Narrative: f.

The state will assess the overall effectiveness of the workforce system and those educational programs that support and work with it on the basis of their collective ability to produce career pathways leading to industry–valued, recognized postsecondary credentials and apprenticeship enrollments as defined by the state goals.

An emphasis will be placed on high–demand, job driven skills attainment. Specifically, the state will emphasize “demand–driven skills–attainment” in the policies it sets pertaining to local and regional workforce plans and program performance goals will be consistent with this policy direction. For example, in setting performance standards for Local Boards, the state will give great weight to WIOA performance measures related to skills attainment, program completion, and credential attainment, and will validate the labor market value of programs by examining the employment and wage outcomes of the individuals served.

The State Board will also work with regionally organized Local Boards and other state plan partners to determine the extent to which persons receiving training and education services aligned with regional industry needs are actually obtaining employment in occupations and sectors directly related to their programs of study.

Developing the capacity for tracking employment related to training and education programs of study will require the study and development of an operational plan for collecting the relevant information. The State Board will work with Local Boards to build this capacity.

The monitoring and evaluation of the quality of, and improvement in, adult education and literacy activities and the dissemination of information about models and proven or promising practices within the State. Current efforts in West Virginia include: 1.) Desk monitoring by WVAdultEd to identify coding issues, system reporting and program outcomes; and 2.) Bi–annual Data for Program Improvement projects by each provider with the results being shared at various venues, e.g. State staff meetings, committee meetings, trainings etc.

In 2016–2017, providers will be required to include local WorkForce and one–stop partners in Data research.

WV Adult Education also conducts program monitoring visits for each provider every four years and provides ongoing technical assistance. In addition, regular fiscal reviews are done for all funded programs. The establishment or operation of professional development programs to improve the quality of instruction provided pursuant to local activities required under Section 231 (b). These programs include contextualization of instruction, student self–efficacy, English language and numeracy fluency, and reading comprehension. Instruction must be provided by qualified, faculty, staff, trained volunteers or personnel of approved providers. All leadership activities are aligned to the Office of Adult Education’s State plan, Strategic Issues, and Goals. WV Adult Education has an extensive range of opportunities for program development for all Adult Education funded programs to improve the quality of instruction.

Over a period of 4 years, Adult Education has provided professional development for faculty and staff on developing and delivering lessons and curricula based on the West Virginia Next Generation Standards and the College and Career Readiness Standards for Adults.

Teacher Academies and conference workshops have been provided that incorporate training on the shifts defined in the College and Career Readiness Standards; active learning strategies, UDL, Depth of Knowledge and contextualizing and integrating instruction in classroom lessons.

Team–teaching workshops will be developed and delivered to clarify for instructors the steps to develop unified course outcomes and to develop integrated lessons in the context of both Adult Education and academic or vocational subject matter. WV Adult Education strives to focus professional development on skills instructors require to address student’s needs and challenges to help students learn and raise achievements. The quality of professional development provided will be assessed by reviewing various data reports and the student achievement reports available in the Adult Education Management Information System. Teacher team learning (mentors) will be provided so best practices may be developed and shared. Student outcomes, achievements, successes, and measurable skill gains will be monitored for each class by regional Adult Education staff. All onsite monitoring visits include student interviews and surveys. All professional development training sessions, online courses, conferences and academies are evaluated at the end of each session. Presenters and training teams review the evaluations and adjust training materials to improve the sessions. Trainees are asked what topics need further attention and that information is added to upcoming training sessions. WV Adult Education is currently in the process of preparing a statewide needs assessment to determine professional development areas of need and/or improvement. An iWalk system is also currently in the planning stages to evaluate the classroom. Teachers are asked to select a professional development goal each year as part of the teacher evaluation process.

Every year, the West Virginia Adult Education Association (WVAEA) sponsors a state–wide conference. Faculty and staff present creative and innovative research–based practices that they have implemented in their programs.

Several online courses (Schoology) offer instructors new to Adult Education the grounding to understand the system and to build their instruction based on current practices.

WV Adult Education built and maintains a database to track participation in all trainings, meetings, and other activities.

WV Adult Education provides program improvement and support to eligible providers of adult education and literacy activities through workshops where provider teams read and analyze data, develop a question based on the data, explore the question, and create and implement a solution to the question raised. At the end of the project cycle, each program shares the project results.

WV Adult Education provides technical assistance, including staff training, to eligible providers of adult education and literacy activities to enable the eligible providers to improve the quality of such activities:

Adult Education works collaboratively with WVAdultEd–eLearning to provide all faculty full access to technologies on campuses that include AEMIS, Schoology, and Moodle. Faculty are encouraged to incorporate these and other technologies in class and in out–of–class activities for students.

WVAdultEd provides all funded providers options for online learning to enhance technology skills. Funded providers are eligible to apply for grants that support local staff participation in mandatory leadership trainings, request funds to support participation in other state and national trainings, and to create innovative program improvement projects that increase student progression by providing opportunities for students to move further and faster through the continuum of basics skills and college and career readiness pathways; improve transition by offering opportunities for students to progress into college level training and be prepared to attain adequate levels of skills and knowledge; engage communities through outreach efforts to stakeholders and potential students to increase participation in and support for adult basic education, and support innovations that present opportunities for students to move further and faster along their educational pathway. WV Adult Education is an active partner in LINCS and staff participate in Regional Partner meetings. On an ongoing basis, staff monitor and participate in LINCS Community forums. Monitoring and evaluation of quality and improvement in adult education and literacy activities: WV Adult Education staff conduct on–site reviews of approximately 20% of funded programs to identify strengths and/or weaknesses and to provide technical assistance appropriate to increase program effectiveness and program compliance with federal and state requirements. WV Adult Education staff are available for targeted technical assistance. This assistance may be requested by a provider in the form of training, a site visit, or other type of support. The assistance may also be initiated by WVAdultEd staff based on a review of data or other factors.

In support of federal requirements, leadership funds promote high data quality, professional development on NRS Data Monitoring, the West Virginia Adult Education Management Information System (AEMIS) and standardized assessment testing tools. Funds also support ongoing Using Data for Program Improvement workshops where provider teams develop and implement plans that improve service to students by increasing student progression, transition, retention, etc.

Adult Education staff deliver workshops on topics that increase the quality of data collected and reported on adult students. These include training on NRS, AEMIS, and use of assessment tools. The Adult Education team has developed and disseminated curricula incorporating phonemic awareness, systematic phonics, and fluency and reading comprehension: Building on 4 years of implementation work with the Next Generation Standards, Adult Education now offers training on contextualized and integrated instruction. A resource Website is available to faculty, and it will provide continuous resources and updates, as well as a place for faculty to share curriculum and ideas.