National Adult Education Professional Development Consortium

4. Once you have identified your starting point, go to NAEPDC’s (www.naepdc.org) Going to Scale guide for planning, implementing and evaluating a program improvement process.

Program Planning Process	Ratings
	Mentor	Competent	Shaky	Help	Notes
Student Recruitment
Knowing your target population
Effective recruitment strategies


Student Orientation and Intake
Managed intake (scheduled individual or group sessions) versus open entry
Welcome and introductory activity
Testimonials by current students
Program orientation
Student rights and responsibilities
Preliminary goal-setting activities
Discussion of assessment process, learning styles, and individualized learning plans
Barrier identification and resolution (e.g., transportation, child care)
Discussion of student follow-up and confidentiality issues



Assessment
Initial academic placement and diagnosis to guide instruction and determine NRS levels (standardized testing)
Matching assessment with learner needs
Realistic goal setting with interim benchmarks
Life skills/career inventories
Learning styles inventories
Identification of special learning needs
Measurement of student progress
Exit assessment


Planning and Instruction
Development of mutually-developed individualized learning plans
Lesson planning to guide instruction
Classroom management (e.g., open entry versus managed entry, multi-level versus uni-level, time management)
Use of varied instructional strategies
Use of relevant, real-life instructional resources
Integration of technology
Accommodations for special learning needs


Student Retention
Establishing a social support network within the classroom
Student mentors and/or student retention teams
Motivational speakers
Class projects
Student newsletters
Student recognitions
Regular review of interim goal-related benchmarks
Ongoing assistance with barrier resolution

Program Planning Process

Ratings

Mentor

Student Recruitment

Knowing your target population

Effective recruitment strategies

Student Orientation and Intake

Managed intake (scheduled individual or group sessions) versus open entry

Welcome and introductory activity

Testimonials by current students

Program orientation

Student rights and responsibilities

Preliminary goal-setting activities

Discussion of assessment process, learning styles, and individualized learning plans

Barrier identification and resolution (e.g., transportation, child care)

Discussion of student follow-up and confidentiality issues

Assessment

Initial academic placement and diagnosis to guide instruction and determine NRS levels (standardized testing)

Matching assessment with learner needs

Realistic goal setting with interim benchmarks

Life skills/career inventories

Learning styles inventories

Identification of special learning needs

Measurement of student progress

Exit assessment

Planning and Instruction

Development of mutually-developed individualized learning plans

Lesson planning to guide instruction

Classroom management (e.g., open entry versus managed entry, multi-level versus uni-level, time management)

Use of varied instructional strategies

Use of relevant, real-life instructional resources

Integration of technology

Accommodations for special learning needs

Student Retention

Establishing a social support network within the classroom

Student mentors and/or student retention teams

Motivational speakers

Class projects

Student newsletters

Student recognitions

Regular review of interim goal-related benchmarks

Ongoing assistance with barrier resolution