CBO Monitoring Packet 1.20

7/31/2019 CBO Monitoring Packet 1.20

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Preparing for the On-SiteMonitoring Review

Community-BasedOrganizations


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Table of Contents

Administrators Documentation Interview Form................................................3

Classroom/Tutoring Checklist..........................................................................14

Class Profile.......................................................................................................17

Tutoring Profile...................................................................................................18

Monitoring Notes for Classroom/Tutoring Observation..................................19

LEIS Monitoring Checklist.................................................................................20

Corrective Action Plan.......................................................................................22

Interim Follow-Up Report...................................................................................23

Five-Year Monitoring Schedule.........................................................................24

Sample Desk Monitoring Report.......................................................................26

Preparation Checklist........................................................................................28

Sample Schedule...............................................................................................30

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NORTH CAROLINA COMMUNITY COLLEGE SYSTEMDivision of Academic and Student Services

Basic Skills Monitoring Review

For Use during Administrators Documentation Interview

College/Agency: Contact Person:

Monitoring Team: Date of Visit:

This document is designed for use during the administrator interview of the NC Basic Skills On-site MonitoringReview. It is based on the NC Program Standards that align with the 13 federal required programpractices and the National Reporting System. To ensure quality performance, however, programs areencouraged to also assess their operations with the remaining program standards that are not included in themonitoring review.

Each federal practice includes one or more of the following three items:

1. Actual data results related to the federal practice and NC Program Standards. Data results are indicated inbold type.

2. A list of documents the administrator should provide during the on-site interview.3. A list of questions that will be addressed during the interview between the administrator and monitoring team

member.

Note:

The System Office will provide the data for items in blue prior to the monitoring visit. You do not need tocompile these data.

Because some community-based organizations provide both classroom instruction and individual tutoring aswell as paid staff and volunteers, the terms classroom and instructors are often used interchangeably withinstructional setting and tutors.

Federal Practice 1: All students have measurable goals.

NC Program Standards Data/Document Review Yes

No InProgress

3.4 Program has a clearlyarticulated goal setting andadvising process which helpsstudents design anappropriate social, academic,and career pathway.

1. Number and percentage of studentswith follow-up goals (entered andretained employment, GED/AHS,entered postsecondary) Note: Thisnumber/% may be low depending onfunctioning level and goals ofstudents. Enter employment Retain employment

Obtain GED/AHS Enter postsecondary

Interview

What type of training, technical assistance, and supportare you providing to assist instructors/tutors in helpingstudents set realistic personal and NRS goals?

Notes

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Federal Practice 2: The program can demonstrate its past effectiveness in improvingthe literacy skills of adults and families.


No InProgress

2.16 An annual programevaluation process isconducted and includesmechanisms for receiving

input from key stakeholders,such as staff, students,partnering agencies, andemployers; data analysis; andreview of relevant research-based practices.

8.1 Program meets or exceedsstate benchmark percentagesfor completion of each of theEducational FunctioningLevels.

8.2 Program meets or exceedsstate benchmark percentage

for students obtainingemployment.

8.3 Program meets or exceedsstate benchmark percentagefor students retainingemployment.

8.4 Program meets or exceedsstate benchmark percentagefor students enteringpostsecondary education or

job training.8.5 Program meets or exceeds

state benchmark percentage

for students earning a highschool credential or GED.

1. Learning Gains: EFLcompletions

2. Follow-Up Goal Completions:Employment, retention,postsecondary, GED/AHS

3. Administrator should have copies of:Annual program improvementplans,Evidence of staff meetings thataddress performance dataanalysis, andDescription of programimprovement strategies andresults

InterviewBased on your performance results for level completionsand follow-up goals, what do you feel are the greateststrengths of your program? What areas needimprovement and why?

Describe the programs annual evaluation process.

How do you engage the staff and/or tutors in theprogram improvement process?

How are results used to improve the program?

Notes:

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Federal Practice 3: The program is committed to serving individuals who are most inneed of literacy services, including individuals who are low-income or have minimalliteracy skills.


No InProgress

1.8 Recruitment reflects acomprehensive approach thatdraws from multiple venues.A written recruitment planincludes a description of thetarget population, expectedoutcomes, activitiesdescribing personnelresponsibilities and timelines,recruitment strategies,materials, and evaluation.

2.1 The program servesindividuals who are most inneed of literacy services,including individuals who arelow-income or have minimalliteracy skills.

Number of ABE and ESL studentsserved compared to the number ofadult secondary students served(ABE/ESL students should begreater.)

# ABE and ESL students # of Adult Secondary students Evidence that the beginning ABE

and ESL literacy levels are beingserved Number of ABE Beginning

Literacy and Beginning Basicstudents; number of ESLLiteracy, Low Beginning, andHigh Beginning students; %of all students served

Percentage of students leavingbefore attending 12 hours;percentage of students attendinglong enough to be post-tested;retention rate (75% - statebenchmark

% less than 12 hours = % attending long enough forpost- testing = Retention Rate = Enrollment trends for past three

years 2007 2008 = 2008 2009 =

2009 2010 =

Administrator should have samplesof program marketing materialsavailable for review.

Interview

Describe your programs recruitment plan. Does your program set annual goals for

recruitment? Does your program use recruitment activities other

than printing schedules of classes or tutoringsessions?

Do recruitment materials recruit students for allfacets of your services?

Do programs follow up on students who missclasses?

What does your program do to keep students inclass/tutoring sessions?

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Notes:

Federal Practice 4: The program is of sufficient intensity and duration forparticipants to achieve substantial learning gains.


No InProgress

2.8 Program design providesadequate time and intensityfor mastery of course content.

1. Average number of contact hoursmeets or exceeds state average forCBOsState CBO Average:Program Average:

2. Administrator should provide: Class and/or tutoring schedules

showing how often classesand/or tutoring sessions last andhow they offer sufficient time forintensity and duration.

Data on instructor ortutor/student ratio

Notes:

Federal Practice 5: The program uses instructional practices that research hasproven to be effective in teaching adults.Federal Practice 6: Educational activities are built on a strong foundation of researchand effective educational practice.

NC Program Standards Interview (followed by classroom/tutoringobservation reports to verify)

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5.5 Programs use a variety ofinstructional materials,including authentic readingmaterials (i.e. magazines,newspapers, work-relatedtexts), learning games,Madison Heights/Lifelines,

TV411, Crossroads Caf,Internet-based resources,

manipulatives, and specialmaterials for persons withlearning and/or physicaldisabilities.

5.6 A variety of teachingmethodologies (e.g., smallgroup/large group,collaborative learning, theme-based instruction, computer-assisted learning, field trips,guest speakers, peer tutoring,role playing) is used toaddress various learning

styles and needs.5.11 Instructional staff members

develop instructional plansthat support research-basedpractices and reflect adultlearning theory.

Does your program use Madison Heights/Lifelines,TV411, Crossroads Caf, On Common Ground, and/orEnglish for All?

What is the process in your program for ensuring thatinstructors/tutors are using a variety of adult-appropriate and up-to-date materials? How are newinstructional materials selected for purchase?

Are your instructors/tutors using the NC Basic Skills ABEcontent standards for math, reading, writing, and/or

technology? If so, how are they implementing them? How does your program ensure that instructors/tutors

are using varied instructional methodologies such asindividualized and small group instruction, peertutoring, project-based instruction, etc.?

If you offer classes, how are they structured, e.g., openentry, managed entry, combination?

As the instructional leader, what are you doing toensure the use of research-based and effectiveeducational practices in your program?

How do you make sure that staff is kept up-to-date onthe latest adult education research?

Can you provide some examples of what we will see inthe classrooms or tutoring sessions related to this?

Notes:

Federal Practice 7: Programs use computers and other advances in technology, asappropriate.

NC Program Standards Interview (followed by classroom observationreports to verify)

5.12 Technology is used toenhance instruction anddeliver instructional servicesat a distance.

Are computers available for all students regardless ofwhere class/tutoring occurs?

If computers are not at every site, how are computersmade available to all students?

How are computers and other technology being usedwithin your program, e.g., instructional tool only, direct

computer literacy instruction, distance learning, etc.?

Notes:

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Federal Practice 8: The program gives students the opportunity to learn in real lifecontexts to ensure that an individual has the skills needed to compete in the workplaceand exercise the rights and responsibilities of citizenship.

NC Program Standards Interview (followed by classroom observationreports to verify)

5.1 A process is in place to ensurethat curriculum and

instruction are contextualizedto real-life applicationsincluding high demand jobsand aligned to relevant entryand exit assessmentinstruments.

5.3 The curricula integrate workreadiness skills, such asproblem solving, financialliteracy, critical thinking, andself management.

What is currently being done to give students theopportunity to learn in real life contexts?

How is instruction being contextualized to theworkplace?

How is instruction being contextualized to specificoccupational training programs or career interests ofthe students?

If you serve Adult Secondary Education (ASE) levelstudents, does your program have a collegetransition/preparatory curriculum to prepare studentsfor college?

If applicable, is your program actively involved inpreparing students to earn Career ReadinessCertificates?

Notes:

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Federal Practice 9: The program is staffed by well-trained instructors, administrators, and counselors.


No InProgress

2.11Program assesses staffingneeds and plans anappropriate staffing structureto address those needs.

2.13Program employs an intensivehiring process to ensure thatpotential staff have beenthoroughly screened and

judged based on the skills andknowledge needed to performthe Basic Skills job functions.

2.14Staff members meetcertification requirements (ifapplicable) as required by theinstitution/program.

6.8 Staff members continuouslyimprove their practices

through regular participationin professional developmentoptions such as workshops,conferences, self-directedresearch, literature reviews,study circles, mentoring,classroom observations, etc.

1. Administrator should have thefollowing documents or evidenceavailable for review: List of full-time and part-time

staff and tutors Evidence of degrees of staff, if

appropriate Training schedule for any locally

or regionally offered PD Documentation of training

attended by staff and tutors Percent of funding designated

for training

Interview

Have staff members or tutors attended the followingtraining activities sponsored by NCCCS:

o

regional and statewide training workshopso Appalachian State University

workshops/instituteso New CBO Directors Orientationo CBO Directors Institute?

What other training activities have staff members andtutors attended?

What type of in-house training is offered for programstaff and tutors?

Are new staff members and tutors required to have pre-service training?

Do your new instructors/tutors complete the Orientationto Basic Skills in NC online course?

Are paid staff members required to attend trainingsessions annually? How many hours? Are volunteerstaff members required to attend training annually?

Have staff members been trained on the stateassessment policy? Are tutors aware of the policiesrelated to pre- and post-testing?

Has at least one staff member been trained on LEIS andLACES?

Have all staff members who give standardizedassessments been trained in giving assessments?

Can program describe changes and improvements thatwere made as a result of staff development activities?

Notes:

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Federal Practice 10: The program coordinates its activities with other availableresources in the community, including postsecondary schools, elementary andsecondary schools, One-stop centers, job training programs, and social serviceagencies.


No InProgress

1.1 In collaboration with multiplestakeholders, an assessmentof needs related to movingadults with low basic skills topostsecondary educationand/or employment isconducted, including, at aminimum:

o the demographics of thetarget population in needof adult learning services;o the identification of highgrowth job clusters;o

the educational andtraining providers locatedwithin the community;o available supportservices to foster retention,progress, and studenttransition;o available resources(e.g., funding, facilities,etc.) that can be used,shared, or coordinated;ando professional

development and technicalassistance needed foradult learning providers.

1.2 Based on the results of theneeds assessment,memoranda of understandingor similar agreements aredeveloped among criticalpartners such as:

o JobLink Career Centersor other organizationswith workforcedevelopment capacity;

o Occupational andpostsecondaryeducation providers,includingDevelopmentalEducation, ContinuingEducation, andCurriculum;

o Support serviceproviders (e.g.,

1. Administrator should have:a copy of the last full localplan/application that includes alist of partnerships.Copies of any writtenagreements with partneringagencies.

Interview

Are there any new partners since the plan was written?

How and with whom do you partner to help studentstransition successfully to the workplace and/orpostsecondary education, if applicable?

Are there any new and/or exciting activities going onwith partners?

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transportation, childcare, financial aid,counseling, careeradvising); and

o Business and industry.

Notes:

Federal Practice 11: The program offers flexible schedules and support services(such as child care and transportation) that are necessary to enable individuals,including individuals with disabilities or other special needs, to attend and completeprograms.


No InProgress

2.2 A comprehensiveorientation process for newstudents is conducted thatminimally includes a

welcoming activity, activitiesthat focus on studentsstrengths, preliminary goalsetting, program policies andprocedures, learning styleinventories, career interestinventories, identification andresolution of potentialbarriers to participation, and

1. Administrator should have thefollowing documents or evidenceavailable for review:

Class or tutoring scheduleshowing locations, days, andtimes of classes/tutoringsessions (day/evening,weekday/weekend)

List of support services thatare made available tostudents, including studentswith special needs

Interview

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registration. Orientationshould be followed by studentassessment and formalizedNRS goal setting.2.6 Program ensures asafe, comfortable, and cleanfacility appropriate for adultstudents that meets theAmericans with Disabilities

Acts requirement ofreasonable accommodations.2.7 Classes/services arescheduled in locations thatreflect community need.3.3 The orientationprocess includes aneducational counselingcomponent which integratesa process for identifyingpotential barriers andsupport service needs to helpstudents persist in the

continuum of programs,making successful transitionsalong the way.

3.10 The program collaborateswith partnering agencies todesign a coordinated supportservices plan which providescommunity, educational,and/or workplace supportservices necessary topromote student retentionand goal completion.

How do you assist students with transportation, childcare, or other barriers to participation?

Do you have a policy for serving adults with specialneeds? What types of accommodations have youprovided in the past?

What options do you have for keeping studentsconnected to the program if they must exit temporarily,

e.g., distance learning, mail-in study packets, etc.?

Do all students go through orientation? Is it group orindividualized? What does the orientation include?

Are career counseling services available for students ifthey need it?

Are students with the goal of getting a job referred toany agency for job placement services?

What is the programs plan for helping studentstransition to further education?

Notes:

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Federal Practice 12: The program has a high-quality information managementsystem that has the capacity to report participant outcomes and to monitor programperformance.


No InProgress

7.3 Appropriate staff membersreceive training on datacollection procedures, dataentry, and procedures forproducing and interpretingLEIS reports.

7.4 Program uses the state-developed LEIS form forcollecting participantinformation as defined by theNational Reporting System(NRS) and state requirements.

7.5 Student data are entered inColleague/LACES incompliance with NCCCS

reporting timelines andprocedures.

7.6 Program updates records onan ongoing basis to providereal-time data for analysisand program improvement.

7.8 Program administrators runLEIS reports on a regular basis(at least quarterly) to checkfor errors, missing data, out-of-range values andanomalous data. Programhas documented procedures

for correcting errors andresolving missing data.

1. Administrator should providecopiesof local program and class/tutoringreports that are generated and usedto monitor program performance,enrollment, and attendance.

Interview

Describe your data collection and entry procedures.For example,

a. When, how, and to whom do instructors/tutorssubmit student data from post-tests,achievements, goals, etc.?

b. How often are data entered into LACES (e.g.,daily, weekly, monthly, etc.)?

c. How often are reports run to check for errors,missing data, out-of-range values, and

anomalous data?d. What are your procedures for correcting errors

and resolving missing data?e. Has the program implemented procedures to

ensure accurate data?

What training have your data entry staff members hadon LEIS, LACES and procedures for producing andinterpreting reports?

How often do you provide data reports toinstructors/tutors and other staff members to identifypossible problems and needs for improvement?

Notes:

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Federal Practice 13: The community has a demonstrated need for additional English as a SecondLanguage (ESL) programs.


No InProgress

1.7 A process is in place forcontinually assessing andaddressing future needs ofadult learners and the

community, including ESLstudents, with regular inputfrom employers andpartnering agencies.

1. Administrator should provide thefollowing documents or evidence, ifapplicable:

Copy of waiting list for ESL

students Evidence of ESL classes

offered throughout thecommunity where need ispresent

Statistics/Census data on ESLpopulation in programsservice area

Interview

If you have a waiting list for ESL students, how longhave you had one? How have you addressed thissituation in the past?

Are there other providers (e.g. community colleges) inthe community that provide ESL instruction as well?Notes:

National Reporting System:The program follows all guidelines of the NationalReporting System.


No InProgress

4.1 Program uses NCCCS-approved standardizedassessments to measure theeducational functioning level,progress, and gains ofstudents.

4.2 Program ensures staffmembers administeringassessments meet testpublisher and NCCCS training

requirements.4.3 Program ensures staffmembers understand andhave a copy of the stateassessment policy.

4.4 All students attending 12hours or more have on file apretest score from a NCCCS-

1. The administrator should havethe following documents or evidenceavailable for review:

Copy of assessmentpolicy that is distributed to staff,including list of standardizedassessments being used by theprogramAttendance records Professional development

records of any staff memberswho administer standardizedtests to document training, ifapplicable

2. Post-testing percentageState average:Programs:

Interview

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approved standardized test.4.5 Program ensures that all

standardized assessments areadministered in a proctoredenvironment (timed, quiet,and monitored).

4.7 Program ensures staffmembers administer post-assessments in compliance

with test publishersguidelines and document allexceptions to recommendedtimeframes for post-testing.

7.7 Program follows distancelearning provisions forcounting contact hours asoutlined in the statesassessment policy.

How do you make sure that all program staff membersunderstand the National Reporting System (NRS)including educational functioning levels, follow-upgoals, assessment policy, etc.?

Describe your pre/post testing process. For example:

a. Does the instructor/tutor have access to allstudent assessment information?

b. Have the test administrators been properlytrained?

c. Are appropriate test administration proceduresbeing followed (timing of test, proper forms, useof locators, etc.)?

d. What are your procedures for dealing with out-of-range scores?

e. Is the person who inputs data trained to catchpossible errors?

f. How does the program use its data to improveprogram quality?

If you have students enrolled in distance learning,describe the process you use to track contact hours.

Notes:

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NORTH CAROLINA COMMUNITY COLLEGE SYSTEMDivision of Academic and Student ServicesBasic Skills Classroom/Tutoring Checklist

College/Agency:

Date:

Instructor/Tutor:

Monitoring Team Member:

To obtain a closer look at the instructional practices of the Basic Skills program, themonitoring process includes a classroom/tutoring observation and interview component.

This component includes:1. Up to a 20 minute observation of classroom/tutoring instruction2. A review of 5 randomly selected student and/or administrative folders

3. A 10 minute interview with the instructor/tutor4. A 10 minute interview with the students

The following checklists outline the practices and procedures that the monitoring teamwill be observing. The items are aligned to the NC Program Standards and requiredprogram practices under the federal Adult Education and Family Literacy Act. If possible,the program should provide a staff member who can oversee the class while themonitoring team interviews the instructor. All instructors should review thechecklist prior to the onsite monitoring visit. We realize that the observation willprovide only a snapshot of the instructional practices, but instructors/tutors areencouraged to incorporate a lesson that is representative of their daily practice.

1. Classroom/Tutoring Observation

NC Program Standards Observation Yes

No

* NotObserv

ed

2.5 Program ensures a safe,comfortable, and cleanfacility appropriate foradult students that meetsthe Americans withDisabilities Actsrequirement of

reasonableaccommodations.

4.6 Program storesstandardized assessmentmaterials in a secureenvironment.

5.1 A process is in place toensure that curriculumand instruction are

Is the classroom/tutoring areaconducive to learning (e.g., adequateheating, cooling, lighting; sufficientnumber of chairs and tables; clearsignage to direct students to location;free of distracting noise; etc.)

Is the classroom/tutoring site

handicapped accessible? Are standardized assessments stored

in a locked cabinet or other securelocation?

Do you see evidence of instructionalactivities that are contextualized toreal life application?

Is the instructor/tutor using a varietyof adult-appropriate and up-to-date

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contextualized to real-lifeapplications.

5.5 Programs use a variety ofinstructional materials.

materials? Is the instructor/tutor using a variety

of teaching strategies and materialssuch as computer-assisted instruction,collaborative learning, peer tutoring,field trips, manipulatives, etc.?

NC Program Standards Observation Yes

No

* NotObserv

ed

5.6 A variety of teachingmethodologies is used toaddress various learningstyles and needs.

5.8 Classroom instructionmodels and reinforcesreal world expectationsthat enhance readinessfor postsecondaryeducation, training, andemployment.

5.12 Technology is used toenhance classroominstruction and deliverinstructional services at adistance.

If applicable, do you see evidenceof instructional activities that supportreadiness for postsecondary educationor employment, such as study skills,note taking, attendance policies,timeliness, team building, criticalthinking, problem solving, career days,etc.?

Are computers available to allstudents?

Is there evidence that the

instructor/tutor is making appropriateuse of computers and/or othertechnology within the instructionalsetting?

*Any items marked not observed should be addressed inthe instructor interview to determine the status.

2. Student Folder Review

NC Program Standards Folder ReviewFive randomly selected student and/oradministrative files are reviewed and

include evidence of:

Ye

s

No

* NotObserv

ed

3.4 Program has a clearlyarticulated goal settingand advising processwhich helps studentsdesign an appropriatesocial, academic, andcareer pathway.

4.1 Program uses NCCCS-approved standardized

assessments to measurethe educationalfunctioning level,progress, and gains ofstudents.

4.4 All students attending 12hours or more have on filea pretest score from aNCCCS-approved

Measurable and realistic short termand long term goals based on real lifeneeds and interests

Appropriate selection of NRS follow-up goals on LEIS form (e.g., highschool/GED, employment,postsecondary) based on functioninglevel and related factors

Evidence that goals are reviewed ona regular basis and updated asneeded

Learning plan or student work relatedto student goals

The use of state-approvedassessment instruments for pre andpost-testing (e.g., CASAS, TABE, BESTPlus/BEST Literacy, WorkKeys)

Use of the most recent LEIS form tocollect student data

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standardized test.4.7 Program ensures staff

members administer post-assessments in compliancewith test publishersguidelines and documentall exceptions torecommended timeframes

for post-testing.7.4 Program uses the state-

developed LEIS form forcollecting participantinformation as defined bythe National ReportingSystem (NRS) and staterequirements.

Pre-test type and form (e.g., TABE 9),score, date, and entry EFL

Post-test type and form (different butequivalent form), score, date, andexit/progress EFL

Documentation to show number ofhours between pre- and post-tests

Documentation to justify post-test

time exceptions, if applicable

*Any items marked not observed should be addressed in the instructor interview todetermine the status.

3. Instructor Interview

Interview Questions Any items from folder review and classroom observation marked not

observed will be addressed during the instructor/tutor interview. Describe the goal setting process that is used to develop both personal and

NRS-related goals. How is assessment information used to assist in realistic goal setting? Who helps students set goals? How are goals updated?

How do you keep up-to-date with the latest adult education research and best

practices? Provide two examples of how you are integrating research-basedpractices into your classroom or tutoring session. How do you give students the opportunity to learn in real life contexts? Describe your instructional planning process.

How do you determine what to teach? Do you develop lesson plans? Do you use the NC content standards for ABE level instruction? If so, how? Do you use a particular curriculum? If so, what do you use? How do you adjust instruction to match student needs, interests, and real-

life applications? Give two examples of how you have transferred something you learned

through professional development into practice. What accommodations do you provide for students with special learning

needs, such as learning disabilities, physical impairments, etc.? Describe the process you use to determine when a student is ready to be post-

tested. Describe the process you use for submitting post-test results and/or goal

achievements for data entry. Do you know what percent of your students have been post-tested? Do you know what percent of your students have completed their EFL s so far

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Interview Questionsthis year? If so, how do you use that information to improve instruction?

4. Student Interview

Sample Interview Questions What was the main reason that you enrolled in this program?

When you first enrolled, what were your experiences like (e.g., student orientationand intake, first few days in class/with tutor)? Is the class or tutoring session what you thought it would be? If yes, in what way? If

no, what did you not expect? What do you like best about the program? What could we do to improve this program?

Basic Skills On-Site MonitoringClass Profile (for use if CBO conducts small group classes)

A class profile form should be completed PRIOR to the on-site for every class that the programselects for an observation visit during the monitoring review. Class profile forms should be

available for distribution to the monitoring team upon arrival. (If the monitoring team will beobserving tutoring sessions, complete the tutoring profile form on the next page instead of thisclass profile form.)

Instructor/Tutor Name:___________________________________________________________

Class Location:_______________________________________________________________________

Functioning Levels Being Served (circle all that apply): ___ABE___ASE ___ESL

Class Type: ___ Learning Lab ___ABE Class ___GEDPrep ___Adult High School ___CompensatoryEducation ___ESL Class

___College Transitions ___EL-Civics ___FamilyLiteracy

___Prison ___Pathways to Employment ___WorkplaceLiteracy

___Small Group (5 or fewer)___Other: ___________________________________________________________

Class Structure: ___Open Entry ___Managed Enrollment___ Other

Length of cycle: ______ Describe: ____________________

Class Schedule:Circle the days the class meets: M Tu W Th F SatIndicate the hours the class meets: __________________________________

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How long have you been teaching this particular class?____________________________________

Enrollment:Number of students currently on the class roster: _______Number of students attending on a daily basis: ______

Questions:1. Circle any of these that you use within your classroom:Madison Heights/Lifelines TV411 Crossroads Caf On Common Ground

English for All

2. Place an x by any of these PD opportunities in which you have participatedwithin the past two years.

Regional trainingworkshops

Topic/s:

Appalachian StateUniversity

workshops/institutesTopic/s:

Basic Skills and FamilyLiteracy Conference

Local workshops/trainingsTopic/s:

NCCCS CorrectionalEducation Training

NC Literacy AssociationTrainings/Conference

Online Orientation to BasicSkills in NC

Other online coursesTopic/s:

National ConferenceWhich one?

Other (list)

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Basic Skills On-Site MonitoringTutoring Profile (for use with student/tutor pairs)

A tutoring profile form should be completed PRIOR to the on-site for individual tutoring sessionsthat the program selects for an observation visit during the monitoring review. Tutoringprofile forms should be available for distribution to the monitoring team upon arrival. (If themonitoring team will be observing class sessions, complete the class profile form on the previouspage instead of this tutoring profile form.)

Tutor Name: ___________________________________________________________

Tutoring Site:_______________________________________________________________________

Functioning Level of Student: ___ABE ___ASE ___ESL

Tutoring Schedule:Circle the days the tutor/student meet: M Tu W Th F SatIndicate the hours the tutor/student meet: __________________________________

How long have you been working with this student?____________________________________

How long have you been working as a tutor?___________________________________________

Questions:

1. Place an x by any of these PD opportunities in which you have participatedwithin the past two years.

Regional trainingworkshops

Topic/s:

Appalachian StateUniversity

workshops/institutesTopic/s:

Basic Skills and FamilyLiteracy Conference

Local workshops/trainingsTopic/s:

NCCCS CorrectionalEducation Training

NC Literacy AssociationTrainings/Conference

Online Orientation to BasicSkills in NC

Other online coursesTopic/s:

National ConferenceWhich one?

Other (list)

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Monitoring Notes for Classroom/Tutoring Observations(for State use only)

Class: Instructor:1. Classroom/Tutoring Observations

Commens: Recommendations: Commendations:

2. Folder Review

Comments: Recommendations: Commendations:

3. Instructor Interview


4. Student Interviews


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NORTH CAROLINA COMMUNITY COLLEGE SYSTEMDivision of Academic and Student Services

Basic Skills LEIS Monitoring Checklist

College/Agency:

Date:

LEIS Staff Person:

Monitoring Team Member:

This document is designed for use during the LEIS staff memberinterview of the NC Basic Skills On-site Monitoring Review. It is based on federalrequired program practices that have been aligned to various elements in NorthCarolinas Program Standards.

Federal Practice: The program has a high-quality informationmanagement system that has the capacity to report participant outcomesand to monitor program performance.Federal Practice:

The program follows all guidelines of the NationalReporting System.NC Standards *Interview Questions

4.1 Program uses NCCCS-approved standardizedassessments to measurethe educational functioninglevel, progress, and gainsof students.

4.4 All students attending 12hours or more have on filea pretest score from a

NCCCS-approvedstandardized test.

4.7 Program ensures staffmembers administer post-assessments in compliancewith test publishersguidelines and documentall exceptions torecommended timeframesfor post-testing.

7.3 Appropriate staff membersreceive training on data

collection procedures, dataentry, and procedures forproducing and interpretingLEIS reports.

7.4 Program uses the state-developed LEIS form forcollecting participantinformation as defined by

1. What questions do you have for me?

Level Completions:2. What processes are followed to place

new/beginning students?3. What tests are used (CASAS, TABE, BESTP,

etc)?4. Who determines when it is time to post-test?

Who does the post-testing?5. How do you document level completions?

6. How do you document level completionswhen no post-tests were given?

Goal Completions:7. How do you document and record goal

completions?8. Do you have a method for checking student

outcomes against their goals? What is done ifa student achieves an outcome that was nota goal? Example: Passed GED but GED wasnot a goal.

9. Do you review a student's employment status

when setting a goal of Get a Job or Retain aJob?10.What kind of follow-up is done on separated

students?11.How are goal achievements reported and

recorded on separated students?12.How are contact hours for distance learners

being reported and recorded?

Recording and Reporting

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the National ReportingSystem (NRS) and staterequirements.

7.5 Student data are entered inColleague/LACES incompliance with NCCCSreporting timelines andprocedures.

7.6 Program updates recordson an ongoing basis toprovide real-time data foranalysis and programimprovement.

7.7 Program follows distancelearning provisions forcounting contact hours asoutlined in the statesassessment policy.

7.8 Program administrators runLEIS reports on a regular

basis (at least quarterly) tocheck for errors, missingdata, out-of-range valuesand anomalous data.Program has documentedprocedures for correctingerrors and resolvingmissing data.

13.Do you have training for any individuals incharge of completing LEIS paper work?

14.What is the process for recordinginstructor/tutor info?

15.What is the process for recording studentscontact hours?

16.When do instructors/tutors turn in outcomesand test results? Do you receive paper work

in a timely manner?17.What types of status reports do your

instructors/tutors receive during the year? Doinstructors/tutors receive statistics on theirstudents outcomes?

18.Do you have access to LACES reports?19.Do you use any of the LACES reports for

monitoring data and student progress? Whichreports do you use most/like best?

Technical Assistance20.Do you have at least one person whose main

responsibility is to record LACES data?21.What do you need to help you do your job tobest serve the students?

*Please note that LACES staff member will also be asked to demonstrate some ofthe data procedures on the computer during the interview process.

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Corrective Action Plan

Program:

Required Action 1:

TargetDate forCompleti

on

These are thestrategies/activitieswe will implement toaddress the required

action.

This is how we willevaluate the

success of thestrategies.

StaffAssigned

Status(pending

orcomplete

d)

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Basic Skills Corrective Action PlanInterim Follow-Up Report

Due Date: four months after submission of original Corrective Action Plan

Note: Outcomes and results should be directly related to the required action beingaddressed. They should be specific and measurable in terms of changes in student

performance, instructional practices, policies or procedures, curriculum and instruction,etc. Please attach any documentation that you have, such as performance data,classroom observation forms, training agendas and participation, revised policies orprocedures, etc.

Required Action 1:

Strategies from originalcorrective action plan

Status(pending or

datecompleted)

Measurable Outcomes andResults of Strategies

Required Action 2:

Strategies from originalcorrective action plan

Status(pending ordate

completed)

Measurable Outcomes andResults of Strategies

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BASIC SKILLS PROGRAM MONITORINGCumulative Schedule for Community Colleges and CBOs

2010 - 2011 through 2014 - 2015

Program 2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

Alamance CC XAsheville-Buncombe TCC

Literacy Council ofBuncombe County

X

X

Beaufort County CC XBladen CC XBlue Ridge CCBlue Ridge Literacy Council

XX

Brunswick CCBrunswick County LiteracyCouncil

XX

Caldwell CC&TI XCape Fear CCCape Fear Literacy Council

XX

Carteret CC

Carteret County LiteracyCouncil

X

X

Catawba Valley CC XCentral Carolina CCHarnett County LiteracyCouncilHoke Reading/LiteracyCouncil

XXX

Central Piedmont CC XCleveland CC XCoastal Carolina CC XCollege of the Albemarle XCraven CC

Craven Literacy Council

X

XDavidson County CC XDurham TCCDurham County LiteracyCouncilOrange County LiteracyCouncil

XX

X

Edgecombe CC XFayetteville TCCFayetteville UrbanMinistries & Adult ReadingProgram

XX

Forsyth TCCYMCA Literacy Initiative

XX

Gaston CollegeGaston Literacy Council

XX

Guilford TCCReading Connections

XX

Halifax CC XHaywood CC XIsothermal CC X

James Sprunt CC XJohnston CC X

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Lenoir CC XMartin CC X

Program 2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

Mayland CC XMcDowell TCC XMitchell CC XMontgomery CC X

Nash CC XPamlico CC XPiedmont CC XPitt CCLiteracy Volunteers ofAmerica - Pitt County

XX

Randolph CC XRichmond CCScotland County LiteracyCouncil

XX

Roanoke-Chowan CC XRobeson CC XRockingham CC

Rockingham CountyLiteracy Project

X

X

Rowan-Cabarrus CC XSampson CC XSandhills CCMoore County LiteracyCouncil

XX

South Piedmont CCLiteracy Council of UnionCounty

XX

Southeastern CCColumbus County LiteracyCouncil

XX

Southwestern CC XStanly CC XSurry CC X

Tri-County CC XVance-Granville CC XWake TCCLiteracy Council of WakeCountyMOTHEREAD

XXX

Wayne CC XWestern Piedmont CCBurke County LiteracyCouncil

XX

Wilkes CC XWilson CC X

Total 16 15 16 17 17

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30 | P a g

Sunny Community CollegeDesk Monitoring Report

2008 2009

The Basic Skills program supports instruction for adult learners who needto sharpen their skills to earn a high school credential, prepare totransition to postsecondary education or job training, prepare to seekemployment, learn the English language, or increase involvement in theirchildrens education. This desk monitoring report examines how well wedo that by providing insight into four critical questions about our students:

Are they enrolling? Are they attending? Are they learning? Are they transitioning?

Data are also provided on student demographics, retention, assessment,and funding.

ARE THEY TRANSITIONING?TRANSITIONING GOALS

# and % ofStudents with

Goal

TargetPercen

t

PercentAttaine

d

Met/Unme

t

Follow-Up GoalsPerformance Rating

#withgoal

% of allstudent

slacement innsubsidizedmployment

63 2% 20% 49% TargetAverage

ProgramAverage

+or -

Retention innsubsidizedmployment

104 5% 26% 18% 32.25% 56.5%

+24

High schoolompletion (GED& AHS)

307 10% 50% 75%

lacement inostsecondaryducation orraining

178 6% 33% 84% +1 required for compliance *Transitioning

PerformanceRating

+24

COST PER STUDENT/COST PER HOUR

*A median was determined for four groupings based on the size of the programsstate and federal allocation.

Group 1: up to $500,000 Group 2: $500,001 - $1MGroup 3: $1.1M - $2.5M Group 4: $2.6 +


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Planning Checklist for Program AdministratorBefore the Review

Activity

I will

complete this

on:

Comple

ted

Confirm the date of the review with the System Office. September

Receive the notification letter and monitoring packet fromthe System Office.

October

Notify your supervisor or board president of the date andrequest their attendance at the exit meeting.

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DEMOGRAPHICS, RETENTION,

ASSESSMENT

ARE THEY LEARNING?

CORE INDICATORS OF PERFORM

Educational

FunctioningLevels

AverageContact

Hours/Level

TargetforLevel

Completion

ProgramsLevel

Completion

Met/

Unmet

LPe

TargetAverage

ABE Beg.Literacy

349 19% 32%

35.8

ABE Beg.BasicEducation

152 38% 55%

ABEInter.Low

140 39% 54%

ABEInter.High

122 38% 45%

ASE Low 109 45% 54%

ESL Beg.Literacy

33 42% 33%

35%

ESL Beg.Low

84 45% 65%

ESL Beg.High

104 38% 53%

ESL Inter.Low

92 36% 46%

ESL Inter.High

85 34% 38%

ESLAdvanced

116 15% 21%

ASE High is not included because it is measuredthrough high school/GED completion.

* +1 required for compliance

*Com

PerfR


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Conduct staff meeting to discuss monitoring process withinstructors/tutors, data staff, etc. (Sample powerpointdeveloped by System Office for your use)Distribute classroom/tutoring checklist to allinstructors/tutors to review four components of classroomvisits (observation, folder review, instructor/tutor interview,student interview). All instructors/tutors should review the

form even if they are not being visited.Distribute LEIS interview form to LACES staff member forreview.

Select eight classroom/tutoring sites for visitation during thereview. Sites should be representative of your programsservices.Distribute class profile forms to instructors and tutoringprofile forms to tutors at selected sites with directions forcompleting and returning them to you at least one weekprior to the monitoring review. Remind them to review the

classroom/tutoring checklist.Develop classroom/tutoring visitation schedule (Two teamswill visit four classes/tutoring sessions each (total of eight)during one-hour intervals between 10:00 12:00 and 1:00 3:00.) See sample schedule for details.Submit detailed schedule to System Office (see attachedsample schedule for guidance).Review the Administrators Interview Form, prepareresponses to interview questions, and compiledocuments/data.If possible, assign individuals to accompany each of the two

classroom/tutoring visitation teams so they can cover theclasses/tutoring session while the monitors interview theinstructors/tutors.Reserve a meeting room for monitoring team to use forinitial, debriefing, and exit meetings.Touch base with LACES staff person and instructors/tutorsbeing visited to identify any questions, concerns, etc.Select a location (restaurant) for lunch so the monitoringteam and selected staff (if possible) can continue discussionswhile they eat.Collect class profile and tutoring profile forms from

instructors/tutors and finalize monitoring documentationmaterials.

Activity

I willcomplete this

on:

Completed

Confirm attendance of your supervisor/president at the exitmeeting.

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During the ReviewWelcome and meet the monitoring team.

Provide brief overview of your program, distribute classprofile forms to monitoring team, and ask assignedindividuals to escort monitors to class/tutoring sites.Ask local LACES staff member to escort LEIS monitor to

office for datainterview/meeting.Meet with lead monitor to review program documentationand complete administrators interview.Break for lunch around noon.

Continue meeting with lead monitor until documentationreview/interview is complete.Provide monitoring team a room for debriefing at 3:00 PM.

Participate in exit meeting with supervisor, president, and

monitoring team around 3:20 PM.After the Review

Thank staff for their participation and assistance during thereview.

Receive and review the monitoring report (sent within threeweeks from the System Office following the review).Share the monitoring report with staff, as appropriate.

Invite input from selected staff in responding to any requiredactions.

Submit the Corrective Action Plan (CAP).

Review the post-CAP memo to determine if any questions orconcerns from the System Office need to be addressed. If so,submit responses within two weeks of receiving letter.Begin implementing strategies outlined in your CAP makingsure to track progress and outcomes.Four months after CAP was submitted, complete the InterimFollow-Up Form to report on outcomes of strategiescompleted to date.Submit subsequent follow-up forms, if needed.

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Sample Monitoring Schedule

9:30 Monitoring team arrives.Welcome and introductions (Local staff are welcome to attendthe opening meeting, if desired.)

Brief overview of program by program director

Distribution of schedule and class and tutoring profile forms for site visits

10:00 Classroom/tutoring monitor #1 escorted to class/tutoring site.Classroom/tutoring monitor #2 escorted to class/tutoring site.LEIS monitor meets with local LACES staff member.Lead monitor meets with program director.

11:00 Classroom/tutoring monitor #1 escorted to anotherclass/tutoring site.

Classroom/tutoring monitor #2 escorted to anotherclass/tutoring site.

LEIS staff continue to meet.Lead monitor and director continue to meet.

Noon Lunch break at local restaurant (Note: Basic Skills funds cannotbe used for food.)



LEIS staff continue to meet. When finished, LEIS monitor will

accompany class/tutoring visitations.Lead monitor and director continue to meet.



Lead monitor and director continue to meet. When finished,lead monitor will accompany class visitations.

3:00 Monitoring team meets for debriefing meeting.

3:20 Exit meeting with program director; his/her supervisor or boardpresident; and selected staff, if desired.

4:00 Monitoring team exits.Celebrate!

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CBO Monitoring Packet 1.20

Documents