A. Program Accountability System (Does your accountability system use data from your performance indicators to improve the quality of your services? Are you pleased with the accuracy of the data you are getting? Are you pleased with how teachers and program managers are using data to make program improvements? How do you feel your accountability system fares on these criteria?)

1. Your system ensures quality assessment procedures are used by all teachers that include strategies and instruments for:
1. standardized testing
2. performance-based assessment
3. project learners
4. other
2. Your system provides accurate data at the classroom, program, and state levels.
3. Your system provides teachers the support and time they need to analyze the data and make program changes to improve performance.
4. Teachers use performance data to improve their instructional services.
5. Your system provides local program managers the support they need to analyze the data and make program changes to improve performance.
6. Local program managers use performance data to improve program services.
7. State staff uses performance data to recommend program changes to improve performance.
8. Your system provides the state staff with student follow-up data from data matching, student follow-up survey, or other methods.
9. Your system provides necessary data for state and federal reports.
10. Other

B. Professional Development Systems (Does your professional development system prepare and update all staff? Does your system incorporate a variety of learning strategies and opportunities that accommodate the learning styles, differences, and preferences of your teachers and program managers? How do you feel your Professional Development System fares on these criteria?)

1. Provides Preservice training for all new teachers.
2. Provides training for all teachers in new accountability requirements.
3. Provides Professional Development opportunities for all teachers that support other state needs, priorities, and initiatives.
4. Provides Professional Development opportunities that meet individual teacher's learning needs.
5. Provides Professional Development opportunities that meet individual program manager's learning needs.
6. Engages all staff members in each program in an end-of-year evaluative staff meeting to recommend program improvements.
7. Provides Professional Development opportunities that meet individual state staff member's learning needs.
8. Collects, analyzes, and reports the impact of professional development activities.
9. Other

C. Financial Systems: (Is all of your state and federal money in the right place? Are you pleased with your allocation system? Are your financial reports clean and on time? Do they give you information to help make financial decisions? How do you feel your financial system fares on these criteria?)

1. All funds are budgeted to the proper category (e.g., administration, state leadership).
2. Carry-over money is allocated correctly.
3. Your funding formula or other system of allocating funds to localities receives few complaints.
4. Your financial reports balance with very little manipulation.
5. You have the information you need to make good financial decisions.
6. Other

D. Staffing your Office and Staffing at the Regional and/or Local Levels. (Do you have the staff/contractors organized to meet the state's needs? Do you have local staff to meet legislative requirements and opportunities and to carry out statewide initiatives? How do you feel your staffing system fares on these criteria?)

1. State staff members are up-to-date on adult education issues and trends.
2. State staff members have expertise in their areas of responsibility.
3. State staff assignments are targeted to the major needs in the state.
4. State staff members have a thorough understanding of adult education systems enabling you to reassign them as the needs change.
5. Staffing structure for program administration (management) is effective at the:
   1. state level
   2. regional level
6. Staffing structure for instructional personnel is adequate at the local level.
7. An effective system exists for attracting, retaining, and certifying qualified adult education instructional personnel.
8. Other

E. Local Program Application System (Are you satisfied with the timeliness and responsiveness of local applications? How does your local program application system fare on these criteria?)

1. Local application materials get out of our office in a timely manner each funding cycle.
2. Local applications are tied to performance measures and reinforce performance evaluation.
3. Local applications are returned with few errors.
4. Staff/Reviewers find the local applications easy to review.
5. Approved applications are returned to localities in a timely manner.
6. Other

F. Marketing and Student Recruitment (Adult Education is different from K-12 because you have to market your services.) If you feel it is the state's role to market and recruit, how do you feel about your promotional efforts? How successful have you been at these targeted efforts?

1. Potential Students: Recruitment strategies targeted at potential students increase enrollment.
2. Referral Agencies: Information and referral agencies (e.g., social services, public health) show how adult education can help them meet their objectives and as a result they refer students to your services.
3. Captive Audiences: Strategies customized to groups of potential students with common situations or interest such as jails, prisons, group homes, churches, and businesses result in collaborative classes.
4. General Population: Because "word of mouth" is a reliable source of students, strategies targeted at the general population to inform them of the need and the benefits and generate enrollment.
5. Decision/Policy Makers: Strategies targeted at those who control the public funds to inform them of the need and benefits of adult education services yield increased resources and support for adult education services.
6. Other

G. Instructional/Retention System: Good instruction means good retention. How do you feel about the instructional system that you have in place that ensures that adults are treated like adults, their needs are addressed, and they proceed toward their short term and long-term goals? How do you feel about these pieces of your Instructional/Retention System?

Perhaps you should do this section four (4) times. One for each of the following: Basic Skills, ESLFamily Literacy, Workplace Education:

1. Student Intake:
1. Initial Interview: Your instructional system has time for the initial interview to (1) determine the learner's reason for coming and (2) describe the expectations and how adult education is different from K-12.
2. Assessment: Your instructional system has clear directions for use of locator, placement, diagnostic and learning style strategies and instruments.
3. Curriculum Framework: Your system has a curriculum and scope and sequence resources for teachers to draw on to help students structure their individual learning plans.
4. Post Assessment/Plan Development: Your instructional system has clear guidance for reviewing assessment results with the learner and mutually developing a plan of work.
5. WIA Goals: Your system has clear guidance for teachers to identify the WIA performance indicator-related goal (e.g. educational gains, postsecondary, job attainment or retention, training, secondary credential) for each student.
6. Climate Setting: Your instructional system has clear guidance for establishing a comfortable physical and psychological climate for adult learners.


7. Curriculum Crosswalks: Your system has crosswalks to curriculum frameworks in K-12 standards, SCANS, EFF, GED, High School Assessments and other curricula with which your program interacts.
8. Other
2. Instruction: Your instructional systems involve staff and students in evaluating success and making program improvements based on that evaluation.
1. Benchmarks: Your instructional system has clear guidance for teachers and students to meet individually every "x" hours of instruction to evaluate the materials used and reevaluate and redesign the student's study plan.
2. Teacher Time Out: Your instructional system has scheduled time for teachers and tutors to analyze program/classroom performance data to determine what is working and what is not and make mid-program adjustments.
3. LD support: Your instructional system has a support system for teachers and tutors to help them accommodate adults with learning disabilities.
4. Other
3. Instructional Evaluation:
1. Program Manager's Role: Your instructional system has clear guidance and expectations for the Program Manager's role as instructional leader that includes class visitation and observation (peers or program manager), monthly review of performance indicator reports and print outs, intervention strategies for teachers in need, and an Evaluative Staff Meeting at the end of the year that involves all staff in evaluating services and recommending program improvements.
2. Continuous Improvement: Your instructional system has clear guidance and expectations developed with the Program Managers that contain the structural support from your office to support continuous improvement.
3. Other