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A natural resource for adult education state directors and staff members.

News, Views, and Clues

January, 2003

small lineWorkforce Alliance Reauthorization Positions , January 7, 2003
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 Local Program Self Assessment-Continuous Improvement, January 7, 2003
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Accountability and Program Improvement Resources
Virginia’s Version

News, Views, and Clues

January 7, 2003 

Workforce Alliance Reauthorization Positions 

Garrett Murphy, NAEPDC Policy Analyst, serves as liaison with the Workforce Alliance—a national coalition of workforce leaders.  In December, Garrett presented at the Alliance annual conference.  His report of that meeting is attached.  The highlights of the Alliance’s positions and recommendations on reauthorization are as follows: 

  1. There is an avoidable disconnect between adult education and occupational skills training. 
  2. There are a number of practical issues that reauthorization should take into account to ease coordination:
    1. Title I and Title II continue to function as separate systems, even though they are mandated partners in WIA.
    2. Title I and Title II are subject to different performance measurement systems.
    3. In some states, adult education and adult occupational skills training are often the responsibility of completely separate institutions.
  3. Recommendations for better coordination between adult education and occupational skills training:
    1. Making it easier for training providers to access both Title I and Title II funds for individual clients or programs.
    2. Streamlining performance measurements for Title I and Title II funds when used in the context of single workforce development programs.
    3. Encouraging co-location of adult education and occupational skills training programs within individual institutions.

The details of each of these issues are found in Garrett’s attached report. (to obtain a copy of Garrett's report, contact

 Keep up the good work.  Let me know when we can help.

News, Views, and Clues

January  7, 2003

 Local Program Self Assessment-Continuous Improvement

Garland Hankins (AR) wrote inquiring about resources we had for local program self assessment which would assist them with their program improvement efforts.  I have been doing some training with local program managers in Oklahoma, Minnesota, and Michigan so I had a number of resources available.  I thought you might be interested in them too.  Here is my response to Garland as well as the attachments.

Attached are URL’s to two local self assessment items.

1.  The Super Duper   is a local program self assessment very similar to the State Directors' Self Assessment (some states have taken the State Directors' self assessment and adapted it.)

2.  The Yearly Evaluative Staff meeting (YESM)  is a second that includes guidelines for a group facilitator, strategies for conducting a self assessment meeting, and a different matrix for assessing program strengths and areas for improvement.

It seems to work well if you give all three (Super Duper, State Directors Self Assessment, and YESM) to a workgroup and let them take all three apart, take the pieces they like from each, and build something that meets your needs.

It also seems to work well when you use the Going to Scale booklet with it so once they identify program areas that need work, they have a process for identifying alternatives, pilot testing them, making program adjustments to integrate the new strategy, and slowly integrate them into the program--go to scale.

Two other options to accompany the program self assessment are the individual teacher self assessment (the Ohio Teachers Self Assessment  ( ) and the ProNet Instructor Competencies --the competencies are the same but each has a unique way of assessing) and the program managers self assessment (ProNet Manager Competencies  It seems to work best when teachers and managers do their personal self assessment against the competencies "in the privacy of their own home" and identify one or two competencies to develop a professional development plan around.  WARNING:  you need the resources to support those plans.

Again you might want a workgroup to take these apart and adapt the teacher and manager self assessments to fit your policies and procedures.

Thus, with the three you could have 1) teachers do a self assessment and develop a professional development plan, 2) mangers do likewise, as well as, 3) all the staff assessing the program components to identify what needs attention and developing a continuous improvement plan using the Going to Scale booklet as a guide. 

NOTE:  If local programs have not done assessments before, it seems to work best to begin with the program self assessment--a less personal assessment that gets them into the continuous improvement frame of mind--and later introduce the more personal teacher and program manager self assessments.

I hope this helps.  I have done a number of trainings with local directors using these resources, and others, so I have thought about it a lot and will be glad to talk with you about them if you like.


News, Views, and Clues

January 6, 2003

Accountability and Program Improvement Resources
Virginia’s Version

 Kathi Polis (WV) ran across the attached resource from Yvonne Thayer’s Virginia Adult Learning Resource Center.   Kathi says, “The attached file from Virginia is a good collection of accountability and program improvement resources for states.”

I pass it on in hopes that it will be useful for you. We get by with a little help from our friends.  If you use it, be sure to send Yvonne a thank you note.

 If you find other valuable resources, I will be glad to forward them to your colleagues.

 Keep up the good work.  Let me know when we can help.



A Natural Resource For Adult Education State Directors and their Staff Members

Dr. Lennox L. McLendon, Executive Director


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