MDE - Michigan Department of Education



Prosperity Region 4Serving Allegan, Barry, Ionia, Kent, Lake, Mason, Mecosta, Montcalm, Muskegon, Newaygo, Ottawa, Oceana, and OsceolaCountiesFiscal Agent: Kent ISDSection 107: 2016-2017 Program Year ApplicationApplicant NameZeeland Adult Education District Code70-350Address183 W. RooseveltCityZeeland Zip Code49464Telephone616-494-3416FAX616-994-9712Contact NameMike O’ConnorTitleDirector of Adult EducationAddress96 W. 15th St, Suite 101CityHollandZip Code49423Telephone616-494-3416 (office) 616-915-1881 (cell)FAX616-994-9712Email Addressmoconnor@Site and Program InformationSite Telephone Number:616-494-3416 County: Ottawa CountyWeek per Semester: 18 weeksSite NameAddressProgramEstimated # ServedHours of OperationABEGEDESLDaysHoursSt. Patrick's Church920 Fulton St, Grand HavenXX?20T,Th9:30 – 11:30 a.m.St John’s Episcopal Church524 Washington Ave, Grand Haven??X20M,T,W,Th9:00 – 11:00 a.m.St John’s Episcopal Church524 Washington Ave, Grand Haven??X20T,Th12:00 – 2:00 p.m.Allendale Township Library6175 Library Lane, AllendaleXX?25M,T,W6:00 – 8:30 p.m..Ottawa County Correctional Facility12130 Filmore, West OliveXX?40M,W,F8:30 - 11:30 a.m.Ottawa County Correctional Facility12130 Filmore, West OliveXX?20T,W1:00 - 4:00 p.m.Ottawa County Correctional Facility12130 Filmore, West OliveXX?15T6:30 - 9:30 p.m.Midtown Center96 W 15th St, Suite 101, HollandXX?20M,T,W9:00 – 11:30 a.m.Midtown Center96 W 15th St, Suite 101, HollandXX??25M,T,W12:30 – 3:00 p.m.Midtown Center96 W 15th St, Suite 101, HollandXXX15T,Th12:00 – 2:30 p.m.Midtown Center96 W 15th St, Suite 101, HollandXX60M,T,W5:30 8:00 p.m.Midtown Center96 W 15th St, Suite 101, HollandX?X80T,W,Th5:30 – 8:00 p.m.EngediChruch710 Chicago Drive #100, HollandX?X175T,W,Th9:00 - 11:30 a.m.Integrated Fabric Resources10875 Chicago Dr, ZeelandX?X60M,T,W,Th2:00 – 4:00 p.m.Boar’s Head284 Roost Ave, HollandXX50M, W2:30 – 5:00 p.m.Spring Meadow Nursery12601 120th Ave, Grand HavenXX45T, Th4:00 – 5:30 p.m.Hudsonville Congregational United Church of Christ4950 32nd Ave, HudsonvilleX?X20T, Th6:00 – 8:30 p.m.Estimated Number of Participates to be served710Site Telephone Number: 616-494-3416 County: Allegan Weeks per Semester: 18 weeksSite NameAddressProgramEstimated # ServedHours of OperationABEGEDESLDaysHoursFennville District Library400 West Main St, FennvilleXX?25T, Th5:30 – 7:30 p.m.Fennville Adult Education5 Memorial Drive, Fennville??X45M,T,W5:30 - 8:00 p.m.Allegan County Correctional Facility640 River St, AlleganXX?65M-F7:45 - 3:15 p.m.Estimated Number of Participates to be served135Total Number of Participants to be served = 845Participant Performance and Post-test Rate:Current Provider:Indicate your program’s participant performance data for the last three years, and describe how it aligns to State Section 107 and Federal Workforce Investment Act Title II guidelines and performance measures. Please address participant performance on all measures. If your program did not meet specific performance measures, indicate your plan for improvement.Three Year Performance for Federal GrantsPerformance Measure2012-2013 State Standard2012-2013 ZAE Performance2013-2014 State Standard2013-2014 ZAE Performance2014-2015 State Standard2014-2015 ZAE PerformanceBeginning ABE Lit42%0.00%42%100.00%36%100%Beginning Basic Ed38%73.33%42%66.67%31%58.82%Low Intermediate Basic Ed38%72.73%40%82.61%34%63.27%High Intermediate Basic Ed31%33.33%35%43.24%30%40%Low Adult Secondary Ed31%44.83%32%50.00%34%40%ESL Beginning Literacy60%0.00%50%63.64%55%73.33%ESL Low Beginning68%53.33%60%90.91%64%94.44%ESL High Beginning60%87.50%55%52.17%60%70.97%ESL Low Intermediate54%58.33%45%53.33%50%60.87%ESL High Intermediate54%42.86%48%51.52%50%72.34%ESL Advanced55%57.58%53%20.00%51%30.56%Obtain GED54%97.62%55%98.85%73%94.45%Placement in Postsecondary17%1.98%48%3.61%29%5.56%Entered Employment30%47.49%25%56.04%26%57.83%Retained Employment50%91.67%50%84.57%51%97.02%As indicated on the above chart of the 3 Year Performance measures for ZAE, the majority of the performance measures have been met on a consistent basis and even highly surpassed the state standards in all but two categories. Over the 3- year period, the deficiencies were only in the ESL Advanced level and in Placement in Post-secondary. However, in each of these areas, we have continued to make improvement each year. In order to improve performance with the ESL population, the staff will continue to attend ESL workshops and examine new materials while employing best practices so that all categories of ESL meet or surpass the state standards. In 2013/14 and 2014/15 for example, we had an increase in the refugee population who were illiterate in their native language. Teachers have been working on instructional methods and materials to improve instructional techniques with this particular population. Staff will continue to attend workshops and gather and implement ideas from colleagues to improve performance. Though the Placement in Post-secondary is low, it is because students are wanting to get a GED and improve literacy skills while they are seeking and/or retaining employment in the increasingly robust job market in West MI. College costs are much too expensive for the people who are working as they do not qualify for the Pell Grants. With more intensive career coaching in the area of post-secondary education, the measure increased by 64% between the 2012-13 and 2014-15 school years. Continued emphasis will be placed in this area with a plan to better prepare more students to enroll in post-secondary education by increasing awareness of local opportunities and financial aid assistance. We will emphasize direct career paths which require post-secondary educational classes and lead to existing jobs in the area based on survey data from employers.Note: The Zeeland/Holland adult ESL program was one of the few programs selected by WDA to receive an incentive award based on 2013-14 performance data. Indicate the last three years of pre/post rate data for your program from MAERS, and describe how it aligns to the minimum post-test rate (65%). If your program did not meet the 65% post-test rate, indicate your plan for improvement.2012-2013 Rate2013-2014 Rate2014-2015 Rate54 %57 %65%The 2012-13 pre/post-test rate was 54%; the 2013-14 rate was 57%; and the 2014-15 rate was 65% which shows significant and steady yearly improvement. To ensure that ZAE meets or exceeds the 65% rate for the current school year and future years, we have implemented the Infinite Campus system to record all pre and post-test scores. The previous system, STUREC, was not an online system and staff did not have access to the data or ability to enter the data. With the Infinite Campus system, staff are able to enter student data into the system and easily determine when a post-test is due. In addition, the staff secretary is using the pre and post-test reports and the missing data reports from MAERS to indicate to the staff when a post-test is due. At each monthly staff meeting, the director reviews the guidelines for pre and post-testing requirements with the staff and stresses the importance of pre and post-testing for all students.New Provider: Not ApplicableDescribe your agency’s ability to provide quality adult education services and comply with all Section 107 requirements based upon the following organizational performance measures:Performance and experience serving adult learnersCapacity and knowledge to serve adult learnersDemand for ServicesActual Number of Eligible Adult Education Participants Served (3-year data)Current Provider: MAERS Data and MSDS FTE Count DataNew Provider: 3 Year Data provided by agency.2012-20132013-20142014-2015542417524Needs of participants and employers (census, economic indicators) Zeeland Adult Education (ZAE) continues to be recognized as an integral educational service agent for adult education, basic literacy services, and job skills training for all of the school districts in Ottawa County including the Ottawa County Correctional Facility as well as in the Fennville School District and the Allegan County Correctional Facility in Allegan County and has provided services since the early 1970’s. ZAE provides instruction in ABE, GED, ESL, and EL-Civics as part of the Literacy To Work model and assists clients in entering post-secondary programs or attaining employment. Data reported by Ottawa County, MI Works, and a 2010 Community Assessment of Ottawa County by United Way indicates that 9.6% of the population over the age of 25 function below the 9th grade or lack a diploma. Over 9.7% of the population speaks a language other than English in the home. These numbers are actually higher as refugees continue to settle in the area. These populations continue to be dominant in the current and potential workforce as having the greatest need for adult literacy, ESL, and GED. The unemployment rate in Ottawa County is currently at 3.5% (as of 06/16) and the Ottawa County MI Works Service Centers (Holland & Grand Haven) and regional access points had contact with over 1000 clients on a monthly basis. The 2012 West Michigan Workforce Readiness Survey indicated that 90% of the employers who responded require a minimum of a high school diploma or GED for entry level positions. For those employers that have a minimum hiring requirement, 0% would prefer to hire an individual with a GED over an individual with a high school diploma. Several employers have asked us to partner with them in providing literacy services and GED classes for their employees at the job sites. As a result, we have set up classes at several area manufacturing facilities. Recruitment and referrals are made by the following methods: direct referral by MI Works or other county based agencies, community based agencies, word of mouth, or general population calls/walk-ins. Contacts are scheduled into weekly program orientation sessions that identify specific populations. Direct services are ABE, GED & ESL which are all part of the LTW model. The majority served are either Michigan Works (MW) clients or individuals seeking services voluntarily. Individuals seeking services not provided by ZAE are referred by a Career Coach to appropriate service providers/partners. To continue to address these needs and provide services, ZAE partners with MW, Grand Rapids Community College, Literacy Council of West Michigan, Michigan Rehabilitation Services, Latin Americans United for Progress, Grand Haven Area PS, Holland PS and other faith based or regional service providers as internal and external referral agents for clients identified in need. The Region 4 Adult Learning Partners of West MI collaborative group has been working diligently since 2010 to share information among all the Adult Education Providers in Kent, Ottawa, and Allegan Counties. Now that programs are regionalized, the ALPWM includes adult education providers/members from 13 counties. The group has used Workforce Development Board Scans and the NAALS report which show a significant need for literacy skills, English proficiency skills and employability skills. The most recent census, 2010, indicates significant increases in the Hispanic and Asian populations in the region. There is also an overall increase in general population in the region that breaks down by county as 5.5% increase in Allegan, 4.9% increase in Kent and 10.6% increase in Ottawa. The new census information has not yet been broken down by education level, but we are making the assumption that demand for services will increase accordingly. In order to better understand the needs of the many individuals in varied communities served in this region, the ALPWM is working on a survey to gather data on numbers served, with what general service, materials, waiting list numbers and operational information to gain a better understanding of the need and capacity in the region for all categories of service. Within the region, this group of dedicated service providers has implemented the Literacy To Work Model which includes the following components: GED, NCRC, all levels of ESL and ABE classes, family literacy, citizenship classes, employability skills, Key Train, financial literacy and computer literacy classes. A copy of the model is attached. These classes are offered via classroom, one-on-one tutoring, distance learning, and small group settings at a variety of times and various locations. Numbers of participants that your agency could not serve. Please indicate reason for inability to serve these clients.ZAE was able to serve all eligible clients who sought services on an open door basis. As soon as a student seeks to enroll in the program, they are given an appointment within a week to meet with a career coach to be assessed and placed in the proper program which aligns with their educational and employment goals. SECTION 107 - REGIONAL PROJECT NARRATIVE for Prosperity Region 42016-2017 Program YearA separate regional project narrative must be completed for the fiscal agent and for each regional provider.A response is required for each narrative component. Please use the same format in the outline when providing responses.Regional Providers:A response is required for each narrative component except those titled “Fiscal Agent Only”Components in the application that were revised for the 2015-2016 grant are highlighted and shown in blue ink.NARRATIVE COMPONENTS:REGIONAL ADULT EDUCATION NEEDS AND PRIORITIES (Fiscal Agent Only)Describe how your region conducted an assessment of needs related to moving adults with low basic skills to postsecondary education and employment, and the specific results of the needs assessment. Indicate the process for continually assessing and addressing the future needs of participants and the community in the region, and the fiscal agent’s working involvement with the Workforce Development Board (WDB) and the Education Advisory Group (EAG)/Talent District Career Council (TDCC).Explain the procedure in the event that an individual needs adult education services that are not offered by your region?Describe how your region identifies and supports those individuals in need of adult basic education and literacy services who are low-income, individuals with disabilities, single parents, displaced homemakers, individuals with multiple barriers to educational enhancement, and individuals with limited English proficiency or minimal literacy skills.REGIONAL STRUCTURE (Fiscal AgentOnly)Describe how the fiscal agent collaborated with the EAG/TDCCs in the prosperity region to develop a regional strategy that aligns adult education programs and services into an efficient and effective delivery system for all adult education learners. Describe the regional strategy.Describe how the fiscal agent collaborated with the EAG/TDCC in the prosperity region to create a local process and criteria, based on location, demand for services, and cost to provide instructional services, to identify eligible adult education providers for funding allocated under Section 107. Describe the local process and criteria.Describe how the fiscal agent will work with all intermediate school districts (ISDs) in the prosperity region to implement Section 107 on a regional basis.Identify what programs and services will be offered within the prosperity region and how they will address the identified needs and priorities.Indicate if any Program Year (PY) 2014-15 Section 107 funded adult education providers were not selected to provide services in PY 2015-16, and the justification as to why the provider(s) were not selected.Indicate if there were new providers selected to provide services in PY 2015-16, and the justification as to why and how the provider(s) were selected.Describe any contractual arrangements for providing adult education services for an eligible adult education provider.Describe the process and criteria for determining the amount of funding each regional provider will be receiving, taking into account districts with deferred funding (funds earned in a prior year but not expended).Describe how the fiscal agent will provide oversight to the regional providers throughout the program year to ensure compliance with Section 107 requirements.Describe how the fiscal agent will utilize the funds allocated for administration costs for serving as the fiscal agent (up to 5%).All Regional Providers: Please provide complete and specific answers to every section of the application.PROGRAM DESIGNAdult Education Needs And PrioritiesDescribe how your program conducted an assessment of needs related to moving adults with low basic skills to postsecondary education and employment, including the specific local data used to determine the need, the results of the needs assessment and how the specific services to be provided align with the needs identified. Zeeland Adult Education (ZAE) continues to be recognized as an integral service agent for adult education and basic literacy services in Ottawa County and has provided services since the early 1970’s. ZAE provides instruction in ABE, GED, ESL, and EL-Civics through the Literacy To Work model and assists clients in entering post-secondary programs or attaining employment. Data reported by Ottawa County, MW, and a 2010 Community Assessment of Ottawa County by United Way indicates that 9.6% of the population over the age of 25 function below the 9th grade or lack a diploma. Over 9.7% of the population speaks a language other than English in the home. These numbers are actually higher as refugees continue to pour into the area and enroll in classes. These populations continue to be dominant in the current and potential workforce as having the greatest need for adult literacy, ESL, and GED. The unemployment rate in Ottawa County is currently 3.5% (as of 06/16) and the Ottawa County MI Works Service Centers (Holland & Grand Haven) and regional access points had contact with over 1000 clients on a monthly basis. The 2012 West Michigan Workforce Readiness Survey indicated that 90% of the employers who responded require a minimum of a high school diploma or GED for entry level positions. For those employers that have a minimum hiring requirement, 0% would prefer to hire an individual with a GED over an individual with a high school diploma. Local manufacturers have asked us to provide literacy classes and GED classes on the job sites as so many of their new employees lack basic literacy skills and/or a GED. The Region 4 Adult Learner Partners of West MI group has been working diligently since 2010 to share information among all the Adult Education Providers in Kent, Ottawa, and Allegan Counties. Since the programs have become regionalized, the ALPWM now has members from 13 counties which comprise the region. The group has used Workforce Development Board Scans and the NAALS report which show a significant need for literacy skills, English proficiency skills and employability skills. The most recent census, 2010, indicates significant increases in the Hispanic and Asian populations in the region. There is also an overall increase in general population in the region that breaks down by county as 5.5% increase in Allegan, 4.9% increase in Kent and 10.6% increase in Ottawa. Explain how the location(s) of your program services were determined and how the location(s) meet the needs of the adult education population. Describe access to these services based on availability of transportation, technology and other infrastructure.Since Zeeland Adult Education operates the adult education program for all of the school districts in Ottawa County at various sites as well as the adult education program for Fennville Public Schools in Allegan County, it is important to provide services to adults in each school district due the demand and proximity to classes. Therefore, ZAE set up programs in several churches, school buildings, MI Works buildings, and libraries which were close to bus lines and the neighborhoods where the majority of the adult education population lives. In June 2016, the ZAE adult education office and some of the GED and ESL classes moved to the Midtown Center which is located in the core city, closer to the population we serve. At many of these sites, there is free internet access provided by the host agency. Program sites are also operated by ZAE at the Allegan County Correctional Facility and the Ottawa County Correctional Facility. Program offerings have been determined based on identified need for basic reading and math improvement, attaining a certificate/endorsement (GED, NCRC) or help improving educational levels for job improvement. ZAE is also in partnership with several agencies including MI Works, the Literacy Center of West Michigan, several school districts and churches, and the Ottawa Area ISD M-TEC which provides career coaching, Key Train, Work Keys testing, financial literacy, and computer literacy to all students. ZAE accepts referral students on an open entry basis at all locations and provides services August through July at 13 locations in Allegan and Ottawa Counties.Additional client educational and employment related services not provided by ZAE are coordinated through MW and are available to clients. Each provider within Region 10 has a long history of offering quality services that meet the needs of the majority of students in their immediate geographic area. As the region continues to develop, the ALCB will address areas where more services of a specific type are necessary. If individuals go to one provider within the region and the adult learner’s need cannot be met by that provider, referrals to another provider would occur. The ZAE adult education program operates on an open enrollment basis so that students do not have to wait to enroll in classes. Classes are scheduled mornings, afternoons, and evenings to accommodate a variety of student availability and convenience. Describe how your program identifies and supports those individuals in need of adult basic education and literacy services who are low-income, individuals with disabilities, single parents, displaced homemakers, individuals with multiple barriers to educational enhancement, and individuals with limited English proficiency or minimal literacy skills.In order to address the needs of all of the adult population, as well as the needs of those with the most barriers to success, the ZAE program has implemented the Literacy To Work Model which includes the following components: GED, NCRC, all levels of ESL and ABE classes, family literacy, citizenship classes, employability skills, Key Train, financial literacy and computer literacy. A copy of the model is attached. These classes are offered via classroom instruction, one-on-one tutoring, and small group settings at a variety of times and various locations. Individuals can get one-on-one tutoring to supplement their classroom instruction from our staff as well as career coaching to work through barriers to success and develop an appropriate individual educational plan leading to student goal achievement. The career coaches work with students from the beginning of the program until the end monitoring individual progress and maintaining contact with students at all times. Describe your efforts to provide cost efficient and cost effective instructional services (i.e., satellite hubs, collaboration with community partners, reductions in administrative costs).In order to operate cost effective programs, ZAE has partnered with several agencies to receive classroom space and internet service at a significantly reduced charge. Some of these partners include The Holland Symphony, Latin Americans United for Progress, and Jubilee Ministries. One of the churches are only charging $100 per month for the use of 6 classrooms for 4 days per week. ZAE has arrangements with St. Patrick’s Church in Grand Haven, Fennville Public Schools, the Allendale Public Library, St. John’s Episcopal Church in Grand Haven, and the Allegan District Library in which facility use is free of charge. There is only one administrator in charge of the entire ZAE adult education program in Ottawa County and the Fennville program in Allegan County as well as for the OCCF and the ACCF. Describe how your program leverages revenue and services within the region in order to enhance services.Direct services provided by ZAE are ABE, GED, ESL, and NCRC which are all part of the LTW model. The majority of adults served are either Michigan Works (MW) clients or individuals seeking services voluntarily. Individuals seeking services not provided by ZAE are referred by a Career Coach to appropriate service providers/partners. To continue to address these needs and provide services, ZAE partners with MW, Grand Rapids Community College, Literacy Center of West Michigan, Latin Americans United for Progress, Michigan Rehabilitation Services, Grand Haven Area PS, Holland PS, Thompson M-TEC, as well as faith based and/or regional service providers as internal and external referral agents for clients identified in need. Training workshops are offered on a regional basis among the providers in Region #4. Partnering with several agencies as mentioned above helps leverage revenue to be used primarily for direct classroom instruction to serve students. The ALPWM group has developed an all-day regional training workshop for teachers and administrators on August 18, 2016 at a cost of only $15 per person. Describe any contractual arrangements for providing adult education services for an eligible adult education provider. (Note: the contractual agreement must be included with the application)ZAE contracts with the Ottawa ISD to provide the Literacy To Work model, including career coaching, at the Ottawa County Correctional Facility. The cost for a special education teacher and career coach is partially covered from a Title I-D grant through the Ottawa ISD. ZAE also contracts with Outlook Academy and the Allegan AESA to provide the Literacy To Work model, including career coaching, at the Allegan County Correctional Facility. A portion of the career coach salary is covered through a Title I-D grant with Allegan AESA. In the past, ZAE has had formal consortium agreements with most of the districts in Ottawa County as well as with Fennville Public Schools to operate an adult education program in that school district. ZAE still provides those same educational services but all staff are now employees of ZPS. Alignment with State Adult Education Mission and Goals:Describe any services that the program offers to enable individuals to secure employment within a specific industry or occupational sector and/or to advance to higher levels of education, and how these offerings are aligned with real opportunities for employment and/or postsecondary education and training.The ZAE Adult Education Program is aligned with the mission of the Workforce Development Agency and the Office of Adult Education State Standards. This is evidenced by the program success and continued growth based on its current collaboration of services and mission to meet the employment needs in Ottawa and Allegan Counties. ZAE is available as an educational partner to provide educational services deemed necessary to secure, retain, and/or improve employment. This collaboration assures the focus of promoting economic and workforce development with the outcome of securing jobs and enhancing the quality of life for Ottawa and Allegan County clients. The 8 Career Pathways are woven into our curriculum and career counseling components which are a part of the Literacy To Work model. We partner with M-TEC who has a corporate training department which works with area employers. The ZAE program director, the head career coach, and the director of corporate training for M-TEC have met with several employers to develop a pipeline to employment for students who have completed our LTW model and are ready for employment with these companies. We are currently working on implementing a training program at Haworth Corporation and Herman Miller and already have set up classes at 3 other area manufacturing businesses.Describe how the program aligns exit and entry requirements so that expected learner outcomes in one program match the skills, knowledge and abilities required to enter a subsequent program.Alignment of entry and exit requirements is monitored by internal program review and reports. Program and individual participant assessment is conducted on a term basis in accordance with the administrative guidelines of the instrument and Department guidelines or policy. Students move along the educational continuum at a pace set by their progress and post testing results which are entered into MAERS on a daily basis. ESL students with high levels of education in their country of origin are encouraged to move into GED or post-secondary education. Students with minimal education in their country frequently need to move to the ABE program to develop needed reading and math skills, prior to entering GED or post-secondary training. Program placement in ESL, ABE, GED, and the other components of the LTW model is made after assessment. Five separate levels of ESL classes are offered which are designed to align with the six ESL performance levels. Participants entering ABE are placed in one of three groups: Beginning, Intermediate, or Advanced which aligns with the five basic education performance levels. ABE assistance with the student’s learning on an individual level is also enhanced by READ of Holland volunteers and a special ABE Math class for ABE and ESL students.Do you offer accelerated programs? If yes, describe how your program transitions learners to employment or postsecondary education and training.ZAE has implemented the Literacy To Work model which is described in the Curriculum section below (#3). Students are able to work at their own pace while they complete the model obtaining a GED, NCRC, Computer Literacy, Financial Literacy, and Job Skills Training certificates as well as receiving career interest inventory assessments, resume preparation, various certificates, and 3 elective credit hours from Davenport University. A career coach works with students through the process to prepare them and introduce them to post-secondary and/or employment opportunities. Referrals to READ and other area literacy programs with whom we regularly collaborate provide yet another way for adults to enhance and accelerate their learning.Describe any innovative approaches to providing adult education services.ZAE has implemented the LTW model described in the Curriculum section below (#3). This includes Career Coaching and transitioning students from the correctional facilities to a program site in the community. We have also developed a pipeline for students to transition from acquiring basic skills to the GED to post-secondary education/training and/or employment.Curriculum and Instruction Describe the core curriculum materials used for each program offered. Identify the measurable program goals for achieving a high-quality adult education and family literacy program and other intangible outcomes. Describe how your program enhances participant learning, reflects the community and learner needs, and incorporates socio-economic realities such as employment opportunities and postsecondary attainment.The ZAE instructional program has adopted the Literacy To Work Model which includes ABE, ESL, NCRC and GED completion, various assessments, Key Train, Employability Skills Training, Financial Literacy, Computer Literacy, Contextualized Learning, Resume Writing, Career Coach guidance, and Goal Setting all of which result in stackable certificates and credentials. A Copy of the LTW model is attached. Classes are scheduled at 13 locations in Ottawa and Allegan Counties and provide services in the areas of highest need as determined by the WDB. Alignment with opportunities for employment is in place through the coordinated efforts of MW, OAISD, GRCC, and their resources assisting clients with the transition into post-secondary training or improving their employment level. All ZAE teachers have attended workshops on Contextualized Learning and will continue to implement contextualized learning in their instruction. ZAE also works with OAISD Thompson M-TEC through the Literacy to Work program to provide students with further job skills training. Upon entering the program each student will meet with a Career Coach and discuss employment and education goals. The Career Coach will continue to meet with students as they work through the LTW model towards their desired goals. Assessments such as the Talent and Fit, Work Keys, True Colors, and ONET, are used to help direct students toward their career goals.For each program offering, describe the various instructional methods used in the program, how multiple forms of service delivery modes are utilized, and how your agency determines their effectiveness. Instructional practices may include, but are not limited to, the following: phonemic awareness; system phonics; fluency and reading comprehension for literacy programs; the provision of learning in real-life contexts to ensure that an individual has the skills needed to compete in the workplace and exercise the rights and responsibilities of citizenship; and/or how the ESL curriculum is based on language acquisition principles and addresses the four language skills of speaking, listening, reading and writing.The Zeeland Board of Education formally adopted the current State content standards for ABE, GED, and ESL as the core for its curriculum and instructional benchmarks. Students move along this educational continuum at a pace set by their educational or employment related goal and their progress is measured by assessments. ABE students receive instruction through one-on-one tutoring, hand-outs, small group interaction, computer technology, self-paced study, and take-home work. The core curriculum for ABE consists of Pre-GED texts from Steck Vaughn and McGraw Hill, Pre GED work books from Steck Vaughn and McGraw Hill, the Number Power Series from McGraw Hill, Easy Grammar, various dictionaries and thesauri, teacher-made work sheets and notes, paper back biographies, and weekly publications such as News for You and La Noticia. The materials selected are also used in GED. GED students benefit from one-on-one tutoring, self-paced studying, and take home work in achieving success. The core curriculum for GED consists of various GED texts from Steck Vaughn and the Kaplan GED prep materials in addition to the DCS GED prep online. We also provide the take home workbooks including GED Scoreboost from New Readers Press and Skill Books from Steck Vaughn. Local newspapers, dictionaries, and thesauri are also made available. ESL students are encouraged to move into GED or post-secondary education using said materials. ESL students frequently need to move to the ABE program to develop needed reading and math skills prior to entering GED or post-secondary training. Resources such as Conversations for Work, On the Job English, and Put English to Work are utilized to assist ESL students in finding or retaining employment and making the workplace more comfortable for them and their co-workers.Describe how the program includes a wide variety of multi-level texts, current and contextualized reading materials, learning games, manipulative, and special materials for persons with learning and/or physical disabilities, and limited English proficiency.Other resources are used to assist students in everyday living skills such as reading maps and labels, filling out forms and applications, and communication skills to receive services. "News for You" and newspapers are also utilized to assist students with their reading skills and to increase their awareness of community and civic events, finding local providers, and employment opportunities. Students in the Advanced Level ESL class are provided additional Employment skills training through an instructor and a local business partner. The Literacy Center of West Michigan utilizes a State Recognized curriculum in providing this instruction also. All ESL instruction may be done one-on-one, as a small group, or as a whole group. With the continuation of EL-Civics, the curriculum and instructional delivery will be enhanced to further meet student needs. Alignment for employment services is in place with Ottawa County Michigan Works. Our program coordinator and career coaches have access to the MW Data Base and receive information from the MI Work employees who function as liaisons with employment services. Alignment for post-secondary education and/or training is similarly arranged with GRCC and OAISD M-TEC Center. Program goals are to attain or exceed identified performance standards and report results to the ALPWM, local superintendents and school boards, MI Works, and WMCEC. Instructional methods are assessed based on participant exit results, teacher evaluations, and administrative review.Describe how your agency aligns its ABE, HSC, GED and/or ESL curriculum to the National College and Career Readiness Standards for Adult Education. (; Resources) The Adult Education curriculum committee has aligned the National College and Career Readiness Standards for Adult Education by embedding the standards within the Literacy To Work model as it was developed. The LTW model meets most of the standards as they apply to work readiness. A booklet was compiled for the English As A Second Language Content Standards which is used in conjunction with the Career Readiness Standards in the Job Skills Training module of the Literacy To Work model in which the standards are separated into four strands: Reading, Writing, Speaking, and Listening. This allows students to develop mutually reinforcing skills and attain mastery of standards for reading and writing across a broad range of text material used in the ESL curriculum. For example, common text used in the ESL contextualized learning materials is used in the Job Skills Training module of the LTW model so that students become familiar with common text used in job applications and college applications.Technology Describe how technology is used to enhance the instructional program or to deliver adult education services and provide specific examples. How are on-site learning labs or other on-site uses of technology used to increase the effectiveness and efficiency of learning? Assessment and review of current instructional methods, instructional materials, and application software is ongoing. Students have direct access to technology as a tool for attaining their educational and employment goals in the classroom. Each staff member has been assigned a laptop that is to be utilized as a teacher tool for lesson development and classroom use. Additional laptops are also available for classroom use and are assigned as needed. Staff utilizes the available technology to assist student learning. Improved software allows for an individualized learning environment that is easily managed by the instructor and accommodates the needs of the learner. It also allows for multiple students to be working on more than one content area at a time. This will continue to enhance the learning environment for the ABE, ESL, and GED learner by expanding the instructional content available and improving the instructional management system. Staff attends professional development classes offered by local educational programs as well as vendor training to enhance their personal technological skill levels on an on-going basis. Each instructor is accountable to maintain his/her individual Professional Development Plan and ensure that it includes updating technology skills.Describe how technology is used to meet the needs of learners who cannot participate in regular on-site coursework via distance learning approaches.ZAE does not provide distance learning. All instruction occurs with a live instructor in the classroom with available technology. Provide information about the current practices, skills and knowledge of staff and participants in the adult education program that relate to the use of technology, including computers in the classroom.All of the adult education classrooms have computers available for instruction both for instructors and staff. The staff are computer literate and training is offered on a regular basis if a new system is implemented, such as Infinite Campus and Google Docs, in which the entire staff was trained to use. Now staff can track student hours, for example, so they know when to post-test eligible students. Students are required to take a Computer Literacy Class or test out of the class at a specific level of computer literacy. Provide information on how student technology skill levels and needs are assessed and how the curriculum or instruction is or can be designed to address those needs.As part of the Literacy To Work model, students are required to complete a Computer Literacy Class in which they are taught the basics including word processing, Excel spreadsheets, email, Keyboarding, and how to fill out online forms for employment including resumes. Students are placed at their individual level and progress to complete the goals of the course. Students complete a portfolio which can be presented to employers during job interviews.Program Intensity and DurationProvide the program’s days and hours of operation, including number of weeks in the semester or term and explain how this scheduling allows participants to achieve substantial learning gains and attain their core outcome measures.The ZAE Program is an 11 month open enrollment program presently operating at 10 locations in Ottawa County and 3 locations in Allegan County. In 2014-15, ZAE expanded program offerings to Fennville PS through a cooperative agreement in which ZPS is the program provider and fiscal agent. This includes offering GED and ABE classes at the Allegan County Correctional Facility. Program locations for 2016-17 include, but are not limited to the sites noted in the Program Offering section of the grant application. The present program schedule follows the calendar of the location site and is organized into two semesters (August-July). Classes meet on a regularly scheduled basis with open enrollment at each location. The number of classes offered at each location varies, but meet daily or weekly depending on the site location. Frequency of program offerings allows for participants to achieve their learning goals in a timely and systematic process. Before each program year and again before the beginning of the semester, class offerings are evaluated to ensure they are meeting students’ needs and serving those students most in need. With continuation of the grant, ZAE has continued to expand program services in cooperation with area school districts and MW to the Southeast quadrants of Ottawa County and has expanded services to the Northeast quadrant of the county during the 2012/13 school year. Since 2011/12 the LTW model, including ABE, GED and ESL classes were offered at St. Patrick's Church in Grand Haven. Identify the enrollment schedule for learners and the process for enrolling new learners throughout the program year.ZAE operates an open enrollment system with orientations scheduled on a weekly basis during the most busy times of the year and then every other week during the slower periods. As soon as students call to enroll, they are assigned an appointment with a career coach at which time they are assessed and fill out the ALP. After that, students are assigned to a program to meet their needs and goals. The program operates from August through July. A weekly ESL class is offered in the Summer and GED and ABE classes are offered through the Summer at the Allegan County Correctional Facility and the Ottawa County Correctional Facility. The program operates on an open door basis so that students can enroll at any time throughout the school year. ZAE will begin to offer GED classes during the summer of 2017 also. Describe how your program’s course schedule accommodates adult learners’ various schedules. Course offerings are scheduled mornings, afternoon, and evenings to allow the most available times to the learners at convenient locations. All sites throughout the county have open enrollment. Upon completing orientation, which is offered weekly, students are placed immediately into classes which accommodate their schedules and transportation needs. Offerings are scheduled to meet the highest enrollment demand and reduce waiting time for students.Section 107 FTE Calculations:Describe the specific method and provide a sample calculation used to determine the FTE calculations for local board approved adult education courses and for each adult education participant as reported into MSDS, per the Adult Education Participant Accounting Manual. While programs are not required to calculate FTEs beginning with the 2016-17 school year, ZAE will still continue to do it in order to establish a base line of comparison between the past 3 years and the next school year. The Program Coordinator manually calculates FTE for each class offered to ensure FTE is accurate using the following formula: Number of days class meets x hours class meets / 450. Below is an example of a class FTE calculation:3 days per week x 3 hrs per day x 18 weeks / 450 = .36 FTEFTE calculations for each class are reviewed by the Adult Education Director. Each participant enrolled in a class is individually evaluated to determine if he or she is eligible for FTE. Per the Adult Education Participant Accounting Manual a participant is edible for FTE if he or she meets one of the following criteria: 1) The participant was enrolled and attend class on count date 2) The participant had an authorized excused absence on count day, was enrolled on or before count day, and attend the class at least once within 30 calendar days following the count day. 3) The participant had an unexcused absence on count day, was enrolled and had been in attendance during the current semester prior to count day, and attended the class at least once during the next ten consecutive days following the count day. All student data and attendance is entered into Infinite Campus and the OAISD auditor provides templates and guidelines to which we adhere. The FTE data is also run through the Macomb Error Checker before submission to the State. The Adult Education Program Director and the ZPS Business Office Data Coordinator reviews all data before it is submitted.Indicate the specific method and tracking system used to determine those participants meeting the Section 107 performance objectives.A spreadsheet created in Google Docs is accessible online for all staff to track and record student performance objectives. All staff have been trained to do this and refresher training is offered each year. This includes NRS gain, ESL proficiency, pass one or more GED tests, obtain GED, enrollment in post-secondary, enter or retain employment. The program coordinator checks to make sure that all student information is updated regularly. A spreadsheet can be produced at any time containing this data. All of this student data is available to all staff if a student moves from one class to another class with a different teacher. This also tracks student pre and post-test data. Recruitment & RetentionDescribe the marketing and recruitment strategies utilized to inform potential participants, referral agencies, special targeted groups and the general public of available services. Describe how the agency’s marketing and recruitment plan enables the prospective learners in identified target populations in the community to find out about the program, the learning opportunities it offers, and how to take advantage of them.ZAE operates on an open enrollment format. Program orientations, recruitment, and referrals at the MW Holland Service Center are conducted on a weekly/regular basis. Students are scheduled to attend a weekly on-site program orientation explaining program services, registration, formal assessments, and all of the LTW components. This process is critical to ensure that student interest is maximized to ensure proper program placement, retention, and success. This welcoming environment is also a factor for the return of participants that need to leave the program on a short-term basis due to schedule or personal conflicts. ZAE and MW regularly distribute program fliers and mailings in addition to hosting web sites linking program services and class information. Before entering the GED or ABE classes all students will first meet with a Career Coach who will explain all of the LTW components, including the resulting stackable certificates and credentials which are awarded to students for program completion. The Career Coach will continue to meet with the student from the initial orientation right through the program until the student is enrolled in post-secondary education/training and/or employment to help address any barriers that may prevent the student from attending class. Over the past year, this relationship greatly improved student retention and performance measures and will likely continue to do so.Describe the retention policy and how community resources are utilized to promote continued learner participation until goal attainment.Personal problems, transportation, and motivation remain key issues in student retention. Retention strategies to promote learner participation and address personal problems, barriers, and decline in motivation include: Supportive orientation and student services; Staff awareness of early dropout warning signs; Positive reinforcement and a supportive classroom setting; Attendance incentives such as free GED testing; Frequent staff contact with students; Realistic goal setting and problem solving; On-going follow-up and feedback from students; Incorporating test taking skill building activities into instruction; and recognizing students’ accomplishments. Referral to outside agencies in the community often helps students in overcoming barriers to success such as substance abuse counseling, using public transportation, and DHS services. Students are provided information regarding all of the community resources by the career coaches.Tuition/Fees (Program Income)If applicable, describe your program’s tuition/fee structure and the methodology used to determine any tuition and/or fees charged to an eligible adult education participant, and how these funds will be used to augment the adult education program. The ZPS Adult Education Program does not charge any tuition or fees. All classes and materials are free for students who qualify for the program.COORDINATION OF EFFORTS, COLLABORATION AND PARTNERSHIPSDescribe the linkages, agreements and/or coordination of activities between your adult education and family literacy program and other educational community and/or workforce support services (e.g., K-12 school districts, postsecondary institutions, workforce development agencies, literacy councils, libraries, employers, community-based organizations, faith-based organizations, job training programs (integrated with occupation training), regional economic development agencies, proprietary schools, local office of state government, local foundations/United Way).Formal and informal partnership arrangements are in place with numerous regional adult learning service providers. ZPS provides adult educational programs for all of the school districts in Ottawa County and for Fennville Public Schools in Allegan County as well as for both of the county jails. Some of these partnership arrangements may be between organizations that are receiving a variety of funds to serve common populations in need within the Ottawa County and Allegan County service areas. The development of these partnerships has been in process for a number of years and has been coordinated and formalized as a direct result of the efforts of ZAE. The partners include: MI Works, Literacy Center of West MI, Holland Public Schools, Grand Haven Area Public Schools, Sparta Area Schools, Grand Rapids Community College – Lakeshore Campus, Grand Valley State University, Davenport University, Fennville Pubic Schools, Allendale Public Schools, West Ottawa Public Schools, Coopersville Area Public Schools, Latin Americans United for Progress, Ottawa County Correctional Facility, Allegan County Correctional Facility, Outlook Academy, Allegan Area Educational Service Agency, Allendale Public Library, Allegan District Library, Department of Human Services, and the Ottawa Area Intermediate School District. The churches which provide classroom space and internet serviced include Engedi Church in Holland, St. Patrick’s Church in Grand Haven, St. John’s Episcopal Church in Grand Haven, and the Second Reformed Church in Zeeland. Ottawa and Allegan Counties present a unique structure for services provided by these partnership agreements.Describe what experience the partnering organizations have had in delivering the proposed range of services.Zeeland Adult Education and Holland Adult Education are the only adult education school districts who are fiscal agents serving Ottawa County. Zeeland Adult Education is the only Service Provider in the county as it is the Service Provider for HPS and also Fennville Public Schools in Allegan County. Two community colleges (MCC & GRCC), serve county residents along with at least four post-secondary four-year institutions. In September, 2011, ZAE formed a partnership with Sparta AE, MI Works, Huntington Bank, MI Rehabilitation Services, Ottawa County United Way, the OAISD M-Tech, the MI Strategic Alliance, GRCC, and several area churches where we offer classes. In 2012, Holland Public Schools joined the partnership/consortium also. The experience and commitment of the educational leaders from these agencies has brought forth an enhancement of the cooperation and coordination of their resources to assist the adult learner’s transition beyond their successful completion of ESL, ABE and GED programs into the development of the Literacy to Work Model. Each partner is responsible to seek continuous feedback from their students or clients regarding their program experience in order to apply this information to the program improvement process. Since the 2014/15 school year, ZAE has had a cooperative agreement with Fennville PS in which ZPS is the program provider and fiscal agent. This will include a GED and ABE program at the Allegan County Correctional Facility in addition to expanded GED, ABE, and ESL offerings in the school district as part of the LTW model. Describe how your program solicits ongoing input and feedback from your partners and students to continuously improve programming. Provide how you promote shared responsibility to collect data on program performance.The partners who are a part of the Region 4 Adult Learning Partners of West Michigan (ALPWM) meet on a monthly basis to review assessment data, referrals and recruitment strategies, program services, and other related functions critical to program improvement. Partnerships initiated in 2009 invited partners to serve on a regional Adult Education Advisory Group. This group was established to ensure the continued coordination of effort for continuous program development and improvement and has developed into the ALPMW. Each partner brings unique talents and resources to the entire group. The charge of the ALPWM is to assess the implementation, compliance, and success of adult educational services in the 13 county region in accordance with the seven principles of the CELEG report and submit recommendations to partners and TDCC of the WDB. MI Works plays an active and essential role in the group and is developing strategies to integrate the current EAG into the process. The ZAE Director, Program Coordinator, and Career Coaches contact partners frequently regarding referrals and update services. Data on performance is informal for individuals served by partners that are not enrolled in ZAE. Efforts to improve this communication process is an ongoing program goal.The ZAE staff also administers a program evaluation to all students at the conclusion of each semester. The feedback is then reviewed by the staff and director and is used to serve as a basis for program improvement. PERFORMANCE & EVALUATIONAssessmentIdentify the Workforce Development Agency-approved assessment utilized for each program of enrollment.Participant level assessment is conducted on an individual basis using TABE Locator, TABE 9/10, or CASAS. Describe the process and timelines for assessing eligible participants (pre and post).Instruction is provided based on assessment and placement as defined by the WDA. Between 40 and 100 hours of instruction, ESL students are post-tested using the CASAS. Between 30 hours and 59 hours, GED students are post-tested using the TABE. For GED students who complete a GED test prior to 30 hours of instruction, they may be post-tested with a waiver on the TABE. Between 40 -60 hours, ABE students are post-tested using the TABE. Students are assessed to show gains and measure progress.Describe the process for placing eligible participants in the appropriate instructional program.All students complete a WDA approved ALP at the time of enrollment during their meeting with a Career Coach. Assessments conform to the current WDA Assessment Policy. Individual student performance goals are established and the instructor is responsible to monitor progress and specific student gains on an ongoing basis so that the student always knows which goals have been accomplished and which remain to be accomplished in the future. Instructors develop short-term goals that can be met and recorded in short intervals. These short-term goals are then used as the stepping-stones necessary for achievement of long-term goals (level gains). The student ALP is re-established annually at the beginning of the program year and performance goals are updated with the student each semester or as needed.ESL and ABE students are assessed using the assessment guidelines upon entering the program and at the time of exit. Students enrolled in GED also take GED practice tests to assist them and the instructors in identifying areas in need of remediation before being allowed to take the actual tests. At the time of the GED practice test, a TABE posttest is also administered. Students have the opportunity to participate in aptitude and interest inventories using Work Keys and Key Train through MW and the Literacy to Work Model which includes Talent & Fit and ONET.Describe how your program will track and monitor hours of instruction to ensure continued eligibility and testing timelines for each participant. Continued Eligibility: An ABE, GED or ESL program participant remains eligible for funding until he/she fails to show progress on two successive assessments after completing 450 hours of instruction. A HSC program participant remains eligible for funding until he/she fails to earn credit in two successive semesters or terms after completing 900 hours of instruction. ZAE administers program enrollments on a semester basis using Infinite Campus. This assures review of student progress on a scheduled basis within the hourly requirement. Participant attendance hours are entered into Infinite Campus and reports on total hours of instruction and assessment scores are generated for the instructor to monitor student progress and ensure compliance with eligibility. Timelines are monitored independently by the program coordinator/secretary and by the Career Coach to ensure compliance.Address how you are using and sharing common learner assessments with all agency partners.Assessment results are shared with appropriate partners, pending learners written consent, if the learner makes a program change or is about to leave the program to seek postsecondary educational opportunities. Data retrieved from MAERS and Infinite Campus have been the primary instruments used for comparative analysis. ZAE continues to assess needs and sets priorities to meet the needs of the students. Program assessment of needs is a cooperative effort between ZPS and MI Works. Priorities for serving the students are identified and improvement strategies are developed. NRS reports and internal assessment results are used by program staff to self-assess the effectiveness of the program. Results and recommendations are reported by the director to the superintendent of schools and appropriate MI Works personnel.Adult Learning Plans (ALP)Describe the program’s intake/registration/enrollment process and how it ensures that participants meet the eligibility requirements.Students who are at least 18 years old and do not have a GED or high school diploma area eligible to enroll in the program. When calling to enroll, each student is screened and then scheduled to meet with a career coach for assessment with the TABE or CASAS and Work Keys. The CASAS is used for ESL students and the TABE for GED and ABE students. Based on the assessments, they are placed in the proper classes which coordinate with their schedules. Students must show a pictured ID of which a copy is kept in their file. Since students work at their own pace, they may enroll at any time throughout the year. Describe the process for using The Workforce Development Agency-approved ALP form for each participant and how adjustments to the plan will be appropriately incorporated.All students complete a WDA approved ALP at the time of enrollment during their meeting with a Career Coach. Assessments conform to the current WDA Assessment Policy. Individual student performance goals are established and the instructor is responsible to monitor progress and specific student gains on an ongoing basis so that the student always knows which goals have been accomplished and which remain to be accomplished in the future. Instructors develop short-term goals that can be met and recorded in short intervals. These short-term goals are then used as the stepping-stones necessary for achievement of long-term goals (level gains). The student ALP is re-established annually at the beginning of the program year and performance goals are updated with the student each semester or as needed.Data ReportingMichigan Student Data System (MSDS): Describe how the region/program will ensure timely and accurate program and participant data entry into MSDS utilizing FTE count date requirements. Identify the agency responsible for data entry.Prior to the 2016-17 school year, the adult education registrar/program coordinator was responsible for working with the district data coordinator to verify that all of the count data is entered correctly into the MSDS. The district coordinator attended regional meetings and training sessions to remain updated on current timelines and regulations regarding MSDS reporting. Now that FTEs and count days are not required, the program coordinator will still be responsible to maintain all student hours of attendance and all other information required to maintain proper record keeping. Michigan Adult Education Reporting System (MAERS): Describe how your region/program will ensure quarterly data entry into MAERS that accurately reflects the information in the participant’s file. (Note: All eligible participants that enrolled and received at least one hour of instruction must be entered into MAERS).The registrar is responsible for the quarterly MAERS timeline for the entering of data in accordance with the current MAERS manual. The missing data report is printed after each quarter and monitored to ensure missing data is obtained and entered. Reports are printed at the end of the year to ensure all missing data is entered. All reports are submitted to the program director for quality and compliance assurance. The registrar and the Career Coaches review reports monthly to ensure all participants are tested within the required time period. MAERS data (student hours and time between tests) is also calculated in Infinite Campus, providing additional verification.Describe how your region/program will use the Simple Participant Report, Attendance Reports, Post Test Listing Report, Follow-Up Selection Report, Missing Data Report, Upcoming System Exit Report, Performance Benchmark Report, and other management reports from the MAERS system to monitor your program performance and ensure timely and complete participant data entry into MAERS. The ZAE program utilizes Infinite Campus which is compliant with the WDA requirements to capture and transfer student information into the MAERS and MI Student Data System (MSDS). Student files are maintained with enrollment, assessment and other documentation required by law. Student progress is submitted into the MAERS in accordance with the WDA time-line and analyzed against NRS performance standards. The entry of data into MAERS is an on-going effort and data is entered the week it is received. Data reports and student information is provided to designated staff. An on-site program registrar is responsible to manage enrollment and record assessment and enter data into MAERS each semester. The registrar is responsible for student follow-up and the submission of related reports to staff and the Program Director. The Jail Liaison at the Ottawa County Correctional Facility and at the Allegan County Correctional Facility and a designated instructor as well as a Career Coach also assists with the follow-up process. ZAE has reported student and program outcomes and has continued to meet governing body compliance requirements. All data entered into MAERS is provided by staff and is verified by the registrar. This provides a check and balance system to ensure the accuracy of the data. The participant enrollment report is reviewed by the instructors and the registrar quarterly. MAERS data maintained in Infinite Campus provides additional verification. Follow-UpDescribe the process for reporting all follow-up measures, which align with federal and state performance measures. Follow-up measures include Educational Cohorts: Obtain a GED, Obtain a High School Diploma and Enroll in Postsecondary Education or Training and Employment Cohorts: Obtain Employment and Retain Employment, as per federal and state follow-up requirements. Follow-up of student completers and non-completers to determine program impact, effectiveness, and define any problem area is ongoing. Follow-up established for ABE, ESL & GED participants is conducted by the registrar. The Jail Liaison and a designated instructor as well as a Career Coach also assist with the follow-up process. When a student exits, an exit survey is conducted. For students leaving unexpectedly, information will be obtained from friends/family in an attempt to contact the students. Because students leave for many reasons, problem solving to remove barriers to continued success would be undertaken when appropriate so the student can continue. Student waivers completed at enrollment allow for follow-up with other MW programs and the GED testing center. When the instructor is aware that a student will be leaving the program, the student name is given to the GED registrar and every attempt is made to encourage the student to continue classes at a convenient time and location. Because students often leave unexpectedly, problem solving to remove barriers to continued success is initiated when appropriate so the student can continue in the program. A program waiver which is completed at enrollment allows for follow-up with MW programs likely to service the participant and the GED testing center for testing results.Describe the process for completing and having on file a follow-up survey form for each participant. The registrar and Career Coaches are trained in using the WDA follow-up manual. If program re-entry does not occur, the registrar maintains an independent program-wide contact log for all participants. The program director and staff set program goals, strategies, and action plans based on the performance of the previous program year. Current program goals are established and recommendations are submitted to the superintendent of schools and the WDB and TDCC annually. Results for the 2014-2015 program year will also be shared and reviewed by the ALPWM group and the Kent ISD Consultant for the region. All reports are based on program results using the NRS data and other information that is provided to the staff. This process is aligned with the final evaluation reports for Section 107 and WIOA Title II requirements.Describe the process for contacting participants within the required timelines, and completing and having on file a contact log sheet. Educational Cohorts must be contacted by October 25th following the program year. Employment Cohorts must be contacted during the contact quarter determined by program exit date. The program secretary regularly runs follow-up reports from the MAERS on a weekly basis to ensure that all participants are contacted within the required timeline. A log book is kept in the office and the registrar/program coordinator reviews it regularly to be sure that the timelines are being followed. The contact log sheet is kept in the same booklet and is monitored at the same time. Program EvaluationDescribe how your agency evaluates your program. Provide specific data and any comparative analysis to support your findings.The administration conducts a review of NRS tables and uses statistical analysis of student achievement. Assessment tools, student surveys, staff meetings, classroom visitations by the program director and district superintendent, and student interviews are all used in determining the effectiveness of the program. Plans of improvement are designed and implemented as was done in January, 2013 as per the Office of Adult Education. A Title I-D program evaluation summary is also used for the Jail Program on an annual basis. During staff meetings, the director and staff identify and correct some program deficiencies. Students complete the program Student Evaluation tool which is reviewed by the director and staff. Students meet regularly with Career Coaches to discuss program components and student achievement. Student complaints are also registered with the office staff. All participant feedback is gathered by the office staff, presented to the program director, and then reviewed by the staff during monthly staff meetings.Past PerformanceCurrent ProviderIndicate your program’s participant performance data for the last three years, and describe how it aligns to State Section 107 and Federal Workforce Investment Act Title II guidelines and performance measures. If your program did not meet specific performance measures, indicate its plan for improvement.See the following chart and narrative on the next page:Three Year Performance for Federal GrantsPerformance Measure2012-2013 State Standard2012-2013 ZAE Performance2013-2014 State Standard2013-2014 ZAE Performance2014-2015 State Standard2014-2015 ZAE PerformanceBeginning ABE Lit42%0.00%42%100.00%36%100%Beginning Basic Ed38%73.33%42%66.67%31%58.82%Low Intermediate Basic Ed38%72.73%40%82.61%34%63.27%High Intermediate Basic Ed31%33.33%35%43.24%30%40%Low Adult Secondary Ed31%44.83%32%50.00%34%40%ESL Beginning Literacy60%0.00%50%63.64%55%73.33%ESL Low Beginning68%53.33%60%90.91%64%94.44%ESL High Beginning60%87.50%55%52.17%60%70.97%ESL Low Intermediate54%58.33%45%53.33%50%60.87%ESL High Intermediate54%42.86%48%51.52%50%72.34%ESL Advanced55%57.58%53%20.00%51%30.56%Obtain GED54%97.62%55%98.85%73%94.45%Placement in Post-secondary17%1.98%48%3.61%29%5.56%Entered Employment30%47.49%25%56.04%26%57.83%Retained Employment50%91.67%50%84.57%51%97.02%As indicated on the above chart of the 3 Year Performance measures for ZAE, the majority of the performance measures have been met on a consistent basis and even highly surpassed the state standards in all but two categories. Over the past 3 years, the deficiencies were only in the ESL Advanced level and in Placement in Post-secondary. However, in each of these areas, we have continued to make improvement each year. In order to improve performance with the ESL population, the staff will continue to attend ESL workshops and examine new materials while employing best practices so that all categories of ESL meet or surpass the state standards. In 2013/14 and 2014-15, for example, we had an increase in the refugee population who were illiterate in their native language. Teachers have been working on instructional methods and materials to improve instructional techniques with this particular population. Staff will continue to attend workshops and gather and implement ideas from colleagues to improve performance.Though the Placement in Post-secondary is low, it is because students are wanting to get a GED and improve literacy skills while they are seeking and/or retaining employment in the increasingly robust economy in West MI. College costs are much too expensive for the people who are working as they do not qualify for the Pell Grants. With more intensive career coaching in the area of post-secondary education, the measure increased by 64% between the 2012-13 and 2014-15 school years. Continued emphasis will be placed in this area with a plan to better prepare more students to enroll in post-secondary education by increasing awareness of local opportunities and financial aid assistance. Note: The Zeeland/Holland adult ESL program was one of the few programs selected by WDA to receive an incentive award based on 2013-14 performance dataIndicate the last three years of pre/post rate data for your program from MAERS, and describe how it aligns to the minimum post-test rate (65%). If your program did not meet the 65% post-test rate, indicate its plan for improvement.2012-2013 Rate2013-2014 Rate2014-2015 Rate54 %57 %65%The 2012-13 pre/post- test rate was 54%; the 2013-14 rate 57%; and the 2014-15 rate was 65% which shows yearly improvement. To ensure that ZAE meets or exceeds the 65% rate for the current school year and future years, we have implemented the Infinite Campus system to record all pre and post-test scores. The previous system, STUREC, was not an online system and staff did not have access to the data or ability to enter the data. With the new Infinite Campus system, staff can now enter student data into the system and easily determine when a post-test is due. In addition, the staff secretary is using the pre and post-test reports and the missing data reports from MAERS to indicate to the staff when a post-test is due. At each monthly staff meeting, the director reviews the guidelines for pre and post-testing requirements with the staff and stresses the importance of pre and post-testing for all students.New ProviderDescribe your agency’s ability to provide quality adult education services and comply with all Section 107 requirements based upon the following organizational performance measures:Performance and experience serving adult learnersCapacity and knowledge to serve adult learnersNOT APPLICABLEFiscal ManagementDescribe how your agency will track Section 107 revenue and allowable expenditures, ensuring that Section 107 funds will not be commingled with another funding source for adult education purposes or with any other funds.The program director develops the budget based on program needs and meets with the ZPS Accountant and the Director of Finance ensure that all of the state and federal codes in MEGS match the line items in the expenditure report. The Section 107 budget ledger is separate from any other district budget ledger within the district system. Each month, the accountant sends a copy of the Sec 107 expenditure report to the director to review and verify expenditures. Adjustments are made on a quarterly basis and approved by the ZPS School Board. STAFF DEVELOPMENTDescribe how your agency ensures that counselors and administrative staff are well-qualified, and teachers are Michigan certified.All teachers are required to have Michigan certification in order to work in the program. The certification status is checked by the director prior to teachers being hired. Each year the staff personnel files are reviewed by the secretary to be sure that teachers have certification renewals if needed. The administrator has a current administrative credential, a current counseling credential, and a current teaching certificate, all of which are on file in the personnel office. Describe any pre-service training provided for new teachers and/or tutors.All staff are afforded the opportunity to attend state-wide training conferences and workshops such as the MACAE conference. They also receive regional training such as that held in 2015 at Wyoming Adult Education for the new GED test and the August 18, 2016 regional workshop for teachers and administrators. Best teaching and learning practices are shared among staff at each monthly staff meeting. Best practices are also shared among teachers and administrators at the monthly meetings of the Adult Learning Partners of West MI group. For example, 20 staff members of adult education programs in the region were trained as Career Coaches while attending a 36 hour training workshop during Summer, 2012. Another 12 career coaches were training in 2016. The trainers were professionally trained and certified Career Coaches from the Thompson M-TEC with whom ZAE contracts for services. The 2012 training cost was provided from a grant received by ZAE from the WDA, Office of Adult Education. Additionally, staff have been trained in the Literacy To Work Model (LTW) which is used extensively in the program. These trainings are held during our monthly staff meetings and staff are updated as changes are made in the LTW to improve student and program performance.Describe how your agency assesses the effectiveness of both teachers and staff.Teachers and staff are evaluated on a regular basis by the program director based on classroom evaluations and general job performance. A meeting is held between the director and the individual teachers/staff to discuss the evaluation tool and job performance in general including ideas for improvement and professional growth experiences. Describe the professional development opportunities available to nurture, sustain, and support quality teaching and learning for staff.All staff are afforded the opportunity to attend state-wide training conferences and workshops such as the MACAE conference. They also receive regional training such as that held at Wyoming Adult Education for the new GED test in 2015 and the regional workshop for teachers and administrators on August 18, 2016. Best teaching and learning practices are shared among staff at each monthly staff meeting. Best practices are also shared among teachers and administrators at the monthly meetings of the Adult Learning Partners of West MI group. For example, 20 staff members of adult education programs in the region were trained as Career Coaches while attending a 36-hour training workshop during Summer, 2012. Another 12 career coaches were trained during a 4-day session in 2016. The trainers were professionally trained and certified Career Coaches from the Thompson M-TEC with whom ZAE contracts for services. The 2012 training cost was provided from a grant received by ZAE from the WDA, Office of Adult Education. Additionally, staff have been trained in the Literacy To Work Model (LTW) which is used extensively in the program. These trainings are held during our monthly staff meetings and staff are updated as changes are made in the LTW to improve student and program performance.Describe the continuing education opportunities for teachers to maintain Michigan teaching certification.All teachers are encouraged to attend state and local conferences and workshops where they can earn SCECHs or credit hours toward certification renewal such as the MACAE conference, the ALPWM meetings beginning in August 2016, the Midwest Brain and Training Institute, the Annual MI Education Conference, etc. There is some money in the budget to cover these costs for teachers and staff. Describe how the information and material obtained from staff participation in training or attendance at conferences is shared with other staff and used to improve program performance. Please provide specific examples for your agency. Monthly staff meetings are held with one of the agenda items being a presentation by a staff member regarding a workshop or conference they attended. They share the important information with the other staff members and provide materials to use or website information where materials can be obtained. All of the GED teachers participated in a regional GED workshop sponsored by Wyoming Adult Education. In the Summer of 2012, 20 staff members of adult education programs in the region were trained as Career Coaches while attending a 36 hour training workshop. Another workshop was held in 2016 in which 12 more career coaches were trained. The trainers were professionally trained and certified Career Coaches from the Thompson M-TEC with whom ZAE contracts for services. After the training, the coaches discussed how changes in the career coaching model would be implemented in the program with all of the other staff during a staff meeting. In October, 2014, staff attended a MAEPD Institute in Grand Rapids and discussed it at the next staff meeting. ................
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