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Program Monitoring and Quality Indicators
ís Program Self Review
(PSR) was designed as an electronic survey for assessing the effectiveness
of Adult Education program in the state of
The Maryland State Department of Education's Adult ESL
Program Standards are not specific instructional standards, but rather
overall guidelines for identifying and improving eight major components of
quality adult ESL programs. These components are:
a part of the Tennessee Department of Labor and Workforce Development, the
Tennessee Office of Adult Education is participating in a
Arizona's State Technical Assistance Guide: Program Preparation and Report Guide
The State Technical Assistance Review promotes program improvement efforts between the Arizona Department of Education, Adult Education Unit (ADE/AE) and the Adult Education programs it funds. The STAR is based on the Adult Education Indicators of Program Quality (IPQs), mandates by federal [Workforce Investment Act, Title II, Sec. 223 (a) (2) (5)] and state [ARS 15-232 (2)] statute, and the Arizona State Plan for Adult Education. During a STAR, the ADE/AE team works with local program personnel to examine the operational and educational issues identified in this STAR Program Preparation Guide and ADE Report Form (rev. 7/04).
Program practices are rated according to a published rubric. Commendations and suggestions for improvement are made when appropriate.
The purpose of annual evaluation is to enhance continued and systematic Adult Education and Literacy program effectiveness. The evaluation process is intended to support local efforts to integrate all activities to continuously increase the quality level and scope of adult education service delivery to all Missouri adults who need those services.
The Local Program Review Instrument consists of nine content areas, which represents a synthesis of four components of program accountability (Indicators of Program Quality, Local Program Certification Checklist, O-PAS Checklist, Standards-Based Education Implementation Rubric). The nine areas included 1) Administration, 2) Data Collection and Analysis, 3) Staff Development, 4) Orientation, 5) Goal Setting, 6) Standardized Assessment, 7) Performance Assessment, 8) Curriculum and Instruction, and 9) Student Exit. Developed in 2004 and revised annually
Contact us: Dr. Lennox
McLendon, Executive Director; 444 North Capitol Street, NW; Suite 422;
Washington, DC 20001