July 12, 2018
Flash Edition
In
its June newsletter, STAR (STudent Achievement in Reading) shares a lineup of
recent successes, upcoming new training, and the new STAR webpage
on LINCS that will include
an online community of practice (COP). The newsletter showcases the successful
pilot of the hybrid STAR training undertaken by educators of adults with
intermediate reading levels in Vermont, New Hampshire, Arizona, Illinois, and
Massachusetts. Results of the training found a 72 percent completion rate, with
significant participant gains in knowledge of evidence-based reading
instruction. The training uses a hybrid or “flipped classroom” approach, with
both online and face-to-face components. STAR trainers and state leads will
meet in Washington, D.C., on August 27 and 28, 2018, to discuss ways that they
can best support their existing STAR users in the new training. States can
begin using the hybrid materials to train additional teachers, and reach more
programs following the August meeting. States who want to newly join STAR
can begin training in early 2019.
Also
noted in the newsletter, the STAR tech team has been working to migrate
existing users from the old STAR tool kit to the new platform. Upon completion,
members will be notified about how to access the new training website—which
will provide full access to resources, modules and portfolio activities. The
updated site will retain the popular video clips of teachers using the
instructional techniques from the original training, along with some brand-new
videos. Providers of adult reading
instruction and adult education stakeholders also are encouraged to visit the
old STAR tool kit site and its many resources. The old tool kit will be unavailable once the
new site is fully functional and all users have been migrated.
Note: STAR was
developed by the U.S. Department of Education’s Office of Career, Technical,
and Adult Education to provide states with the resources and training needed to
improve the quality of reading instruction in adult education.
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Date: Thursday July 26, 2018
Time: 3–4 p.m. ET
Register Here!
From host RTI
International’s website:
This webinar will address how
community colleges can implement continuous improvement processes to further
the programs undertaken using Minority-Serving Institution (MSI) grant support.
Presenters will discuss how to implement simple PDSA cycles and share effective
ways of testing improvements.
Dr. Jon Dolle integrates continuous improvement methods in the
coaching, technical assistance, and research he conducts for the Regional
Educational Laboratory West.
Employed previously by the Carnegie Foundation for the Advancement of Teaching,
Dr. Dolle is experienced in implementing PDSA cycles, developing measures and
analytic systems that support improvement efforts in schools, and providing
training on these approaches.
Dr. Matthew Morin served as a
faculty member before leading Chaffey College’s dual-enrollment and online
education programs. Through this work, Dr. Morin has expanded dual enrollment
offerings at high schools and adult school campuses in the Chaffey College
service district. Together, Dr. Morin and Dr. Dolle will help webinar
participants understand how to continue improving programming at their home
institutions beyond the scope of the MSI grant support period.
This
webinar is the sixth and final of the 2017–18 series for minority-serving
community colleges.
Featured Speakers:
Jon Dolle, Ph.D., senior research associate, Regional
Educational Laboratory West, WestEd
Matthew Morin, Ph.D., director, Adult Education and
High School Partnerships, Chaffey College; faculty
fellow, Association of American Colleges and Universities
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Across
the country, people are turning to postsecondary certificates as a quick and
relatively low-cost route to economic opportunity. A new report from the Georgetown
University Center on Education and the Workforce, Certificates in Oregon: A Model
for Workers to Jump-Start or Reboot Careers, examines the earnings of
workers before, during, and after they complete a community college certificate
program.
Compared
to traditional degree programs, certificate programs are more career-focused
and serve an older and more experienced student population. Nationally, they
are increasingly being used both as a direct pathway to employment and as a
stepping stone toward an associate degree and beyond.
The
report found that the economic benefits of Oregon’s community college
certificate programs vary for workers at different stages of their lives.
Certificate recipients ages 29 or younger reap sizable earnings gains, in some
cases more than doubling their pay, as they build their skills and enter the
workforce. Certificates appear to help more established workers rebound from
job losses or other setbacks to regain their footing in the job market.
The new
analysis is based on state-level data that shed light on the labor market value
of certificate programs. Workers who earn a community college certificate, on
average, boost their pre-certificate earnings by almost $5,000, or 19 percent.
But the economic benefits vary widely based on field of study, gender, and age
at which workers complete these programs.
Other
key findings include:
- Students
who receive federal Pell Grants boost their pay on average by nearly $10,000 after
earning a certificate.
- Men
out-earn women, but women experience stronger earnings growth after they finish
a certificate program.
- Certificate
holders who switch industries often leave jobs in traditional blue-collar
industries and become employed in fast-growing healthcare services.
- While
certificate production at community colleges has increased, the number of
certificates awarded at private, two-year institutions, including for-profit
colleges, has declined.
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