Narrative: e. 1.

Missouri Title II uses available section 222(a)(2) funds to enhance the program quality in the adult education system. Not more than 12.5% of federal funds made available will be used to carry out State Leadership activities under section 223. Missouri conducts the following State Leadership activities:

1. Missouri Title II works collaboratively with the other core programs and partner agencies to align and coordinate services for program participants. Cross-training at the state and local levels is delivered to help staff to develop an understanding of intake/orientation, eligibility screening, referral between partners, and program services and activities. In addition, the development of all components of career pathways is a priority with the focus on preparing students for careers in an in-demand occupation using regional sector strategies.
   
   DESE AEL developed a statewide strategic plan for the expansion and investment in Integrated Education and Training (IET). LWDBs and other WIOA partners contributed to this plan by providing labor market data and insight on affiliating with employers on a regional level. By addressing the needs recognized regionally through WIOA partners, DESE AEL is able to target its efforts and align directly with the needs of each workforce region. In some cases, Title I provides funding for the occupational training aspect of Missouri’s IET programs.
   
   DESE AEL also works with partners in arranging services with employers to skill up their incumbent workers. By creating classrooms on-site at employer facilities, DESE AEL programs provide HSE preparation and English acquisition to citizens at their workplace. This model is a win-win for Missouri workers and employers who wish to continue on their career pathway but need additional skills before doing so. DESE AEL also offers this service to employers that are considering establishing operations in the state as an economic development tool.
    
2. Missouri Title II facilitates a statewide Adult Education professional development (PD) advisory committee which meets as needed to identify future PD needs, develop PD plans and resources, identify best practices in PD, coordinate PD activities, and review developing PD workshops to ensure they meet the needs of instructors. The PD advisory committee includes adult education local staff, state staff and PD trainers who seek input from all teachers and all local program directors to determine appropriate PD needs. The PD committee prioritizes requests to determine what workshops are developed and offered each year. The PD committee, coordinated by DESE PD staff members, also evaluates new federal and state requirements or trends to determine PD needs and development. All PD workshops developed by the DESE AEL incorporate College and Career Readiness Standards. In addition, the state agency provides periodic PD on various topics such as new federal requirements, data quality management, fiscal accountability, effective instruction strategies, assessment, serving students with disabilities, transition to post-secondary, etc. Multiple times a year, local program staff have an opportunity to share best practices with their peers. When possible, Title II funds PD opportunities that fill in gaps of current offerings for instructors.
    
3. DESE AEL provides technical assistance to programs. Specific areas of focus include:
   • Aligning adult education and literacy activities with other core programs and one-stop partners and the development of career pathways to provide access to employment and training services for individuals in adult education and literacy activities.
   • Improving instruction by incorporating the following in the classroom:
     • the essential components of reading instruction
     • college and career readiness
     • active instruction
     • multiple learning strategies used to provide differentiated instruction 
     • tiered instruction that includes: whole group, small group, guided practice, and independent learning
   • The development and dissemination of instructional practices in reading, writing, speaking, mathematics, English language acquisition programs, and distance education.
   • The role of one-stop partners to provide access to employment, education, and training services.
   • The use of data reports and the use of the LACES data system.
      
4. DESE AEL provides oversight to grantees and/or contractors including data reviews, on-site visits, and a program improvement process to address deficiencies.
   • DESE AEL staff meet monthly to conduct desk reviews of each Title II funded program and discuss targeted data reports for each service provider. Upon identification of challenges, local programs receive technical assistance virtually or on-site focusing on issues such as testing, persistence, academic gain, etc. During these sessions, DESE AEL staff visit various class sites to interview staff and students. DESE AEL staff watch instruction in low performing classrooms and offer suggestions for improvement. DESE AEL staff also conference with the local program director to discuss performance and offer ideas on enhancement. Corrective action is developed as necessary and all technical assistance receives written summarization and follow-up including examination of data.
   • DESE AEL conducts on-site monitoring visits each year from a designated cohort of local programs in addition to technical assistance. To determine recipients of an on-site visit, DESE AEL utilizes a risk assessment of the following factors:
     • date of previous on-site visit;
     • tenure of program director;
     • cost per student; and
     • measureable skill gains.
   • Upon choosing local programs for on-site visits, DESE AEL staff analyze data to determine specific classrooms for observation based on such factors as performance, attendance, and testing. During a monitoring visit, DESE AEL scrutinizes instruction, fiscal operations, testing, professional development, teacher certification, etc. The DESE AEL team visits class sites, watches teachers deliver classroom instruction, and interviews teachers and students.
   • Upon completion of an on-site visit, DESE AEL staff host an exit conference with the local AEL program director and their supervisor to cover strengths, weakness, suggestions for improvement and corrective action if necessary.
   • DESE AEL writes and issues a report to local programs following an on-site visit which includes a summary of the review. If corrective action is required, it is detailed in this report.