Adult Basic Education Office
Monitoring Tool
Provider: / Date:Section 1 – Program Orientation / Request written procedures, forms, tools, outlines, etc. for provider portfolio.
Policy/Procedure / Yes / No / Data/Other / Comment
01 / How do you handle program orientation for students?
Is it an Educational Interview class or is it incorporated into classes?
Is it the same for all classes, times and locations?
Is the orientation done by all faculty, or are there certain individuals who are responsible for it? Please describewhat students experience in orientation.
(script, course description) / Ed. Interview FTES and hours
Info from RFP application
02 / Howare expectations (program and student expectations, attendance policies, etc.), possibilities (I-BEST, transitions, etc)and services (tutoring, counseling, referrals, activities, other campus or program resources) discussed with students?
Can you share examples of how this is done?
(script, course description)
03 / Are CASAS appraisals given during orientation or at some other time?
How are results discussed with students and shared with faculty?
(site test record, student file, modification forms, release of information forms, script)
04 / Is LD screening included in orientation?
How are referrals made, if needed?How is this discussed with students?
(student file, release of information forms, written policy)
05 / How is barrier mitigation and support included and discussed in orientation? If so, what is your process for this?
(student file, written policy)
06 / How is intake information gathered for the academic year?
Do you have separate intake and registration forms or are they combined?
(script, student file vs. WABERS+) / WABERS+ student summaries
07 / Please describe your goal setting procedures (WABERS+ goals and short and long-term goals). How do you make sure that students’ goals are reasonable?How do you make sure that faculty has information about students’ goals?
(script, goal setting tools, student file vs. WABERS+) / WABERS+ student summaries
Goal completions
08 / How do you place students in classes?What information do you use to make sure placement is appropriate? What would you provide as evidence on program orientation if you were writing about it in a RFP?
(student file vs. WABERS+) / WABERS+ student summaries
Section 2 – Identify Teaching and Learning Plan / Request written procedures, forms, tools, outlines, etc. for provider portfolio.
Policy/Procedure / Yes / No / Data/Other / Comment
09 / What Learning Standards trainings have faculty had? What have you done to help your faculty plan and incorporate the Learning Standards into instruction?
(plan of instruction, visit with instructor, LS training records, bank of shared lessons, how measured by director during observations) / SBCTC training records
Info from RFP application
10 / How do instructors incorporate student’s personal and group goals into their class plans?
Are individual and group goals used to design real-life learning activities with scope and sequence?
Can you share an example?
(plan of instruction, visit with instructor, LS training records, bank of shared lessons, how measured by director during observations)
11 / Are students pre-tested in both subject areas and given an initial writing assessment within the first 12 hours?
How do you assess student writing and speaking? How do you talk to students about testing modifications for CASAS?
(site test record, student file, modification forms) / Report of # of students with more than 12 hours with no pretest
12 / How do you assure that all classes have the intensity and duration to allow students to achieve level gains?
How do you balance limited resources and student needs so that students are able to make gains?
(course catalog, director discussion of what is and isn’t working) / Avg. hours of students
Avg. hours of completers
Level completions
Persistence without completion
Info from Table 4
Section 3 – Instruction / Request written procedures, forms, tools, outlines, etc. for provider portfolio.
Policy/Procedure / Yes / No / Data/Other / Comment
13 / How is assessment data used to guide instruction?
Can you share how teachers have used assessment data to influence instruction and program design?
(visit with the director, visit with the CASAS Cadre, data analysis) / DPI plans if the provider focused in this area
14 / How are technology and computers integrated into classes?
Do you have any innovative ways of incorporating technology into instruction?
Are there stand alone computer classes? Do you offer online or hybrid class options for students?
If so, what classes do you offer?What would you provide as evidence on instruction if you were writing about it in a RFP?
(plan of instruction for classes in computer lab)
Section 4 – Feedback / Request written procedures, forms, tools, outlines, etc. for provider portfolio.
Policy/Procedure / Yes / No / Data/Other / Comment
15 / Are students post-tested in all studied subject areas, including writing and speaking?
How is that done? How do you identify which students need to be post-tested and when?
(site test record, student file, modifications forms) / Post-test rate
# of students with 45 or more hours with no post-test
16 / How are gains and achievementmonitored?
(visit with director/ instructor) / Level gains
Achievement points
17 / How are student goals and pathways revisited each quarter? How do you use post-test results in discussing goals with students? What would you provide as evidence on feedback if you were writing about it in a RFP?
(script, student file/update/tools)
Section 5 – Transitions and Pathways / Request written procedures, forms, tools, outlines, etc. for provider portfolio.
Policy/Procedure / Yes / No / Data/Other / Comment
18 / How are students referred to GED testing when they are ready to take the tests?
How do you determine whether a student is ready?
(visit with director/
instructor) / Goal completions
19 / How are students referred to and enrolled in I-BEST classes?
How are theystudents recruited or screened?
(visit with director/
instructor/coordinator) / List of I-BEST courses and enrollment #s
20 / Are students enrolled in integrated (not I-BEST) classes for skill or vocational training?
What do you call these classes? How do they differ from I-BEST?
How are students recruited or screened?
What supports do you provide to help students transition?
(visit with director)
21 / How do you know when students with the goal of entering post-secondary are enrolling in post-secondary classes?Are students successful in their entry-level classes? How do you know?
(visit with director, SMS data) / Goal completions (year old)
22 / How do you know when students who identify employment goals are getting a job or keeping their current job?Do you have a method of finding out? What would you provide as evidence on transitions and pathways if you were writing about it in a RFP?
(visit with director) / Goal completions (year old)
Section 6 – Resource Coordination / Request written procedures, forms, tools, outlines, etc. for provider portfolio.
Policy/Procedure / Yes / No / Data/Other / Comment
23 / Has improved messaging and participation in Literacy Week increased or strengthened your community partnerships?
If so, can you share an example?
(visit with director)
24 / Are you recruiting students?
If so, how are you recruiting them? If not, why not?
(visit with director)
25 / Do you have links with community partners for referrals and services? Are you getting referrals?
What would you provide as evidence on resource coordination if you were writing about it in a RFP?
(visit with director, community partners’ class costs and support) / Literacy Week project/plan
Section 7 – Other Issues from RFP Applications / Request written procedures, forms, tools, outlines, etc. for provider portfolio.
Policy/Procedure / Yes / No / Data/Other / Comment
26 / How do you use data from WABERS+ and other systems?Can you share an example of how you use the data? What would you provide as evidence of using your data if you were writing about it in a RFP?
(visit with director) / NRS and/or DPI plans
27 / Have you integrated EL Civics into all ESL curricula? Can you share an example of how you integrated EL Civics? Do you havestand alone citizenship classes?What would you provide as evidence of using your data if you were writing about it in a RFP?
(plan of instruction with language and civics activities, shared lesson bank, visit with director/instructor)
28 / What do you use to identify the demographics of your students?
Do you target any specific groups of students for service?
If so, what influences your decisions about which groups to target?
What would you provide as evidence of using your data if you were writing about it in a RFP?
(visit with director) / Demographic info from WABERS+ and ACS
Section 8 – Data Quality / Request written procedures, forms, tools, outlines, etc. for provider portfolio.
Policy/Procedure / Yes / No / Data/Other / Comment
29 / Do you have an established and documented procedure for requesting and collecting Social Security numbers (including how to deal with missing numbers)?
Do you have an established and documented procedure for documenting informed consent for data-matching purposes?
(written procedures)
30 / Do you have written definitions for all data elements, including demographic measures and contact hours?
Have they been provided to all appropriate staff?
(written definitions)
31 / Do you have a documented procedure for verifying that program staff is following state assessment and data policies and procedures?
(written procedures)
32 / Does the director review local data with staff at least quarterly?
How do you identify and resolve errors, missing data, out-of-range values and anomalous data, and analyze data with staff to identify program accomplishments and needed improvements?
33 / Do you use procedures to verify that local data are collected appropriately, and that local reports accurately reflect data collected? How do you do that?
How is it documented?
(written procedures)
34 / How do you orient and train new instructors?
How do you make sure that they have all the tools and training they need and ensure that you have quality staff and faculty?
(local training records, handbook, bank of lessons)
35 / Is staff trained on appropriate data collection procedures?
How do you know if they use the procedures?
(NRS certificates, local training records) / SBCTC training records
36 / Is staff trained how to correctly enter data into WABERS+?
How do you assure that data entry procedure is correct and that data is entered in a timely way?
(local training records) / SBCTC training records
37 / Is staff trained on how to produce and/or interpret reports from WABERS+?
Do they use WABERS+ data for planning?
(local training records) / SBCTC training records
38 / Does staff participate in at least one training annually on NRS issues, WABERS+ data entry, and/or data analysis issues?
(NRS certificates, local training records) / SBCTC training records
39 / Do staff members participate in local or regional continuous trainings (at least one annually) on data collection, data integrity, and NRS issues? What would you provide as evidence of appropriate training for your faculty and staff if you were writing about it in a RFP?
(NRS certificates, local training records)
KA/Data Team/10/18/10 – version 31