Guidelines for Effective Distance Learning

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					      Guidelines for Effective Distance Learning
         In Adult Basic Education Programs




            Massachusetts Department of Education
            Adult and Community Learning Services

                           350 Main Street
                          Malden, MA 02148
                         www.doe.mass.edu/acls




                                     1
 Guidelines for Effective Distance Learning in Adult Basic Education Programs
Massachusetts Department of Education / Adult and Community Learning Services
                                                                                Rev. 8/24/2007
The Massachusetts Department of Education’s Guidelines for Effective Distance Learning In Adult
Basic Education Programs were developed by the Adult and Community Learning Services
(ACLS) unit together with input from the Distance Learning Pilot Projects, the Distance Learning
Advisory Board, Project IDEAL, as well as other state and national resources.

In Massachusetts, there are more than 1 million undereducated and limited English proficient adults
– far more than our community adult learning centers at their current capacity can serve. The
Department of Education believes that Distance Learning has the potential to not only expand adult
basic services but also to reach beyond the classroom to those adults who are unable to attend
classes. The opportunity to engage in "anywhere, anytime learning" may provide some adult
learners with their best and/or only chance to acquire the strong foundation of academic and English
communication skills needed to realize their dreams and aspirations.

Perhaps, unlike college students and professionals who may easily adapt to distance learning, ABE
serves a population who may not have the full array of skills and abilities required to meaningfully
access and benefit from instructional content delivered remotely through technology. The challenge
before us is to provide services while both exploring the extent to which distance learning is
effective in supporting the acquisition of language and literacy skills and gaining an understanding
of whether or not each student possesses the metacognitive and executive function skills essential
to guiding her or his own learning. In summary, there are two primary purposes for the
Department's adult distance learning grant programs:
1. To deliver instructional services using distance learning to an average monthly enrollment of at
least 60 students.
2. To develop and deliver services using a "research and development" approach, that is, organize
services, data collection, and analyses in order to answer fundamental questions regarding the level
of metacognition and executive function each enrolled student possesses and what types and levels
of support are required to compensate for any that are undeveloped.

The first purpose, the delivery of instructional services, will be supported through an open and
competitive request for proposals (RFP). The second purpose, research and development, will be
supported through collaboration with an institution of higher education that will serve as a research
partner to the project and to the programs funded through the RFP. These programs will work
within the structure of the partnership using the discipline and methodology of a formal research
and development project. They will need to be prepared to systematically incorporate research,
collect data, and in general, operate within the structure and guidance that the research and
development partner of the initiative provides.

As you review the guidelines, please note the distinction between those components and processes
that “must” be present in a program and those components and processes that “should or may” be
present in a program.




                                                  2
              Guidelines for Effective Distance Learning in Adult Basic Education Programs
             Massachusetts Department of Education / Adult and Community Learning Services
                                                                                             Rev. 8/24/2007
The guidelines are divided into the following categories: Requirements for Community Adult
Learning Center Participation, Student Services and Staff Development.

The Requirements for Community Adult Learning Center Participation section defines what the
applicants need to have in place or to provide in order to be considered for the grant. The Student
Services section focuses on program design for classes, student eligibility, outreach and recruitment,
intake, orientation, placement, curriculum and instruction, instructional materials, educational
counseling, retention, countable outcomes (student articulated goals), assessment and follow-up.
The Staff Development section focuses on the guidelines that a program must follow for
professional development of staff.
Requirements for Community Adult Learning Center Participation

Adult and Community Learning Services will support the Centralized Distance Learning Project
Model as known as the HUB model.

The Centralized Distance Learning Project Model (HUB)
Under this model, a currently funded ACLS Community Adult Learning Center provides distance
learning instruction as a HUB and partners with two or more currently funded ACLS Community
Adult Learning Centers (Fund Codes 340, 345, 359) and/or Primary Instruction by Volunteer
Programs (Fund Code 287). HUB and partner agencies will enter into a subcontract that assigns
duties and responsibilities as identified below. The HUB model will fund a minimum of a 1.5 FTE
staff positions and must maintain an average monthly enrollment of at least 60 learners.
The HUB must develop a Memorandum of Agreement (MOA) with two or more partner agencies
that defines the duties, roles and responsibilities of each partner. The MOA must include a
description of how all grant funds, staff and other resources will be utilized and allocated among the
partner agencies. The MOA must also outline decision-making protocols and include provisions for
terminating the partnership.

The HUB agrees to:

   1. Train the referring partner agencies to recruit, prescreen and refer learners to the HUB
   2. Provide intake, orientation, instruction and follow-up for students who are referred by the
      partner agencies
   3. Recruit students directly into the HUB and prescreen to determine computer skills and
      suitability for distance education
   4. Conduct intake, goal setting, orientation, assessment (pre and post-testing), instruction and
      follow-up for students directly recruited by the HUB agency
   5. Enter data into SMARTT for all students (those directly recruited by the HUB as well as
      those referred by partner agencies) in accordance with the Statement of Assurances
   6. Coordinate and schedule post testing for students referred by the partner agencies at the
      partner agency sites
   7. Provide instructional materials and software necessary for the approved curriculum to all
      students (those directly recruited by the HUB as well as those referred by partner agencies)


                                                  3
              Guidelines for Effective Distance Learning in Adult Basic Education Programs
             Massachusetts Department of Education / Adult and Community Learning Services
                                                                                             Rev. 8/24/2007
      8. Participate in moderated discussion threads at the Community Zero Space for distance
         instructors located at: http://www.communityzero.com\idealmass or an equivalent on-line
         forum on a regular basis
      9. Work collaboratively within the guidance and framework provided by the ABE Distance
         Learning research partner, in the organization of services, data collection and data analysis.

The Partner Agencies agree to:

1.       Refer students who have stopped out, dropped out, or may be unable to attend classroom
         services at partner agency’s Community Adult Learning Center to the distance learning HUB
2.       Conduct outreach, recruitment and refer appropriate students to the HUB
3.       Prescreen potential students and determine the student’s computer skills and suitability for
         distance education
4.       Orient the students to expectations and provide a general overview of the distance instruction
         procedures
5.       Pre and post test all learners who have been referred to the HUB
6.       Obtain necessary release of information forms for sharing of student data between programs
7.       Provide all required data to HUB in a timely manner
8.       Provide the learner with the contact information of the teacher in the HUB
9.       Follow up on all referrals to verify enrollment in the HUB
10.      Provide for group and/or one-to-one face to face instruction, as needed.

To allow sufficient time for distance learning HUB start-up in the first year of a multi-year grant
award, the program will be allowed an initial 12-week period during which distance learning
instruction is optional. The start-up period provides HUB and partner agency staff time to develop
an MOA, train staff in recruitment and student screening strategies, recruit students, and for at least
two staff members to complete the Project IDEAL DL101 course. At the conclusion of the 12-week
period, the HUB is expected to maintain an average monthly enrollment of at least 60 students.
Students enrolled in fiscal year 2007 distance learning programs may continue to receive services
during the start-up period.




                                                     4
                 Guidelines for Effective Distance Learning in Adult Basic Education Programs
                Massachusetts Department of Education / Adult and Community Learning Services
                                                                                                Rev. 8/24/2007
                                        Student Services
Program Design for Instruction Services

The blended model for distance learning as defined by Project IDEAL will be adopted for all ACLS
sponsored distance learning programs.

 Blended distance learning combines distance learning with limited face-to-face interaction.
  Intake, orientation and assessment occur in a face-to-face setting. Following that, however, the
  primary instruction takes place at a distance. Blended models offer limited face-to-face contact
  to provide additional support services, including educational counseling, for the student. The
  face-to-face interaction may take place in a variety of settings, such as a drop-in center, adult
  learning center or library. Distance learning providers are strongly encouraged but not required
  to make supplemental face-to-face tutoring available to students as needed. Programs should
  screen for students able to work independently at a distance and who require a minimum of
  face-to-face instructional support. Programs should provide opportunities that encourage
  distance learning students to take advantage of supporting services and other resources at the
  Community Adult Learning Center.

Frequency/Duration/Intensity:
 Students must agree in writing to participate in at least five hours work per week on curriculum
  materials. Intensity will be measured in seat-time equivalency as indicated in the ACLS
  approved curriculum product. Work on any supplementary materials and face-to-face
  instructional support do not count toward the five hour minimum.
 Programs will measure proxy seat-time of distance learners using one of the two models below,
  depending on the curriculum being used in the program. For a more detailed description of the
  seat time models, consult Johnston, J., (2005). Measuring Contact Hours and Educational
  Progress in Distance Education (Working Paper 2).
  http://www.projectideal.org/pdf/WorkingPapers/WP2MeasuringHours2005!!!.pdf

       Clock Time Model (McGraw Hill Contemporary GED, McGraw Hill Contemporary Pre-
       GED) This model assigns contact hours based on the elapsed time that a learner is connected
       to the online program.

       Learner Mastery Model (English for All) This model assigns a fixed number of hours of
       credit based on the learner passing a test on the content of each lesson. Learners work with
       the curricular materials and when they feel they have mastered the material, they take a test
       online. A high percentage of correct answers (70% or better) earn the credit hours attached
       to the particular lesson.



                                                  5
              Guidelines for Effective Distance Learning in Adult Basic Education Programs
             Massachusetts Department of Education / Adult and Community Learning Services
                                                                                             Rev. 8/24/2007
 With the exception of the first year of a multi-year grant, programs must provide instruction for
  a minimum of 46 weeks per year
 Contact via e-mail, telephone, or face-to-face between each student and teacher must occur at a
  minimum on a weekly basis
 Programs must enter into a written contract with each student establishing the student’s
  responsibilities to the program and the program’s responsibilities to the student (See appendix A
  for sample contracts)

Outreach and Recruitment:
 Programs must employ a variety of outreach and recruitment strategies in order to ensure that
  eligible adults are aware of DL services and that the program maintains its average monthly
  student enrollment. (Refer to Project IDEAL Handbook of Distance Education for Adult
  Learners for Recruitment Strategies at:
  http://www.projectideal.org/pdf/handbook/DEHandbook3rdEdTEXT2!.pdf

Student Eligibility

Students must be 16 years of age or older, not enrolled in a secondary school and have at least a
scale score of 518 reading literacy level as determined by the Massachusetts Adult Proficiency Test
(MAPT). Individuals with limited English proficiency must have at least a scale score of 439 as
determined by the BEST + test.

Intake:

 Programs must have a formal process in place for conducting student intake
 Programs must use the DOE intake and goal form as the basis for collecting student information
 Programs must ask each student in a neutral manner to provide his/her social security number
  and to sign a release of information form for the purpose of NRS reporting and goal follow up
 Intake screening should indicate that the student is appropriate for distance learning and able to
  work independently at a distance. Refer to Project IDEAL Handbook of Distance Education for
  Adult Learners at: http://www.projectideal.org/pdf/handbook/DEHandbook3rdEdTEXT2!.pdf
 (See appendix B for sample tools to evaluate student readiness for distance learning)

Orientation:
  Programs must provide all students with a timely orientation to explain the attendance policy,
   grievance procedure, rights and responsibilities and basic rules and regulations
  Students must meet appropriate staff in person to verify identity and learn about essential
   program services such as orientation, goal setting and assessment
  Programs must incorporate a review of independent learning skills, time management and
   study skills and communication skills. For suggestions and sample documents visit:
   http://anywhereanytimeabe.org/?page_id=51



                                                    6
                Guidelines for Effective Distance Learning in Adult Basic Education Programs
               Massachusetts Department of Education / Adult and Community Learning Services
                                                                                               Rev. 8/24/2007
  Programs must provide instruction on how to work with the curriculum software, how
   communication with the instructor will take place, and ensure that the students possess the
   computer skills necessary to meet with success in the program
  Programs must ensure that all students understand the information provided at orientation
  Orientation, intake and initial assessment may count for 10 of the initial 12 hours of contact
   required for federal reporting purposes. The remaining time must consist of contact hours as
   measured by the appropriate proxy seat-time model.

Distance Learning Curricula

ACLS has approved the following curricula for use in distance learning programs:

McGraw Hill Contemporary Pre-GED
McGraw Hill Contemporary GED
English for All (ESOL)

Supplemental materials should be provided to learners for additional practice and follow-up when
needed.

Curriculum, Instruction, Placement
 Programs should use effective tools to place students in the most appropriate educational level
 Supplemental instruction should be aligned with Massachusetts ABE Curriculum Frameworks
 Supplemental materials should integrate a variety of tools and technologies (e.g., print materials,
  audio-visual materials, computers, tape recorders, calculators, etc.) appropriate for education at
  a distance
 The supplemental materials should reflect the diverse educational, cultural and linguistic
  backgrounds of the students served as well as those of the broader community
 Supplemental materials should incorporate real-life “authentic” contexts that are responsive to
  the needs, skills, goals and interests of adult students in their roles as students, family members,
  members of the community and lifelong learners

Assessment
Programs must adhere to ACLS Assessment Policy and Procedures contained on the ACLS website
at http://www.doe.mass.edu/acls/assessment/. For distance learning programs, the initial
assessment may take place at the second face-to-face meeting.

Follow-up
Programs must follow the ACLS Countable Outcomes Definitions and Required Documentation
chart to conduct quarterly follow up with students and former students to ascertain goal changes and
achievements. The ACLS Countable Outcomes chart is located at:
http://www.doe.mass.edu/acls/pawg/COdefinitions.html


                                                  7
              Guidelines for Effective Distance Learning in Adult Basic Education Programs
             Massachusetts Department of Education / Adult and Community Learning Services
                                                                                             Rev. 8/24/2007
                                          Staff Development

 At least 2.5% of each staff member’s time (or 12 hours, whichever is greater) must be used for
  staff/professional development activities. This applies to both full and part-time staff.
 All distance learning instructors are required to participate in discussion threads at the
  Community Zero Space for distance instructors located at:
  http://www.communityzero.com\idealmass or an equivalent on-line forum on a regular basis.
 HUB distance learning staff is strongly encouraged to participate in the staff and professional
  development activities available at the partner agency sites.
 All distance learning staff should participate in staff and professional development activities that
  are relevant to the needs of the program, community and students served.

Required Trainings for HUB:
Participation by appropriate program staff in the following activities is required:
 New Staff Orientation presented by SABES during the first 18 months
 At least two staff members trained in Project IDEAL DL 101 course during the start-up stage of
    the grant
 At least two staff members trained in Project IDEAL DL 102, DL 103 and DL104 in the second
    and subsequent years of the grant
 Training in the approved distance learning curriculum/a
 Training in SMARTT for DL



Optional Trainings for Partner Agencies:

 Participate in moderated discussion threads at the Community Zero Space for distance
  instructors located at: http://www.communityzero.com\idealmass or equivalent on-line forum on a
  regular basis
 Training in Project IDEAL DL 101 course




                                                  8
              Guidelines for Effective Distance Learning in Adult Basic Education Programs
             Massachusetts Department of Education / Adult and Community Learning Services
                                                                                             Rev. 8/24/2007
Appendix A - Sample Student Contract


                         Distance Learning Program Student Contract


(Last Name)                             (First Name)                             (Middle Initial)

The (program name) is a supportive community that encourages and assists students in pursuing
educational, career, and higher education goals.

All individuals enrolling in the Distance Learning Program will participate in a two-week (10 day)
orientation period. At the end of the two-week orientation phase, overall academic performance
will be reviewed with the distance learning instructor. The purpose of the meeting will be to
determine if the obligations of the contract have been fulfilled during the orientation period.

Individuals must agree to adhere to the following terms in order to participate in the Distance
Learning Program.

 Complete all work in a timely and appropriate manner, a minimum of 5 hours of studying per
  week is required;
 Adhere to the policies for computer usage at (the adult learning center name);
 Maintain appointments with the instructor;
 Maintain weekly contact with the instructor by phone, email, or in person;
 Notify staff if you will be late for, or unable to keep appointments;
 Complete all assessments including all pre and post-tests; and
 Return (if in possession of) all loaned software at the completion of the program and/or at the
  request of the adult learning center

Check off if you agree to the following term:
□ (optional) Agree to use of photographs, videos, and quotations of me/or my child or ward (if
under 18), in accounts or promotions of the Distance Learning Program

In signing this contract, you agree to accept the terms outlined above.


____________________________________________                             ___________
Student’s Signature                                                      Date

____________________________________________                             ___________
Parent/Legal Guardian Signature (if student is under 18)                 Date


                                                   9
               Guidelines for Effective Distance Learning in Adult Basic Education Programs
              Massachusetts Department of Education / Adult and Community Learning Services
                                                                                              Rev. 8/24/2007
Appendix B - Tool to Evaluate Teacher/Student Readiness for Distance Learning

Tool to Evaluate Teacher/Student Readiness for Distance Learning

Handbook of Distance Education for Adult Learners, page 60
On the following pages are a number of resources to assist you in developing your plans for
recruiting and teaching adults at a distance.
     Is Online Learning for Me? Note: This assessment is being updated and is expected to be
        released in August of 2007. The updated instrument will be distributed and will be posted
        on the Anytime Anywhere Learning website.
     Computer Skills Assessment: Technology Assessment

Is Online Learning for Me?

This assessment appears on the Kentucky Virtual High School website (www.kvhs.org). Students
interested in studying online can fill it out to assess whether they are good candidates for distance
learning.

1. My need to take this course is
        ❑high- I need it immediately to graduate, to fulfill a credit requirement, or other important
        reason.
        ❑moderate- I could take it at my local high school later or substitute another course.
        ❑low- it is a personal interest that could be postponed.
2. Having face-to-face interaction is
        ❑not particularly important to me.
        ❑somewhat important to me.
        ❑very important to me.
3. I would classify myself as someone who
        ❑often gets things done ahead of time.
        ❑needs reminding to get things done on time.
        ❑puts things off until the last minute.
4. Classroom discussion is
        ❑rarely helpful to me.
        ❑sometimes helpful to me.
        ❑almost always helpful to me.
5. When an instructor hands out directions for an assignment, I prefer
        ❑figuring out the instructions myself.
        ❑trying to follow the directions on my own, then asking for help as needed.
        ❑having the instructions explained to me
6. I need my teachers to constantly remind me of due dates and assignments
        ❑rarely.
        ❑sometimes.
        ❑often.
7. Considering my academic, extracurricular, family and personal schedule, the

                                                  10
              Guidelines for Effective Distance Learning in Adult Basic Education Programs
             Massachusetts Department of Education / Adult and Community Learning Services
                                                                                             Rev. 8/24/2007
   amount of time I have to work on an online course is
         ❑more than for my high school face-to-face course.
         ❑the same as for a class at school.
         ❑less than for a class at school.
8. When I am asked to use email, computers, or other new technologies presented to me
         ❑ I look forward to learning new skills.
         ❑ I feel scared, but try anyway.
         ❑ I put it off or try to avoid it.
9. As a reader, I would classify myself as
         ❑good- I usually understand the text without help.
         ❑average- I sometimes need help to understand the text.
         ❑below average- I often need help to understand the text.
10. If I have to go to a school to take exams or complete work
         ❑ I have difficulty getting to school, even in the evenings and on weekends.
         ❑ I may miss some lab assignments or exam deadlines if school is not open evenings and
         weekends.
         ❑ I can go to school anytime.




                                                  11
              Guidelines for Effective Distance Learning in Adult Basic Education Programs
             Massachusetts Department of Education / Adult and Community Learning Services
                                                                                             Rev. 8/24/2007
Handbook of Distance Education for Adult Learners, page 61

                        Computer Skills Assessment for DL Teachers
Kimberly McCoy (Technology Projects Coordinator, Ohio Literacy Resource Center, Kent State
University) developed this computer skills self-rating form. It is comprehensive and suitable for use
to help teachers determine their own computer competencies as well as the skills of their students.
You may want to use the items here as a guide to develop your own checklist that focuses on the
skills required by the particular distance education program you are offering.

To be completed by each designated Project IDEAL instructor
1. Do you have a computer at your local program? ❑ Yes ❑ No
2. Does the computer at your program have Internet access? ❑ Yes ❑No
3. Please indicate your knowledge level of each of the computer skills/tasks listed
below. If additional training is needed, indicate that as well.

Handbook of Distance Education for Adult Learners, page 62

                 Computer Skill                         Self          Limited           No               Need
                                                      Sufficient     Knowledge       Knowledge          Training
Open & close Windows (Minimize &                           ❑             ❑                ❑                ❑
Maximize)
Work with the Taskbar                                      ❑             ❑                ❑                ❑

Save a file to disk                                        ❑             ❑                ❑                ❑

Create new folders                                         ❑             ❑                ❑                ❑

Cut/copy and paste                                         ❑             ❑                ❑                ❑

Insert clipart                                             ❑             ❑                ❑                ❑

Create tables and graphs                                   ❑             ❑                ❑                ❑

Create or format a document                                ❑             ❑                ❑                ❑

Create a spreadsheet                                       ❑             ❑                ❑                ❑

Send and receive email messages                            ❑             ❑                ❑                ❑

Use Electronic list/Mailing list                           ❑             ❑                ❑                ❑


                                                      12
                  Guidelines for Effective Distance Learning in Adult Basic Education Programs
                 Massachusetts Department of Education / Adult and Community Learning Services
                                                                                                 Rev. 8/24/2007
Downloading items from the Internet                     ❑             ❑                ❑                ❑
Attach documents to an email message                    ❑             ❑                ❑                ❑
Create an email address book                            ❑             ❑                ❑                ❑

Create an MS Power-point presentation                   ❑             ❑                ❑                ❑
Managing Bookmarks and/or Favorites                     ❑             ❑                ❑                ❑
Creating a Website/page                                 ❑             ❑                ❑                ❑

Search the Web using directories & search               ❑             ❑                ❑                ❑
engines
Chat rooms                                              ❑             ❑                ❑                ❑

Instant Messenger (AOL, ICQ, Yahoo,                     ❑             ❑                ❑                ❑
etc.)
Start up and shut down a computer                       ❑             ❑                ❑                ❑

Navigation on the Internet                              ❑             ❑                ❑                ❑

Microsoft Internet Explorer Browser                     ❑             ❑                ❑                ❑
Netscape Communicator/Navigator                         ❑             ❑                ❑                ❑

Keyboarding                                             ❑             ❑                ❑                ❑

Basic mouse navigation (clicking, right                 ❑             ❑                ❑                ❑
clicking & dragging etc.)




                                                   13
               Guidelines for Effective Distance Learning in Adult Basic Education Programs
              Massachusetts Department of Education / Adult and Community Learning Services
                                                                                              Rev. 8/24/2007
Appendix C - Sample Memorandum of Agreement and Understanding
                        Memorandum of Agreement and Understanding
                           for establishing a partnership between

                ___________________________________________________________
                      Centralized Distance Learning Project Model (HUB)
                                             and
                ___________________________________________________________
                                          Partnering Agency

The following Memorandum of Understanding and Agreement (the Agreement) sets forth the terms
of agreement for cooperation and consultation with regard to the implementation of a partnership to
provide Distance Learning services to eligible adult Massachusetts residents dependent upon
funding and support by the Massachusetts Department of Education Adult and Community
Learning Services under the Adult Basic Education (ABE) Distance Learning grant initiative for
fiscal years 2008 through 2010 under fund code 669.

Agency Responsibilities Under Agreement

The HUB agrees to:
 1. Train the referring partner agencies to recruit, prescreen and refer learners to the HUB
 2. Recruit students directly into the HUB and prescreen to determine computer skills and
    suitability for distance education
 3. Conduct intake, goal setting, orientation, assessment (pre and post-testing), instruction and
    follow-up for students directly recruited by the HUB agency
 4. Provide students with a more in depth orientation to the distance learning program to learners
    referred by a partnering agency
 5. Enter data into SMARTT for all students (those directly recruited by the HUB as well as those
    referred by partner agencies) in accordance with the Statement of Assurances
 6. Coordinate and schedule post testing for students referred by the partner agencies at the
    partner agency sites
 7. Provide instructional materials and software necessary for the approved curriculum to students
    directly recruited by the HUB
 8. Participate in moderated discussion threads at the Community Zero Space for distance
    instructors located at: http://www.communityzero.com\idealmass or an equivalent on-line
    forum on a regular basis
 9. Work collaboratively within the guidance and framework provided by the ABE Distance
    Learning research partner, in the organization of services, data collection and data analysis.

The Partner Agencies agree to:
 1. Refer students who have stopped out, dropped out, or may be unable to attend classroom
     services at partner agency’s Community Adult Learning Center to the distance learning HUB
 2. Conduct outreach, recruitment and refer appropriate students to the HUB


                                                  14
              Guidelines for Effective Distance Learning in Adult Basic Education Programs
             Massachusetts Department of Education / Adult and Community Learning Services
                                                                                             Rev. 8/24/2007
 3. Prescreen potential students and determine the student’s computer skills and suitability for
     distance education
 4. Orient the students to expectations and provide a general overview of the distance instruction
     procedures
 5. Pre and post test all learners who have been referred to the HUB
 6. Obtain necessary release of information forms for sharing of student data between programs
 7. Provide all required data to HUB in a timely manner
 8. Provide the learner with the contact information of the teacher in the HUB
 9. Provide additional face-to-face supplemental instruction or tutoring when needed
 10. If possible, participate in professional development including Distance Learning 101
 11. Provide instructional materials and software to learners when applicable
 12. Follow up on all referrals to verify enrollment in the HUB
 13. Attend distance learning videoconference meetings, when possible

Scope of Agreement
It is the purpose of this Agreement to establish a cooperative and mutually beneficial relationship
among the ABE service providers and to set forth the relative responsibilities of the agencies insofar
as they relate to planning and implementation of individual and mutual duties, obligations, and
responsibilities related to the implementation of ABE Distance Learning.

Compensation for Services Provided
The Centralized Distance Learning Project Model (HUB) agrees to pay, and the Community Adult
Learning Center (Partner Agency) agrees to accept as payment the sum of TBD as payment for the
services outlined in this memorandum of agreement unless otherwise authorized by the Department
of Education.

Signatories
By signing this agreement, all parties indicate that they understand and agree to fulfill the
responsibilities outlined above.
Centralized Distance Learning Project Model (HUB)
__________________________________________               ___________________________
(Signature)                                              (Date)

__________________________________________
(Typed Name and Title)


Partnering Agency
__________________________________________               ___________________________
(Signature)                                              (Date)

__________________________________________
(Typed Name and Title)



                                                   15
               Guidelines for Effective Distance Learning in Adult Basic Education Programs
              Massachusetts Department of Education / Adult and Community Learning Services
                                                                                              Rev. 8/24/2007

				
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