Located in:
- Program-specific Requirements for Adult Education and Family Literacy Act Programs
The Unified or Combined State Plan must include a description of the following as it pertains to adult education and literacy programs and activities under title II of WIOA, the Adult Education and Family Literacy Act (AEFLA).
f. Assessing Quality
Current Narrative:
In partnership with adult education providers, the Vermont AOE will continue to collect data from its adult education providers pertaining to student demographics, outcomes, and program performance in a relational, web-based database. The Vermont AOE tracks and reports follow-up performance measures relating to employment and post-secondary entrance through a data sharing Memorandum of Understanding with the core partners. Of notable importance is increasing the number of low-skilled students served in AEL activities in Vermont, and helping students achieve measurable skill gains particularly at the lower skill levels.
To be accountable for the public investment in the learners that we serve, to communicate our efforts more transparently, and to be able to acknowledge our strengths and successes, the Vermont AOE will establish a particular, simplified report. In plain language it will show the number of students served, the distribution of levels and skill gains, results against the common performance indicators, and other basic information determined to be relevant to assessing quality. Vermont AOE will continue its on-going and regular (quarterly) communication about program performance with adult education providers with achieving target levels of performance as a primary goal. The annual performance targets are anticipated to be set in a climate of realistic continuous program improvement. Program performance that is on target will be acknowledged and celebrated. Program performance that does not meet targets will receive the timely attention of the Vermont AOE. Targeted technical assistance and further training and support will be delivered to AEL providers with demonstrated need. Those requiring intensive supports may also receive improvement plans.
Professional development activities are planned in response to provider need and performance. Annual needs assessments inform the approach to offer opportunities that address identified gaps in knowledge and skills. Written evaluations collected from participants will be used to assess quality of workshops and trainings and to adjust subsequent professional development activities. The AEL information management system is utilized to monitor changes in student outcomes and whether these changes are correlated with professional development activities. Evaluation tools will also include classroom observations and instructor anecdotes of experiences with integration of new strategies.