Interim Activity #C Program Improvement Decision Points

Steps for Engaging Your Staff, Your Fellow Teachers, or Others in Developing a Student Persistence Initiative

Posting Deadline: Check your state schedule

Important Notes

  • Download the electronic form of Interim Activity C from the LEA library and save it to your computer. You can access the library directly at
  • Type your responses into the electronic file and save it to your computer.
  • When saving this document to upload to your electronic portfolio, save the document as (First initial last name Interim C). For example, my name is Kathi Polis so I would save my document as KPolis Interim C.
  • As you prepare your responses, make sure that you have addressed each of the items in the checklist. Each item must be adequately covered to receive credit for the activity.
  • If you are in participating in LEA with other colleagues from your program, you are encouraged to collaborate on the interim activity. However, each of you must compose and submit your own responses -- in other words, no cutting and pasting identical responses.

Name:

State:

  1. Review the persistence material with your staff/colleagues (some or all)
  2. Resources
  3. PowerPoint
  4. Support packets (strategies for the four supports)
  5. Resource packet

Or

  • Organize a learner persistence study group to explore the information in more depth.

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National Adult Education Professional Development Consortium

Briefly describe the process you used to review the persistence material with staff. Include who and how many people participated.

Checklist / Response
  1. ____ I identified the number of staff who participated in the review and their positions (e.g. volunteer tutors, fulltime teachers, part-time teachers, etc.)
  2. ____ I described the process I used for the review (e.g., adapted the PowerPoint and resources or used ‘as is,’ scheduled a special training session for the review, included the information during a staff meeting, conducted a study circle, etc.)
  3. ____ I included the date and time of the review ensuring that sufficient time was allocated for the review.

  1. Review what you identified as being done right now in each of the four support areas and episodic learning. Validate your responses with your staff/colleagues and make any necessary additions/changes to the chart.
  2. Resources
  3. Activity 3 Chart
  4. Components
  5. Practice
  6. Policy and procedures
  7. Professional development

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National Adult Education Professional Development Consortium

Summarize the key activities that you (and your staff) identified that your program is currently doing related to each of the supports and episodic learning.

Checklist / Response
  1. ____ I have attached a chart showing what we are currently doing related to the four supports and episodic learning or have listed those items on this page.
/
  1. Helping students to:
  2. Manage negative forces:
  3. Build self-efficacy
  4. Set clear goals
  5. See measurable progress
  6. Episodic learning (supporting stop-out learners)

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National Adult Education Professional Development Consortium

  1. Select one of the four supports. Which of the four would have the most impact on student persistence in your program?

List the support that was selected.

Checklist / Response
  1. ____ I have listed the support we felt would have the most impact on student persistence AND the reasons why we feel this way.

  1. Which strategies seem like they would contribute to the support you selected?
  • Criteria for selecting strategies
  • It seems to hold promise to positively affect student persistence.
  • It fits with other things we are doing now.
  • It is not too complex.
  • It is “trialable.”
  • List the strategies that you feel would be most appropriate.

Checklist / Response
  1. ____ I have listed at least three strategies that would contribute to the support we selected.
  2. ____I have included a brief rationale for each strategy explaining why it would have an impact.
/ 1.
2.
3.

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National Adult Education Professional Development Consortium

  1. How would you plan a pilot project to test one of the selected strategies? Where would you pilot it? What type of evidence would you collect to determine if the strategy had the desired impact? What type of training and support would the pilots need?

Checklist / Response
I have included a description of:
  1. ____ the type of class or location I would select as a pilot
  2. ____ the type of evidence I would collect to measure impact.
  3. ____ training and support that pilots would need.
/ Selected strategy (list one of the three strategies stated in #4)
Where I would pilot it
Type of evidence I would collect
Type of training and support that pilots would need

Post your responses in your electronic portfolio by the designated due date.

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National Adult Education Professional Development Consortium