Section 12.0
State West Virginia
State Leadership Activities
12.1.
Description of Activities
Section 222 (2) of the Act states that West Virginia may not use more than 12.5 percent
of the grant funds to carry out State leadership activities. The new legislation provides less funds
for leadership activities than the prior Act. Consequently, West Virginia will seek to allocate its
Federal share of leadership activity funds to best meet the requirements of t he Act. It is
anticipated that State funds will be provided for leadership activities to offset the reduction of
Federal leadership activity funds. A new Management Information System will be implemented
over a three year period, and a new ABE curriculum will be finalized. With the new activities
requiring training and the constant need to keep updated in adult education over the next five
years, a portion of the funds will be used for staff development. Other funds will be provided for
incentive performance awards for local pro grams, technical assistance, and monitoring services by
Regional Adult Education Service Agency staff. Funds will also be used to assist the state
volunteer literacy offices in providing technical assistance to their local organizations. The West
Virginia Department of Education will annually evaluate the funding for each act ivity and
determine the most appropriate percentage of funds to be used.
Section 12.0 - 1
Section 12.0
State West Virginia
12.1.1. Staff Development
The West Virginia Depart ment of Education recognizes staff development as the qualit ycontrol measure, essential to ensuring effective delivery of adult education and literacy services.
The mission of PEER (Professional Enhancement and Educat ional Renewal), the State Staff
Development Project, is to enhance the repertoire of the adult education practitioner’s ability to
inspire and to produce higher achieving students. It is essential that practitioners are active
participants in their own professional growth in order to produce long-term effects on
instructional behavior. The goals, objectives, and benchmarks outlined in Section 12.1.1. form
the foundation for this sense of ownership. They were formulated through input from the field,
including focus groups, needs assessment surveys, public forums, written recommendations, and
information from national and state initiatives.
The staff development goals were formulated to build the capacity of all adult education
practitioners to:
•
enhance instructional effectiveness through use of the ABE Instructional Goals and
Objectives (IGOs) and best practices;
•
use assessment and performance data to improve student achievement;
•
prepare adult learners for the transition to post -secondary education and the world
of work through contextual-based instruction;
Section 12.0 - 2
Plan Section: 12.0
State: West Virginia
•
ensure a physically, socially, and emotionally safe environment; and
•
integrate and apply technology in teaching and learning.
A variety of activities and approaches are integrat ed into the five-year staff development
plan to address the complex and ever-changing characteristics of specific program contents and
instructor needs. The plan addresses such elements as contextual-based curriculum training,
serving adults with special learning needs, integrating technology, providing effective instruction
to English literacy students, assisting teachers in family-centered learning programs, student
credentialing to make instruction relevant to t he workplace, building leadership and management
skills, assessing and tracking learner outcomes, and measuring and evaluating effectiveness. The
increase in instructor pre-service and in-service standards is accompanied by a systematic agenda
of core requirements and a significantly expanded set of elective opportunities. Through the
initiation of individual professional development plans, instructors will take responsibility for
identifying and addressing their own professional growth needs.
Staff development goals also include ongoing and systematic needs assessment and
evaluation processes to not only provide information about the impact of professional
development, but to provide data for refining and adjusting professional development activities.
This system, accompanied by statewide efforts to increase the infrastructure necessary for
effective programs, will promote continuous improvement and will empower adult education
Section 12.0 - 3
Plan Section: 12.0
State: West Virginia
practitioners to obtain the professional growth opportunities they need.
Goal 1: Develop and conduct a needs assessment process and plan professional
development activities based upon assessments.
OBJECTIVES
FY
BENCHMARKS
1. Utilize surveys and questionnaires to
measure teacher needs.
2000-2004
• Collect and analyze responses
to needs assessment inquiry
questions on back of inservice
credit forms and on inservice
evaluation forms.
• Distribute extended needs
assessment checklist during
inservices and/or class
visitations and analyze results.
• Collect and analyze responses
to new teacher follow-up.
2. Utilize key informants to provide
information on teacher needs.
2000-2004
• Obtain quarterly input from
Curriculum Advisory
Committee based on direct
feedback from teachers in t heir
regions
• Utilize written and verbal
input from ABE Mentors
based on mentoring
experiences with teachers.
• Utilize written and verbal
input from Learning
Disabilities and Technology
Field Reps based on their
contact with teachers in t heir
regions.
Section 12.0 - 4
Plan Section: 12.0
State: West Virginia
• Collect written and verbal
input from Peer Trainers based
on pre-service training of new
teachers.
2000
3. Analyze student feedback related to
effectiveness of professional
development activities.
4. Utilize results of on-site evaluations and
teacher observations by regional and
Stat e staff to identify particular strengths
and weaknesses.
• Continue Regional Student
Forums and organize State
Student Organization to gain
input into teaching strengths
and weaknesses.
• Refine student questionnaire
to assist in gaining additional
feedback on instructional
effectiveness.
• Collect and analyze feedback
from student interviews during
on-site evaluation.
2001-2004
• Provide a variety of
oppo rtunities for Student
Organization to provide
feedback.
• Analyze results of student
questionnaires.
2000-2004
• Analyze on-site
recommendations related to
teacher performance.
• Obtain quarterly
recommendations from
regional coordinators on
teacher staff development
needs based on observation of
teacher performance.
Section 12.0 - 5
Plan Section: 12.0
State: West Virginia
5. Provide opportunities for teacher focus
groups to discuss staff development
needs.
2000
2001-2004
Section 12.0 - 6
• Conduct August PreConference Focus Groups on
selected topics
• Utilize WV ABE listserv to
focus on professional
development needs assessment
• Organize and receive quarterly
input from the Professional
Development Teacher
Advisory Board.
Plan Section: 12.0
State: West Virginia
Goal 2: Implement an effective training process for new ABE teachers.
OBJECTIVES
FY
1. Continue to provide annual training
(certification) for PEER Trainers who
will prepare new ABE instructors to
teach in the major ABE program areas.
PEER Trainers are considered master
teachers and are recommended by state
and/or regional staff.
2000 2004
•
2000 2004
•
2001 2004
•
BENCHMARKS
•
Section 12.0 - 7
Conduct an annual PEER
Trainer meeting to train and
certify new and returning
PEER Trainers. Attendance
at the annual PEER Trainer
meeting is required to
maintain cert ification.
Ensure that PEER Trainers
will be available in each
region of the state to prepare
new adult education teachers.
Provide specialized PEER
Trainers for each major
program area: Regular ABE,
English Literacy, Welfare
Reform, Corrections, etc.
Revise, as needed, the PEER
Trainer Handbook to reflect
changes in policies,
procedures, curriculum,
assessment, the PEER
Checklists, and Teacher
Handbook.
Plan Section: 12.0
State: West Virginia
2. Ensure that 100 percent of all new ABE
practitioners complete a minimum of
nine (9) hours of Pre-Service Training.
2000- 2004
•
Utilize certified PEER
Trainers to provide a
minimum of nine (9) hours of
training to new ABE
practitioners prior to
beginning instruction. Refer
to attachment 12.1.1.A. at end
of Staff Development section.
3. Revise, as needed, the ABE Teacher
Handbook to reflect changes in ABE
policy and procedures, curriculum, and
assessment instruments and make
available in print format and via Internet
to ABE practitioners statewide.
2000- 2004
•
Annually revise the ABE
Teacher Handbook.
Disseminate the revised
Handbook to all new
practitioners as part of preservice (PEER) training.
Provide the revised Handbook
upon request to continuing
ABE practitioners.
Make the revised handbook
available via Internet.
•
•
•
4. Refine and continue to use the PEER
Trainer Checklists. A PEER Trainer
Checklist (a listing of items reviewed /
covered during PEER Training) will be
completed with 100 percent of new
ABE practitioners.
2000-2004
•
•
•
Section 12.0 - 8
Revise, as needed, the PEER
Trainer Checklists to reflect
changes in the Teacher
Handbook.
Make available a distinct
Checklist for each of the
major programmatic areas:
Regular ABE, English
Literacy, Welfare Reform,
Corrections, Special Topic
Programs, etc.
Review completed PEER
Trainer checklists.
Plan Section: 12.0
State: West Virginia
5. Establish a process for delivering
technical assistance follow-up to new
practitioners.
2000- 2004
•
2000
•
2001- 2004
•
Section 12.0 - 9
Provide follow-up with 100
percent of new ABE
practitioners within the first
month of teaching to deliver
technical assistance related to
program management.
Develop a mechanism for
identifying additional technical
assistance needs and
providing appropriate
activities for new teachers
during the initial year of
teaching.
Utilize trained mentors to
assist new teachers in
instructional practice.
Plan Section: 12.0
State: West Virginia
Goal 3: Develop and implement an ongoing teacher training program that utilizes multiple
professional development approaches.
OBJECTIVES
FY
1. Develop a listing of CORE inservice
requirements that all ABE practitioners
need to complete.
2000
•
Develop a listing of CORE
inservice opportunities. Refer
to attachment 12.1.1.B at end
of Staff Development section
for the proposed inservice
standards.
2001- 2004
•
Further refine training modules
to address the CORE inservice
requirements.
2000-2004
•
Utilize the ABE professional
development catalog to inform
teachers of elective training
opportunities, such as SelfDirected Learning
(independent study, book
review, software review,
curriculum review, Internet
search), Training (scheduled
workshops by ABE, County
School System, or other
appropriate providers, state
and national conferences,
college-credit course work
related to adult education),
Inquiry (teacher research
projects, student participation
2. Continue to refine a menu of elective
inservice opportunities.
Section 12.0 - 10
BENCHMARKS
Plan Section: 12.0
State: West Virginia
projects, team-based research),
and Collegial Sharing (PEER
training, PEER mentoring,
teacher exchanges).
3. Implement an inservice requirement
policy for ABE practitioners which
incorporates the CORE inservice
requirements and electives.
4. Assist ABE practitioners in developing
a yearly Professional Development Plan
which integrates the CORE
requirements and electives that meet
their individual classroom needs.
2000-2004
•
•
2001
Section 12.0 - 11
•
Maintain a tracking system to
monitor compliance of teacher
inservice standards.
Note: Refer to attachment
12.1.1.B. for the inservice
standards.
Provide technical assistance
(workshops, informational
bulletins, et c.) on developing
an effective professional
development plan.
Plan Section: 12.0
State: West Virginia
Goal 4: Promote recognition and professionalism of ABE practitioners.
OBJECTIVES
FY
1. Assist ABE personnel in developing a
portfolio of professional development
activities and accomplishments.
2000 - 2004
BENCHMARKS
•
•
Refine the current system for
tracking professional
development to include
professional development
transcripts for up to five
years.
Provide incentives (awards)
for the top t hree to five ABE
pract itioners who acquire t he
most professional
development credit during the
fiscal year. Incentives
(awards) will be presented
during the annual Technical
and Adult Education
Conference.
2. Assist ABE personnel in obtaining nondegree graduate credit.
2000 - 2004
•
Make application t o the
graduate college to offer nondegree graduate credit for a
minimum of one professional
development activity per year.
3. Cont inue to pursue development of a
certification and endorsement system
for ABE practitioners.
2000 - 2002
•
Develop ABE teacher
standards.
Collaborate with the West
Virginia Department of
Education and Marshall
University to establish a
certification and endorsement
process.
Section 12.0 - 12
•
Plan Section: 12.0
State: West Virginia
Goal 5: Create an ongoing system to train teachers in the use of the WVSKILLS
curriculum.
OBJECTIVES
FY
1. Develop and/or refine teacher training
core modules that assist in the full
implementation of the WVSKILLS
curriculum, a contextual-based system
of instructional goals and objectives,
accompanied by sample learning
activities and student certification.
2000
BENCHMARKS
•
•
2. Develop a system for providing ongoing
training in the use of the curriculum.
2000
•
•
•
2001
Section 12.0 - 13
•
Develop/refine modules in:
• Introduction to
Assessment
• Assessment to Instruction
• Integrating Contextual
Instructional Strategies
• Issuing Certificates of
Mastery
Identify appropriate
associated training for use as
elective inservice
opportunities.
Launch initial training of
introductory modules at
August Conference.
Conduct a Train the Trainer
workshop for trainers of
selected modules.
Begin regional training in
introductory modules (i.e.,
Introduction to Assessment,
Assessment to Instruction).
Begin statewide training on all
modules.
Plan Section: 12.0
State: West Virginia
3. Employ trained Curriculum Mentors
(trained in FY 99) to provide support to
teachers in t he use of the curriculum.
•
Offer elective inservice
opportunities that
complement curriculum
training.
2002
•
Conduct a formal evaluation
of teacher training provided
for curriculum
implementation, including
instructional strategies, and
revise according to needs.
2003-2004
•
Continue implementation
based on revisions.
2000
•
Utilize mentors to assist in
introductory training at
August Conference.
Initiate system for releasing
mentors up to 10% of their
teaching time to provide onsite curriculum support to
fellow teachers.
Monitor the utilization of
mentor services statewide.
Conduct a formal evaluation
of the mentoring program and
revise as needed.
Continue use of mentors
based on revisions.
•
2001
•
2002
•
2003-2004
•
Section 12.0 - 14
Plan Section: 12.0
State: West Virginia
4. Utilize a systematic approach for
obtaining ongoing feedback on teacher
training needs related to curriculum use.
2000-2004
2002
Section 12.0 - 15
• Conduct quarterly meetings of
the Curriculum Advisory
Committee. Committee
members’ responsibilities
include regular contact with
teachers in their regions to
collect feedback on
curriculum needs.
• Analyze feedback received
from overall needs assessment
system, including other key
informants, teacher
questionnaires, student
feedback, and results from
teacher observation.
• Conduct formalized
evaluation and needs
assessment.
Plan Section: 12.0
State: West Virginia
Goal 6: Refine and expand the system for training adult education practitioners and
enabling them to serve adults with learning disabilities and other special learning needs.
OBJECTIVES
FY
2000-2004
1. Train part-time adult education
pract itioners to recognize and address the
needs of adults with learning disabilities and
other special learning needs by offering
sessions t o introduce part icipants to the
following:
C Awareness of learning disabilities,
attention disorders, and other special
learning needs of many adult learners;
C Identification of characteristics and needs
of adults with learning difficulties and
attention disorders;
C Identification of information which
requires strict confidentiality; and
establishment of a local system for
maintaining confidential student records;
C Use of learners’ strengths as a basis for
determining effective teaching strategies;
C Use of instructional techniques and
strategies appropriate for these learners
C Referral of clients to appropriate certifying
professionals for specific assessment,
diagnosis, and evaluation services.
Section 12.0 - 16
BENCHMARKS
•
Every year, offer 6 hours of
training to part-time ABE
teachers and volunteers in at
least two regions of the state.
Plan Section: 12.0
State: West Virginia
2000-2004
2. Train full-time ABE and WV Works
teachers to meet the needs of LD and SLN
adults by offering sessions to develop ‘indepth,’ the participants’ abilities in all of
the above skills in the part-time training,
plus the following:
C Use of the Payne Learning Needs
Inventory (LNI) to identify at-risk adults
that may need referral for formal
assessment, and to identify learning
strengths and weaknesses of these adults;
C Development of classroom strategies
based on learning strengths/weaknesses;
C Identification of appropriate resource
materials and assistive devices;
C Design and use of reasonable classroom
and testing accommodations;
C Awareness of formal assessments/services
performed by medical doctors,
psychologists, neuropsychologists,
audiologists, and optometrists;
C Use of PowerPath equipment for
screening and referral of vision/hearing
problems.
C At least once every two
2000-2004
3. Monitor and support the local efforts of
practitioners who have completed 48
hours of special learning needs training
and are certified to administer the Payne
LNI in implementing services to LD and
SLN adults and in collaborating with local
agencies and organizations in providing
services to LD and SLN adults.
C Compile the results of the
Section 12.0 - 17
years, offer 48 hours of
training to full-time ABE and
WV Works teachers,
selected part-time teachers
and volunteers in a central
location.
quarterly Assessment to
Accommodations Tally Sheet
which is to be filled out by
Payne-certified practitioners.
Plan Section: 12.0
State: West Virginia
2000-2004
C Utilize the six SLN Regional
Field Representatives, as
need demands and funding
permits to: make regular
contacts with Payne-certified
practitioners to monitor their
use of screening and referral
instruments, of follow-up,
reporting, and confidentiality
procedures, and of classroom
and testing accommodations;
to offer technical assistance,
as needed; and to assist local
pract itioners in identifying
and maintaining regular
contact with key individuals
in local agencies that provide
services to LD and SLN
adults.
2000-2004
4. Pro vide in-service activities for adult
education instructors and administrators to
become knowledgeable about effective
teaching strategies and program practices
for LD and SLN adults and to expand
knowledge of current trends and research
in the field of learning disabilities through
participation in national, state, and local
conferences, workshops, seminars, etc.
Section 12.0 - 18
C Every year, offer at least one
LD or SLN-related inservice opportunity at either
the annual Vocational,
Technical and Adult
Education conference or at
the WV Adult Education
Association Conference.
Plan Section: 12.0
State: West Virginia
2000-2004
C Provide annual opportunities
for teacher exchanges in
which practitioners gather to
share experiences and
activities related to LD and
SLN adults.
C As funding allows, sponsor
Payne-certified practitioners
to attend LD and SLNrelated conferences: National
Association for Adults with
Special Learning Needs
(NAASLN), International
Learning Disabilities
Association (LDA), WV
LDA, etc.
2000-2004
5. Promote collaborative efforts between
ABE and other key statewide
organizations and agencies for
implementing services to LD and SLN
adults. Key statewide agencies include:
Division of Rehabilitation Services (DRS),
Department of Health and Human
Resources (DHHR), WV Laubach
Literacy, Literacy Volunteers--WV, WV
GED Test Administrators, WV Adult
Education Association, etc.
Section 12.0 - 19
C Assemble representatives of
key statewide agencies, ABE
State Staff, and SLN
Regional Field
Representatives to serve as
an LD and SLN Policy Team
in order to: draft policy that
addresses the responsibilities
of adult education and
literacy programs for serving
LD and SLN adults; ensure
the State ABE program is in
compliance with the
Americans with Disabilities
Act and Section 504 o f the
Rehabilitation Act; and
Plan Section: 12.0
State: West Virginia
enhance transition of clients
between agencies.
2000-2004
C Utilize the Policy Team to
examine other aspects of the
ABE statewide program
(Indicators of Program
Quality, the new
Management Information
System, County program
funding applications and
assurances, etc.) to bring
them in line with policy and
to conduct policy review, as
needed.
2000-2004
6. Assist practitioners statewide in
identifying national, state, and local
resources for serving LD and SLN adults.
Section 12.0 - 20
C Update annually and
disseminate an SLN resource
directory which includes a
listing of toll free numbers
for national and state
organizations serving clients
with disabilities and special
needs, state community
behavioral health centers,
regional and local disability
support groups, DRS
centers, state university
disabilities services,
vocational-technical centers,
and vision and hearing
resources.
Plan Section: 12.0
State: West Virginia
2001
C Compile and disseminate a
listing of Web sites,
listserves, and E-mail
addresses for LD and SLN
organizations.
7. Develop/expand the resource library of
LD and SLN materials available for loan
to adult education practitioners.
2000-2004
C Expand the collection of LD
and SLN materials housed at
the Curriculum Technology
Resource Center (CTRC) at
Cedar Lakes.
2000-2004
C Expand the collection of
soft ware and video programs
housed at RESA IV which
address the needs of adults
with LD and/or other SLNs.
C Create and disseminate a
listing of LD and SLN
materials available on loan
from the CTRC, RESA IV,
and from the Special Projects
Coordinator’s collections.
Section 12.0 - 21
Plan Section: 12.0
State: West Virginia
8. Collect information related to the field of
LD and SLN in adult education and
disseminate it to Payne-certified
practitioners statewide.
C Develop/maintain a database
of state Payne-certified
practitioners in order to
disseminate information to
practitioners statewide.
C Subscribe to and monitor
listserves (such as NIFL-LD)
and national clearinghouses
and publications related to
LD and SLN in adult
education in order to collect
and disseminate relevant
information; contribute
items related to LD and SLN
biannually to the ABE
Informational Exchange
publication; do informational
mailings, as needed, to those
in the Payne-certified
database.
•
Section 12.0 - 22
Annually publish at least two
articles related to LD or SLN
in the Networks newsletter.
Plan Section: 12.0
State: West Virginia
Goal 7: Provide ongoing training on the use of technology in the ABE program.
OBJECTIVES
FY
1. Assist local programs in the
development of a t echnology plan.
2000- 2004
BENCHMARKS
•
•
•
2. Continue to revise / update the ABE
Technology Guide.
2000-2004
Section 12.0 - 23
•
Provide a professional
development session entitled
“Int roduction to Technology”
which will include guidance
on how to develop an
effective technology plan.
This session will be part of the
professional development
CORE for all ABE
practitioners.
Refine and distribute a
technical assistance guide to
help programs in writing their
individual technology plans.
Oversee the development of
local technology plans
included the ABE application
for funding.
Refine and distribute to all
ABE county directors and
full-time learning centers a
copy of the updated ABE
Technology Guide. The
guide will be updated on an as
needed basis and will include
sections addressing software
and video reviews as well as
effective use of the Internet in
the ABE classroom.
Plan Section: 12.0
State: West Virginia
3. Contract with selected ABE
practitioners to serve as “Regional Field
Representatives” (RFRs) related to t he
area of technology. The number of
RFRs per fiscal year will depend upon
need as well as funding availability.
2000- 2004
•
Utilize RFRs to provide
technical assistance in their
area of specialty (i.e. web
page development, software
review, software training,
computer troubleshooting,
etc.) to fellow ABE
practitioners.
4. Assist local programs in upgrading t heir
technology skills.
2000- 2004
•
Begin offering and delivering
the following professional
development CORE
inservices: Introduction to
Technology and Integration of
Technology.
Begin offering the following
professional development
electives: ABE and the World
Wide Web for Beginners,
ABE and the World Wide
Web for Intermediate Users,
Homepage Development for
Local Programs for Advanced
Users, and Word Processing
and Writing.
Continue to develop and offer
technology related training
modules to meet the needs of
the local programs.
Revise/update the training
modules in accordance to
changes in technolo gy.
•
2001- 2004
•
•
Section 12.0 - 24
Plan Section: 12.0
State: West Virginia
5. Create an ongoing system to train
teachers in the use of the computerized
Management Information System (MIS).
2000
•
2001
•
2002
•
2003- 2004
•
2000- 2004
•
Section 12.0 - 25
Begin initiating t he
computerized MIS system
statewide by provide training
and technical assistance to
approximately seven (7) sites.
The seven sites will include:
corrections, small and large
regular ABE programs, and
RESAs.
Continue expanding the MIS
statewide by providing
training and technical
assistance to approximately
21 additional sites.
Continue expanding the MIS
statewide by providing
training and technical
assistance to approximately
14 additional sites.
Continue expanding the MIS
statewide by providing
training and technical
assistance to the remaining
ABE programs.
Pro vide training to programs
initiating the MIS system on
how to utilize the data
obtained for program
improvement.
Plan Section: 12.0
State: West Virginia
Goal 8: Assist adult education practitioners in expanding their knowledge in the field of
English for Speakers of Other Languages (ESOL) instruction and in providing effective
instruction to Limited English Proficient (LEP) adults in the English Literacy program.
OBJECTIVES
FY
1. Identify practitioners who primarily
deliver instruction to LEP adults and
provide training in the following:
-- awareness of specific needs of LEP
adult learners;
-- theory and methodology of
teaching LEP adults;
– use of the ESOL component of the
WV SKILLS curriculum (when it
becomes available)
-- cross-cultural communication
issues;
– program needs assessment and
recruitment activities
-- intake and assessment procedures;
-- placement, lesson planning,
selection of appropriate materials,
and evaluation.
2000-2004
Section 12.0 - 26
BENCHMARKS
•
Deliver pre-service training
to new instructors who will
teach ESOL classes o r small
groups of ESOL learners in
regular ABE classes.
•
Deliver in-service training to
regular ABE instructors who
begin teaching ESOL classes
or small groups of ESOL
learners in regular ABE
classes.
•
Update/revise/disseminate
the WV New Teacher
Handbook section on ESOL
as needed.
•
Employ at least one peer
trainer to prepare new adult
education teachers to provide
instruction to LEP adult
groups/individuals.
•
Update/revise the ESOL
Peer Training Checklist as
needed.
Plan Section: 12.0
State: West Virginia
2. Train practitioners to utilize an ESOL
component of the WV SKILLS
curriculum appropriate to deliver
English literacy skills instruct ion in a
variety of settings in the state.
2002
•
Offer training to ABE/ESOL
pract itioners in the use of the
ESOL component of the WV
SKILLS curriculum.
3. Train practitioners to use appropriate
instruments/activities for a broad
range of assessment purposes.
2002
•
Provide training in the
selection and use of a variety
of assessment
instrument/activities.
4. Provide in-service activities for
instructors and administrators to
become knowledgeable about
effective teaching strategies in adult
ESOL and expand knowledge of
current trends and research in the
field of English literacy and language
acquisition through participation in
national, state, and local conferences,
workshops, seminars, etc.
2000-2004
•
Every two years, provide at
least one in-service
opportunity for ESOL adult
education practitioners and
interested regular ABE
practitioners in each region
of the state.
2000-2004
•
Every year, offer at least one
ESOL-related in-service
opportunity at the annual
Vocational, Technical and
Adult Education Conference
or at the WV Adult
Education Association
Conference.
Section 12.0 - 27
Plan Section: 12.0
State: West Virginia
2000-2004
•
Pro mote and participate in
organizational meetings,
conferences, and newsletters
of the WVTESOL
organization.
2000-2004
•
As funding allows, sponsor
ESOL practitioners to attend
ESOL-related conferences:
WVTESOL conference;
nearby TESOL affiliate
organization conferences
(Ohio, Three Rivers,
Baltimore, or Washington
affiliates); nearby state
conferences such as the
Virginia Adult Institute of
Lifelong Learning (VAILL)
ESOL conference; and/or the
international TESOL
convention.
2000-2004
•
Provide annual opportunities
for teacher exchanges in
which ESOL practitioners
and interested regular ABE
practitioners gather to share
experiences and activities
and/or visit ESOL programs
Section 12.0 - 28
Plan Section: 12.0
State: West Virginia
5. Develop/expand the resource library
of materials available for loan to
ESOL adult education practitioners.
6. Promote professionalism of ESOL
practitioners
2000-2004
•
Expand the collection of
ESOL materials housed at
the Curriculum Technology
Resource Center (CTRC) at
Cedar Lakes.
2000-2004
•
Expand the collection of
ESOL software and video
programs housed at RESA
IV.
2000-2004
•
Create and disseminate a
listing of ESOL materials
available on loan from the
CTRC, RESA IV, and the
from the Special Projects
Coordinator’s and ESOL
Peer Trainer’s collections.
2001
•
Develop/revise a job
description for ESOL adult
education practitioners.
2000-2004
•
Cooperate with West
Virginia institutions of higher
education to offer graduate
level courses in the field of
Teaching English to
Speakers of Other Languages
(TESOL).
Section 12.0 - 29
Plan Section: 12.0
State: West Virginia
7. Collect information related to the field of
ESOL in adult education and disseminate
it to ESOL adult education practitioners
statewide.
20002004
C Develop/maintain a database
of st ate ESOL adult
education practitioners in
order to disseminate
information to practitioners
statewide.
C The Special Projects
Coordinator will subscribe to
and monitor listserves (such
as NIFL-ESL) and national
clearinghouses and
publications (such as NCLE
and ELT) related to ESOL in
adult education in order to
collect and disseminate
relevant information; will
contribute items related to
ESOL biannually to the ABE
Informational Exchange
publication; do informational
mailings, as needed, to those
in the ESOL database.
C At least two articles related
to ESOL will be published
annually in the Networks
newsletter.
C At least two articles related
to adult education will be
submitted to t he WVTESOL
newsletter.
Section 12.0 - 30
Plan Section: 12.0
State: West Virginia
Goal 9: Coordinate training efforts for family literacy providers.
OBJECTIVES
FY
1. Develop a preservice training system for
new family literacy providers, including
Even Start teachers.
2000
BENCHMARKS
•
•
•
2. Provide relevant and research-based
training opportunities appropriate t o the
needs of family literacy providers.
2000-2004
•
2000-2004
•
•
Section 12.0 - 31
Based on research and models
of best practices, develop a
six-hour training model.
Select a cadre of peer trainers
from successful family literacy
providers to participate in a
customized “train-the-trainer”
workshop.
Ensure that all applications,
such as Even Start, related to
the four-prong family literacy
program, will include
assurances that instructors
complete the pre-service
training prior t o beginning
instruction.
Annually evaluate and revise,
as needed, the preservice
training module.
Implement annual inservice
requirement for family literacy
providers funded through
ABE, Even Start, or Reading
Excellence Act.
Coordinate training with
related agencies involved in
parenting education, i.e.,
Extension Service, Headstart,
Title I, Starting Points.
Plan Section: 12.0
State: West Virginia
2000-2004
•
•
Section 12.0 - 32
Provide formal and informal
opportunities for family
literacy providers to network
with colleagues.
Provide funding to send a
minimum of two family
literacy providers to the
annual conference sponsored
by the National Center for
Family Literacy.
Plan Section: 12.0
State: West Virginia
Goal 10: Provide training, resources, and support to assist teachers in making instruction
relevant to the workplace.
1.
OBJECTIVES
FY
Deliver training on WorkSCANS, the
work-based component of the
WVSKILLS curriculum.
2000
BENCHMARKS
•
•
2000-2004
Incorporate WorkSCANS
training into the core
curriculum modules, including
work-based project teaching.
Provide training on
WorkSCANS and certify
instructors to issue workbased certificat es of mastery:
• Job Readiness
• Work Foundations
• Career Readiness
2. Utilize trained Workplace Consultants
from the Workplace Education Program
to provide curriculum crosswalks with
selected job descriptions, as needed.
2000-2004
•
Identify programmatic needs
for crosswalks (i.e., School to
Work, Welfare to Work, etc.)
and utilize accordingly.
3. Provide assistance to School to Work,
WV WORKS, Welfare to Work (WtW),
and other related initiat ives that involve
work-site learning experiences (i.e., job
shadowing, occupational exploration,
etc.).
2000-2004
•
Provide training and technical
assistance in county protocol
for work-site learning
experiences (i.e., employer
liability insurance, on-the-job
training options, employer
incentives, etc.).
Section 12.0 - 33
Plan Section: 12.0
State: West Virginia
4. Assist instructors in developing and/or
providing varied and integrated learning
opportunities for employed WtW
participants.
2000-2004
•
Pro vide technical assistance in
delivering flexible work-based
learning experiences (i.e.,
work-site, distance learning,
on-site tutors, flexible classes,
loaned computers, etc.).
5. Work with the Workforce Development
Committee of the Governor’s Council
on Literacy to provide teachers with
increased access to the needs of the
workplace.
2000
•
Develop and pilot a
teacher/business exchange
program that allows teachers
to visit and job shadow
various work locations.
6. Deliver concentrated work-based
training to instructors providing classes
through the Workplace Education
Program.
2000
•
2001-200
•
Develop a self-directed
training module to assist
worksite instructors
understand the key
competencies in the delivery
of curriculum modules
developed through literacy
task analysis.
Initiate use of training
module.
2000-2004
•
7. Provide opportunities for instructors
working direct ly with clients of the
Department of Health and Human
Resources and Bureau of Employment
Program to participate in collaborative,
integrated trainings.
Section 12.0 - 34
Jointly plan and implement
annual regional trainings with
local ABE practitioners,
DHHR field staff, and Job
Service representatives.
Plan Section: 12.0
State: West Virginia
Goal 11: Develop leadership and management skills of ABE personnel.
OBJECTIVES
FY
1. Provide training oppo rtunities and
resources for new program directors.
BENCHMARKS
2000
•
2001- 2004
•
•
Update technical assistance
manual for new program
directors.
Conduct annual training for
new directors.
Provide ABE updates and
informational workshops at
quarterly Vocational
Administrators Conferences.
2. Build a climate that fosters adaptability,
flexibility, and ability to adjust to
change.
2000- 2004
•
Develop and implement
workshop on the
“Implications of Change” for
all ABE personnel.
3. Foster inter- and intra-agency
collaboration and referral.
2000-2004
•
Conduct annual regional
collaboration workshops with
DHHR and BEP.
Establish/support local
models of collaboration with
such entities as Title I
Reading Programs, Head
Start, Even Start, and
volunteer literacy programs.
•
Section 12.0 - 35
Plan Section: 12.0
State: West Virginia
4. Provide training workshops on effective
marketing and class management
structures.
2000-2004
•
•
•
Section 12.0 - 36
Deliver Planet MARS
workshops, a specialized
training on student
recruitment and marketing
techniques.
Deliver training workshops on
re-engineered class structures,
including structured multilevel, uni-level, and special
topic classes; managed intake;
and managed entry.
Plan Section: 12.0
State: West Virginia
Goal 12: Develop and implement an ongoing and systematic evaluation process that focuses
upon changed instructional practices resulting from professional development activities.
OBJECTIVES
FY
1. Evaluate impact of professional
development activities on the instructor.
2000
BENCHMARKS
•
•
•
2. Evaluate changes in program services
related to professional development
activities.
2001-2004
•
2000
•
Section 12.0 - 37
Analyze teacher evaluation
forms for every professional
development activity.
Develop evaluation process
that measures instructor
reactions, acquisition of
knowledge and skills, and
changes in instructional
behavior resulting from
professional development
experiences.
Evaluate completed training
assignments and products
developed in the classroom.
Implement use of newlydeveloped evaluation process.
Develop system for measuring
changes in student intake and
assessment methods, class
structure, recruitment
methods, use of support
services, and other related
program services.
Plan Section: 12.0
State: West Virginia
2001-2004
•
•
3. Evaluate impact of professional
development activities on learners.
2000
•
2000-2004
•
2001-2004
•
ABE PRESERVICE TRAINING STANDARDS
Section 12.0 - 38
Continue to refine system for
measuring changes in delivery
of services to adults with
special learning needs, i.e.
accommodations tally sheet to
monitor screening, referral,
classroom accommodations,
and information-sharing.
Implement and analyze newlydeveloped evaluation process.
Develop student evaluation
process for measuring student
reaction to new content and
approaches, acquisition of
knowledge and skills, and
changes in student behavior.
Utilize Regional Student
Forums to gain additional
evaluative input from adult
learners.
Implement and analyze newlydeveloped student evaluation
process.
Attachment 12.1.1.A
Plan Section: 12.0
State: West Virginia
Prerequisite Training for New Teachers
(To be completed prior to instruction - 9 hours)
Training
Length
Conducted By
Introduction to ABE
Available Options:
• General ABE
• ABE/WVWorks
• ABE/Corrections
• ABE/ESL
• Even Start
6 hours
Peer Trainers
Introduction to Assessment
Available Options:
To be determined
3 hours
Selected Peer Trainers,
Mentors, State/Regional Staff
Program Management
Follow-Up (student forms)
On-the-Job
(Prior t o end of 1 st reporting
period)
Regional Coordinator of
Adult Education or designee
Preservice Training for Returning ABE Teachers
Absent from Program for Three (3) Years or More
(To be completed prior to instruction - 6 hours)
Training
Length
Refresher ABE
(selected topics chosen by
teacher and Peer Trainer
based on teacher needs)
Conducted By
3 hours
Peer Trainers
3 hours
Selected Peer Trainers,
Mentors, State/Regional Staff
Introduction to Assessment
Preservice Training for Jumpstart Teachers
Section 12.0 - 39
Plan Section: 12.0
State: West Virginia
(To be completed prior to instruction - 6 hours)
Training
Length
Conducted By
Introduction to
Jumpstart/WtW
3 hours
Jumpstart Peer Trainer
Customized Training Options:
Applying Practical Principles
for a Lifetime of Employment
(APPLE) - for teachers of the
work-readiness component
OR
Integrator - for teachers of
the computerized component
3 hours
Jumpstart Peer Trainer
Preservice Training for Computer Literacy Teachers
(To be completed prior to instruction - 3 hours)
Training
Length
Conducted By
Computer Literacy
Instruction in ABE
3 hours
Self-directed training module
Instructors must have
documentation certifying their
computer literacy knowledge.
Preservice Training for Substitute Teachers
(To be completed prior to instruction - 6 hours)
Training
Introduction to ABE
Length
6 hours
Conducted By
Peer Trainers
Attachment 12.1.1.B
ABE ANNUAL PROFESSIONAL DEVELOPMENT
INSERVICE STANDARDS
Section 12.0 - 40
Plan Section: 12.0
State: West Virginia
Instructors teaching:
No. of hours
Training
up to 12 hours/week
6 hours/year
Core Selections - 6 hours
13 hours/week or more;
hourly/not full-time
9 hours/year
Core Selections - 6 hours
Electives - 3 hours
full-time
12 hours/year
Core Selections - 6 hours
Electives - 6 hour
substitutes
3 hours/year
Core or Electives - 3 hours
•
Upon completion of all Core Selections, teachers will select electives that best meet their professional
development needs consistent with the annual hourly requirement.
•
Teachers instructing 13 hours or more/week will develop an annual Individual Professional
Development Plan that outlines the core and elective sessions best suited to their needs.
•
Core Selections will be offered annually at the August Conference, in addition to regional scheduling
during the program year.
•
Teachers completing any of the Core Selections prior to July 1, 1999, will be “grandfathered” credit
for meeting that particular core requirement(s).
•
A catalog will be developed that provides information on the content of the Core Selections and
descriptions of elective opportunities. A schedule of training dates and locations will be published
biannually.
•
Progra ms will be directed to pay part-time teachers for their attendance at professional development
sessions required to meet inservice requirements if the sessions are held during non-instructional hours.
•
New teachers hired after Ma rch 1 will not be subject to the annual inservice requirement for that school
year.
ABE PROFESSIONAL DEVELOPMENT
Section 12.0 - 41
Plan Section: 12.0
State: West Virginia
CORE SELECTIONS FOR PART-TIM E INSTRUCTORS
Topic
No. of Hours
Managing Your Information System
3 hours
(Existing teachers must complete this in FY
2000. All new and returning teachers must
complete this during the first year of
instruction.)
Assessment to Instruction
3 hours
(Existing teachers must complete this in FY
2000. All new and returning teachers must
complete this during the first year of
instruction.)
Introduction to Assessment (as counties adopt
a new assessment instrument)
3 hours
Introduction to WV SKILLS
3 hours
Introduction to Technology
3 hours
Working with Special Learning Needs
6 hours
TOTAL:
21 hours
ABE PROFESSIONAL DEVELOPMENT
CORE SELECTIONS FOR FULL-TIM E INSTRUCTORS
Section 12.0 - 42
Plan Section: 12.0
State: West Virginia
Topic
No. of hours
Managing Your Information System
3 hours
(Existing teachers must complete this during FY 2000. All
new and returning teachers must complete this during the
first year of instruction.)
Assessment to Instruction
3 hours
(Existing teachers must complete this during FY 2000. All
new and returning teachers must complete this during the
first year of instruction.)
3 hours
Introduction to Assessment (as counties adopt
a new assessment instrument)
Curriculum 101:
Part 1:
Introduction to WV SKILLS
Part 2:
Implementat ion Strategies for WV
SKILLS
3 hours
3 hours
Curriculum 102:
Part 1:
Introduction to Instructional
Strategies for the Classroom
Part 2:
Implementation of Instructional
Strategies for the Classroom
3 hours
3 hours
Certification Training
6 hours
Integrating Technology
Part 1:
Introduction to Technology
Part 2:
Technology Planning
3 hours
3 hours
Working with Special Learning Needs
6 hours or optional 48-hour training with 3
hours no n-degree graduate credit
TOTAL:
39 hours
Section 12.0 - 43
Plan Section: 12.0
State: West Virginia
ABE ELECTIVES
Self-Directed Learning:
• independent study
• book review
• software review
• curriculum review
• Internet search
Training:
• scheduled workshops by ABE, County School System, or other appropriate providers
• state and national conferences
• college-credit coursework related to adult education
Inquiry:
• teacher research projects
• student participation projects
• team-based research
Collegial Sharing:
• peer training
• peer mentoring
• teacher exchanges
12.1.2 Technical Assistance
The mission of the State and Regional Adult Basic Education staff is to provide leadership and
technical assistance to adult education practitioners, including local volunteer literacy programs.
This is accomplished through three primary functions:
•
State Staff and Their Role in Technical Assistance
Section 12.0 - 44
Plan Section: 12.0
State: West Virginia
Each State staff person provides technical assistance to local providers in a number of areas in
which he/she possesses specific expertise. This technical assistance includes training workshops;
informational bulletins, guides, and manuals; written and verbal assistance; on-site assistance;
presentations; assistance with coordination and collaboration of integrated initiatives;
teleconferences; product development; and information sharing via ABE’s webpage and listserv.
Targeted technical assistance areas include financial management and oversight, curriculum
development, family literacy, teacher certification, correctional education, GED testing, External
Diploma Program, welfare reform, School to Work, program coordination, re-engineering,
program management, needs assessment, personnel policy, alternative education, and State Board
policy.
The Division of Technical and Adult Education Services conducts an annual needs assessment
and an evaluation of technical assistance provided by State staff. Program administrators are
asked to rate their major technical assistance needs and to rate how well each unit, such as ABE,
is doing in providing technical assistance to meet those needs. The ABE Unit has been rated very
high on a consistent basis.
•
Regional Technical Assistance
West Virginia is divided into eight Regional Education Service Agencies (RESAs), designed
to provide technical assistance and support to county school systems within each region. ABE
Section 12.0 - 45
Plan Section: 12.0
State: West Virginia
employs five Regional Coordinators of Adult Education (RCAEs) via the RESAs to provide
technical assistance to adult education practitioners statewide. The RCAEs serve as an integral
link between the St ate ABE Office and the local provider. The responsibilities of the RCAE
include:
•
conduct on-site visitations to full-time learning centers, DHHR classes, and other
specialized classes at least twice a year and to part-time classes on an as needed basis with
the following priorities: (1) classes at a new site or with a new instructor should be visited
within the first month; (2) classes scheduled for an on-site visit should be visited prior to
the on-site; (3) classes that exhibit a problem such as low attendance, student discontent,
or poor reporting procedures should be visited and an attempt made to correct the
problem.
•
play an active role in assisting local programs in coordinating linkages with other local
educational providers in order to develop an adult learning continuum within the
community;
•
provide information and examples of innovative and effective teaching strategies, delivery
systems, curriculum and instructional resources to the local programs;
•
assist local programs in determining the needs of the community to identify target
populations most in need of services, appropriate class locations, and instructional
Section 12.0 - 46
Plan Section: 12.0
State: West Virginia
content;
•
provide assistance in developing effective student recruitment activities;
•
provide guidance on student retention and recognition activities;
•
conduct annual meetings with program administrators and ABE staff to provide assistance
in the development of short and long term goals, program objectives and activities.
•
participate with advisory board and staff meetings when possible;
•
encourage and assist local programs in implementing a regular review process to measure
progress in meeting the core indicators of program quality;
•
provide follow-up to county on-site evaluations as indicated from final report ; and
•
provide technical assistance in the employment of teaching personnel and staff;
•
encourage regular and effective evaluation of teaching personnel and staff through
coordinating efforts with program administrators.
Additionally, the RESAs employ other key providers of technical assistance to adult education
practitioners. Technical assistance areas include:
•
RESA III - staff development; distance learning; marketing; ESL; adults with special
learning needs; and publications, including Networks, the statewide adult education and
literacy newsletter;
•
RESA IV - technology/staff development; and
Section 12.0 - 47
Plan Section: 12.0
State: West Virginia
•
•
RESA VII - workplace education.
Technical Assistance Grants to State Volunteer Literacy Offices
The Adult Basic Education Program is committed to supporting the dedicated efforts of
volunteer literacy tutors who provide meaningful instruction to literacy and beginning level adult
learners. ABE supports t he state offices of Literacy Volunteers of America-West Virginia and
West Virginia Laubach Literacy through the funding of annual technical assistance grants. These
grants are used by the two organizations to provide technical assistance and training to volunteer
tutors through a network of regional technical assistants. These individuals provide assistance
and tutor training on reading, English as a Second Language, special learning needs, and effective
instructional practices; board development; program management; and other related topics.
Both and State and regional staff of the two volunteer literacy organizations will place a heavy
emphasis on increasing learner gains and documenting program effectiveness. Technical
assistance will encompass such areas as:
•
Program organization
•
Finance and personnel
•
Instructional practice and documenting progress
•
Student recruitment and retention
•
Needs assessment
Section 12.0 - 48
Plan Section: 12.0
State: West Virginia
•
Community linkages and coordination.
To address these areas, the two programs will seek to:
1. Continue staff development activities for professional development to:
A. Train new tutors.
B. Provide on going training support for existing tutors.
C. Improve the overall literacy education delivery service.
2. Continue technical assistance to ABE classes, LV affiliates, Laubach Councils, and Mission
West Virginia as well as other yet undeveloped initiatives.
3. Further develop coordinated efforts among literacy providers at the state level.
4. Continue monitoring and evaluating literacy efforts for quality and improvement.
5. Provide incentives for performance on state, regional, and local levels.
6. Develop and/or disseminate curriculum including phonemic awareness, phonics, fluency, and
comprehension.
7. Coordinate with existing support services including transportation, child care and other
assistance in order to increase enrollment in tutorial sessions.
8. Further develop links with both advanced education programs and employers for program
completers.
12.1.3 Technology Assistance
Section 12.0 - 49
Plan Section: 12.0
State: West Virginia
Through the ABE Technology Project, the following goals, objectives and benchmarks are
planned for technology assistance during the next five years.
Goal 1: Develop a technology infrastructure to support the effective delivery of technology
related activities / services.
OBJECTIVES
FY
1. Assist local programs in acquiring the
“Recommended Hardware CORE’ as
outlined in the WV ABE Technology Guide.
2000 - 2004
Note: “Recommended Hardware CORE”
(as of 10/1/98)
It is recommended that full-time programs have
a minimum of six multi-media computers
networked to a NT Server, two letter-quality
printers, one auto-sensing printer switch box,
and the appropriate furniture. Specifications for
hardware (processor, RAM, headphones,
speakers, etc. will be available through the ABE
Technology Coordinator and will be periodically
updated / revised).
NOTE: Programs must have an approved/
working technology plan to participate in the
above mentioned goal.
Section 12.0 - 50
BENCHMARKS
•
•
•
Annually revise and distribute
the “Recommended Hardware
CORE” for full-time and parttime programs.
If funding permits, purchase
equipment (i.e. multi-media
laptops) for part-time programs
to check-out at the regional level
with their respective AEC.
Equipment will be available for
check-out from the AEC based
upon established guidelines and
priorities. (Refer to Goal 2,
Objective 2)
If funding permits, assist ABE
programs across the state in
acquiring hardware which
corresponds to the
“Recommended Hardware
CORE.”
Plan Section: 12.0
State: West Virginia
2000 2004
2. Assist local programs in acquiring the
“Recommended Software CORE” as
described in the WV ABE Technology
Guide.
Note: “Recommended Software CORE”
(as of 10/1/98)
Program
Functioning
Level(s)
Keyboarding
ALL
Pre-literacy / Reading
ABE/ESL 0-1.9
Vocabulary
ALL
Beg to Int Basic Skills
Int ESL;
ABE 2-5.9;
ABE 6-8.9
Advanced Basic Skills Adv ESL;
ABE 9-12.9
Productivity Software ALL
Job Readiness
ALL
Essential Life Skills
ALL
•
•
•
•
NOTE: Programs must have an
approved/working technology plan to
participate in the above mentioned goal.
•
Section 12.0 - 51
Annually revise and distribute
the “Recommended Software
CORE” for full-time and parttime programs.
100% of the full-time
programs will have a
minimum of one piece of
software in each of the
categories outlined in the
“Recommended Software
CORE”.
If funding permits, assist ABE
programs across the state in
acquiring additional software
packages which corresponds
to the “Recommended
Software CORE”.
If funding permits, acquire
software (or equivalent),
which corresponds to the
“Recommended Software
CORE” for the above
mentioned hardware. (refer to
Goal 2, Objective 1).
Assist part-time programs in
developing computer
partnerships with the K-12
system with the establishment
and implementation of a state
level computer partnership.
Plan Section: 12.0
State: West Virginia
3. As funding permits, purchase adult
appropriate software, videos, and/or
audio tapes to add to t he ABE Lending
Library at RESA IV for ABE
practitioners statewide to utilize.
2000-2004
•
Review a minimum of five
software packages, videos,
and/or audio tapes per year
for possible purchase.
Software, videos, and/or
audio tapes that receive at
least a “good” rating or above
by practitioners and students
will be considered for
purchase as additions to the
ABE Lending Library at
RESA IV.
Goal 2: Develop and implement an on-going system for assisting programs in utilizing
Internet in their classrooms.
OBJECTIVES
FY
1. Ensure that 100 percent of the full-time
and half-time programs will have access
to the Internet.
2000-2004
Section 12.0 - 52
BENCHMARKS
•
If funding permits, provide
funds for at least one Internet
connection for 100 percent of
the full-time and half-time
programs across the state. If
funding is not available, assist
full-time and half-time
programs in gaining Internet
access through computer
partnerships with K-12 and /
or business and industry.
Plan Section: 12.0
State: West Virginia
Goal 3: Initiate a statewide computerized MIS system.
Section 12.0 - 53
•
Provide technical assistance to
100 percent of the part-time
programs requesting
assistance or who have been
referred in gaining Internet
access through computer
partnerships with local
sites/businesses.
•
For sites that cannot gain
Internet access, information
regarding Internet Simulations
that have been reviewed and
recommended for purchase by
WV ABE practitioners will be
provided.
•
Offer professional
development sessions on how
to effectively integrate the
Internet into the ABE
curriculum.
Plan Section: 12.0
State: West Virginia
OBJECTIVES
FY
1. Create an ongoing system to train
teachers in the use of the computerized
Management Information System (MIS).
Refer to Section 12.0 Goal 7, Item 5.
2000
•
Begin initiating t he
computerized MIS system
statewide by provide training
and technical assistance to
approximately seven (7) sites.
The seven sites will include:
corrections, small and large
regular ABE programs, and
RESA.
2001
•
Continue expanding the MIS
statewide by providing
training and technical
assistance to approximately
21 additional sites.
2002
•
Continue expanding the MIS
statewide by providing
training and technical
assistance to approximately
14 additional sites.
2003 2004
•
Continue expanding the MIS
statewide by providing
training and technical
assistance to the remaining
ABE programs.
2000-2004
•
Section 12.0 - 54
BENCHMARKS
Pro vide training to programs
initiating the MIS on how to
utilize the data obtained for
program improvement.
Refer to Section 12.0 Goal 7,
Item 5.
Plan Section: 12.0
State: West Virginia
Goal 4: Provide technology-related technical assistance to ABE programs statewide.
OBJECTIVES
FY
1. Contract with selected ABE practitioners
to serve as “Regional Field Representatives”
(RFRs) related to the area of technology.
The number of RFRs per fiscal year will
depend upon need as well as funding
availability.
Refer to Section 12.0 Goal 7 Item 3.
2000-2004
BENCHMARKS
•
Utilized trained RFRs to
provide technical
assistance in their area of
specialty (i.e. web page
development, software
review, software training,
computer troubleshooting,
etc.) to fellow ABE
practitioners.
Refer to Section 12.0 Goal 7 Item
3.
12.1.4 Monitoring and Evaluation
A thorough system of evaluation and monitoring activities is utilized to ensure program
effectiveness and optimal return on investment. Monitoring activities include the following:
•
submission of monthly enrollment and attendance data to determine a program’s ability to
meet the state guidelines in these two areas. A formula has been developed to track the
level of performance in accordance with the state guidelines on enrollment and student
contact hours (Refer to selected program indicators in 4.0.) and to enable local programs
to assess their status. For example, programs will be able to monitor on a monthly basis
the percent of the guidelines being met. Classes that fall below 65 percent of the State
guidelines for three consecutive months must take steps to remedy the situation. This may
Section 12.0 - 55
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State: West Virginia
involve changing class location, scheduling, instructional focus, or class closure.
•
Regional Coordinators of Adult Education perform a variety of monitoring activities
including monitoring of submission of attendance and financial reports by local programs,
teacher preservice and inservice records, and class visitations. The State has developed a
standard classroom observation report for RCAE’s to use when monitoring ABE classes.
This report, that includes such topics as teaching strategies, instructional materials,
assessment methods, and recordkeeping, provides consistency for tracking program
strengths and weaknesses. RCAE’s provide technical assistance or contact an appropriate
staff person with expert ise in the area of need to assist the instructor. RCAE’s share the
results of their class visitation reports with State staff on a quarterly basis.
•
The MIS will enable local programs to monitor their own effectiveness in meeting the core
and selected program indicators on a regular basis. Specialized training will be conducted
to assist programs in understanding the purpose of regular performance review and how
the data collected can directly impact program improvement.
•
Financial monitoring is conducted by the State ABE Office through the Department’s
computerized reporting system (WVEIS).
•
Special projects, such as technical assistance grants to State volunteer literacy offices and
pilot projects, submit quarterly progress reports to document their ability to meet their
Section 12.0 - 56
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State: West Virginia
program objectives.
•
ABE and regional staff meet every 2-3 months and discuss any programs/counties that are
determined to be at-risk in program performance based on monitoring efforts of the
RCAE’s. Through this joint planning process, innovative and effective action plans are
developed to address the areas of need.
ABE places strong emphasis on positive evaluat ion for program improvement. The
Performance-Based Accreditation System (PBAS) was developed to provide ongoing evaluation
activities and clear understanding of program excellence. A detailed description of this evaluation
system in contained in Section 5.0.
12.1.5 Incentives for Performance Awards
To further the multiple efforts of “Serving Adults...Showing Results” and to promote
program excellence, West Virginia has developed a two-prong approach in providing incentives
for performance.
•
ABE Pro gram Excellence Award: The purpose of this initiative is to financially
reward those programs that exceed the state-adopted levels of performance for the
core indicators. Funding permitting, a maximum of $50,000, comprised of Federal
and State funds, will be set aside annually for distribution, up to $2,000 allotments,
to programs that exceed the core indicator measures designated in their program
Section 12.0 - 57
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State: West Virginia
applications. A Core Indicators Report will be generated by the Management
Information System to determine annual performance levels of each program.
Those exceeding levels of performance will be eligible for incentive funding during
the second semester of the following fiscal year. The first Program Excellence
Awards will be made in FY 2001. Eligibility criteria may be adjusted in years 4
and 5 of the State Plan.
•
ABE Achievement Award: This initiative is designed for those programs that do
not exceed the adopted levels of performance but demonstrate an ability to meet at
least 85% of the core indicator measures. Eligible recipients will be determined
through the Core Indicators Report generated by the Management Information
System. The amount of the award, up to $1,000, will be determined by available
funding and will be awarded initially in FY 2001. Eligibility criteria may be
adjusted in years 4 and 5 of the State Plan.
12.1.6 Developing/disseminating curricula
Providing leadership, direction and technical support in development of a statewide
curriculum project for West Virginia has resulted in an effect ive framework for instruction for the
Adult Basic Educators in the State. WV SKILLS (Securing Knowledge, Interests, Learning and
Life Skills) provides instructional guidance for both the academic and employment needs of the
Section 12.0 - 58
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State: West Virginia
students. A system of essential competencies, objectives and sample learning activities,
WVSKILLS addresses the needs of adult learners in their roles as worker, family member and
citizen. The curriculum’s four-year development process involved input from business, industry,
higher education, state agencies, and adult education practitioners and students. ABE teachers
provided the resources needed to write the curriculum goals and objectives as well as the learning
activities. WVSKILLS parallels competencies in Equipped for the Future, the SCANS report,
and the Instructional Goals and Objectives for the K-12 system. ABE teachers and students
throughout the State have provided feedback during the field testing of the curriculum.
The intent of the WVSKILLS curriculum is to serve as a menu for instructional go als and
objectives for various program areas within ABE. These program areas include GED preparation,
Family Literacy, Transitions, Basic Literacy Skills, and WorkSCANS. The WorkSCANS
component is composed of the work-based and academic competencies and objectives that have
been identified as necessary for success in today’s workplace as outlined in the Secretary’s
Commission on Achieving Necessary Skills (SCANS) report.
WorkSCANS is a system of assessment, instruction and certification. Performance-based
assessment checklists have been designed to determine what the students can “DO”. Standards
for assessing mastery of the objectives on the checklists have been developed for each document.
Instruction is provided for teachers, during an extensive training program required for the
Section 12.0 - 59
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State: West Virginia
WorkSCANS component of the curriculum, to assist them in creating a portfolio system for
students’ documentation of their performance for employers.
Work-based instruction, designed to help students get and keep a job, is provided for
students within a relevant context. Instructors strive to provide active, learner-centered
instruction where students routinely work with teachers and peers and others within a group to
complete a project or theme connected to the objectives that are part of each student’s program
of study.
Students also have the opportunity to work toward earning a series of credentials that
provides ongoing motivation, plus certification of acquired skills. Refer to section 3.1.1.D for
information on the assessment, placement, instruction and the certification process involved in
WorkSCANS.
As the curriculum is distributed throughout the state to all the ABE programs, teachers
will again provide the resources needed to mentor others in the implementation process. Eleven
teachers are involved in an extensive mentor training program that will provide them with the
skills and confidence to mentor their peers through the implementation of the curriculum in FY
2000. Teachers also serve on a Curriculum Advisory Committee in order to receive ongoing
feedback from their peers in order to revise and update the curriculum on an ongoing basis. The
five year goals for the curriculum include the following:
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State: West Virginia
Goals: FY 2000
•
To begin the initial implementation of the WVSKILLS curriculum througho ut the
State.
•
To make available the services of ABE curriculum mentors statewide.
•
To provide initial training in instructional strategies for ABE teachers.
•
To conduct and annual review to revise and update the curriculum.
•
To improve the existing system for revising the curriculum through the Curriculum
Advisory Committee.
•
To develop an ongoing system to train teachers in instructional strategies.
•
To develop a training program for curriculum trainers.
•
To develop a classroom management system to assist instructors in assessing
student needs and identifying objectives from the ABE Instructional Goals and
Objectives book for the development of a student IEP.
•
To conduct an on-the-job field testing of the rewritten parts o f the curriculum.
•
To provide ongoing training on the link between assessment and planning for
instruction using the IGO’s book.
•
To secure t he credentialing system for WorkSCANS component of the
WVSKILLS curriculum.
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•
To pilot a credentialing system for t he WVSKILLS curriculum, specifically the
academic components.
•
To secure the official endorsement of the WorkSCANS certificates of mastery
from the Human Resource Investment Council.
•
To establish an English for Speakers of Other Languages (ESOL) curriculum
development process for the English Literacy Program that includes participation
and input from Limited English Proficient (LEP) learners, adult education
instructors, community representatives, program administrators, and other
stakeholders in the community.
•
To establish an ESOL curriculum advisory group which includes adult educators,
administrators and LEP adult education students, as well a representatives of
businesses and industries, institutions of higher learning, public schools, and
community organizations which employ and/or serve LEP adults and their families.
Goals: FY 2001
•
To develop a plan to use the Internet for the delivery of ABE WorkSCANS
curriculum in the classroom.
•
To develop an induction plan for new teachers for curriculum implementation.
•
To conduct an annual review to revise and update the curriculum.
Section 12.0 - 62
Plan Section: 12.0
State: West Virginia
•
To monitor the utilization of the mentor services statewide.
•
To continue teacher training on instructional strategies and curriculum.
•
To implement a student hono r society.
•
To develop and implement a statewide campaign to promote the ABE curriculum
and credentialing system to business, industry and legislators.
•
To implement an operational credentialing system for WVSKILLS curriculum.
•
To continue to work toward full implementation of the WVSKILLS curriculum
statewide.
•
To continue training on the link between assessment and planning for instruction
using the ABE IGO’s book.
•
To continue working with the Curriculum Advisory Committee to maintain teacher
contact in the ABE curriculum project.
•
To develop/adapt goals and objectives for a competency-based ESOL component
of the WV SKILLS curriculum that addresses the needs of LEP adults in a variety
of adult education settings.
•
To develop and include in the curriculum instructional activities that integrate the
four language skills (listening, speaking, reading, and writing) and address
receptive and productive skills appropriate to learner needs.
Section 12.0 - 63
Plan Section: 12.0
State: West Virginia
•
To develop and include in the curriculum instructional activities that focus on the
acquisition of: English literacy and communication skills necessary for LEP adults
to function in real life situations relative to their roles as family members,
community participants, workers, potential American citizens, and lifelong
learners; academic skills necessary for student to succeed in further academic
pursuits.
Goals: FY 2002
•
To conduct a formal evaluation of the mentoring program and revise as needed.
•
To conduct a formal evaluation of the teacher training provided for curriculum
implementation, including instructional strategies, and revise according to needs.
•
To implement the plan for delivering of ABE WVSKILLS curriculum through
available technology.
•
To conduct an annual review to revise and update the curriculum.
•
To implement/field test or pilot a classroom management system to assist
instructors in assessing student’s needs, identifying objectives from the ABE IGO’s
book and develop an IEP.
•
To develop and implement a plan to monitor the implementation of the curriculum
Section 12.0 - 64
Plan Section: 12.0
State: West Virginia
and t he credentialing system.
•
To conduct a formal evaluation of the curriculum project including its impact on
student gains and revise according.
•
To develop future initiatives for the WVSKILLS curriculum project for FY 2003
and FY 2004 based upon the results of the formal curriculum project evaluation
conducted during the current year.
•
To develop a comprehensive assessment and evaluation policy to address the needs
of Limited English Proficient (LEP) adults and develop pract ices that link
assessment to instruction as well as to learner goals and needs.
•
To produce, disseminate, and train practitioners to utilize an ESOL component of
the WV SKILLS curriculum appropriate to deliver English literacy skills in a
variety of settings in the state.
12.1.7 Coordination with Existing Support Services
ABE programs will be expected to maintain a list of local community support services for
easy access by students within the classroom. The instructors will assist students in their efforts
to access any/all community resources that can help eliminate barriers to meeting personal or
career goals. A few of the community support agencies may include Lions Club, Tooth Fairy
organization, mental health organizations, counseling groups, public health department, food
Section 12.0 - 65
Plan Section: 12.0
State: West Virginia
banks, clothes closets, domestic violence shelters, emergency family shelters, churches, United
Way, etc. Refer to t he chart in Section 12.3 for additional examples of coordination with existing
support services.
Coordination with the public school system will allow access to school buses in most
counties as a means of transportation for adults attending county ABE programs. When bus
capacity is not met by youth, remaining available seat space will often be made available to adult
students.
Linkages will be made, when appropriate, with DHHR’s child advocate office to assist
with the coordination of services for non-custodial parents. ABE programs will welcome the
opportunity to coordinate with entities piloting transportation and/or child care initiatives to
eliminate barriers for individuals attempting to transition from welfare to self-sufficiency. Such
entities could include DHHR, BEP and the Mission West Virginia faith community.
Primary providers of support services to adult learners are DHHR and the Bureau of
Employment Programs through funding to Private Industry Councils. Stipends for transportation
and child care are provided to eligible ABE students. Through Welfare to Work funding, many
ABE students will have access to expanded support and training opportunities as postemployment services. Coordination with the One Stop Centers as so on as they become fully
operational in the State will be vital to providing adult students with the core and intensive
Section 12.0 - 66
Plan Section: 12.0
State: West Virginia
services needed for self-sufficiency.
In creating a state-wide system of serving adults with special learning needs, ABE has
involved state levels contacts from the following o rganizations as members of a policy team:
•
State and County level ABE Directors
•
Regional Adult Education Coordinators
•
Department of Health and Human Resources
•
State Division of Rehabilitation Services
•
Literacy Volunteer of America - WV
•
WV Laubach Literacy
•
WV Department of Education Special Education Divisio n Officials
•
K-12 School Psychologists.
In each region of the state where teacher training has occurred related to serving adults
with learning disabilities and other special learning needs, ABE has also set up initial meetings
with local community representatives of some of these same organizations who then have served
on regional implementation teams.
One outcome of these policy and implementation team meetings is that community
agencies have become more aware of the role adult education can play in serving their clients and
the support services that their agencies can provide to assist the adult learner.
Section 12.0 - 67
Plan Section: 12.0
State: West Virginia
12.1.8 Integration of literacy instruction and occupational skill training
The Adult Basic Education Program, through the Workplace Education Program,
implementation of the WorkSCANS curriculum, and co ordination with vocational education, will
continue to develop mechanisms for integrating literacy instruction and occupational skills
training. One avenue for this is through workplace education programs for incumbent workers.
The analysis of specific jobs in business and industry to determine critical basic skills will allow
consultants in the Workplace Education Program to develop customized programs addressing all
facets of literacy.
Through the LINKS (Lifelong Instruction in New Knowledge and Skills) program, the
literacy skill requirements of new or expanding industry can be met through pre-hire training.
LINKS programs provide a way to bring a multitude of literacy providers to the table to pool
resources and provide literacy services to potential employees.
The West Virginia Workplace Education Program also provides technical assistance to
classroom ABE teachers by correlating job descriptions related to specific skill training
occupations with ABE curriculum, and assisting with professional development opportunities for
ABE staff. In addition, ABE’s WorkSCANS curriculum serves as an effective tool for classroom
teachers to provide work-based, contextualized instruction for adult learners preparing to enter or
concurrently attending occupational skill training. (Refer to Section12.1.6 for a description of
Section 12.0 - 68
Plan Section: 12.0
State: West Virginia
WorkSCANS.)
Instructional resources will focus on integrated and work-based materials, such as
software programs that link basic skills competencies to specific jobs, i.e. Integrator. Through
ABE’s Technology Initiative, vendors loan promising work-based software to the State for a
three-month period for a rigorous teacher and student review process. Those programs that meet
ABE’s high quality standards in the review process are selected for inclusion in the ABE
Technology Guide as a recommended resource for purchase.
12.1.9 Linkages with postsecondary educational institutions
Given recent legislation in West Virginia mandating that community colleges be involved
in economic development, it is critical for ABE to become a player in economic development
initiatives. To that end, the Workplace Education Program will continue to serve as a resource to
the community college training networks througho ut the state. Through communication with the
community colleges and participation in community college conferences and symposia, the
Workplace Education Program can serve as a bridge between ABE and postsecondary education
institut ions. The Workplace Education Program can also continue to serve as a resource to the
State’s vocational centers’ postsecondary education efforts, providing technical assistance as
appropriate.
The State GED Office is cooperatively involved with the Governor’s Council on
Section 12.0 - 69
Plan Section: 12.0
State: West Virginia
Literacy/West Virginia Literacy Foundation and post-secondary institutions in an effort to provide
GED graduates with the opportunity for advanced training/education. The West Virginia Literacy
Foundation sponsors five annual scholarships to GED or EDP recipients who wish to continue
his/her education. In addition, seven institutions of higher learning have joined the initiative to
offer scholarships (a total of twelve) to their respective institutions for GED and EDP graduates
only. The West Virginia Higher Education Grant Fund provides the Expected Family
Contribution (EFC) to make the need rankings possible in the scholarship program.
Some additional strategies ABE will implement include:
•
coordination with higher education to customize ABE curriculum to parallel content areas
on college placement tests to decrease the number of students in need of developmental
college coursework;
•
emphasis for local programs to invite representatives from higher education to serve on
ABE Advisory Councils;
•
continued coordination of literacy efforts with higher education through its representation
on t he Governor’s Council on Literacy;
•
participation in a major health and literacy initiative presently being developed by an
interagency taskforce that includes ABE, volunteers, colleges, and faith communities;
•
assistance from West Virginia University or Marshall University in developing coursework
Section 12.0 - 70
Plan Section: 12.0
State: West Virginia
for an endorsement and certification process for adult education teachers; and
•
participation with higher education in t he identification of research topics related to adult
education and literacy that can be developed by their institutions.
12.1.10
Linkages with Employers
ABE will maintain and strengthen linkages with employers through a variety of avenues.
These include the School-to-Work initiative, workplace training for incumbent workers, LINKS
programs for new or expanding business, and the Welfare-to-Work initiative.
By serving as a resource for regional School-to-Work efforts, ABE will be able to work
with employers to identify basic skills needs in business and industry. In that capacity the
program can provide training for under or unemployed adults seeking to enter the workforce.
This will require meeting with employers and keeping communication constant.
Close collaboration with the WV Development Office will provide ongoing opportunities
to link with both new and expanding industry statewide. Through ongoing communication with
individual employers and employer organizations, ABE can remain informed of trends as well as
keep information about basic skills training opportunities to the forefront.
The Welfare-to-Work initiative provides other opportunities to create linkages with
employers statewide. ABE will provide technical assistance to the Welfare-to-Work specialists
who will be developing jobs for welfare recipients. Through these technical assistance efforts,
Section 12.0 - 71
Plan Section: 12.0
State: West Virginia
relationships will be developed with employers as will opportunities to identify training needs.
Employers will continue t o be involved in ABE curriculum efforts by assisting in the
refinement and validity of the work-based certificates of mastery. Bot h the Governor’s Council
on Literacy and the Human Resource Investment Council have multiple business representatives.
The Council’s Workforce Development Committee, for example, is comprised primarily of
business representatives who are taking an active part in addressing literacy issues related to
economic development. Through the committee’s efforts, an annual awards program has been
developed in which employers are recognized for their co mmitment to lifelong learning. The
Governors’ Lifelong Learning Awards are given to those businesses that provide exemplary
lifelong learning programs for their employees and local communities. Their expertise will be
used to provide guidance on curriculum and delivery efforts as ABE continues on its journey to
make instruction relevant and transferrable to the world of work.
Locally, employers represent a valuable partner in many ABE functions. In addition to
serving on ABE Advisory Councils, they provide worksite learning experiences for ABE students,
serve as resource speakers to assist students in preparing for the workforce, and often donate
much-needed resources to local programs.
Section 12.0 - 72
Plan Section: 12.0
State: West Virginia
12.1.11.
Student Leadership
As a result of participation at the National Student Forum sponsored by the U.S. Department
of Education, an energized West Virginia student representative returned home to initiate a state
student leadership movement. Through State ABE funding, the West Virginia Adult Education
Association (WVAEA) cont racted with the student representative to organize a regional student
forum in the Eastern Panhandle. A second regional forum was held in Charleston, and three
additional forums are slated for spring, 1999. The forums are being sponsored by State funding
and grants from local and national organizations.
The goals of these forums were to establish a foundation for a statewide student organization
that can provide an active means of developing the leadership skills vital for employment and to
develop a system of providing student input into program planning throughout the state. In an
effort to meet these goals, the participants were given an opportunity to express their ideas about
strengths and weaknesses of the ABE program and ways in which they could provide greater
input. Students from the first two forums met in November, 1998 for a statewide meeting at
which they recommended that a state student conference be held in June, 1999 following the
remaining three regional forums.
At this conference, the students plan on forming a statewide student organization. Some of
their activities will include work with the local media and legislators on promoting the need for
Section 12.0 - 73
Plan Section: 12.0
State: West Virginia
ABE, publication of a student newsletter, speaking forums, etc. Additional activities being
planned include researching resources that can help wit h job placement, organizing ‘job-ready’
clothing closets, mentoring other students, and providing assistance with retention activities
within the adult education program.
12.1.12
Marketing of ABE Services
The goal of the ABE Marketing Program is to enhance the image of ABE programs provided
through the Department of Education. This requires a directed and well-executed plan that
focuses upon the diverse array of results-based pro grams and services available through ABE, the
quality of instruction, substantial student outcomes, and the flexibility to meet the changing needs
of the workplace, community and family. As a partner in the One-Stop system, ABE needs to be
able to demonstrate its effectiveness and market its results.
The following strategies will be used to achieve this goal:
•
Invest in marketing–begin to think of it as an investment and not a cost;
•
Utilize results of ABE’s performance-based curriculum to document student outcomes
and program effectiveness;
•
Continue collaboration among all providers;
•
Develop multiple avenues and products t hat demonstrate the diverse array of programs
and services available in ABE, i.e., work-based learning, distance learning opportunities,
Section 12.0 - 74
Plan Section: 12.0
State: West Virginia
computer literacy, workplace education, certificates of mastery, special learning needs
certified teachers, etc.;
•
Promote the image and reality that ABE is more than just GED;
•
Expand ABE Marketing Kit (a promotional toolkit for local providers) to include sect ions
for each statewide initiative, i.e. workplace, distance education, technology, etc.; and
•
Revise Marketing video (a 12-minute promotional video that highlights ABE programs
and services)
Obviously, an important aspect of an effective marketing plan is reaching one’s target
population. ABE recruitment activities will be directed to those most in need of basic academic,
workplace, and/or life skills. Through the statewide marketing efforts, local pro grams will be
assisted in conducting local needs assessments and then designing strategic marketing activities to
target the identified needs and populations. Local needs assessments will be particularly critical in
developing multi-year plans, as required by the Act. Guidelines and effective models will be
provided to assist grant applicants in this process.
12.2
Collaboration with Other Related Agencies and Programs
ABE is committed to seeking out oppo rtunities to collaborate services where possible and
avoid duplicating efforts in order to maximize the impact of the activities. Listed below are
several examples of planned efforts:
Section 12.0 - 75
Plan Section: 12.0
State: West Virginia
Intra-agency
C The WV Department of Education’s Office of Institutionalized Education Programs combines
ABE funding with additional funding sources from Vocational Education, Special Education,
and State allocations to enhance ABE services to incarcerated and institutionalized adults.
The State GED Office works with the entity to provide on-site GED testing to incarcerated
individuals.
C Through the Department’s Even Start program, ABE funding is combined with Even Start
resources to expand the number of family literacy programs operating in the state.
C The Department’s Special Education Office works in collaboration with the State GED Office
to assist adults with learning disabilities in acquiring accommodations for the GED test.
C ABE is represented as a key partner in the Depart ment’s development of a statewide reading
initiative – Literacy for All. Through this initiat ive, funding for parental involvement and
reading instruction for parents will be provided through the Reading Excellence Act.
C Through the Department’s current JTPA Office, funding is accessed to provide needed
support services to ABE students.
C The Department’s Office of Hospitality and Education Training works very closely with ABE
in providing funding and staff support in employment and t raining programs for public
assistance recipients preparing for careers in the hospitality industry.
Section 12.0 - 76
Plan Section: 12.0
State: West Virginia
Interagency
C Department of Health and Human Resources: DHHR, through an interagency contract with
ABE, provides funding to operate ABE programs for TANF recipients, in addition to
providing funding to ABE for statewide assessment of their customers. DHHR provides GED
testing fees for all of its customers.
C Bureau of Employment Programs: BEP and Private Industry Councils provide funding for
support services for eligible ABE students. Thro ugh a parallel agreement, BEP utilizes ABE
as the provider of basic skills instruction to the extent of capacity. Funding is provided to
ABE if demand exceeds resources available through the Adult Education and Family Literacy
Act. Additional coordination is anticipated with Title I activities and programs when the State
fully develops its application for the Workforce Investment Act and when One-Stop Centers
become fully operational in the State.
C WV Development Office: Through the Governor’s Guaranteed Workforce Program, funding
is provided to ABE to jointly fund the statewide Workplace Education Program. Funding
supports staff and programmatic costs.
C Human Resource Investment Council: Adult education is represented on the HRIC by the
Assistant Superintendent for the Division of Technical and Adult Education Services. In
addition, the chair of the Governor’s Council on Literacy is also a member of the HRIC.
Section 12.0 - 77
Plan Section: 12.0
State: West Virginia
HRIC will serve as the coordinating body for the remaining titles of the WIA and good
coordination is expect ed. It is hoped that joint data analysis among WIA agencies, including
ABE, will become a reality.
C Governor’s Council on Literacy: Composed of 25 representatives appointed by the Governor
from the pubic and private sectors, the Council serves as a statewide coordinating body for
adult literacy issues. Through the Council’s efforts, funding has been made available for
annual mini-grants to literacy providers, college scholarships for GED and EDP graduates, a
statewide public outreach campaign, development and printing of literacy-related publications,
and a statewide recognition program to promote lifelong learning among State businesses.
The Assistant Director of Adult Education serves as staff liaiso n to the Chair of the Council
and other State ABE staff serve as liaisons to the Council’s various committees.
C Selective Service: As a public service to young men ages 18-26, over sixty percent of local
GED testing examiners have agreed to serve as non-paid Selective Service Registrars.
Selective Service registration is offered at these designating testing centers prior to and after
testing sessions.
C Division of Rehabilitation Services: Assistance with obtaining documentation for GED test
accommodations is one of the many services provided to ABE students with special learning
needs.
Section 12.0 - 78
Plan Section: 12.0
State: West Virginia
C WV Small Business Development Centers: Individuals attending ABE activities and who wish
to start their own business will be referred to their closest SBDC to enroll in free training
programs. The SBDC staff assist with the development of a business plan and assist with the
search for available funding sources.
C Commission on Aging: This organization is an advocate for the aging population and can
provide useful information on the special needs of older adults. Shared activities are planned
in the future.
C Stat e Volunteer Literacy Organizations: Literacy Volunteers of America - WV and WV
Laubach Literacy provide appro ximately 1000 volunteer tutors who assist adults functioning
at low literacy levels.
C Public Health Agencies: ABE classes are held in hospitals, nursing homes, and mental health
facilities at no cost t o the program.
C Community Service Organizations: The ABE Unit has developed and distributed a community
service directory to assist teachers and ABE students in accessing local community support
services.
C Head Start: In some counties, Head Start programs have assisted in the funding of ABE
classes. In addition, they often provide classroom space at no cost t o the program.
C Public libraries: The public libraries in West Virginia are very supportive of literacy efforts.
Section 12.0 - 79
Plan Section: 12.0
State: West Virginia
Many of them provide office space and support to volunteer literacy programs at no cost. In
addition, the State Library Commission purchased Learn to Read video tapes for every library
and continues to upgrade their selections of low-level, adult interest publications. Several
libraries also provide classroom space at no cost.
C Public Television: West Virginia is fortunate in having a very supportive Public Television
system that supports ABE through airing of ABE instructional programs and related support
services.
State to State
C Develop joint products that address a common need: West Virginia and Kentucky participated
in joint field testing of curriculum so that each state could learn from the other. Other similar
initiatives are anticipated with contiguous states such as Virginia and Ohio.
C Join together to share information, expert ise, and existing resources: West Virginia and
Southeastern Ohio ABE staff have been holding joint meetings to discuss similar challenges
and share expertise in particular areas. Topics discussed include special learning needs,
curriculum, certificates of mastery, MIS, marketing, and state professional organization policy
and procedures. The two states plan on continuing t he dialogue and inviting Kentucky to join
with them.
C Transfer products between and among states: West Virginia has distributed draft copies of its
Section 12.0 - 80
Plan Section: 12.0
State: West Virginia
WorkSCANS curriculum and certificates of mastery to over 25 states. In return, the State has
received priceless information, products, and expertise on areas such as MIS from North
Dakota and Arkansas’ Learning Disability Policy Manual. The willingness to share products
and skills has resulted in cost-saving, higher quality products among states. Virginia and West
Virginia desire to explore a joint distance learning initiative in the near future.
C Sponsor regional conference meetings: West Virginia will sponsor the Regional Workplace
Education Conference in 2002. The return on investment for these regional meetings is quite
substantial when the wealth of knowledge gained from them is measured in program
improvement. The State is also anticipating sponsoring a national conference in 2004 if
logistics can be arranged.
State-Federal partnerships
C West Virginia is always willing to participate in Federally supported studies by suppo rting
local sites that are in the study.
C West Virginia will cover travel costs for training institutes sponsored by DAEL for ABE staff
and will agree to pilot new products o r systems being proposed, i.e., the State is interested in
piloting models for State sampling of student outcomes.
C Provide technical assistance workshops, informational bulletins, on developing an effective
Section 12.0 - 81
Plan Section: 12.0
State: West Virginia
professional development plan. Pro ducts, programs or systems developed by West Virginia
that merit replication nationally will be shared with DAEL for dissemination.
Services Provided by Other Agencies to Adult Education
Section 12.0 - 82
Plan Section: 12.0
State: West Virginia
Linkage Information:
SERVICES
AGENCIES
Business & Industry
CAP Agency
Career Education
Commission on Aging
Community Education
Churches
Concentrated Employment
Program
County B oard of Education
County & City Hospitals
County Court Probation Offices
County & State Health
Departments
County & State Welfare
Department of Corrections
Department of Mines
Division of Instructional Services
Division of Rehabilitation Services
Fraternal Organi zations
Housing Authority
Job Corps
Labor Unions
Low-Rent Public Housing
Recruitment
Counseling
Testing
Diagnostic
Medical
Psychological
Financial
Aid
Referral
Vocational
Basic
Aid
Aid
Placement
Education
Follow-up
Educa
Pre-Vocation
Employer-Employee
tion
Employability
Child
Housing
al Protective
Or
Care
Legal
ientation
Skills
JobFood
Relations
Services
Solici
Service
Clothing
Transpor
tatiPromot
on tati
ionon
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Section 12.0 - 83
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Plan Section: 12.0
State: West Virginia
National Alliance of Businessmen
One-Stop Centers
Private Industry Council
Regional Jail Authority
State & County Chamber of
Commerce
Veterans’ Administration
Veterans’ Education
Volunteer Literacy
WV Educational Broadcasting
WV Pre ss Association
WV State Employment Service
Title One
Head Start
Governor’s Council on Children
and Families
Goodwill Industries
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Section 12.0 - 84
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