Marshall Consortium Staff Meeting

Marshall Area Adult Learning Center

Saturday, January 31, 2004

Lyon County Government Center

607 West Main, Marshall, MN

Present: Gail Perrizo, Cheryl McChesney, Bonnie Ludeman, Adele Thomas, Jamie Verdeck, Lois Schmidt, Pam Grebel, Sue Burnett, Karen Miller, Charles Carrera, Ted Stamp, Judy Hacker, Delores Johnson, Pat Thomas, Barb Glaeser, John Doyle, Stephanie Guza and Tammy Bukowski

1. Pat welcomed staff and introduction were made

2. Concurrent sessions

a. Computer Training – Charles Carrera provided training on using Microsoft Word to Email. Information from the training can be found under the Technology Link on our website www.marshalladulteducation.org

b. EFF Discussion – Stephanie Guza led a discussion on the EFF Standards. The following is a summary Lois Schmidt has compiled from the discussion “Questions for Reflection”.

Set-up: Small groups convened according to 4 EFF Skills: Communication, Decision-Making, Interpersonal and Lifelong Learning. These four skills involve 16 separate EFF Standards. Purpose of the session was to provide an opportunity to discuss and brainstorm. Goal at this point is not a finished product or consensus on the topic.

Skills: Decision-Making, Communication, Interpersonal, Lifelong Learning

* Please note the common thread used to answer these questions: honest, dependable, positive attitude, prompt/punctual, desire to learn. All describe one’s attitude. Not once was one’s literacy level mentioned!

1.a. What makes a good employee?

Decision- Making	Communication	Interpersonal	Lifelong Learning

Flexible	Enthusiasm	Self-starter	Punctual
Honest	Positive attitude	Dependable	Dependable
Objective	Motivated	Positive attitude	Honest
Knowledgeable	Prompt/Punctual	Good people skills	Cordial/Polite
Competent	Desire to learn	Flexibility	Positive Attitude
Responsible	Dependable	Honest	Can follow instructions
Dependable	Responsible	Motivated	Friendly, Cheerful
Courteous	Trustworthy	Punctual	Assertive
Eager & willing to learn		Get along with others	Committed
Confident, can-do attitude		Can handle constructive criticism	Understands the program
Interest & Enthusiasm for job		Quick learner	Can apply goals of program
Open to new ideas		Good listener	Takes time to enjoy job
Bringing value to the job		Sense of humor	Respectful of rules/policies
Polite		Can handle negative criticism	Has goals
Team player		Reliable	Good ambassador of org/co.
Desire to improve		Cooperative
Positive Attitude		Can make transitions
		Can create value for employer
		Trainable

Skills: Decision-Making, Communication, Interpersonal, Lifelong Learning

1.b. What makes a successful learner?

* Note the common thread of good attitude and self-motivation.

Decision- Making	Communication	Interpersonal	Lifelong Learning

Self-motivated	Good attitude	Trainable	Meets benchmarks
Communication skills	Self-confident	Good attitude	Gives feedback
Own learning style	Enthusiastic	Commitment	Self-directed; motivated
Knows how to ask questions	Can relate learning to real life	Participate fully	Learns from mistakes
Objective	Responsible	Motivated	Willing to be a lifelong learner
Careful, thoughtful	Desire to learn	Can focus on project at hand
	Prompt/punctual	Goal-oriented	Follows directions
	Dependable	Recognizes that learning is a process	Participates in lesson
		Confident	Reviews lesson at home
		Able to use higher thinking skills	Plans ahead
		Has good study skills	Prioritizes
		Time management skills	Good listener
		Perseverance
		Organized
		Responsible
		Self-starter
		Flexible
		Keeps track of materials
		Problem-solver
		Has strategies to process
		information

Skills: All Groups

* Again note that there is no mention of literacy level but all identified skills revolve around people skills or problem solving skills.

2. What skills/characteristics do good employees have?

Several of the above terms were mentioned. Additional skills/characteristics:

Mathematical knowledge, problem solving strategies, communication – vocalizing ideas into words, writing skills, reasoning with unbiased approach, ability to see things from a different perspective, social skills, evaluate, select the right info to solve, determine how to solve problems, observe critically, knowledge of important information, ability to identify the main topic/point, ability to convey information & instructions, observe critically in order to fit in (not easy if learner or employee has a social inhibition or is from a different culture than dominant one), guiding others, adds value beyond the job description, acts consistent with mission statement of organization, engages in research to stay updated on workplace issues, seeks out new, appropriate way to do things

3. Look at each of the components of the skills. Please put each of the components into simpler terms; i.e. what is another way of naming or describing the skill?

Decision-Making Skills:

Standard: Use Math to Solve Problems & Communicate:

mathematical knowledge
use math to solve problems in real life
recognize there is a system to resolve issues
communicate in written form using graphs or charts

Standard: Solve Problems and Make Decisions:

Problem solving strategies
Know what problem there is; what can you do to fix it
Do it and evaluate

Standard: Plan

Set goals; what will happen next
Use information to come to decision

Communication Skills:

Standard: Read With Understanding

Standard: Convey Ideas in Writing

Translate thoughts to paper

Standard: Speak So Others Can Understand

Standard: Listen Actively

Ask questions when necessary
Be Present; Pay Attention
Awareness of moment

Standard: Observe Critically

Decide what is important

Interpersonal Skills:

Standard: Guide Others

Evaluate

Standard: Resolve Conflict and Negotiate

Standard: Advocate and Influence

Self-discipline

Standard: Cooperate With Others

Lifelong Learning Skills:

Standard: Use Information and Communications Technology

Use technology and seek out new ways of using it
Use multiple avenues, skills and resources to reach goals

Standard: Learn Through Research

Stay current & updated based on workplace

Standard: Reflect and Evaluate

Critical Thinking
Give feedback
Check progress through evaluation
Document daily
Check progress
Ask questions – ‘what could I do to….’

Standard: Take Responsibility for Learning

Ask questions – self-directed learner
Set learning goals

4. How can we intentionally teach these components? Give ideas.

Decision-Making Skills:

Role playing
Draw or show pictures
Diagrams
Hands – on
Make a list
Song/jingle for memory, exp. “30 days hath Sept…..”
Guess & check
Patterns
Work backwards
Use logic
Make it simpler
Brainstorm
Model/teach systems

Communication Skills:

Use good teaching skills
Use an attention-getting device
Prepare or preview the lesson
Clarify purpose

Interpersonal Skills:

Teach the steps
Make posters to identify the steps (standards); post on classroom walls
As teaching moment occurs, reference the posters
Make time management charts to evaluate
Provide examples of alternate life-styles
Choices made throughout the day – give examples of alternate life-style choices; evaluate pros & cons
Teach “re-thinking” skills
Introduce projects that put students in a management role, i.e. role play being an employer; give responsibility for application process, employee evaluations

Lifelong Learning Skills:

Provide scenario – what if?…then what?
Hands – on
Ask what makes a good employee – what would you want in an employee?
Plan lesson to enable student to reach goals
Student set goals for year
Student sets a daily goal
Periodically review progress
Keep journal record
Assign students to research through computer
Simple research
Present information to class
Brainstorm resource possibilities
Produce final drafts of writings

For future reflection and discussion:

5. Give examples of how you teach these things right now.

6. What obstacles do you see in trying to teach these skills?

7. How can we measure these skills in our classroom? Be sure to think about how your measure will transfer to other classes. Our teaching methods may be different, but our measure has to be similar or the same.

8. Are these skills feasible for our program?

9. Where do we go from here?

10. Was this valuable?

11. What do you see as our program vision?

3. Updates/Wrap Up

Navigator Grant - Jim Smalley explained a new federal grant that the WorkForce Center has received. It allows Navigators (WorkForce Staff) to consult with any individual with a disability who has the desire to work. Jim explained that they would accept the opinion of an ABE instructor as verification that a student has a learning disability. At this time we are unsure as to how much a Navigator will be able to do for a student with a learning disability, but all instructors are encouraged to make referrals of their students.
IBM Grant – The Marshall ABE Consortium was one of 100 agencies in the nation to be awarded an IBM Grant (4 were awarded in MN). This grant will allow us to use the Reading Recognition Software in our program along with receiving 5 IBM Think Pads. Charles explained about the books that are contained in this software. The titles/content of these books can be found on our website at www.marshalladulteducation.org.
RCDC August Conference (Regional Cultural Diversity Coalition) – The basis of the conference will be the economic impact of newcomers (minorities) on a region/community. Fact: To be economically stable, rural communities need 20-25% of their population to be minorities. Concurrent sessions would showcase successful models from different areas of a community: business, education, churches, and human services, found throughout the state.
Goals – Pat reviewed the status of the NRS goals to date for each class
Intakes – Barb reminded to staff to complete ALL INFORMATION requested on the Intake Forms.
Exits – Turn in after you have not seen a student for 3 months
CASAS – Be sure to assess your students and turn in scores
Wish Lists – Turn in date is February 15th