| Enter Narrative |
| 1 |
- |
<p>The State assess the quality of providers of adult education and literacy activities under title II and take actions to improve such quality, including providing the activities described in section 223(a)(1)(B) of WIOA. Local providers are accountable to the State to meet the standards of quality for administration and instruction outlined in the competitive grant application, certifications, assurances, and state policy. The effectiveness and quality of local providers is assessed through the use of performance data aligned with the indicators of performance set forth in WIOA Section 116, as well as the evaluation and monitoring processes described in part (e) above.</p>
|
1 |
+ |
<p>The State assess the quality of providers of adult education and literacy activities under title II and take actions to improve such quality, including providing the activities described in section 223(a)(1)(B) of WIOA. Local providers are accountable to the State to meet the standards of quality for administration and instruction outlined in the competitive grant application, certifications, assurances, and state policy. The effectiveness and quality of local providers is assessed through the use of performance data aligned with the indicators of performance set forth in WIOA Section 116, as well as the evaluation and monitoring processes described in part (e) above. The state will take certain actions to improve program quality:</p>
|
|
|
|
2 |
+ |
|
|
|
|
3 |
+ |
<p>1. Quarterly desk audits are required and each provider will be given feedback from the state. Accomplishments will be noted and concerns will require actions on behalf of the provide to remedy the concern. The state will provide support in remedying any concerns. 2. Biweekly director meetings will be held to discuss appropriate actions to improve the quality of programs. 3. Program improvement plans may be utilized and progress of the components of these plans will be addressed in each quarterly desk audit. 4. Site visits as needed in addition to the scheduled site monitoring visits. 5. Data quality training with the new LACES system as needed. 6. Analysis of professional development needs will be conducted and the alignment of leadership funds to address these needs will follow. These actions along with other actions that may need to be included throughout the program year are all designed to improve program quality. </p>
|
| 2 |
|
|
4 |
|
|
| 3 |
|
<p><em>Assessment of Program Quality</em></p>
|
5 |
|
<p><em>Assessment of Program Quality</em></p>
|
| 4 |
|
|
6 |
|
|
| 5 |
- |
<p>Local programs are assessed based on the six performance indicators set forth in Section 116 of WIOA and pursuant to federal regulations and guidance. These six indicators are:</p>
|
7 |
+ |
<p>Core programs collectively report on the six performance indicators set forth in Section 116 of WIOA and pursuant to federal regulations and guidance. These six indicators are:</p>
|
| 6 |
|
|
8 |
|
|
| 7 |
|
<p>1. The percentage of program participants who are in unsubsidized employment during the second quarter after exit from the program;</p>
|
9 |
|
<p>1. The percentage of program participants who are in unsubsidized employment during the second quarter after exit from the program;</p>
|
| 8 |
|
<p>6. The indicators of effectiveness in serving employers established pursuant to clause (iv).</p>
|
10 |
|
<p>6. The indicators of effectiveness in serving employers established pursuant to clause (iv).</p>
|
| 9 |
|
|
11 |
|
|
| 10 |
- |
<p>Each year, the State is required to negotiate the above-defined percentages with the US Department of Education for the upcoming program year (July 1 – June 30). Local programs are be expected to meet or exceed the state targets and report on their performance in an annual report submitted to the State.</p>
|
12 |
+ |
<p>Every two years, the State is required to negotiate the above-defined targets with the US Department of Education for the upcoming program year (July 1 – June 30). Local programs are be expected to meet or exceed the state targets and report on their performance in an annual report submitted to the State.</p>
|
| 11 |
|
|
13 |
|
|
| 12 |
|
<p><em>Data collection and analysis</em></p>
|
14 |
|
<p><em>Data collection and analysis</em></p>
|
| 13 |
|
|
15 |
|
|
| 14 |
|
<p>The results of the above assessment activities will be used when considering the effectiveness of past professional development. These results will also inform future training and the types of professional development activities the State will offer or require.</p>
|
16 |
|
<p>The results of the above assessment activities will be used when considering the effectiveness of past professional development. These results will also inform future training and the types of professional development activities the State will offer or require.</p>
|
|
|
|
17 |
+ |
|
|
|
|
18 |
+ |
<p>In addition to the activities listed above, Idaho will take a special focus on using section 223 funds to ensure adult education students have access to the created and updated career pathways that technical colleges use. In some cases, to meet the specific hiring gaps within a sub-recipient region, career pathways in partnership with the local agencies and organizations may be necessitated. In such cases, workplace requirements and adult education requirements will be detailed in these plans. Simultaneously, sub-recipients will be using program and instructional best practices to identify needed skills for students to transfer to the workforce and post-secondary institutions. These best practices will be discussed in bi-weekly meetings with the Adult Education State Program Director and be used to identify program and/or instructional areas of need. Reading instruction will be rooted in research and instructional standards. Proven instructional models will be a part of state directors meetings which are held throughout the program year. Technical assistance will always be available to programs struggling to meet performance measures. </p>
|
|
|
|
19 |
+ |
|
|
|
|
20 |
+ |
<p> </p>
|
| 15 |
|
|
21 |
|
|
