Narrative: e. 2.

(A) The support of State or regional networks of literacy resource centers.

As previously noted, the Office of Adult Education will fund the WVAdultEd Professional Development group to carry out most state leadership activities. However, other state leadership funds will be used by the Office of Adult Education to carry out required and permissible activities that are not performed by the professional development team. (B) The development and implementation of technology applications, translation technology, or distance education, including professional development to support the use of instructional technology.

The Office of Adult Education funds two full-time technology staff responsible for implementing technology applications and Web development. All training is aligned to the CCRS and models integration of technology into instruction.

(C) Developing and disseminating curricula, including curricula incorporating the essential components of reading instruction as such components relate to adults.

The Office of Adult Education will use funds to develop and disseminate CCRS curriculum frameworks contextualized in subject areas including science and social studies. An IEL/Civics curriculum framework will be disseminated once complete.

(D) Developing content and models for integrated education and training and career pathways.

The development of multilevel, bridge and integrated education and training in West Virginia is part of the Career Pathways Initiative and will continue to be a priority focus in the alignment of adult education and literacy activities with other core programs and one-stop partners, providing adults access to employment and training services. The Pathways and Workforce levels, incorporate best practice elements derived from other successful implementations and research.

(E) The provision of assistance to eligible providers in developing and implementing programs that achieve the objectives of this title and in measuring the progress of those programs in achieving such objectives, including meeting the State adjusted levels of performance described in section 116(b)(3).

The Office of Adult Education will use state leadership funds to provide technical assistance and training in the form of data summits, regional trainings, regional program manager meetings, and conference and institute sessions and workshops to assist eligible providers to measure progress in meeting state adjusted levels of performance.

(F) The development and implementation of a system to assist in the transition from adult education to postsecondary education, including linkages with postsecondary educational institutions or institutions of higher education.

The Office of Adult Education’s vision is to expand and enhance the career pathways program that extends across the core partners and the entire work force system in West Virginia. To accomplish this vision, the professional development team will be funded to provide technical assistance, training, and the dissemination of resources to implement career pathways programs to further the purpose of WIOA in transitioning adult learners to postsecondary education, training, employment, and to link with institutions of higher education.

(G) Integration of literacy and English language instruction with occupational skill training, including promoting linkages with employers.

The professional development team provides resources, training, and professional development to eligible providers for integrating literacy and English language instruction with occupational skill training, and linkages with employers.

(H) Activities to promote workplace adult education and literacy activities.

Eligible providers are encouraged to promote workplace adult education and literacy activities and may request the professional development team to assist in this activity.

(I) Identifying curriculum frameworks and aligning rigorous content standards that— (i) specify what adult learners should know and be able to do in the areas of reading and language arts, mathematics, and English language acquisition; and (ii) take into consideration the following: (I) State adopted academic standards. (II) The current adult skills and literacy assessments used in the State or outlying area. (III) The primary indicators of performance described in section 116. (IV) Standards and academic requirements for enrollment in non-remedial, for-credit courses in postsecondary educational institutions or institutions of higher education supported by the State or outlying area. (V) Where appropriate, the content of occupational and industry skill standards widely used by business and industry in the State or outlying area.

As previously stated, the professional development team will be funded to develop and implement curriculum frameworks for the CCRS ELA and math content. The team will develop a curriculum framework resource to provide a model for eligible providers along with guidance and instructional ideas for teachers. It is anticipated that the CCRS framework will be contextualized in the CCRS content areas as well as other subjects and will build on the framework already familiar to West Virginia adult educators, the IEL/Civics curriculum framework.

(J) Developing and piloting of strategies for improving teacher quality and retention.

In addition to the very complex and intensive undertaking to improve teacher quality and retention by developing CCRS activities for adult education programs, the professional development team will develop ongoing professional development in almost all areas of adult education and literacy to assist instructors in developing effective practice.

(K) The development and implementation of programs and services to meet the needs of adult learners with learning disabilities or English language learners, which may include new and promising assessment tools and strategies that are based on scientifically valid research, where appropriate, and identify the needs and capture the gains of such students at the lowest achievement levels.

The professional development team provides training for instructors of adults with learning disabilities and is modeled after the Literacy Information Communication System (LINCS) Learning to Achieve, Educating Adults with Learning Disabilities series. Adults and Learning Disabilities will be available in both on-site and online formats.

(L) Outreach to instructors, students, and employers.

The Office of Adult Education uses state leadership funds to design, develop, and maintain the WVAdultEd Web site. The Web site is used as a tool for broad dissemination of adult education resources. The Office of Adult Education also provides outreach via a helpline for students seeking information about high school equivalency or for the public seeking information about adult education services in their local area.

(f) Assessing Quality. Describe how the eligible agency will assess the quality of providers of adult education and literacy activities under title II and take actions to improve such quality, including providing the activities described in section 223(a)(1)(B) of WIOA.

Assessing Quality

The Office of Adult Education assesses the quality of providers through quarterly and annual evaluations. A major focus of these evaluations is to measure the effectiveness of state and local providers in attaining the core indicator performance levels negotiated with OCTAE. These evaluations also measure continued progress and improvement of the goals and objectives of the considerations in Section 231(e).

The Office of Adult Education reviews (1) strategies, processes, and barriers to attaining the performance levels; and (2) quantitative and qualitative data to evaluate the progress and improvement of the programs.

The evaluations (1) collect local provider and student performance measures, (2) determine the level of student improvement, (3) identify program quality, and (4) determine the extent to which populations identified are served.

Results of the evaluations provide (1) relevant information about the effectiveness of adult education programs, (2) characteristics of the learners participating in the literacy programs, (3) analyses of learner gains and identification of emerging needs, and (4) the impact of local providers in meeting their identified performance standards.

Pursuant to Section 212 of the AEFLA, each agency must provide student progress measures obtained from all students who have attended at least 12 hours of instruction in programs receiving sections 225, 231 and 243 federal supplemental funds. Documented progress of student performance measures must include at a minimum: • literacy skill level improvements in reading, writing, and speaking the English language, problem solving, numeracy, and other literacy skills; • placement in, retention in, or transition into postsecondary education, training, unsubsidized employment, or career advancement; and • a secondary school diploma or its equivalent.

All agencies are required to maintain individual student records for all students who have attended 12 hours of instruction. Each record must contain (1) student identification and demographic information; (2) attendance rates; (3) years of schooling and placement level at program entry; (4) initial learning goals; (5) specified pre- and post-testing student information; (6) entry and update records; and (7) other specified information necessary.

Monitoring and Program Evaluation As part of the Office of Adult Education’s Federal Program Monitoring (FPM) system, along with on-site visits, desk top monitoring and risk assessments, the Adult Education Office has developed and implemented an additional reporting instrument tracking the criteria outlined in the WIOA Title II law for running an effective and high quality program. This instrument utilizes data from AEMIS. The FPM process also evaluates fiscal and legal areas of responsibility. In addition, for on-going assessment purposes: 1. The Office of Adult Education requires all agencies to submit quarterly reports that reflect student participation levels and progress. 2. The Office of Adult Education conducts an annual comprehensive qualitative program survey. This survey is required of all participating agencies and involves practitioner focus groups and interviews of both teachers and students. The results provide recommendations for state level planning and development activities, identify best practices and emerging needs, and help focus professional development and training to ensure effective instructional programs for targeted populations. 3. The Office of Adult Education presently incorporates a Data-Matching system to track student outcomes in the areas of obtaining or retaining employment, as well as transitioning to postsecondary education or training.

Under WIOA, the Office of Adult Education in collaboration with the WorkForce WV will create an accountability system to track and report the employment follow up required by the new law.

Assessing the Quality of Professional Development

An underlying principle of the framework for evaluating professional development is that while professional development’s most immediate impact must be on instructors, changes in programs (e.g., instructional practices, processes, student assessment, and learner supports) must also occur for there to be an effect on learner outcomes. While assessing professional development’s impact on instructors can be accomplished in a fairly straightforward manner, efforts to relate professional development, first on programs and then on learner outcomes, are much more complicated tasks.

West Virginia Office of Adult Education utilizes a system for the evaluation professional development based upon the model proposed by Building Professional Development Partnerships for Adult Educators Project entitled Evaluating Professional Development: A Framework for Adult Education. Within this model, professional development evaluations are integrated into planning, implementing, and reviewing professional development activities. Under this model evaluation is a continuous activity rather than a single event that occurs at the end of professional development activities. Therefore, evaluation data must be collected on an ongoing basis and procedures to ensure this happens must be incorporated within the professional development process. A variety of structures support this model. • Pre-Assessments are given as a pre-work activity for most professional development sessions. • Formative assessments are used as “Tickets out the door” at the end of every session. • Formal evaluations are conducted via a Level 2 (Kirkpatrick scale) online survey that identifies the participant specifically. • Follow- up application activities are assigned at a Level 3 (Kirkpatrick scale). These are usually presented in a group setting during a follow-up session. • Participant mentoring and coaching is provided based upon follow up activity. • Observation of application in the field is observed and documented at Level 4 (Kirkpatrick scale) utilizing iWalk observation software. • Data is reviewed continuously, including program performance data. Professional development offerings are revised, staff interventions are planned, technical and coaching support is offered. • Bi-Annually: Program performance is reviewed and compared to professional development data.