NAEPDC - National Adult Education Professional Development Consortium LINCSearch - Search Literacy Information
A natural resource for adult education state directors and their staff members.
Members State Staff Publications Staff Site Map

2004 National Training Institute

(Many of these  resource are copyrighted by NAEPDC and are intended for the use of its members.  Any or all of the copyright owner's exclusive rights or any subdivision of those rights may not be transferred, but the transfer of exclusive rights is not valid unless that transfer is in writing and signed by the owner of the rights conveyed or such owner's duly authorized agent.)

ThursdaY, November, 6, 2004 
getting Started on the State Pre-Planning Process:

I.  Overview of Pre-Planning Process

Lennox L.  McLendon, NAEPDC



  • Training Objectives

  • Current status of possible timeline for new state plans

  • Current state plan components (1.0-12.0)

  • What can you begin now during the pre-planning phase?

  • There's no time like the present

Israel Mendoza, WA

  • Overview of a Pre-Planning Process

  • Conduct a multi-level needs assessment


  • Analyze the data and research


  • Develop a vision for where you want to be in six years


  • Identify priorities


  • Develop goals, strategies, and measurable benchmarks for multi-year initiatives


II.  Step 1:  Conduct a Multi-Level Needs Assessment


Lennox McLendon, NAPEDC


  • Current state plan guidance on needs assessment
  • Individuals most in need
  • Populations
  • Mutual assessments with WIA and program partners
  • Local assessments recommended
  • What do I need to examine for a comprehensive assessment?
  • Federal and state compliance regulations and guidance

  • Needs assessment data from WIA partners

  • Felt needs of the field
  • Capacity of partnering agencies
  • State program operations
  • State program performance results and enrollment trends

  • Census data, economic trends and projections, and other relevant information

  • Understanding the Needs Assessment Options Chart

  • Table Talk:  What other information do you feel is important to examine in determining state's needs?

III.  Examining Options for Involving Practitioners and Stakeholders in the Needs Assessment Process

  • Reaching out through online surveys

Mary Katherine Moen, NV

  • Using focus groups effectively to gather student input


Debbie Varner, WV


  • Table Talk:  Have you used surveys or focus groups to collect information on program needs?  How did you use the results?  What challenges did you encounter, and what changes might you make in the future as a result of your experience?  If you have not used any of these options, how might you adapt one of them for use in your state?

  • Making the most of steering/advisory committees to identify needs

Israel David Mendoza, WA


  • Determining capacity of partnering agencies:  Adapting the Virginia Comprehensive Planning Process


Lennox McLendon, NAEPDC Executive Director

  • Table Talk:  Do you currently have a state-level advisory group to adult education that could be involved in the needs assessment process?  If so, how might you use it in preparation for the State Plan?  If not, what options would work best in your state for involving stakeholders in the needs assessment process?

IV.  Tools for Examining State Program Operations  
  • Adapting the NAEPDC State Director's Self Assessment

Kathi Polis, STAR

V.  Developing an Environment Scan  
  • Using the NAEPDC needs assessment resource library


Kathi Polis, STAR




  • A look at sample needs assessments
  • What can the Census really tell me?

Lennox McLendon, NAEPDC


  • What other resources do you use?

VI.  Examining Program Performance and Enrollment Trends to Identify Needs

  • A look at one state's process
  • Moving from data analysis to policy development

Don Paquette, PA

  • Table Talk:  How have you used the analysis of your state's performance results in the past?  How can you use this information in your needs assessment?

VII.  Developing a Local Community Planning Process

Bob Bickerton, MA

  • Adapting a local program needs assessment

Lennox McLendon, NAEPDC

VIII.  Step 2:   Analyze the Data and Research  
  • How does research impact your state planning?

Lennox McLendon, NAEPDC


  • Options for dividing the work
  • Creating an Adult Research Coordinating Committee

  • Using your steering committee to analyze data

  • Contracting the work
IX.  Translating Needs into Initiatives
  • Steps 3-5:  Develop a Vision: Identify Priorities; Develop Goals, Strategies, and Benchmarks

  • Exploring the value of a visioning retreat


Mary Katherine Moen, NV



  • Using taskforces to your advantage


Dianne Duthie, MI
Mary Ann Jackson, WV

Ms. Mary Ann Jackson

  • Table Talk:   How might you use taskforces or a visioning retreat to set priorities?  What challenges would you need to address and how might you do that?  Are there other options that would work for your state?

Determining Next Steps
Wrap Up

Lennox McLendon, NAPEDC


Friday, November 5, 2004
Concurrent Sessions

Financial Literacy Policy and Programming:   The High Cost of Being Poor
Financial Literacy has been recognized by the Federal Reserve, the Office of the Treasury, the Department of Education and many others as a problem approaching a crisis n this country.  Jodi Owens and Mary Ann Jackson will make the case for Adult Basic Education Programs being on the front line providing essential information to help adult learners make informed consumer choices about financial services and products.  They will discuss the unique relationships and partnerships that were formed in Wisconsin to provide for the needs of adult learners and will provide links to Financial Education materials available at the national level. 




Jodi Owens, Financial Education Specialist, WI
Mary Ann Jackson, WI



Health Literacy Policy and Programming
Dr. Marcia Drew Hohn will provide a brief overview of the rationale for addressing health in the ABE context, including a review of the research liking literacy level and poor health.  She will also provide an overview of five models for addressing health in ABE that have been developed across the nation, and make the connections to workforce development through the lens of worker health and safety.


Marcia Hohn,  Ed.D. Director of Public Education and Civic Outreach, Immigrant Learning Center, Boston MA

Meeting the GED Performance Standards Lennox McLendon, NAPEDC

Policy and Strategy Options for Helping Learners Transition to Postsecondary
In this session, we will review reasons why focus on college transitions is beneficial for students served by the ABE system and why our students tend to do poorly in postsecondary education in terms of academic achievement.  We will discuss pathways to college for non-traditional adult learners, focusing more in dept on efforts in New England, Maine, Kentucky, Arizona, and Arkansas.  Participants will identify what issues need to be addressed in order to pave the road to better college success and career paths for adult learners.  We will draw our collective knowledge and experience for potential solutions to these issues.  Finally, the presenter will share what resources are becoming available through the National College Transition Network to help states and individual providers.  


Silja Kallenbach
Cynthia Zafft
National ABE to College Transition Network




ESL Issues and Resources for State Directors
This activity will present an overview of current issues in adult ESL as well identify resources and processes that can help states build capacity to serve adult English language learners.  This presentation will identify print and web resources on such topics as improving immigrant workers' English language skills, second language acquisition in adults, working with literacy-level adult immigrant learners, and valid and reliable assessments for adult English language learners.  This session will introduce a new center, funded by the Office of Vocational and Adult Education (OVAE), U.S. department of Education, The Center for Adult English Language Acquisition (CAELA), housed at the Center for Applied Linguistics in Washington, DC.

Lynda Terrill, Center for Adult English Language Acquisition





SATURDAY,  November 6, 2004
Concurrent Sessions

National Council of State Directors of Adult Education and National Adult Education Professional Development Consortium Business Meeting

Bob Bickerton, Chair, MA


The National Assessment of Adult Literacy:  Implications for State Directors
The 2003 NAAL will provide the first assessment of the nation's process in adult literacy since 1992.  In addition to describing the status and progress of literacy in the nation and in each of the six participating states (Kentucky, Maryland, Massachusetts, Missouri, New York, and Oklahoma), the 2003 NAAL will provide information about background factors associated with literacy, the skill levels of the least-literate adults, and the application of literacy skills to health-related materials.  This session will update you on the status of the 2003 NAAL and its implications for state directors.

Mark Kutner, AIR








Professional Development Distance Resources:  Existing Resources That Can Be Adapted for Your State

This session will  explore technology-based professional development resources that states have developed to expand their training efforts.  Presentations on videotapes, online courses, web conferencing, and CD-ROMS will address development, implementation and evaluation issues related to those distance learning options for teachers and program directors.  The LINCS Distance Learning Pilot Project will be introduced to acquaint states with the technical support that will be available for online course development.   Participants will also receive a directory of existing technology-based professional development options. 

Kathi Polis, STAR

Contact Information:
Telephone: 540-710-6447
Cell:  304-550-3447


Closing Session
Bob Bickerton, Chair, NAEPDC
Surfing the NAEPDC website

Kathi Polis, STAR

Contact Information:

Exploring National Credentialing for Local Program Directors


Lennox McLendon, McLendon Associates

Kathi Polis




Contact us: Dr. Lennox McLendon, Executive Director; 444 North Capitol Street, NW; Suite 422; Washington, DC 20001
Phone: 202-624-5250; Fax: 202-624-1497; Email:

Hit Counter

Contact us:
Dr. Lennox McLendon, Executive Director; 444 North Capitol Street, NW; Suite 422; Washington, DC 20001
Phone: 202-624-5250; Fax: 202-624-1497; Email: