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Adult Education Administrator's Manual

Accountability

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Indicators of Program Quality

In 1993, the Indicators of Program Quality (IPQs) for Adult Education were incorporated into local program evaluations as the National Literacy Act required. The U. S. Department of Education and the Texas State Board of Education approved the IPQs. These approved IPQs provide the framework for the scope and content of Texas Adult Education Programs through listing specific goals and measures for the domains of learner outcomes, program planning, recruitment of and support services for educationally disadvantaged adults and other undereducated adults, curriculum and instruction, professional development, and student retention.

INDICATORS OF PROGRAM QUALITY FOR ADULT EDUCATION AND LITERACY PROGRAMS

Area: Learner Outcomes

1. Academic Development: Adult learners demonstrate increased proficiency in oral and written communication, problem solving, and numeracy in the context of real world competencies.

This means that:

• oral and written communication proficiencies are an established part of the program;
• problem solving proficiencies are an established part of the program;
• numeracy proficiencies, as appropriate, are an established part of the program; and
• measurement is directly related to the outcomes.

Measure: Assessment demonstrates student progress toward collaboratively defined proficiencies in oral and written communication, problem solving, and numeracy in the context of real world competencies.

2. Real World Applications: Adult learners demonstrate improved capacity to participate responsibly and productively as lifelong learners.

This means that:

• real world competencies are an established part of the program outcomes; and
• measurement is directly related to the outcomes.

Measure: Assessment demonstrates student progress toward collaboratively defined real world competencies.

3. Preparation for Transition: Adult learners demonstrate progress toward attainment of skills and/or credentials that will allow them access to further education or training opportunities.

This means that:

• outcomes for transition are an established part of the program; and
• measurement is directly related to the outcomes.

Measure: Assessment demonstrates student progress toward collaboratively defined transition proficiencies.

4. Work Force Development: Adult learners demonstrate increased proficiency in academic skills needed to enter the work force and/or progress in the high performance work place of the 21st Century.

This means that:

• outcomes for participation in the work force are an established part of the program;
• measurement is directly related to outcomes; and
• instruction addresses competencies outlined in SCANS -- resources, interpersonal, information, systems, and technology.

Measure: Assessment demonstrates student progress toward collaboratively defined work force proficiencies.

5. Personal Development:  Adult learners demonstrate increased proficiency in setting personal goals, assessing their own progress, and incorporating changes as needed.

This means that:

• personal development outcomes are an established part of the program; and
• measurement is directly related to the outcomes.

Measure: Assessment demonstrates student progress toward collaboratively defined proficiencies in setting personal goals, assessing their own progress, and incorporating changes as needed.

Area: Program Planning

1. Needs Assessment: The program planning process is guided by an extensive needs assessment of the target population to be served.

This means that:

• the needs assessment reflects the community demographics;
• the needs assessment includes local work force requirements;
• the needs assessment reflects perceived needs of learners;
• the needs assessment considers available resources; and
• the needs assessment considers barriers to access to adult education and literacy programs.

Measure: (a) The needs assessment indicates that community demographics, perceived needs of learners, data about available resources, and data about barriers to access to adult education and literacy programs is used.

Measure: (b) The program's plan of action is based on the needs identified by stakeholders in the needs assessment process.

2. Participatory, Evaluation-Based Planning: The program planning process is ongoing, participatory, and based on formative and summative evaluation.

This means that:

• program planning reflects collaborative input from representatives in the community, including both public and private sectors;
• is broad-based;
• reflects the need for upgrading learner’s work force skills; and
• reflects input from the targeted population;
• is collaboratively developed;
• determines the accomplishment of program goals and objectives;
• is timely and provides managers with feedback about implementation and the need for mid-course corrections;
• includes students in evaluation procedures; and
• involves both quantitative and qualitative measures.

Measure: (a) Evidence indicates that the program plan results from on-going collaboration with stakeholders, including, but not limited to, employers.

Measure: (b) Evidence indicates that the program goals, objectives, outcomes, and implementation procedures are collaboratively reviewed and appropriate adjustments are made based on formative and summative evaluation.

Area: Recruitment of Educationally Disadvantaged Adults and Other Undereducated Adults

1. Identified Needs: Program recruitment is based on identified needs of educationally disadvantaged adults and other undereducated adults.

This means that:

• recruitment reflects outreach efforts to adults who may have been unaware of or reluctant to use adult education and literacy services;
• recruitment reflects the needs of unemployed adults;
• recruitment reflects the needs of individuals who are unable to function independently in society; and
• recruitment reflects the personal development needs of adult learners, including, but not limited to, parenting skills.

Measure: Evidence indicates that reccruitment is the result of an organized, on-going collaboration among stakeholders.

2. Appropriateness: Recruitment strategies are appropriate for the target group(s) being recruited.

This means that:

• recruitment strategies are proven to be effective in recruiting specific targeted groups; and
• recruitment strategies are consistent with program outcomes.

Measure: Evidence indicates that the identified target learner groups are being recruited through effective, appropriate activities.

Area: Curriculum and Instruction

1. Adult Learning Theory: Curriculum and instruction are based on learner outcomes, are consistent with and supportive of adult learning theory, and are supported by research and knowledge of effective practice.

This means that:

• the instructional program is built upon the language, experience, and prior knowledge of the learners;
• learners have input into and help make program choices;
• grouping is flexible and exists to facilitate learner collaboration;
• learning is active and interactive;
• the language skills of listening, speaking, reading, and writing are integrated holistically;
• literacy instruction and mathematics instruction are integrated holistically.
• administrators, teachers, and curriculum developers articulate what they are teaching, why they are teaching it, and how they are teaching it;
• practitioners/administrators account for their instructional choices, methods, and content; and
• there is a rationale for the curriculum based on the theory and informed practice.

Measure: Evidence indicates that curriculum and instruction are based on learner outcomes and are consistent with holistic adult learning.

2. Learner Centered and Participatory: Curricular and instructional processes reflect learner-centered and participatory approaches that are designed to meet individual learner needs.

This means that:

• language is always presented in context;
• problem solving and other metacognitive outcomes (e.g., learning to learn, team work, interpersonal skills) are emphasized;
• the higher order cognitive skills are emphasized regardless of the functional skill levels of learners.
• curricula are dynamic and evolving;
• learners are actively involved in making decisions about curriculum content;
• curricula reflects learners' identified goals and needs; and
• curricula reflect the diversity of the learner population.

Measure: Evidence indicates that learners articulate their needs and goals, which are linked to curriculum and instruction.

3. Functional Contexts: Curricula content and instructional practices are based on functional contexts within a holistic framework.

This means that:

• curriculum content and materials are based on meaningful life situations that reflect learners' needs and interests;
• curriculum addresses work force competencies: resources, interpersonal, information, systems, and technology; and
• curriculum is integrated and related to the whole person and attends to such dimensions as affective, cognitive, and social.

Measure: Evidence indicates that lessons, materials, and activities are functional and holistic.

4. Thinking and Problem Solving: Curricula and instructional processes contribute to the development of independent problem-solvers and thinkers.

This means that:

• curricular content includes such areas as metacognitive strategies, survival skills, life long learning strategies, collaborative learning processes, and self-determination strategies.

Measure: Evidence indicates that problem solving and critical thinking processes are developed.

5. Curriculum and Instruction are Dynamic: Curriculum and instruction are adapted according to evaluation information.

This means that:

• curricula are dynamic, and changes are based on the most recent formative and summative evaluation information.

Measure: Evidence indicates that curriculum and instruction are collaboratively reviewed and appropriate adjustments are made based on formative and summative evaluation. (Note: this is essentially a "subset" of the Program Planning 2b Measure).

6. Holistic Assessment: Curricular and instructional assessment are consistent with and supportive of a holistic, learner-centered instructional approach.

This means that:

• assessment is directly related to identified proficiencies, curriculum, and desired outcomes;
• assessment procedures make use of authentic language in a variety of approaches, such as observation and other informal assessments, and performance based assessment;
• student assessment procedures are used to determine progress; and
• there is an on-going system of collaborative assessment of progress with students.

Measure: Evidence indicates that curricular and instructional assessment are learner outcome-based, integrate learner goals and objectives in a functional context, and contribute to the development of independent problem solvers and thinkers.

Area: Support Services for Educationally Disadvantaged Adults and Other Undereducated Adults

1. Identification of Support Needs: The program identifies support service needs of students and their families that affect participation in the program and promotes student access to these services.

This means that:

• there is a user-friendly system established to identify support service needs.

Measure: Evidence indicates that there is a system to identify and refer learners to needed support services.

2. Community Resources: The program educates students concerning community resources and methods for accessing services.

This means that:

• curricula include community resources components; and
• information about community resources is reflected in professional development planning.

Measure: Evidence indicates that curriculum and professional development include information about community resources and how to access them.

3. Support Service Agreements: The program has collaborative, current agreements with community resources for the delivery of support services that are available.

This means that:

• the program negotiates written agreements with social services and other community resources for the provision of support services to adult students; and/or
• the program develops systematic procedures with community resources for the delivery of support services to adult students.

Measure: Evidence indicates collaborative, current agreements with social services and other community resources for the delivery of support services for adult learners.

4. Family Support Services: The program participates with community resources for the whole family.

This means that:

• the program participates in an existing system of community support services for the whole family; or
• the program participates in efforts to organize systems of community support services for the whole family.

Measure: Evidence indicates active participation in existing systems of community support services for the whole family, or in efforts to organize such a system.

Area: Professional Development

l. Collaborative Planning Based on Proficiencies: Professional development is collaboratively planned based on a set of instructional proficiencies and is related to assessed needs and stated program outcomes.

This means that:

• professional development is a process of constant renewal and improvement;
• collaborative planning includes planning with staff;
• collaborative planning includes input from students;
• professional development includes a comprehensive menu of resources approach; including, but not limited to, workshops, conferences, institutes, college courses, or self-directed professional development; and
• professional development provides for the acquisition of new proficiencies, the practice of these proficiencies; and the use of a systematic plan for follow-up.

Measure: (a) Evidence indicates a professional development plan based on collaborative needs assessment data for administrative and instructional personnel.

Measure: (b) Evidence indicates implementation to provide for individual professional needs by providing a comprehensive menu of staff development resources.

2. Consistent with Holistic Instruction: The plan for staff development and professional growth is consistent with and supportive of a holistic, learner-centered instructional program.

This means that:

• professional development planning is based on a holistic instructional philosophy of adult learning; and
• professional development planning is based on assessed student needs and stated program outcomes.

Measure: (a) Evidence indicates that the professional development plan and activities reflect a holistic, learner-centered philosophy of education.

Measure: (b) Evidence indicates that professional development contributes to continuous student progress.

Area: Student Retention

1. Achievement of Goals: The program is designed to enable undereducated adult students to remain in the program long enough to achieve their goals and/or make a successful transition.

This means that:

• the program has a process to assist students in realistic goal setting;
• the program encourages a peer support network of participants and an atmosphere of caring;
• the program provides for recognition of student accomplishments and achievement;
• a plan for retention is collaboratively designed and implemented by staff and students;
• the program components are coordinated to ensure continuity and timeliness; and
• program retention strategies are reflected in professional development planning.

Measure: (a) Evidence indicates that the program provides the learner with a supportive and encouraging learning environment.

Measure: (b) Evidence indicates that learners are assisted in realistic personal goal setting

Measure: (c) Evidence indicates that various educational and training services are coordinated to enable learners to make a timely transition between or among components.

Measure: (d) Evidence indicates that adult students remain the program long enough to achieve their goals and/or make a successful transition.

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