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The Super Duper

Delineation

of

Adult Education Program Planning Functions

 

A Local Adult Education Staff

Program Self-Assessment Matrix

 

Developed by

Dr. Lennox L. McLendon

Mrs. Kathi Polis

Revised 2004

 

What parts of your program need attention?

 

1.  Have each staff member rate each of your program planning functions.

 

2.  Compare your ratings.

 

3.  Determine where there is agreement and where you need to start.

 

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, targeted recruitment strategies

 

 

 

 

 

·        For specific target populations (e.g., young adults, Hispanics, welfare recipients)

 

 

 

 

 

·       for referral agencies

 

 

 

 

 

·        for captive audiences (e.g., groups of potential students, churches, jails, businesses

 

 

 

 

 

·       for the general population (word of mouth is still the best recruiter)

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student Outcomes and Evaluation

 

 

 

 

 

Exit assessment to determine student mastery and exit NRS level

 

 

 

 

 

Documentation, reporting, and data collection

 

 

 

 

 

Student follow-up (completers and non-completers)

 

 

 

 

 

Review and use of data for program improvement

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Professional Development

 

 

 

 

 

Pre-service training for new instructors

 

 

 

 

 

In-service training on accountability, reporting, and other system-wide requirements and procedures

 

 

 

 

 

Responsive training to reflect individual teachers’ needs and interests

 

 

 

 

 

Development of individual professional development plans

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Program Evaluation

 

 

 

 

 

Program self assessment

 

 

 

 

 

Yearly evaluative staff meeting

 

 

 

 

 

Ability to meet NRS performance standards

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Financial Management

 

 

 

 

 

Efficient oversight and use of funds for approved expenditures

 

 

 

 

 

Leveraging of additional funds from other sources (e.g., grants, partnering agencies, business)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Program Management

 

 

 

 

 

Scheduling and location of classes to match student needs

 

 

 

 

 

Hiring and retaining qualified staff

 

 

 

 

 

Clearly articulated job descriptions

 

 

 

 

 

Structure in place to encourage and support staff involvement in the decision making process

 

 

 

 

 

Maintaining a positive physical and psychological environment for learning

 

 

 

 

 

 

 

 

 

 

 

Other:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Contact us: Dr. Lennox McLendon, Executive Director; 444 North Capitol Street, NW; Suite 422; Washington, DC 20001
Phone: 202-624-5250; Fax: 202-624-1497; Email: lmclendon@naepdc.org