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:
The state office employs regional adult education coordinators to provide technical assistance and targeted professional development in assigned regions. In addition to visiting classes, the team reviews goals, conducts monthly desk audits, and provides analysis and interpretation of performance data. Each program is provided comparisons to how the provider is performing regionally and to state averages. Every program employs or has access to a Professional Development Facilitator (PDF), a lead teacher who works with instructional staff and leadership on program improvement and student success.
PDFs work hand-in-hand with the state’s professional development team to set goals, identify and target areas of program improvement, and facilitate professional development trainings and activities that promote student achievement. Each PDF is responsible for the development of a local professional development plan, which must be approved by the state adult education team. Additionally, PDFs monitor and evaluate progress according to state benchmarks.
Three adult education coordinators serve as part of the state’s monitoring team. The data team alerts state staff when questions arise or if there are irregularities in data submissions. The monitoring team utilizes a formal monitoring instrument to review and evaluate providers. Programs are chosen for monitoring based on a risk assessment. An exit interview is conducted at the conclusion of the visit with leadership and a formal report is written and submitted to the provider. A corrective action plan may be necessary and is coordinated through the regional adult education coordinator. Additional technical assistance and localized professional development are often required to correct deficiencies.
In addition to adult education coordinators, the state office employs a workforce coordinator and an academic and career coach liaison. The Workforce Education Initiative (WEI) targets employers with workers who possess basic skill deficiencies and desire to maintain their jobs or improve performance. Additionally, this project supports employers in hiring and retaining workers who will be able to meet demands for productivity, safety, and advancement. The state coordinator reviews and assesses the quality of each workforce application and proposal, and provides recommendations for improvement before the state will approve the project. Meanwhile, the academic and career coach liaison oversees, monitors, and evaluates the state project; each program is required to employ an individual in a similar position at the local level. The intent of this position is to reduce or eliminate barriers to student participation, and build a foundation to increase academic and career success for students.
Professional Development Facilitators (PDFs) are lead teachers in local programs who conduct needs assessments and gauge the quality of the professional development provided. In Indiana, professional development is based largely on local needs and state initiatives. A local program receives a stipend for its PDF and dollars are specifically provided for the PDF’s own professional development. As a result, PDFs are required to submit local professional development plans that are monitored closely by the state team. In quarterly reports, PDFs assess the quality of the professional development locally and provide successes and challenges. The professional development team brings PDFs to statewide meetings twice a year along with directors of adult education to solicit recommendations and feedback. Any professional development offered must be applied and implemented in the classroom and results shared. A guiding question is, “Did the professional development impact instruction, learning, and student success?”
Targeted professional development trainings, including the joint annual conference developed by the professional development team and the professional organization, are evaluated individually by participants. Results are shared and analyzed to improve and build on future events and activities.