Narrative: f.

Local eligible providers are responsible to meet all programmatic goals and outcomes that are required in their approved Request for Application (RFA). Performance outcomes expectations for each provider will be to meet or exceed the levels of performance for each of the established NRS benchmarks. Office of Adult Education (OAE) will assess the quality of providers of adult education and literacy activities through:

1. Desktop Monitoring- The Office of Adult Education’s Grant Program Support Coordinators (GPSCs) conduct on-going monitoring of program data to assess each program’s progress toward meeting established performance benchmarks. Areas deemed in need of improvement are noted, and programs are provided technical assistance and training.
2. Self-Assessment and Mid-Year Performance Comparison Reporting- Each grantee is required to conduct and submit an Annual Self-assessment to report progress toward performance measures, and to identify areas in need of improvement. Additionally, programs are sent a Mid-year Performance and Comparison Report to benchmark progress toward established goals; programs are required to respond in writing to detail planned activities to meet performance benchmarks.
3. On-site Program Review- Each year, five programs are selected to receive an On-site Program Review. During this review, programs are evaluated on the quality of instruction, adherence to policies and procedures, and the overall quality of program administration. The Office of Adult Education contracts with the University of Georgia to provide logistical support and coordination for On-Site Program Review procedures. Each program reviewed receives a summary report that details any commendations, required actions, and recommended actions.
4. Financial Review- All programs undergo a Financial Review each fiscal year. Four to five programs are selected for a detailed review that provides commendations, required actions, and recommended actions. The remaining programs are required to complete a Financial Checklist Activity with their assigned Grant Program Support Coordinator.

OAE uses the following two plans to take action to improve the quality of the adult education and literacy activities.

1. Corrective Action Plan (CAP) - A CAP will be implemented with programs that are out of compliance with State and/or federal policies. OAE will provide technical assistance throughout the corrective process, and by the end of a designated timeframe, programs should be able to correct the identified issues and end their respective CAP. Failure to improve may result in increased monitoring, grant reduction, or funding removal.
2. Performance Improvement Plan (PIP) - A PIP will be required for programs which are identified as low-performing when compared to the State performance on federal or State benchmarks. The PIP will include specific action steps, such as student retention, post-testing and assessment, data analysis, training, and professional development which will be designed to improve program performance. Failure to improve may result in increased monitoring, grant reduction, or funding removal.

As a part of OAE’s ongoing assessment efforts, OAE will provide ongoing technical assistance, professional development, and other support until the required steps of the plans are completed. The type of technical assistance, professional development, and other support will be based upon the specific area(s) of deficiency or need at an individual program. To ensure that the OAE is providing high-quality, intensive professional development to meet the specific needs of grantees throughout the state, state staff will conduct on-going and prescriptive assessment of its professional development services. Georgia uses a multi-tiered approach to evaluate professional development based upon Gusky’s 5 critical levels of professional development evaluation. The following methods are employed for PD assessment.

(1) Participant Reactions and (2) Learning: Presenter Rating and Participant Feedback Forms

Data is collected from event attendees through the use of Presenter Rating and Participant Feedback evaluation forms that are completed at the event. This establishes a baseline for evaluating the professional development content and for collecting participant reaction feedback. These evaluations help to inform the OAE about the need for ongoing PD on a given topic and provide data that gauge the learning that occurred and help to identify areas where additional support is needed.

(3) Organization Support and Change

Program leaders are encouraged to attend professional development events with their educators and program staff. This way, program leaders are aware of, and receive firsthand, the professional development provided to their faculty and staff. Program leaders are provided with professional development updates at quarterly leadership meetings to include copies of materials and resources provided, overview of the offerings, summary of knowledge/skill objectives addressed, and program participation reports.

(4) Participant Use of New Knowledge and Skills: Post-Event Assignments and Surveys

Participants receive assignments that are completed and returned to the OAE for evaluation, once they return to their local programs. This directly assesses their ability to apply those learnings back into the classroom. The results help establish if learning objectives were achieved, and what additional PD is required.

(5) Student Learning Outcomes

Variables are collected and assessed to gauge if professional development offered had an impact. While student test scores is an obvious outcome to monitor, the list of variables also includes data available in GALIS (Georgia Adult Learners Information System) such as student retention and student level completions. Other factors include student engagement, student morale, and attitude.

Georgia’s Office of Adult Education recognizes the importance of providing professional development to not only those who instruct students, but also to program leaders, program staff and program volunteers. Throughout the year, the state provides professional development for all positions within an adult education program through the events listed below that it organizes and offers.

• Technically Speaking - A quarterly webinar series for each of the following groups - program leaders, ABE/ASE instructors, ELL and EL/Civics instructors, and data managers. During the webinars, topics planned in advanced are discussed and programs present best practices.
• Conference Calls - Regional conference calls are conducted quarterly with Transition Specialists to provide assistance, resources, and discuss topics relevant to supporting and helping students.
• Transition Specialist Summit - Two-day summits are organized by the state and include up-to-date resources and transition models for use in the programs, as well guest presenters, and time for programs to share some of their best practices. These occur twice throughout the year.
• ELL and EL/Civics Summits - Two day summits are organized by the state and include guest presenters, round table discussions, best practices from programs, and up-to-date resources, instructional methodologies, and models. These occur twice throughout the year.
• Adult Educator Institutes - Two-day institutes are organized by the state and offered to ABE/ASE instructors approximately twelve times, regionally, throughout the year. These deep-dive professional development opportunities offer educators and volunteers a chance to immerse themselves with the content of the institute, which is designed around core content topics, such as reading and writing.
• Adult Education Fall Conference - A three-day, state-wide conference where over fifteen subject-matter-experts provide over thirty sessions on instructional methods, core subject-matter content knowledge, classroom activities, classroom management, and program leadership.
• Online Modules - The state promotes and organizes registration for program leaders, instructors, program staff, and volunteers to participant as a cohort in online modules on a variety of topics.