of basic skillseducation can only become more successful as a result of the work of this task force.

S' rely,

fight :YorkState D ector

DAY:KSS

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310 Price Place, P.O. Box 7874, Madison, W1 53707-7874 Phone (608) 266-1207 Fax (608) 266-1690

Strategic Policy RecommendationsOf The Wisconsin Statewide

Basic Skills Task Force

INTRODUCTION

One out of every five Wisconsin adults between 18 and 64 yearsof age has not completed twelve years of schooling or a high schooldiploma.' Most of these high school non-completers are socially andeconomically at risk because they may not have the basic education theyneed to access or retain meaningful and sustainable employment in anincreasingly information-based technological society and a growing globaleconomy. Many are unable to successfully participate in job trainingprograms, occupational preparation and other college level programs, oreven to support their children in their schooling experience. As in manyother parts of the country, the Wisconsin adult population in need of basicskills education is becoming increasingly diverse in its racial and linguisticcomposition. One in every twenty out-of-school adults in the state isdominant in another language and speaks little English.2 The populationof adults lacking basic skills may not have the content knowledge base andessential technological skills needed to effectively function within thesocio-democratic process, or to be informed members of the "learningcommunities" which futurists say need to be established to engage thechallenges we will face in the 21st century.

For purposes of this report the sixteen technical college districts inthe state will be referred to as the Wisconsin Technical College System(WTCS). Through their basic skills education programs,' the technicalcolleges annually provide educational services to about one in every fiftyadults in the state. Of those entering programs, close to forty percent donot stay long enough to make any educational progress. Almost half ofthose currently served by these programs are high school graduates.Dramatic declines in the academic performance of high school students,and increases in the number of high school dropouts in many urbancommunities across the state over the past five years, may contribute toa further growth of the adult population in need of basic skills education.

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Through theirbasic skillseducationprograms, thetechnical collegesannually provideeducationalservices to aboutone in every fiftyadults in the state.

Almost half ofthose currentlyserved by theseprograms arehigh schoolgraduates.

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More effectiveways to deliverbasic skillseducation toadult learnerscan be found ifcollaborationwith otheragencies andprqviders isenhanced.

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The odds are even worse for the growing population ofracial/ethnic minorities.

The Wisconsin Technical College System Board (WTCSB)and the Wisconsin Technical Colleges provide most of the fundingfor basic skills education programs. Such funds are a mix of localtax levy, state General Purpose Revenue (GPR), and federal grantdollars, mostly from the National Literacy Act (also known as theAdult Education Act or AEA) and the Vocational Education andApplied Technologies Act (VEA). During FY 1993, the investmentin these programs amounted to approximately $32 million, of which$7.2 million were federal dollars.' In Wisconsin, very few privateresources are used to fund basic skills education.

THE STATEWIDE BASICSKILLS TASK FORCE

Concerned that the growing need for basic skillseducation programming may require resources beyond the presentcapacity of the WTCSB and the WTCS, and hopeful that moieeffective ways to deliver basic skills education to adult learners canbe found if collaboration with other agencies and providers isenhanced, the State Director of the Wisconsin Technical CollegeSystem created a Statewide Basic Skills Task Force to assesscurrent practices and policies affecting basic skills education andto deliver on the following charge:

The development of a vision/mission statement thatredefines the role and purpose of the WisconsinTechnical College System as a provider of, andadvocate for, basic skills education for all adultlearners in Wisconsin into the 21st Century.

The development of strategic directions, includingspecific strategic policy and broad programmaticrecommendations, to guide the continued develop-ment and strengthening of the delivery of basic skillseducation within the WTCS.

The Basic Skills Task Force first came together in March of 1993under the leadership of Co-Chairpersons Dr. Linda Stewart, Deputy StateDirector of the WTCS, and Tony Baez, Faculty Associate with the Centerfor Urban Community Development, UW-Milwaukee. The membership ofthe Task Force included representatives from a broad spectrum ofpractitioners and the constituencies affected by or involved with thedelivery of basic skills education programs. Funds to support the workof the Task Force were provided by the Wisconsin Technical CollegeSystem Board.

The Task Force isOver the past year the Task Force has studied extensive data on preparing to

basic skills education enrollments, programming, staffing, and funding. It release twoconducted a comprehensive survey of all sixteen technical college districts complementaryon matters related to instructional program delivery, innovative practices, reports.staff development, use of technology, and delivery of services to specialpopulations. Teams made up of Task Force members and WTCS stateagency staff visited every technical college district in the state and met The first reportwith program officials, practitioners, students, private and public partners, contains broad

community-based organizations, and volunteer literacy organizations. strategic policydirections.

After extensive deliberations, the Task Force is preparing to releasetwo complementary reports for submission to the WTCS State Director andthe WTCSB. This first report contains broad strategic policy directionswhich can guide and strengthen the future delivery of basic skills educationprogramming in the state. The second report will provide specific recom-mendations for their implementation at the state and technical collegedistrict levels.

..,

a_ 0

The second reportwill providespecificrecommendationsfor theirimplementation.

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A NEW MISSION FOR BASIC SKILLSEDUCATION

"The future now belongs to societies that organize themselves for learning."

-Ray Marshall & Marc Tucker

Historically, the WTCS has recognized the importance of basicskills education in assisting adults who need to develop the academicfoundations and attitudes needed to succeed in job training, postsecondaryeducation, and the workplace. A statutory mandate further places anobligation on the WTCS to function as the primary deliverer of basic skillsprograms in Wisconsin. The WTCS has met this obligation bymaintaining a successful educational and administrative infrastructure, andstate staff who have taken commendable steps to advocate for adullearners and promote basic skills education.

The Wisconsin approach to literacy and basic skills education isalso made unique thanks to the support and collaboration of a broadnetwork of public and private community-based providers and volunteerliteracy organizations, and to its connection to a statewide technicalcollege system, recognized nationally for its success in preparing andsustaining a highly skilled workforce. The enhancement of its basic skillseducation continuum can well put Wisconsin on the map, if it takes actionnow to ensure that the potential of its human resources -- every capableand wanting youth and adult -- will not be wasted.

The strategic policy recommendations contained in this report aregrounded in the strong belief that Wisconsin can significantly improve itssystem of basic skills education by shifting to a new instructional andprogram delivery paradigm. A new program paradigm should promote ashared obligation by all to help support the implementation of basic skillseducation which is truly student-centered, and which provides appropriateand adequate student support services.

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A statutorymandate furtherplaces anobligation on theWTCS to functionas the primarydeliverer of basicskills programs inWisconsin.

The strategicpolicyrecommendationscontained in thisreport aregrounded in thestrong belief thatWisconsin cansignificantlyimprove its systemof basic skillseducation byshifting to a newinstructional andprogram deliveryparadigm.

Policy Report

By adopting therecommendationsof the Task Force,the WTCS StateDirector and theWisconsinTechnical CollegeSystem Board willplay a pivotal rolein advocating forand leading theproposedqualitativeimprovements ofbasic skillseducationprograms.

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As per the charge to the Task Force described above, thisreport contains a recommended new mission and strategic policydirections to help guide the implementation of basic skillseducation programs at the state and local level into the 21stcentury.

The Statewide Basic Skills Task Force recognizes that itsrecommended mission statement and policy directions will requirea major commitment to implementation by the WTCS, new andenhanced approaches by the WTCS state agency and technicalcollege districts, and renewed linkages with other basic skillseducation providers. By adopting the recommendations of the TaskForce, the WTCS State Director and the Wisconsin TechnicalCollege System Board will play a pivotal role in advocating for andleading the proposed qualitative improvements of basic skillseducation programs.

Specifically, the WTCSB and its state agency staff will havean immediate impact on the basic skills education programs by:

adopting the proposed mission statement;

incorporating the proposed policy directions in allits future program planning, evaluation, pr3gramapproval, and funding allocation deliberations anddirectives;

establishing policy directing an immediate shift tothe instructional paradigm recommended by theTask Force: one which is student-centered,driven by performance standards, benchmarking,high expectations of learners and staff, and whichis socially and personally transformative of adultlearners;

supporting the initiatives described in this reportrelative to the enhancement of technology-basedinstruction, technology-based alternativeinstructional delivery systems, and the effectivetraining of instructional staff in the use oftechnology;

supporting accelerated and enhanced curriculum and staffdevelopment initiatives consistent with the proposedparadigm shift; and,

supporting the proposed Milwaukee Initiative, intended asan expansion of basic skills education services for thecity's poor and racial minorities, who aredisproportionately at-risk because of their limited accessto postsecondary education and their unequal access tothe employment market.

It is also critical that the Wisconsin Technical Colleges take aproactive approach to upgrade their basic skills education programs. Thetechnical colleges should work individually and collectively as theWisconsin Technical College System to:

Policy Report

It is also criticalthat the Wisconsin

Develop and approve a college mission statement TechnicalColleges take aconsistent with the proposed WTCSB mission statement proactivefor basic education.approach toupgrade their

Adopt and commit staff to operatimualizing a new basic skillsparadigm for basic skills programming and instructional educationdelivery that places basic skills instruction within an adult programs.school-to-work education continuum and emphasizes thebroader context of assisting adults to acquire the fullrange of academic and technical competencies and content Develop aknowledge needed to become critical thinkers, self- comprehensive

directed and life-long learners, and active and productive strategic planmembers of society. incorporating

existing plans andinitiatives and theDevelop a comprehensive strategic plan incorporatingpolicy directionsexisting plans and initiatives and the policy directionsrecommended by

recomm-;nded by the Statewide Basic Skills Task Force. the StatewideBasic Skills Task

Develop and implement a plan for continuous Force.improvement of basic skills programming with expectedoutcomes based on the proposed implementation strategyprovided by the Statewide Basic Skills Task Force.

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Offer an adultschool-to-workeducationcontinuum whichis student-centered anddriven by highexpectations andperformancestandards.

4

Participate in standardizing and improving datacollection and reporting to ensure bettermonitoring of local and statewide improvementsand support for Basic Education Programs.

Strengthen internal collaboration between basicskills and occupational programming to increasepostsecondary opportunities for adults in BasicEducation Programs.

Commit to reinforcing and strengthening the roleand image of basic education programming as afundamental role of the Wisconsin TechnicalCollege System.

PROPOSED BASIC EDUCATIONMISSION STATEMENT

As charged, the Statewide Basic Skills Task Forcedeveloped and now recommends the adoption of the BasicEducation Mission Statement which follows. The proposed missionis framed in the language of the new basic skills paradigmdescribed throughout this document.

It is the mission of the Bask Education Programsof the Wisconsin Technical College System tooffer an adult school-to-work educationcontinuums which is student-centered and drivenby high expectations and performance standards.Basic Education Programs shall facilitate theacquisition by adult learners of basic academic,research, critical thinking and technology skillsand culturally and socially relevant social science,mathematical and scientific knowledge. BasicEducation Programs shall also facilitate theacquisition of college survival skills, a globalunderstanding of careers, an understanding ofthe employment market and work. Adultlearners in these programs shall be encouragedand supported to:

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successfully enter and succeed inoccupational programs and/or otherpostsecondary education

attain and retain meaningful andsustainable employment

effectively support literacydevelopment and academic successwithin the family

become informed and productiveparticipants in the civic life of thecommunity and larger society

become self-directed and life-longlearners

To achieve these purposes, the Wisconsin TechnicalCollege System will advocate for the educational needsof adult learners, set policy and provide guidance for theeffective implementation of its Basic EducationPrograms, and help establish instructional bridges andorganizational structures which help move adult learnersin a timely manner up the educational continuum intooccupational and other postsecondary programs.Furthermore, it will develop and facilitate theimplementation of instructional and student supportprograms in collaboration with other educating entities,public and private human service agencies, busi-ness/industry and labor, community-based organizationsand volunteer literacy organizations.

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The WTCS willhelp establishinstructionalbridges andorganizationalstructures whichhelp move adultlearners in atimely manner upthe educationalcontinuum intooccupational andother post-secondaryprograms.

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Both newpedagogy andterminology areneeded to changethe outdatedperception andconform to theparadigm shift.

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STRATEGIC POLICYRECOMMENDATIONS

The strategic policy directions offered in this section ofthe report are framed in the context of the proposed new paradigmof basic education. They are not all inclusive; they represent asummarized version of those to be included in the finalimplementation report of the Task Force. Appropriate data, tablesand charts supporting these recommended policy directions willalso be included in the final report. The Task Force focused itsdeliberations on the themes highlighted below, because they helpto inform the areas in need of reform. Some of the proposedinitiatives expand on efforts already underway. All are supportedby educational research and innovative practice both within theWTCS and in other parts of the country.

I. NEW PARADIGM - The WTCSB and the WTCS need toshift to a new education paradigm that will take basicskills education into the 21st Century. This paradigmshift is organizationally embodied in an adult school-to-work continuum which serves as the framework for basicskills education programming. With the continuumconcept comes the recognition that basic skills educationis much broader in scope than generally perceived.Programs and services range from those needed by adultlearners at the lowest level of literacy to adults seeking ahigh school credential, to the high school graduateneeding a high school course as a prerequisite for entryinto a technical college program, to the student enrolledin a technical college program who needs supplementalassistance to ensure program graduation. Both newpedagogy and terminology are needed to change theoutdated perception and conform to the paradigm shift.The Wisconsin Technical College System Board and theWisconsin Technical Colleges should replace the currentlyused term "basic skills programs" with the term "basiceducation programs." The instructional shift to acurriculum which is student-centered, driven by content

knowledge teaching, which is socially and culturally relevant, and whichdevelops critical thinking, life-long learning skills, and English languageproficiency in limited English speaking adults, is better described by themore encompassing label of "basic education programs."

The WTCSB and the WTCS are encouraged to establishpolicy which supports an adult school-to-work continuumconcept as the framework for basic education programming.This delivery system is best described as a pathway whichincludes various levels of instruction and allows for variousstages of completion and reentry along the continuum.

The WTCSB and each of the Wisconsin Technical Collegesshould shift from the use of "basic skills education" to"basic education" as the generic descriptive term for theseprograms and services.

Shifting to a new educational paradigm in basic education is urgedby the need for programming that goes beyond the teaching of isolatedsurvival reading, writing, and computing skills. To be equipped forsuccessful participation in job training, postsecondary education, and thesociety of the 21st Century, adults need to have sound academic andtechnology skills taught within an intellectually liberating and empoweringframework, complemented by meaningful and relevant content knowledge.The paradigm shift advocated throughout this report is aimed at facilitatingthe means by which adult learners will acquire the tools and knowledgethey will need to become critical thinkers, self-directed and life-longlearners, agents of social transformation, and productive members ofsociety. A new culture and language of basic education will be needed tosupport a successful programmatic transition to this new paradigm, as wellas new organizational efforts which facilitate greater participation oflearners in program planning and development, implementation, andevaluation.

Under the proposed adult school-to-work education continuum (SeeChart A in Appendix.), adult learners will enter basic education programsat their appropriate level of instruction, guided by careful intake andacademic assessment. They will then move along the continuum accessinga mix of carefully coordinated educational and support services until theysuccessfully transition into occupational training, other postsecondaryprogramming or work.

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Adults need tohave soundacademic andtechnology skillstaught within anintellectuallyliberating andempoweringframework,complemented bymeaningful andrelevant contentknowledge.

Adult learnerswill acquire thetools andknowledge theywill need tobecome criticalthinkers, self-directed and life-long learners,agents of socialtransformation,and productiveinembers ofsociety.

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The WTCSBshould improvecollaboration withits network ofbasic educationproviders, whichincludes alltechnical colleges,other educationaland governmententities,community-basedorganizations,volunteers,business andindustry, andlabor.

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II. ACCESS - Adult learners should be assured of equity ofaccess and adequate availability of services through oneor more of the service providers within the basic educationnetwork.

The Wisconsin Technical College System Boardshould encourage and support increased andenhanced access through improved collaborationwith its network of basic education providers, whichincludes all technical colleges, other educational andgovernment entities, community-based organizations,volunteers, business and industry, and labor.

The Wisconsin Technical College System Board andthe technical colleges should re-evaluate currentbasic education practices to promote comparablequality programs by providing equity in thegeographical distribution of basic educationprograms, equity of access regardless of racial andcultural/linguistic diversity, equity of access totechnology, and comprehensive services at bothcampus-based and off-campus programs.

Wisconsin adults, in need of basic education, who make acommitment to participate in a structured program of basiceducation because they plan to access job training, postsecondaryeducation, or the employment market, should be afforded priorityof access to instructional time and support services sufficient toenable them to meet their educational or employment goals.

The WTCS should continue to improve collaboration withthe network of volunteer literacy and basic education providers,business/industry and labor, city, county, and other stategovernment programs, correctional institutions, the Department ofPublic Instruction, and the state university system to enhance andexpand access at all levels of the education continuum, and thelevel, scope, and quality of basic education services.

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Access to basic education should also be provided to adults whomay not be immediately pursuing completion of a high schooldiploma/GED or postsecondary education. The WTCS state agency staffshould encourage technical colleges to collaborate with the network ofbasic education providers in developing alternative delivery systems tomeet the educational needs of these adults.

III. INTAKE AND ASSESSMENT - Adult learners should have thebenefit of efficient and consistent applied intake and assessmentprocedures.

The Wisconsin Technical College System should establishstatewide use of consistently applied intake and assessmentprocedures to facilitate the appropriate placement andmonitoring of adult learners along the adult school-to-workeducation continuum and its student support services. Itshould also encourage technical college districts to assist intraining other providers and volunteer literacy organizationsto use such a system.

The Wisconsin Technical College System should promotethe use of an individualized student academic plan systemfor basic education students, which includes a "studentfriendly" Personal Education Plan (PEP) document thathelps to identify goals and educational needs of adultlearners, and monitors their progress along the adultschool-to-work educational continuum.

In many WTCS basic education programs, the placement andacademic monitoring of adult learners in instructional activities along theadult school-to-work educational continuum is ineffective and maycontribute to high levels of student attrition. New intake and assessmentprocedures should be student friendly, and should produce individualPersonal Education Plans (PEP), performance-based assessments andIndividual Academic Portfolios. PEPs should be driven by the educationalneeds and goals of the learners, should be used to determine theappropriate placement in the adult school-to-work educational continuum,and should generate documentation on learners skills and progress.

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The WTCSBshould establishstatewide use ofconsistentlyapplied intake andassessmeniprocedures tofacilitate theappropriateplacement andmonitoring ofadult learners.

New intake andassessmentprocedures shouldbe studentfriendly, andshould produceindividualPersonalEducation Plans(PEPs),performance-based assessmentsand IndividualAcademicPortfolios.

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Adult learnersshould have thebenefit ofcurriculum that issocially, culturallyand linguisticallyrelevant; whichfacilitatesattainment ofcontent knowledgeand theacademicallyintegrated andappliedcompetencies.

This newparadigm forbasic educationprograms shouldlead to programsthat optimizestudent outcomesand instructionaleffectiveness, setbenchmarks foracademic success,and facilitatetimely andsuccessfulmovement ofstudents intooccupational orother post-secondaryprograms.

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In technical college districts with significant numbers oflimited English proficient (LEP) adults, new intake and assessmentprocedures need to be developed with consideration to the linguisticand cultural diversity of the population to be served.

For students with disabilities, PEPs should dccumentaccommodations and adaptations in curriculum and/or methodologyneeded by the learner. The PEP can become the basis for aninformed transition to post-secondary programming.

. CURRICULUM AND INSTRUCTION - Adult learnersshould have the benefit of learning within a newcurriculum and instructional delivery system that isstudent-centered and driven by high expectations andstandards; which is supported by curriculum that issocially, culturally and linguistically relevant; whichfacilitates attainment of content knowledge and theacademically integrated and applied competencies' neededto successfully move along the adult school-to-workeducation continuum, enter occupational/postsecondaryprograms, and become productive citizens and life-longlearners; and which facilitates adult learner involvementin the planning and development, implementation, andevaluation of basic education programs.

The Wisconsin Technical College System Board,the technical colleges, and the network of basiceducation providers should support an immediateshift in the instructional paradigm which informsbasic education programs. This new paradigm forbasic education programs should lead to programsthat optimize student outcomes and instructionaleffectiveness, set benchmarks for academic success,and facilitate timely and successful movement ofstudents along the adult school-to-work educationalcontinuum and into occupational or other post-secondary programs.

The Wisconsin Technical College System Board and theWTCS state agency should direct resources to supportcurriculum development efforts and instructional projectsthat embra:e and operationalize the shift to the proposednew paradigm.

Most current basic education programming stresses the acquisitionof reading, writing, math, and English language skills, and is deliveredusing traditional individualized instructional methods. A new direction inbasic education should stress content-based courses that are integratedacross knowledge disciplines, culturally and linguistically inclusive, anddelivered in an applied mode utilizing, where necessary, technology-basedalternative delivery systems. At the upper end of the adult school-to-workeducational continuum, adult secondary programs should offer a range ofcontent-driven courses designed to prepare participants for success inpostsecondary education, and supported by appropriate science, math, andtechnology-based labs. Basic education instruction should have apersonally and socially transformative effect on program participants. Itshould provide them with a sound understanding of careers and theworkplace; it should empower them as participants in shaping the contentand outcomes of their learning and with self-directed learning skills; andit should turn them into life-long learners. The WTCS state agency shouldalso encourage technical college districts to develop basic educationcurriculum plans informed by the new paradigm and which incorporate thestandards set by the Wisconsin Indicators of Program Quality and theWisconsin Tech Prep Enablers.

Basic education programs should create "families of learners,"provide learners with an adequate mix of individualized and groupinstruction, access to technology, academic and tutorial assistance fromstaff or volunteers, and other support services. Greater responsibility foracademic success should rest with the adult learner. Instructional andadministrative staff should be made accountable for effective, relevant,and motivating instruction.

There has been a significant growth over the last ten years in thepopulation of adult learners who need both basic education and Englishlanguage proficiency development.' Reliance on traditional English as aSecond Language (ESL) courses to meet their educational needs is nolonger sufficient. These courses need to be made consistent with the newbasic education paradigm. In technical college districts with large numbersof single-language LEP adults, bilingual instructional approaches (where

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Direct resourcesto supportcurriculumdevelopmentefforts andinstructionalprojects thatembrace andoperationalize theshift to theproposed newparadigm.

There has been asignificant growthover the last tenyears in thepopulation ofadult learnerswho need bothbasic educationand Englishlanguageproficiencydevelopment.

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Use of technologyshould also beexpanded toprovide theflexibility neededto accommodatelearning stylesand pace oflearning.

Ensure that thetechnology needsof basic educationprograms, andthose of programsin outreachcenters orcommunity-basedpartners, areaddressed in thedistricts' shortand long-rangeplans foracquisition oftechnology.

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the learner's native language is used to provide content instruction)are needel, as are new courses to effectively support LEP learners'acquisition of academic English language skills.

The WTCSB should develop and publish clear definitionsof all program components of basic education. These definitionsshould be consistent with the strategic policy directions related toinstruction that are described in this report. The WTCS stateagency should seek the assistance of the State Basic SkillsCurriculum Task Force to develop corresponding curriculumguidelines for the new definitions, and appropriate curriculum tosupport a continuum of adult basic education and adult secondaryeducation courses consistent with the pedagogy and instructionalpolicies delineated in this report.

TECHNOLOGY - Basic Education instruction should beenhanced through the use of technology. Use oftechnology should also be expanded to provide theflexibility needed to accommodate learning styles and paceof learning, and to meet the growing demand for servicesthrough the use of technology-based delivery systems.Technology-based instructional models will enable theWisconsin Technical College System to increaseenrollment and retainment by providing more options forthe nontraditional student Adult learners should also betaught about the uses and applications of technology forlearning and communications.

The Wisconsin Technical College System Board andits state agency should collaborate with technicalcollege districts to ensure that the technology needsof basic education programs, and those of programsin outreach centers or community-based partners,are addressed in the districts' short and long-rangeplans for acquisition of technology.

The Wisconsin Technical College System Board and itsstate agency should encourage increased use of technologyby funding basic education projects which p?oducetechnology-based programming and learning alternatives.It should also support statewide staff development toincrease instructors' skills in the use of technology.

The Wisconsin Technical College System Board and itsstate agency should support statewide planning by technicalcolleges and other providers to identify and implement bestpractices in the use of technology-based programmingconsistent with the instructional paradigm advanced in thisreport

There is a major need for increased use of technology in thedelivery of basic education. To successfully participate in the society ofthe 21st Century, adult learners also need to learn about technology andits many uses for learning, personal development, and communications.There are instructional policy issues, fiscal considerations, and significantstaff development challenges associated with the infusion of technology inbasic education which need to be assessed and addressed by the WTCSstate agency and technical college districts, independently and incollaboration with other major public educating entities, such as the DPIand the UW System.

Technical college districts need to aggressively support theinclusion in their district technology development plans of the technologyneeds of basic education programs. They need to develop new technology-based courses and instructional support software consistent with theproposed new directions in basic education pedagogy described throughoutthis report, and to prepare staff in the effective use of instructionaltechnology and technology-based delivery systems. Technical collegedistricts should also facilitate increased access by basic education staff toinformation technology resources to promote scholarly and professionalinterchange of ideas and experiences.

Policy Report

Develop newtechnology-basedcourses andinstructionalsupport softwareconsistent with theproposed newdirections in basiceducation.

Prepare staff inthe effective useof instructionaltechnology andtechnology-baseddelivery systems.

}3 13

Policy Report

Offer adultlearnersreasonable accessto essentialstudent supportservices availableto postsecondaryprogram studentswhich helpimprove studentattendance andsteady progress.

14

SUPPORT SERVICES - Adult learners are betterretained in the school-to-work education continuum andtransitioned more successfully into occupational andpostsecondary programs when they are provided with amyriad of consistently available and appropriate studentsupport services. Such services are most effective andconsistent when they are collaboratively provided by theWTCS and other governmental and community-basedproviders.

The Wisconsin Technical College System Boardshould establish policy that encourages technicalcolleges and other providers to offer adult learnersreasonable access to essential student supportservices available to postsecondary program studentswhich help improve student attendance and steadyprogress along the school-to-work continuum.

The Wisconsin Technical College System Board andits state agency should encourage cooreination andcollaboration with external organizations andagencies to provide student support services to adultsin basic education programs.

The Statewide Basic Skills Task Force found that studentsupport services (career advising, guidance, child care,transportation, family planning, referrals to health care and otherhuman services, AODA services, academic tutoring and computersupport centers, etc.) are a critical component of successful basiceducation programs. Where these services exist, learner retentionis far greater. Wisconsin technical college districts should beencouraged to collaborate with local and state human serviceagencies, and other basic education providers, to increase the.current level of support services, where needed.

WTCS districts should also be encouraged to developgreater capacity to provide learners in basic education programswith access to academic support centers and computer-based labsto facilitate and encourage self-directed and life-long learning.

24

VII. RETENTION AND TRANSITION - Basic Education Programsshould have high expectations of and expect a commitment tostudy from adult learners; they should also facilitate their timelymovement along the school-to-work continuum. Programmanagement and instructional staff should also be expected tomake instruction and programming effective, relevant, andsupportive so as to increase the successful transition of adultlearners to occupational and other postsecondary programs.

The Wisconsin Technical College System Board and itsstate agency should establish policy which requires basiceducation programs to set student, staff, and programperformance standards and measures that assess andpromote students movement along the school-to-workeducation continuum and the capability of programs to helpthem succeed.

The Wisconsin Technical College System and its stateagency should encourage collaboration between basiceducation and occupational faculty, to ensure thatcompleters have the skills and knowledge levels required toenroll and successfully perform the coursework inoccupational programs.

The Wisconsin Technical College System should encourageand support efforts to expand the recruitment of adults inbasic education programs into occupational programs.

Technical college districts should be strongly encouraged bythe WTCS state agency to set appropriate entry standardsinto occupational programs. Entry level standards foroccupational programs can help inform the content of basiceducation programs.

A primary goal of basic education programs should be to transitionlearners into postsecondary programs or meaningful and sustainableemployment. WTCS districts should develop programs which help toprogrammatically "bridge" or link basic education, occupational, and otherpostsecondary programs.

95

Policy Report

Have highexpectations ofand expect acommitment tostudy from adultlearners.

Establish policywhich requiresbasic educationprograms to setstudent, staff, andprogramperformancestandards andmeasures.

Entry levelstandards foroccupationalprograms canhelp inform thecontent of basiceducationprograms.

A primary goal ofbasic educationprograms shouldbe to transitionlearners intopostsecondaryprograms ormeaningful andsustainableemployment.

15

Policy Report

The WTCSBshould set policythat requires eachtechnical collegedistrict to developa retention plandirected at adultlearners in basiceducationprograms.

16

The WTCSB should collaborate with technical collegedistricts to develop and implement "benchmarks" which providestudents with academic successes and rewards, such as immediateemployment opportunities. Adult learners who move successfullyalong the adult school-to-work educational continuum should beensured priority of access to and admission into WTCSoccupational/postsecondary programs. The WTCS state agencyshould promote and fund pilot programs that offer to do this, and'explore future policy for statewide implementation.

This Task Force found that technical college districts andtheir occupational programs continue to be ambivalent about settingprogram entry standards. It is important that technical collegedistricts be strongly encouraged by the WTCS state agency to setappropriate entry standards. These standards can also serve asbenchmarks to be reached by participants in basic educationprograms.

Consistent with its prior actions on the Statewide MinorityParticipation in Wisconsin VTAE System Task Force Report, theWTCSB should set policy that requires each technical collegedistrict to develop a retention plan directed at adult learners inbasic education programs.

VIII. STAFF - To sustain and improve program quality, it isimperative that Wisconsin Technical Colleges explore themost effective programmatic utilization of full- and part-time staff, and that all basic education staff be affordedincreased opportunities for professional and instructionaldevelopment, as well as opportunities to improve theireffectiveness in teaching a racially diverse population withdifferent learning styles and with a great need forconfidence in themselves and the learning process.

The Wisconsin Technical College System Board, itsstate agency, and technical college districts shouldsupport staff development for basic educationinstructors based on the new instructional paradigm,and should provide opportunities for staff to learnhow best to infuse appropriate technology into thebasic education delivery systems.

26

1

The Wisconsin Technical College System's state agencyshould provide statewide staff development and encouragetechnical districts to enhance the effectiveness of staff inserving diverse populations. It should also support andencourage technical college districts to set and implementefforts for greater racial and ethnic diversification of basicskills staff

The shift in basic education pedagogy proposed in theserecommendations will require a substantive philosophical, curricular andinstructional delivery re-orientation of many full- and part-time staff inWTCSB funded programs.

The WTCSB should direct its state agency staff and the Basic SkillsCurriculum Task Force to collaborate with technical college faculty andother curriculum development experts in designing staff development plansinformed by the instructional policies delineated in this report. It shouldbe an objective of such efforts to provide appropriate inservice to all staffassociated with the WTCS basic education network, including instructionaland support staff at CBOs and other outreach centers, and volunteerliteracy providers. Technical college district should also be encouraged tohave basic education faculty develop individual "Faculty DevelopmentPlans" to help assess the need for further professional development andtechnology-user skills.

The WTCSB should direct its state agency staff to re-examine statecertification standards to determine if these prevent or hamper thecertifying of individuals with content-knowledge or occupational trainingto teach basic education courses. Barriers which impair the ability ofdistricts to recruit more racial/ethnic minority staff should be identified andeliminated.

Three of the biggest challenges faced by the WTCS are (1) theneed for greater "racial/ethnic diversification" of basic education staff, (2)making all full- and part-time staff more aware of cultural/racial diversityissues in order to provide quality and relevant instruction to all adult learn-ers regardless of their ethnicity or race, and (3) helping staff to recognizethe diverse learning styles and instructional levels of adults learners andthe need to develop educational strategies that are effective in reachingthem. The WTCS state agency should encourage and help technicalcollege districts identify and address obstacles to greater representation of

27

Policy Report

Encouragetechnical districtsto enhance theeffectiveness ofstaff in servingdiversepopulations.

Provideappropriateinservice to allstaff associatedwith the WTCSbasic educationnetwork, includinginstructional andsupport staff atCBOs and otheroutreach centers,and volunteerliteracy providers.

17

Policy Report

Re-evaluate staffutilizationpractices toensure that adultlearners haveaccess toadequate levels ofinstructional timein urban, rural,outreach andcommunity-basedcenters.

The relationshipbetween theWTCS and otherpublic entitiessuch as theDepartment ofPublic Instruction,local schooldistricts, and theuniversity systemin the delivery ofbasic educationneeds to befurther clarifiedand made trulycomplementary.

18

racial/ethnic minorities in the composition of their basic educationstaff, and promote activities intended to enhance staff "diversifica-tion."

The WTCSB and its state agency staff need to encouragetechnical colleges to re-evaluate their staff utilization practices toensure that adult learners have access to adequate levels ofinstructional time in urban, rural, outreach and community-basedcenters.

IX COLLABORATION - Adult learners in need of basiceducation programming can be better served bystrengthening the programmatic effectiveness and thecollaboration between and among the network of basiceducation and support services providers.

Enhanced collaboration is central to the proposed paradigmshift in basic education. The Wisconsin adult population in need ofbasic education is too large to be served only by programmingfunded and/or directed by the WTCSB and the WTCS. TheWTCSB, its state agency staff, and technical college districts needto reach out to the broad network of volunteer and community-based basic education providers, to business/industry and labor, andto other publicly supported educating entities and human servicesagencies to improve upon existing collaborative agreements and/orto establish new collaborative activities consistent with therecommendations of this report. All entities of the public andprivate sector need to collaborate in the delivery of educational andsupport services to their corresponding sectors of the adultpopulation in need of access to basic education and supportprograms. The relationship between the WTCS and other publicentities such as the Department of Public Instruction, local schooldistricts, and the university system in the delivery of basiceducation needs to be further clarified and made trulycomplementary. To facilitate a process of role clarification andcooperation between the appropriate agencies and sister institutions,the WTCSB needs to adopt and promote policies that make thishappen.

9 3

Volunteer Literacy Groups, Community-Based Organizations, and OtherProviders

The Wisconsin Technical College System Board shouldmake explicit its commitment to expand its support forefforts directed at improving the effectiveness of the basiceducation network of community-based organizations,volunteer literacy groups, libraries, labor, business andindustry, and other government funded human servicesagencies.

The Wisconsin Technical College System Board shouldencourage technical colleges to establish agreements withother providers for formal articulation of programs, sharingof support services, access to staff development andtechnical assistance, and referral guidelines and options tomaximize access to and availability of services.

The notion of shared responsibility in delivering educational andsupport services to adult learners in the state will be enhanced if theWTCS encourages technical college districts to make a commitment tomarshal their resources to promote effectiveness in the delivery of basiceducation, and to support similar efforts among the members of thenetwork of non-WTCS providers. The WTCS state agency should alsocollaborate with districts in acquiring resources to enhance programmaticefforts, and should articulate formal agreements on matters of cost sharingand the use of instructional facilities.

There is a need for an articulated and well coordinated effort tobetter utilize volunteers. To that end, where feasible, technical collegedistricts should be strongly encouraged to create a full-time professionalposition at each Wisconsin Technical College to coordinate the activitiesof volunteers and other partners in the basic education network. Thisindividual should develop bridges between the college and the community,oversee the educational component of the volunteer effort to complimentthe WTCS curriculum, coordinate training and support to volunteerorganizations and other partners in the network, and provide technicalassistance to volunteer literacy organizations and other literacy advocacygroups in the acquisition of fiscal resources.

23

Policy Report

Sharedresponsibility indeliveringeducational andsupport servicesto adult learnersin the state willbe enhanced if theWTCS encouragestechnical collegedistricts to make acommitment tomarshal theirresources topromoteeffectiveness inthe delivery ofbasic education,and to supportsimilar effortsamong themembers of thenetwork of non-WTCS providers.

There is a needfor an articulatedand wellcoordinated effortto better utilizevolunteers.

19

Policy Report

Continue tocollaborate withbusiness, industryand labor toensure thatworkplaceeducation issuccessful acrossthe state.

In both urban andrural communitiespublic schoolsystems can maketheir facilitiesavailable forcollaborativebasic educationinstruction andFamily Literacyprograms.

20

Business, Industry and Labor

The Wisconsin Technical College System Boardshould promote among business, industry and laborthe need to support basic education in the workplaceand a long-term commitment to provide funding.

The Wisconsin Technical College System Board andthe technical colleges should continue to collaboratewith business, industry and labor to ensure thatworkplace education is successful across the stateResponsibility for the cost of workplace educationshould continue to reside with business, industry,and labor. Efforts should be made by WisconsinTechnical College districts to reduce the danger ofpricing basic education out of the reach of smallerbusinesses and industry.

Department of Public Instruction

The Wisconsin Technical College Board and theWisconsin Department of Public Instruction shouldestablish policy within their respective systems toplan and deliver appropriate services to adultlearners within their communities by greater sharingof:

Physical Facilities - In both urbanand rural communities public schoolsystems can make their facilitiesavailable for collaborative basiceducation instruction and FamilyLiteracy programs. School districtscan also facilitate access to scienceand math labs for adult learners inthese programs. In urban centers, thetwo systems can collaborate toestablish in-school parent educationacademies where basic education andother services can be provided.

3 0

* Instructional Staff - In many communitiespublic school staff can provide basiceducation instruction in after schoolprograms; they can collaborate withtechnical college faculty in developinginnovative basic education programsdirected at parents; and they can teach

. courses that are prerequisite to occupationalprograms.

Financial resources - The cost of providinghigh school level courses that areprerequisites for occupational trainingshould he shared by both the WTCS and theDPI.

The Wisconsin Technical College System Boardand the DPI should assess the effectiveness of at-risk programs under Chapter 118.15 and recom-mend policies and strategies to improve programeffectiveness.

The WTCS and the DPI should collaborate on providing increasedaccess to adult learners who wish to prepare for occupational orpostsecondary education. In both rural and urban communities, WTCScolleges and local school districts should be encouraged to collaborate insetting up programs for adult learners in public school facilities. A strategyof joint delivery can be beneficial to both systems and will surely benefitadults who are parents of children in the public schools.

Wisconsin Statute 118.15 created new challenges for the basiceducation delivery system. The WTCSB and the DPI should collaborate inthe creation of a standing committee of staff with expertise on thesematters. The committee should be responsible for providing ongoingtechnical assistance and monitoring in the implementation of this statemandate, and should make recommendations to WTCS and DPI onprogram and instructional changes that can help the state to fine tune itsat-risk youth legislation.

31

Policy Report

The cost ofproviding highschool levelcourses that areprerequisites foroccupationaltraining should beshared by boththe WTCS and theDPI.

In both rural andurbancommunities,WTCS collegesand local schooldistricts should beencouraged tocollaborate insetting upprograms foradult learners inpublic schoolfacilities.

21

Policy Report

Seek an increasein the involvementof UW facultyfrom all disci-plines ofknowledge inmatters of basiceducationprogramming,staff development,evaluation, andresearch.

22

The WTCSB and the DPI should collaborate to clearlydefine their respective roles in providing high school level courses

that are prerequisites for occupational and postsecondary program

entry. A mix of delivery modes could reduce cost and easelogistics of delivery. Courses could be simulcasted at WTCS

districts and other locations through the use of modern technology,such as ITFS. Courses can be made available to both secondarypublic schools students and adult learners. High school credit orequivalence can be granted by the appropriate institution.

University of Wisconsin System

The Wisconsin Technical College System Board and

the University of Wisconsin System shouldcollaborate to promote greater instructional collabo-ration between technical college districts and UWcampuses to help institute staff development andcertification programs which are consistent with theinstructional paradigm advanced in this report

The Wisconsin Technical College System and UWSystem should be encouraged to seek an increase in

It is in the best the involvement of UW faculty from all disciplines

interest of both of knowledge in matters of basic education

systems that there programming, staff development, evaluation, and

be increased research.collaboration inthe proliferation The WTCS and the UW System should collaborateof scholarly in the development of staff certification andresearch, inservice programs to prepare basic educationevaluation, andwriting about the

instructors who are sensitive to and prepared to

condition of basiceffectively teach adult learners of diverse racial

education inbackgrounds and learning styles.

Wisconsin.It is in the best interest of both systems that there be

increased collaboration in the proliferation of scholarly research,evaluation, and writing about the condition of basic education in

Wisconsin. It is critical that university faculty help give visibility

in the scholarly literature to the efforts of technical colleges inaddressing literacy and adult academic development. UW facultyshould be encouraged by the UW system to become involved insupporting WTCS curriculum and staff development activities.

3`a

Human Service Agencies and Other Government Entities

The Wisconsin Technical College System Board and itsstate agency should develop formal agreements with stateand federally supported human services and job trainingagencies which also provide basic skills and supportservices to adult learners associated with WTCS basiceducation programs.

The Wisconsin Technical College System should encouragegreater collaboration with external agencies in the planningand development of programs which utilize the technicalcolleges as the primary provider of basic education.

Many technical college districts expressed concern to the TaskForce about the increase in the number of referrals by mandated govern-ment programs administered by human service agencies to WTCS basiceducation programs, and about the reporting burden these referrals oftenplaced on WTCS staff. It was indicated that clients of external agencies areprovided with assessment and testing services and instruction and othersupport services at no cost to the student or the agency. There is concernthat these agencies should be able to absorb a greater share of the cost ofsome of these services. WTCS districts need to increase dialogue withexternal providers on these matters. There should be more efforts at jointplanning with human services agencies, especially in the development andimplementation of new initiatives directed at improving access toemployment, such as the new Milwaukee Job Centers. Such collaborationcould render beneficial results for the clients of both systems.

Corrections

The Wisconsin Technical College System Board shouldencourage correctional institutions at all levels ofgovernment to assume greater responsibility for the deliveryand funding of basic education for the incarcerated.

The Wisconsin Technical College System should encourage,collaborate with, and assist correctional institutions thatshow interest in developing and implementingcomprehensive basic educationprograms consistent with theinstructional paradigm advanced in this report.

33

Policy Report

Mere should bemore efforts atjoint planningwith humanservices agencies,especially in thedevelopment andimplementation ofnew initiativesdirected atimproving accessto employment.

Encouragecorrectionalinstitutions at alllevels ofgovernment toassume greaterresponsibility forthe deliVery andfunding of basiceducation for theincarcerated.

23

Policy Report

Support legislativechanges that willallow assessmentof a fee toindividuals,agencies, andinstitutions forbasic educationand English as aSecond Languageservices providedto adult learnerswith a high schooldiploma orequivalent.

Encourage andsupport expansionof externalfunding tofacilitatestatewide,regional, andindividual districtimplementation.

24

It is important that technical college districts recognize thesignificance of collaboration in providing basic education to the

incarcerated. Encouraging local responsibility and active countyprogramming can significantly reduce recidivism with faster turnaround and less cost than delaying intervention to the state systemafter more serious crimes have been committed. More effective useof technology can also assist in the delivery of instruction.

X FUNDING - Basic Education Programs function asacademicfoundation building for the Wisconsin TechnicalCollege System and its occupational training mission.Because of the Basic Education Program's importance inpreparing adults for future job training and work, theyshould be supported by an adequate and stable resource

base.

The Wisconsin Technical College System shouldestablish policy that supports systemic inclusion ofbasic education programming in the fiscal planningand ongoing appropriations of technical college

districts.

The Wisconsin Technical College System Boardshould support legislative changes that will allowassessment of a fee8 to individuals, agencies, andinstitutions for basic education and English as aSecond Language services provided to adult learnerswith a high school diploma or equivalent A fee isnot to be confused with tuition, but rather, it is asmall charge to encourage student commitment tothe program.

The Wisconsin Technical College System Boardshould encourage and support expansion ofexternalfunding to facilitate statewide, regional, andindividual district implementation of innovativeprograms.

34

The Wisconsin Technical College System Board shouldreview all existing funding sources and relevant policies todetermine the need for and availability of funds foraddressing the new instructional paradigm. TechnicalCollege districts should be encouraged to identify fundsgenerated by basic education participants to determine ifmore of such funds should be invested in basic educationprograms.

It is commendable that some WTCS districts have appropriatedsubstantial local resources to support their basic education programs. TheWTCSB should encourage all technical college districts to increase theirshare of the costs of basic education programming by appropriating locallevy resources. Technical college districts should be encouraged tocollaborate with city and county officials, business and industry, andlocal charities ("giving" entities) to create a more stable funding base forbasic education.

The WTCSB and technical college districts should collaborate withother state agencies (i.e., DPI, Health and Social Services, Corrections,etc.) on a funding initiative intended to increase the level of external fundscurrently available to supplement local and state resources. The currentlevel of AEA funds is insufficient to meet the needs of the 0-8 grade levelpopulation in need of adult basic education. The WTCSB should promotecollaboratively with other states the need for a higher federal NationalLiteracy Act fiscal appropriation and for greater flexibility in the use ofAEA resources.

The WTCSB and its state agency should review the use anddistribution of General Purpose Revenue (GPR) incentive funds. GPRfunds may need to be directed at instructional activities and student supportservices that facilitate and accelerate the transition from basic educationinto postsecondary programs; they should also be directed at innovativeprojects that focus on pre-occupational and pre-college preparation.

The WTCSB and its state agency need to revise the Request ForProposal process related to basic education to encourage a shift to acomprehensive approach to basic education service delivery. This couldbe accomplished by requiring the submission of one comprehensive planfor basic skills programming (with separate budgets by funding source).

3 5

Policy Report

Review allex::sting fundingsources andrelevant policiesto determine theneed for andavailability offunds foraddressing thenew instructionalparadigm.

Review the useand distribution ofGeneral PurposeRevenue (GPR)incentive funds.GPR funds mayneed to bedirected atinstructionalactivities andstudent supportservices thatfacilitate andaccelerate thetransition frombasic educationinto post-secondaryprograms.

25

Policy Report

Revise andexpand its basiceducationprogramevaluation andaccountabilityprocesses to makethem consistentwith theeducationalparadigmadvanced.

Support urbanand ruralinitiatives thatfocus on the needsof adult learnersin settingsneglected by orunderserved dueto limitedstatewideprogrammatic andfiscal policies.

Non-traditionalprograms shouldalso be offered attimes andlocations that aremore accessible tourban workingpopulations.

26

The WTCSB and its state agency should revise and expand

its basic education program evaluation and accountability processesto make them consistent with the educational paradigm advancedin this report, and should encourage technical college districts to dolikewise. Basic education programs which fail to implement thenew directions in instructional content and delivery recommendedby the Statewide Basic Skills Task Force should not receive

funding priority.

The WTCSB should set policy so that adults alreadypossessing a high school diploma or its equivalent can be assesseda nominal fee when enrolling in basic education or ESL courses toobtain high school competencies required as prerequisite to entryinto occupational or postsecondary programs.

XL URBAN AND RURAL INITIATIVES - The delivery ofbasic education programs should be customized so thatequitable access and quality programming are provided inurban and rural settings.

The Wisconsin Technical College System Boardshould establish policy which recognizes that equityin treatment cannot always be defined as treatingevery district and program the same. The WisconsinTechnical College System Board should supporturban and rural initiatives that focus on the needsof adult learners in settings neglected by orunderserved due to limited statewide programmaticand fiscal policies. Such initiatives may requiresupport of the Wisconsin legislature and otherpolicy-making and funding sources.

Urban Issues

In urban communities criteria for the development, imple-mentation, and funding of basic education programs should bedriven by thoughtful analysis of the needs of adult learners by geo-graphical and ethnic/racial distribution. Districts are encouraged todevelop innovative programming that addresses the diverse cultural-linguistic background and learning styles of adult learners. Non-traditional programs should also be offered at times and locationsthat are more accessible to urban working populations.

36

The WTCSB needs policy which helps shape a comprehensivebasic education urban initiative directed specifically at the Milwaukee area.This initiative should address the extreme fiscal need of this district andthe large geographical concentration of adults who need basic educationprogramming to access the local economy, and to support family stabilityand the academic success of children. A Milwaukee Area BasicEducation Initiative should promote collaboration between the WTCS stateagency and the local community on a fiscal legislative strategy to supportinnovative programming and student support services directed, particularly,at adult learners of every racial or ethnic minority background. Critical tothe success of any such initiative is the need for collaboration betweenMATC, the Milwaukee Public Schools, other Milwaukee area schooldistricts with increasing racial or ethnic minority enrollments, UW-Milwaukee, local city and county agencies, and CBOs. A MilwaukeeInitiative should also address workplace issues, and issues related to betterequity in service delivery between on-campus and off-campus programs,and the development of new experimental and innovative programsconsistent with the paradigm of basic education advanced by this report.Preference in funding should be given to programmatic efforts thatsignificantly depart from traditional basic skills services and whichembrace the new instructional paradigm advanced in this report.

Rural Issues

Basic education programs in rural settings focus on servingindividuals in isolated settings where time, distance and cost often makecomprehensive services prohibitive. Technology-based alternative deliverysystems may be another means of reaching these individuals. In a time ofrapid technological developments, the need for a change in the primarydelivery mode of instruction in rural settings should be explored. Toaccomplish this, there will be a need for resources to acquire appropriatetechnology hardware and software, and for expanded staff development andtraining.

Policy Report

A Milwaukee AreaBasic EducationInitiative shouldpromotecollaborationbetween theWTCS stateagency and thelocal communityon a fiscallegislativestrategy tosupport innovativeprogramming andstudent supportservices directed,particularly, atadult learners ofevery racial orethnic minoritybackground.

Programs in ruralsettings focus onservingindividuals inisolated settingswhere time,distance and costoften makecomprehensiveservicesprohibitive.Technology-basedalternativedelivery systemsmay be anothermeans of reachingthese individuals.

27

31

Policy Report

ENDNOTES

1. U.S. Bureau of the Census, 1990.

2. U.S. Bureau of the Census, 1990.

3. Currently, these programs include Adult Basic Education (ABE), Adult SecondaryEducation (ASE) and English as a Second Language (ESL), High School Credit courses,and Careers Education courses. A few districts provide bilingual basic skills education.

4. Approximately 16.7% of the $32 million are state GPR incentive funds and another 60.6%are a combination of state aids, program revenue and institutional revenue, and local levy.

5. The concept of a "school-to-work" education continuum is borrowed from the K-12education reform movement. It is used in this report in its broadest application: thereorganization of the curriculum and its instructional delivery system to prepare learnersfor both immediate and sustainable employment, postsecondary education, and life-longlearning.

6. There are numerous and elaborate definitions in the education literature of terms such as"content-knowledge based," "academically integrated" and "applied competencies." Somewill be included in the Statewide Basic Skills Task Force implementation report.Throughout this policy report, references to such terms imply instruction which integratescommon aspects of academic disciplines to ensure that the teaching of knowledge isrelevant and holistic, a knowledge or knowing that students appreciate more because itis presented in a manner that they can apply in their day-to-day reality. This approachdoes not negate the importance of theory. It merely grounds instruction in knowing thatis closer to the learners experience and the material world.

7. The 1990 U.S. Census indicates that in Wisconsin the Asian and Hispanic populationgrew by 153% and 48%, respectively, between 1980 and 1990.

8. As used in this report, a fee is not to be confused with tuition. A fee would constitute asmall charge to the student for enrolling in a basic education program. Its purpose is toencourage student commitment to the program.

28

33

Policy Report

Appendix

Facts and Trends

29

33

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Chart F

WISCONSIN TECHNICAL COLLEGE SYSTEM

DEMOGRAPHIC HIGHLIGHTS OF ADULTS SERVEDBY BASIC SKILLS PROGRAMS DURING FY 1991-92

ea ri......::

, .. .......

:," -.4.::: -"wu.o.r. s.

14.41.6.:.........,

80,455 27 27% 56%

Course EnrollmentData - All Students

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ri n'' Mathoiii.SO.. 'CoUrses

66% 39% 70%

0-4 Grade 5-8Grade.

9-12Grade

33% 38% 29%

+ 71% of those entering a basic skills course orprogram were reading below the 8th grade level.

Incarcerated AdultsServed By Basic Skills Programs *

,:. rotat:,. 4vei..ciie.::: 1 ..,,feiileServed ;'::, Ake::::..:: Minoritzes :

1,668 24 34% 15%

* 79% of those incarcerated had completed lessthan the 1 1 th grade.

Workplace Literacy Data (CPR Sources Only. 1991 -92) **

TotalServed

averageAge

Racialinorities

male

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** IS% of participants had completed less than11th grade of schooling

IMPACT OF PROGRAM PARTICIPATION ON ADULTLEARNERS - FISCAL YEAR 1991-92 COHORT ***

91 (9.8% of all sewed) enrolled in an occupational prograrm5.12% of all served) obtained a GED, HSED, or High School: Diploma19% of all served) were occupational students receiving "remedial"

sistance to enter or succeed in their courses or program.2, 322% of all served) obtained employment while enrolled.1 35°0 of l served) reported upgrading their;employmet t

4** Of the 80,455 served, approximately 18,569 enrolled in Career Educationcourses. If this number were to be factored out of the total, the percentagesof adult learners moving into occupational programs and completing theirGED, HSED, or High School Diploma would be much higher than thosecalculated above. Limitations in the data prevent an accurate calculation.

Source: WTCS: Client Reporting System (Participant Reporting) and FTE System.Statewide Basic Skills Task Force Report, Spring 1994 file: crsdatal.sam

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Wisconsin Technical College System, Fiscal Year 1993-94

Full- and Part-Time Staff By Years With Basic Skills Program

Full-Time Basic Skills StaffBy Technical College District

Dist 105 yis:;:: liC403 4 13 4 27

4 4 6 I 18

C 2 0 0 1 3 6

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Part-Time Basic Skills Staff By Technical College District

yrs 6-10 yrs ...11-1$ ..:.16-20 yrs' 204yrt.

7 3 4 1 15

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* Number of part-time stafffor district "II" was prorated in accordwith average

per category for other districts because exact numbers were not available.

Statewide Basic Skills Task Force Report, Spring 1994, Source: Data Reported By WTC Districts, file: ftbs-sta.sarn

57

The Wisconsin Technical College System Board (WTCSB) is infull compliance with state and federal equal opportunity andaffirmative action laws and regulations including Title IX of the1972 Education Amendments and Section 504 of the 1973Rehabilitation Act. It is the policy of the WTSB not todiscriminate on the basis of race, color, national origin, sex orhandicap in education programs, admissions and activities.Coordination of Title IX and Section 504 have been assigned to theAffirmative Action Office. Inquiries regarding equal opportunitymay be directed to Affirmative Action Office, P.O. Box 7874,310 Price Place, Madison, WI 53707; phone (608) 266-1844.

59BEST COPY AVAILABI,