Why Choose The National External Diploma Program (NEDP)?

Transcription

1 Why Choose The National External Diploma Program (NEDP)? Stacey Downey, Director, NEDP Christine O Hara, Coordinator, CASAS/NEDP

2 Session Agenda NEDP Overview Program Design NEDP Demonstration How to establish an NEDP Site Questions 2

3 Learning Task Think about a recent performance-based accomplishment. Share with a partner. Identify how you demonstrated the skill. 3

4 Introduction to NEDP The National External Diploma Program (NEDP) is a competency-based, applied performance assessment system in which participating adults and out-of-school youth can demonstrate their abilities in a series of simulations that parallel job and life situations. Participants are evaluated against a criterion of excellence instead of by comparison to others, take responsibility for acquiring instruction by using existing resources, and achieve mastery of all required competencies, plus an occupational, or specialized skill. 4

5 Characteristics of NEDP Performance-based Uses a competency-based approach Focused on life and work skills Self-paced and flexible Appropriate for ESL and special needs learners Encourages learner self-efficacy and active engagement Offers a locally or state-awarded high school diploma 5

6 NEDP Locations NEDP is implemented in 81 agencies nationally. Implemented in 7 states. 6

7 History of NEDP 1972 Ford Foundation/Syracuse Research Corp. Study Results 1) Adult education class schedules were not compatible with adult responsibilities. 2) Content did not relate to real life experiences. 3) Multiple choice, paper/pencil tests were too limiting NEDP debuted in Syracuse, New York NEDP validated by the US Dept. of Education for national dissemination CASAS acquired NEDP with support from New York, Maryland and Connecticut Launch of NEDP online. 7

8 NEDP Competencies NEDP competencies emphasize life and work skills required for the successful transition to postsecondary education and/or the workforce: 1. Communication and Media Literacy 2. Applied Math/Numeracy 3. Information and Communication Technology 4. Cultural Literacy (Literature and Film) 5. Health Literacy 6. Civic Literacy and Community Participation 7. Geography and History 8. Consumer Awareness and Financial Literacy 9. Science 10. Twenty-First Century Workplace 8

9 Transition to College and Career 9

10 How NEDP Can Meet WIOA Priorities 10

11 Workplace Emphasis in NEDP O*NET Interest Profiler MyNextMove.org O*NET research on careers 21 st Century Workplace content area Career planning Development of a resume and cover letter 11

12 College and Career Competency The Individualized Competency is designed to optimize credential attainment and document the progress and success of the NEDP participant in making a transition to college and/or careers. The Individualized Competency allows for a stackable credential that helps NEDP participants to enter the workforce, upgrade skills, advance to a better job, or move from one field of work to another. 12

13 College and Career Competency, cont. 1. Occupational/vocational skills document work experience that provides the foundational skills to be successful in any job. 2. Specialized skills - demonstrate specialized competencies that provide a possible source of independent income, entry-level job skills, or active participation in community volunteer activities or self-employed business success. Transition to Postsecondary Education Competency - demonstrate readiness for postsecondary education. 13

14 Looking at the Research (OECD) Much of learning takes place outside formal education. Learning occurs in a range of settings, including within the family, at the workplace and through selfdirected individual activity. Problem solving in technology-rich environments defined. The ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. Skilled for Life? Key Findings from the Survey of Adult Skills Organization for Economic Cooperation and Development 2013 oecd.org 14

15 Applicability of NEDP Skills Skills needed for college and careers are applied in performance tasks in life and work contexts. Foundation Skills And Core Subjects Reading Writing Listening/Speaking Mathematics Information and Communication Technology Media Literacy Geography History Science 21 st Century Themes In Context Areas 21 st Century Workplace Cultural Literacy Civic Literacy and Community Participation Financial Literacy and Consumer Awareness Health Literacy Self-Efficacy Skills Self-assessment Goal Setting Learning to learn Critical Thinking Problem solving Time Management Working independently 15

16 Common Core State Standards (CCSS) These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entrylevel, credit-bearing academic college courses and in workforce training programs. The standards: Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through highorder skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based Common Core State Standards Initiative 16

17 CCSS and CCR Standards The Common Core State Standards (CCSS) were developed using the most effective models from states and countries around the world CCSS provides stakeholders with a common understanding of what students should know at each grade level Consistent standards will provide uniform benchmarks for all students, regardless of where they live The College and Career Readiness (CCR) Standards provide anchors for the CCSS and the basis for Adult Education Standards 17

18 CCR Standards for Adult Education The College and Career Readiness (CCR) Standards consist of broad-based knowledge and skills that graduates can put to good use regardless of their specific educational or career objectives. College and Career Readiness Toolkit Mills 2013 nd.gov/cte The CCR Standards for Adult Education address the need to identify a manageable set of the CCSS most indispensable for college and career readiness and important to adult students. College and Career Readiness Standards for Adult Education Pimentel 2013 lincs.ed.gov/publications Updated NEDP-CCR alignment will inform ongoing development and enhancements 18

19 Other National Standards Consulted ARTSEDGE: The National Standards for Arts Education Consortium of National Arts Education Associations National Health Education Standards Centers For Disease Control National Standards for Civics and Government Center for Civic Education National Standards in K-12 Personal Finance Education JumpStart Coalition for Personal Financial Literacy National Geography Standards National Council for Geographic Education National Standards for History National Center for History in the Schools National Science Education Standards National Research Council Core Principles of Media Literacy Education National Association for Media Literacy Education 19

20 NEDP Diagnostic Phase Closed Diagnostics Reading Writing Math Open Diagnostics Self-Assessment Checklist Technology Skills Self-Assessment Checklist Individualized Diagnostic Competencies Instrument O*NET Occupational Interest Profiler Completed at NEDP Site May be completed at home 20

21 NEDP Generalized Assessment 10 Cometency Areas Practice Activity Each Competency Area Home In-Office Check Each Competency Area NEDP Site Feedback Report NEDP Site 21

22 NEDP Post-Task Assessment (PTA) Ten Competency Areas Post-Task Assessment NEDP Site 100% Mastery 22

23 Completing NEDP Requirements Individualized Competency Portfolio Review Graduation 23

24 NEDP Staff Roles NEDP Advisor Administers diagnostics Interprets diagnostic results with client Provides feedback/advises on self-directed learning plan NEDP Assessor Administers Generalized Assessment competency areas Evaluates performance tasks and provides client feedback Conducts Post-Task Assessment NEDP Portfolio Reviewer Conducts independent review of completed portfolio, including Generalized Competencies and Individualized Competency 24

25 Web-based NEDP Client Interface Activities Online resources Assessor Interface Activate competencies, In-Office Checks, PTA Score client responses Provide feedback NEDP Portfolio Score and log client s work Monitor progress Client feedback reports 25

26 NEDP Demonstration 26

27 Sample Item: Local Geography Competency Area Geography and History Competency 43. Demonstrate an understanding of local, national and global geography Performance Indicator 43.1 Identify two geographic features of the state where you live that have affected the economy and the lives of the people of the state, region, or the area of the state where you live. Explain the relationship between the geography and the economy. 27

28 Sample Item: Local Geography, cont. Competency 43: Demonstrate an understanding of local, national and global geography. Foundation Skills NEDP Performance Indicator CCR Standard(s) ICT 26.4 Use presentation software to create a presentation on a selected topic to: a) select a slide template appropriate to the topic and audience; b) create a clear outline with a logical progression of ideas; c) insert one or more graphic elements; d) format information clearly; and e) support an oral presentation Identify two geographic features of the state where you live that have affected the economy and the lives of the people of the state, region, or the area of the state where you live. Explain the relationship between the geography and the economy. CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 28

29 Sample Item: Credit Cards Competency Area Consumer Awareness and Financial Literacy, Group A Competency 50. Interpret information on the use of credit, including interest rates, payment terms, and credit reports. Performance Indicator 50.1 A. Compare and contrast two credit cards based on the following considerations: a) card application procedures, b) payment terms, c) how finance charges are computed, and d) key elements of the credit card statements. B. Explain why someone might choose one of these credit cards over the other and defend the choice. 29

30 Sample Item: Credit Cards, cont. Competency 50: Interpret information on the use of credit, including interest rates, payment terms, and credit reports Foundation Skills NEDP Performance Indicator CCR Standard(s) Applied Math 10. Solve problems in realistic situations, including multistep problems. Applied Math 13. Understand and use the number relationships represented by rates, ratios, and proportions. Applied Math 14. Represent relationships in mathematical situations with tables and equations (including variables, exponents and negative numbers) A. Compare and contrast two credit cards based on the following considerations: a) card application procedures, b) payment terms, c) how finance charges are computed, and d) key elements of the credit card statements. B. Explain why someone might choose one of these credit cards over the other and defend the choice. CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it. 30

31 Sample Item: Occupation, Skills and Education Competency Area 21 st Century Workplace Competency 61. Identify occupations and the skills and education required for specific jobs Performance Indicator 61.1 Compare and contrast two or more similar employment opportunities and summarize the following information: a) salary and benefits; b) the education level; c) experience required; d) hours of employment; e) transportation options for getting to each job Describe for each: specific skills/abilities; personal skills; and job outlook. 31

32 Sample Item: Occupations, Skills and Education, cont. Competency 60: Locate information on employment opportunities including online searches, job ads, and career center offerings Foundation Skills NEDP Performance Indicator CCR Standard(s) ICT 26.6 Demonstrate the ability to use the Internet by: a) opening a Web browser to access a supplied Web site; b) researching an issue for a purpose; c) locating and documenting multiple resources; d) obtaining information in the form of a downloadable document, e) submitting information online Compare and contrast two or more similar employment opportunities and summarize the following information : a) salary and benefits; b) the education level; c) experience required; d) hours of employment; e) transportation options for getting to each job Describe for each: a) specific skills/abilities b) personal skills c) job outlook. CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 32

33 Benefits of NEDP to Stakeholders Accountability Client, site, state reports Time on task reports Mastery reports Online scoring College and Career Competency Scheduling makes it ideal for coenrollment Can be offered at American Job Center 33

34 What Graduates Like about NEDP Relevance to tasks to everyday life and client goals Active participation and self-directed learning Hands-on activities Advisor and Assessor relationships Flexibility to work at own pace Program structure of clear phases and regular appointments Regular feedback and progress reports Multiple opportunities to demonstrate competencies Encouragement of self-confidence and self-worth 34

35 What Graduates Say About NEDP The program was a big challenge for me, but I was determined to get my high school diploma. I could work at my own pace and, with the completion of each task, I had confidence that I could be successful with the next one. NEDP Client in Finger Lakes Times, April 28, 2013 I have learned a lot with the 21 st Century Workplace. I feel like I m more prepared now to go out there to look for jobs. I know how to handle an interview and keep a job and continue to further my education, even after I find the job I m looking for. NEDP Client 35

36 NEDP in the News Utica Observer-Dispatch Posted Jun 11, 07:00 AM Amanda Greene s youngest child started school, the stay-at-home mom knew it was time for her to look for a job. But job hunting is challenging, especially for people like the 28-year-old Middleville resident who don t have a high school diploma. Greene had tried the GED program, but it wasn t for her. Then she discovered the lesser-known National External Diploma Program, which has been around since the mid-1970s. I wouldn t have to take a test, she said. It was shorter for me, had easier material and was more one-on-one if you needed help. The NEDP uses students life skills to award credit rather than the more test-based evaluations of the general equivalency diploma program, or taking high school night classes. And, starting July 1, the program will become more accessible and possibly better known when it moves online across the nation. <Read more: 36

37 Thank You for Attending! Christine O Hara NEDP Project Coordinator cohara@casas.org , ext. 135 Be sure to visit the CASAS website at Follow us on Twitter twitter.com/casassystem and use the hashtag #casassi2015 to tweet updates, photos, and stories. Keep in touch with Facebook facebook.com/casassystem use the hashtag #casassi2015 to share photos and post stories. Visit us on the YouTube Channel 37