Title:
Podcast of the Program Manager and Instructor Guide for Distance Learning for the New York State Education Departments
Office of Adult Education and Workforce Development
Script –
Module 1
Welcome to this podcast on the Program Manager and Instructor Guide for Distance Learning in New York State.
The Program Manager and Instructor Guide for Distance Learning needs to be used in conjunction with the National Reporting System (NRS) Manual and the Employment Preparation Education (EPE) Manual.
These manuals are available at the New York State Education Department’s Adult Education and Workforce Development website at www.emsc.nysed.gov/aewd
This podcast will be a series of questions and answers about distance learning from information made available in The Program Manager and Instructor Guide for Distance Learning.
What is the purpose of this guide?
The purpose of the Program Manager and Instructor Guide for Distance Learning is to provide program administrators and instructors the necessary information to establish and operate a Distance Learning program. The guide not only defines distance learning but also explains program design and requirements including the program approval process; delivery modality; administrator’s and teacher’s responsibilities; staff development; reporting requirements and student recruitment.
Samples of forms that will be used are provided in the appendices of the Guide and appropriate Manuals.
What is the history of distance learning in New York State?
Distance learning programs have been a part of the New York State adult literacy system for over two decades. Beginning in the early 1980’s, distance learning programs was a paper-based written format sent via the library system or mail. Today, distance learners have the additional option of receiving instruction through television broadcasts, videotapes or DVD’s and online access to curricula.
No matter what form the delivery method of a distance learning program takes, the educational agency must adhere to the performance accountability for the National Reporting System outcomes, the requirements of Employment Preparation Education (EPE) state aid and maintain the appropriate documentation for each system.
How is Distance Learning defined in New York State?
Distance Learning is an educational process where the majority of the learning takes place when the teacher and student are at different locations. In distance learning, teaching and learning are not conducted in a traditional classroom setting. Instruction must be individually designed for appropriate students. It must be educationally sound with the expectation of educational gain and goal attainment. Student assignments are recorded and evaluated in order to define the next assignment.
Module 2
What Adult Literacy programs are offered at a distance?
Whether taught in a traditional classroom or through distance learning, there are three areas of adult literacy programs: Adult Basic Education (ABE) for students who are below a ninth grade level in reading, Adult Secondary Education (ASE) for students who are at a ninth grade level or above in reading, and English as a Second Language (ESL) for non-English speakers.
How are students placed in a distance learning program in New York State?
The program that a student is placed in is determined by the Test of Adult Basic Education (TABE) assessment (reading score) or BEST Plus oral test given at intake. Students must be at a minimal 4th grade level and be highly motivated and an independent learner.
What curricula are used in Distance Learning in New York?
Agencies must choose a primary academic curriculum that is research-based and has proven to be effective. Academic curricula currently used in distance learning are: Learn to Read; Skills to Make Adults Ready to Succeed (SMART); Pre-GED Connection for Adult Basic Education students; GRASP (Giving Ready Adults a Study Program); GED Connection for Adult Secondary Education students; and Crossroads Café for ESL students. In Appendix 6 is a list of non-academic resources and a description of curriculum.
What criteria must students of distance learning meet for the generation of EPE state aid?
To generate Employment Preparation Education (EPE) state aid, which is the primary funding source provided to school districts and BOCES for distance learning programs, adults must be 21 years old or older. All instruction must be aligned with the New York State Learning Standards.
What are the training requirements for teachers and administrators?
Distance Learning teachers must be certified in Adult Education or in any K-12 classroom teaching title. Prior to beginning a program, teachers and administrators need to attend one full day of in-service training for professional development provided by the Regional Adult Education Network (RAEN). Staff new to existing distance learning academic curricula must receive training by a New York State certified trainer. Every three years, refresher training for academic curricula is required. The State Education Department distributes certificates when teachers complete these training sessions. EPE funded programs are required to have each professional staff member receive an additional five and one half hours of staff development per year. This applies to both full and part time teachers. (Please note: Many programs use both WIA Title II funding and EPE funding. WIA Title II funding requires 10 hours of staff development.)
What guidance is provided to assist students in setting student goals?
Adult Education programs are accountable for educational gain and other performance outcomes. Gain and performance are measured by the NRS. The New York State Education Department provides training in National Reporting System (NRS) requirements to teachers and administrators. The State Education Department also provides, free of charge, a student information tracking system called The Adult Student Information System & Technical Support (ASISTS). During the intake process, the student and teacher work together to develop an Education and Employment Plan (EEP) where the student will identify short and long term goals. You may want to contact your local RAEN Director for more information.
What are the Distance Learning Policy Guidelines?
The distance learning policies are -
Module 3
How does an agency establish and operate a Distance Learning program?
Program Managers and Instructors need to follow this step by step process:
First, identify the population that will be served and the academic needs of the students. Develop a marketing plan to recruit appropriate students.
Second, develop a distance learning plan for the organization to explain roles and responsibilities for the distance learning teacher, objectives and goals of the program, guidelines for assessment of the learner, and a plan for data collection (NRS Manual) and documentation for Employment Preparation Education (EPE) funding. Make sure teachers have an Adult Education certificate or hold certification in any K-12 classroom teaching title.
Third, develop an intake process which includes an evaluation to ensure that potential students will make successful distance learners, records required geographic information, and identifies the learner’s goals. Include the Project IDEAL (a National research project in distance learning) distance learning survey which assists the students in self assessment. Learners must be assessed by administering either the Test of Basic Education or the BEST Plus oral exam.
Fourth, develop an in-person orientation session which assists students in defining short and long term goals, explains the teacher/student roles and responsibilities, introduces the teacher/student contract which must be signed, introduces the delivery modality and instructional materials, and informs the learner of the range of services provided in the area of residence.
Fifth, choose an appropriate academic curriculum for the adult education ABE, ASE or ESL program. Nonacademic resources may be used, but should never be more than 50% of the work assigned.
Sixth, include a program narrative that includes information on intake and assessment, record keeping, the role of teachers, documentation of student activities, documentation of teacher time, determining progress and completion of the program, the duration of the program and documentation that teachers will have specific and appropriate training by a certified New York State trainer with the annual EPE application.
Seventh, after the program has started and is running, the following periodic reports must be submitted to The New York State Education Department.
Meet the NRS requirements for educational gain and program outcomes and document appropriately. Use the distance learning formula for reimbursement of EPE state aid.
Eighth, provide a minimum of five and one half hours of professional development to each professional staff member who teaches distance learning serving in the EPE program as stated in the EPE Manual. Schedule professional development sessions through your local RAEN Director.
Ninth, develop an evaluation plan to assess the student’s progress. Students of distance learning are to be tested at regular intervals (after every 100 contact hours or 16-17 weeks). It is required that both pre and post testing be done in person.
How does an agency get approval to start a distance learning program?
Program Administrators submit an Employment Preparation Education (EPE) application to the State Education Department Adult Education and Workforce Development Team. EPE funding is for school districts and BOCES.
The application, which is due annually in May, requires applicants to describe their distance learning program as part of the agency’s Comprehensive Plan of Service. Refer to the EPE Manual Section 403.01. The application may be downloaded from the SED website at www.emsc.nysed.gov/aewd First time applicants are encouraged to contact the AEWD team to discuss the proposed program before applying. The SED staff reviews proposed applications to avoid duplication of effort in regions and to assure that expenditures meet the projected revenues.
What type of delivery modality is used in distance learning in New York State?
The packet delivery modality is used for all distance learning programs. There are two types of packet delivery modality which include the traditional packet and the electronic packet.
An instructional packet consists of two units of work (one unit of work equals six hours worth of work) and must be completed in a two week cycle.
The learner using the traditional packet delivery modality returns a completed packet to the teacher every two weeks by mail, in person or through an approved delivery system.
The learner using the electronic packet delivery modality returns a completed packet to the teacher online. Documentation follows the same guidelines of the traditional packet with the exception that it is done electronically.
The student is considered to be active when the student returns a completed packet; the teacher reviews it and sends out a new packet. Learners may only receive one packet in a two week cycle.
What documentation is required for the generation of EPE State Aid for distance learning?
The basis for claiming EPE state aid for distance learning programs using a packet delivery modality is the teacher instructional hours as defined in the EPE Manual. Agencies must maintain logs to track when packets are returned by students and to document when there is teacher and student contact. Teacher instructional hours must be clearly documented. Distance learning students may receive a maximum of three hours of tutoring in a two week period for the generation of traditional EPE. When tutoring for distance learners, teachers need to maintain a tutoring roster.
How are materials received when using the traditional packet?
Materials can be delivered via US mail, schools, or the library system. New York State has 22 regional library systems. Students’ instructional packets are delivered and retrieved free of charge to each community library by the regularly scheduled library system courier. Administrators may initiate a partnership with the libraries as explained on page 23 of the Program Manager and Instructor Guide for Distance Learning.
Pick-up and drop-off at local schools is another method of delivering instructional packets. Administrators who are interested in this delivery method should initiate a partnership between a local school and the educational provider.
US Mail is the least desirable delivery method because although it is effective, it is costly.
How are materials delivered when using the electronic packet delivery modality?
Materials are delivered electronically when using the statewide electronic administrative platform. The documentation follows the same guidelines of the traditional program except that the packet is in electronic format.
How do agencies get the word out about their programs?
To maintain or expand a distance learning program using a packet delivery modality, Program Administrators need to promote community awareness of the availability of this program by developing an inter-agency referral system, participating in cross-training sessions, and offer training to agencies with whom they have a network.
How are students motivated to be productive and stay in a distance learning program?
Successful distance learning students are self motivated, have the ability to work independently, and possess good study habits and organizational skills. It can be challenging, however, to motivate students working at a distance when they have limited contact with the teacher. Distance Learning teachers use a wide variety of techniques to help motivate and retain students. The techniques include using positive written feedback, praise and contact by phone or e-mail when necessary.
Module 4
What are the administrator responsibilities in implementing a distance learning program?
Prior to beginning a distance learning program, program administrators need to attend training provided by a New York State certified trainer, become familiar with the Program Manager and Instructor Guide for Distance Learning and training manuals such as the GRASP manual, establish partnerships and agency collaborations, assign or hire teachers certified in Adult Education or K-12, and provide financial resources for the proper maintenance of program services.
The administrator is responsible for preparing and submitting an Employment Preparation Education (EPE) annual application, submitting EPE claim forms and being familiar with the EPE Manual and program requirements related to generating state aid. The EPE Manual and forms can be downloaded from the Adult Education and Workforce Development website at www.emsc.nysed.gov/aewd/epe.shtml
Program Managers are responsible for that data being correctly entered into the statewide data system called ASISTS (Adult Student Information System and Technical Support) which provides performance reports that administrators use for quality management and continuous improvement.
Program Managers must maintain a central office with support staff, supervise the program, organize teacher meetings and conduct yearly teacher observations and evaluations, mentor new teachers, and support the use of technology in the teaching and learning process such as providing instructors access to computers. Random checks on assignment logs should be conducted.
Administrators are required to have a procedure for sending and receiving packets in place and to maintain a log to track teacher instruction hours a log to track the sending/receiving of packets.
What are the teacher responsibilities in implementing a distance learning program?
Teachers are required to attend an appropriate training session provided by a New York State certified trainer, and become familiar with the Program Manager and Instructor Guide for Distance Learning and training manuals such as the GRASP manual. They must screen potential distance learning students to determine whether they possess the characteristics that will make them a successful distance learner.
Teachers are responsible for selecting appropriate instructional materials and supplies, assembling the required forms, preparing appropriate assignments and reviewing completed assignments, designing return evaluation sheets, ensuring that the student receives a Student Handbook prepared by the agency, and ensuring that TABE/BEST Plus testing materials are available and used.
Teachers must respond to all student communication in a timely manner, recommend post testing after 100 contact hours, maintain agency collaborations, and review and update forms and materials as needed.
Teachers are responsible for maintaining a student confidential folder and a student work folder for participants. The confidential folder must contain at minimum: student goals, test results, learning plans, and/or lists of skills and sample assignments that demonstrate academic progress. These folders are kept in a secured area. (Demographic information, test scores, and Learning Disability assessments are confidential).
A student work folder needs to be accessible to both the teacher and student, and includes student assignments, student assignment logs and student goals.
Teachers must understand the National Reporting System (NRS) and Employment Preparation Education (EPE) requirements. The NRS Manual may be downloaded from the Adult Education and Workforce Development website at http://www.emsc.nysed.gov/aewd/nrs.shtml
Teachers need to participate in the NRS goal setting process to assist with the changes in goal setting throughout the program year and follow up for secondary goal outcomes. The teacher is responsible for providing documentation for NRS, and participating in both NRS and ASISTS training in order to provide accurate and consistent data.
Teachers or other staff will work with the student to develop an EEP which will include student assessment scores, both short and long term goals for NRS requirements and long-term career goals along with a plan to meet these goals.
Teachers are required to post test the students every 100 contact hour or every 16 to 17 weeks and that trained assessors administer the TABE test or the BEST Plus oral exam.
Teachers are responsible for preparing the first packet which includes an information sheet on program delivery, instructions for maintaining a Work Time Record Sheet, requirements for maintaining active student status, instructions on returning materials, contacting the instructor and what to do when their packet does not get picked up on time or an assignment cannot be completed within a two week cycle. After the student reads the material in the packet, he/she will complete the assignment sheets designed by the program teacher. This sheet is used by the instructor to determine the student’s level of understanding. Teachers are responsible for customizing each subsequent packet.
Teachers are responsible for maintaining a student assignment log and a teacher instructional log. In the packet delivery modality, the student assignment log tracks the packets sent out and completed packets received, the assignments, and the results of the assignments. The teacher instructional log tracks teacher instructional time for EPE funding purposes. Refer to the EPE Manual for more information on teacher instructional time.
Teachers are responsible for ensuring that each student using the packet delivery modality maintains a Work Time Record Sheet, which records the assignments and the amount of time spent working on them.
What operating instructions are teachers responsible for when using a packet delivery modality?
The teacher needs to be familiar with the student assignment sheets. Each assignment sheet needs to be written at or below the actual reading level of the book or workbook.
When students do not return a scheduled packet in the two week period the teacher needs to respond as soon as possible. Phone calls are appropriate if students can be reached. If a call is not possible, the Reminder Notice for Packet Return and postcard should be sent to the student.
If students cannot be reached or do not respond to the Reminder Notice for Packet Return, a Drop Letter should be sent. A copy of all correspondence should be kept in the student folder. Only completed packets are counted for generation of EPE state aid.
Module 5
How do programs keep a distance learning program NRS and EPE compliant?
National Reporting System Guidelines provide direction and criteria for reporting student achievement and outcomes. All aspects of the NRS system can be found in the New York State NRS Policy Manual located in electronic format on the New York State Education Department Adult Education and Workforce Development website at www.emsc.nysed.gov/aewd/nrs.shtml
EPE is a funding source and must meet particular criteria set forth by the New York State Education Department in the EPE Manual. EPE eligible students including those in a distance learning program must be 21 years of age or older and does not possess a valid High School Diploma or GED OR must be 21 years of age or older with a high school diploma or GED who tests below a 9.0 grade equivalent or below 473 on the BEST Plus test. (EPE reimbursement for the later example is limited).
What are the data entry requirements to keep a distance learning program EPE compliant?
Each distance learning curriculum and accompanying teacher must be assigned its own Instructional Activity. The Instructional Activity must be coded correctly in the database to support the correct calculation of EPE reimbursable contact hours. Refer to the Program Manager Guide for Distance Learning to see screen shots and additional instructions for input.
What are the data entry requirements to keep a distance learning program NRS Compliant?
A valid pre-test needs to be administered for every student within the first 12 contact hours. These tests include the Test for Adult Basic Education (TABE) for BE/GED students and the BEST Plus for ESL students. A maximum of three primary goals including educational gain should be chosen by the student. The student may have unlimited secondary goals as stated in the NRS Manual. Packets are completed and returned. A valid post test is administered in order to show educational gain achievement.
How do you complete the EPE SA 160.1 and the SA 160.2 claim forms?
You will find more information on this in the Program Manager and Instructor Guide for distance learning.
What forms are provided in Appendix 1 of the Guide?
Appendix 1 contains the Library Procedural Outline, Flyer to Bookmobile Staff, Flyer to Library Staff, and Community Library Information Sheet. These forms are used when starting a packet delivery system with one of 22 library systems across the state.
What forms are provided in Appendix 2 of the Guide?
Appendix 2 contains the Letter to Agency Counselors, Agency Questionnaire, Agency Procedure for Referral, Client Referral Sheet, and Client Evaluation Sheet. These are informational and referral forms.
What forms are provided in Appendix 3 of the Guide?
Appendix 3 contains the Library Information Sheet which provides the name of the distance learning program and the library location and contact information.
What forms are provided in Appendix 4 of the Guide?
Appendix 4 contains forms necessary for documentation of the distance learning program.
The curriculum log, which will be modified for each distance learning program, provides for the tracking of materials sent out, returned and scored.
The Student Assignment Log tracks the packets sent out with a description of the assignment, the date assigned, date corrected and notes or comments from the teacher.
The Teacher Instructional Log tracks the teacher time spent preparing the assignment or activities related to instruction.
The Hourly Employee Payroll Record tracks the time worked for a time period.
The Work Time Record Sheet is to be used by the student to track time spent on assignments. This should be sent back to the teacher so that the teacher can evaluate whether to increase or decrease the amount and difficulty of future assignments.
The Assignment Sheet provides a detailed assignment that the teacher puts into the students packet.
The Reminder Notice for Packet Return prompts the student to return the packet in order to continue participating in the program.
The Drop Letter is used when a student fails to complete packets sent and is dropped from the program.
The Educational Functioning Level NRS chart provides the educational functioning NRS levels, the Instructional Type and grade equivalents.
The Individual Education and Employment Preparation Form is used by the teacher and student when developing the career plan.
The Individual Student Record Form is a listing of the demographic information needed for each student.
Appendix 5 contains the Student/Teacher Contract which is used to make sure both the teacher and student understand and agree with program requirements. The Options for Students Not Qualifying for Distance Learning Program form is used to refer students to other more appropriate programs.
Appendix 6 identifies academic and nonacademic curriculum currently used in distance learning in New York State. It also provides a curriculum description.
Appendix 7 provides sections of the EPE Manual that relate to distance learning.
Appendix 8 contains the Project IDEAL Distance Learning Survey, which assists the student in self assessing whether they have the characteristics to become a good distance learner.
Appendix 9 provides personal computer specifications necessary in order to use the statewide electronic learning management system.