Funding for this project is partially provided by a grant from the U.S. Department of Education, Division of Adult Education and Literacy (353 Special Project).

The Maryland State Department of Education does not discriminate on the basis of race, color, sex, age, national origin, religion, or disability in matters affecting employment or in providing access to programs. For inquiries related to departmental policy, please contact the Equity Assurance and Compliance Branch at (410) 767-0426 Voice, (410) 333-2226 Fax, or (410) 333-6442 TTY/TDD

Introduction

Mission Statement
Purpose and Use of the Program Standards
Key Objectives
Key Operating Assumptions for Adult Education Instruction

Adult ESL Program Standards and Sample Measures

1. Program Structure, Administration and Planning
2. Curriculum
3. Instruction
4. Recruitment, Intake and Orientation
5. Retention and Transition
6. Assessment, Evaluation and Educational Gains
7. Staffing, Professional Development and Staff Evaluation
8. Support Services

Appendices

1. Glossary
2. Resource Documents
3. Selected References
4. Sample Learner Self-Assessment Tool
5. Sample Learner Checklist
6. Sample Teacher Self-Reflection Journal
7. Resources for Accommodating Learners with Special Needs
8. Contact Information for Maryland Professional Organizations
9. Resource Center for Language and Culture

Introduction

Mission Statement

The mission of English-as-a-second-language (ESL) programs for Limited English Proficient (LEP) adults in Maryland is to provide the skills learners need to successfully advance towards educational, vocational and personal goals that ultimately lead to their full participation in the diverse society of the United States.

Purpose and Use of Standards

The Maryland State Department of Education's Adult ESL Program Standards are not specific instructional standards, but rather overall guidelines for identifying and improving eight major components of quality adult ESL programs. These components are:

1. Program Structure, Administration and Planning
2. Curriculum
3. Instruction
4. Recruitment, Intake and Orientation
5. Retention and Transition
6. Assessment, Evaluation and Educational Gains
7. Staffing, Professional Development and Staff Evaluation
8. Support Services

The primary goal of the standards is to provide guidelines for continuous program improvement and accountability in adult ESL programs. The standards and sample measures in this document may be used in one or more of the following ways to assist programs in achieving these goals:

1. Identify important variables in a quality adult ESL program
2. Provide a framework for developing or expanding a program
3. Provide a tool for self-evaluation and targeted program improvement
4. Serve as a tool for advocacy and community support
5. Demonstrate accountability and quality to funding sources
6. Align program mission and goals with federal legislation 

The MSDE Adult ESL Quality Program Standards were developed by a statewide group of adult ESL professionals, including ESL instructors, ESL coordinators, adult education administrators and ESL teacher trainers over the period of a year. The intensive, small group approach provided adult education ESL professionals with the opportunity to create practical and realistic guidelines applicable to the variety of programs throughout the state. Members of the group represented the diversity in the state, from small rural programs to large metropolitan ones. The standards take into account that programs vary depending on the demographics and particular needs of learners in the community. For example, small rural programs may have multilevel classes with open entry/exit options while larger programs may offer over a hundred specialized classes at various levels and with specific enrollment periods.

The MSDE ESL Workgroup reviewed standards and research from a variety of sources and contributed to the creation of the national TESOL Adult Education Program Standards. The TESOL Standards document is an excellent supplement to the Maryland document and includes sample performance standards for each measure.For information about obtaining a copy of the TESOL document, see Appendix B.

Key Objectives

As the standards were being developed one overarching concern emerged for limited English proficient (LEP) adults whose learning and access to an educational program may be affected by a handicapping condition such as a learning disability, attention deficit disorder, post-traumatic stress syndrome, visual or auditory impairment or other physical impairments. These learners are subsequently referred to as special needs learners.

The MSDE Adult ESL Program Standards, therefore, made a concerted effort to ensure the needs of these learners are addressed in adult ESL programs. While these special needs may be more difficult to discern in LEP adults because of language and cultural barriers, it is nevertheless imperative that programs educate ESL learners about their rights under the law and provide appropriate accommodations. Therefore, the standards for each program component emphasize the special needs of ESL learners.

The following are key objectives for Adult ESL programs:

• Develop the learner's English literacy skills, including speaking, reading, writing and understanding the English language.

• Reflect the learner's goals while considering their roles as family members, community participants, workers and lifelong learners.

• Provide learners with the skills to apply English accurately and appropriately in a variety of home, community, workplace and academic settings.

• Use assessment activities to document the learner's progress toward advancement to other training programs, employment, post-secondary education, self-sufficiency, attainment of a secondary school diploma, and other goals.

• Integrate second language acquisition with relevant life experiences by emphasizing development of critical thinking, problem solving and other culturally-specific skills necessary for self-sufficiency.
• Provide a non-threatening learning environment that respects adult ESL learners and integrates their cultural backgrounds and experiences into the instructional process.

Key Operating Assumptions for Adult Education Instruction

While there are differences between Adult ESL and Adult Basic Education (ABE), some key operating assumptions for instruction are common to both. These assumptions are closely aligned with expectations in the Adult Education and Family Literacy Act (AEFLA, Title II, of the Workforce Investment Act of 1998). These quality components of adult education are specifically articulated in the MSDE Adult ESL Program Standards. In fact, this document contains detailed guidelines that will assist programs in meeting the accountability requirements of the AEFLA and also provides means for continuous program improvement. The assumptions are as follows:

• Instruction results in the achievement of federal and state performance measures.
• Instruction leads to demonstrated learning gains.
• Instructional staff is well trained in the discipline in which they are employed.
• Instructional staff uses instructional practices that research has proven effective in teaching individuals to read, write, compute and speak English effectively.
• Instructional activities effectively employ advances in technology, including the use of computers.
• Instructional activities provide learning in real life contexts to ensure the acquisition of skills needed to compete in the workplace and to exercise the rights and responsibilities of citizenship.
• Instructional activities provide learning opportunities for individuals most in need.
• Instructional activities accommodate the special and individual needs of learners.
• Instructional activities consider the cognitive, affective and psychomotor needs and strengths of learners.
• Instructional activities are linked to diagnostic and assessment findings.
• Instructional activities reflect workforce, community and societal priorities. 

The Maryland State Department of Education is pleased to offer the Maryland Adult ESL Program Standards as model guidelines for adult ESL professionals as they strive for continuous program improvement and accountability in the new millennium.

I. PROGRAM STRUCTURE, ADMINISTRATION AND PLANNING

PROGRAM STRUCTURE

Standard I.A:

Sample Measures I.A:

• The program has a written mission statement, philosophy and goals on file.
• The program regularly convenes an advisory board that maintains meeting records and communication.
• The mission statement is available to the public and stakeholders on file and online.

Standard I.B:

Sample Measures I.B:

• Appropriate officials such as the college president, superintendents and/or the county office sign the program's plan.
• Established governance procedures are on file.
• A fiscal/management plan is available on file.
• Midyear and annual reports are submitted as required.
• Organizational flow charts are available on file. 

Standard I.C:

Sample Measures I.C:

• Administrative personnel document participation in professional development workshops sponsored by pertinent professional organizations that address the specific needs of ESL learners (See Appendix H for listing and contact information of professional organizations in Maryland).
• Resumes and applications are on file for administrative staff.
• The program has agendas and other documentation to record pertinent staff-development activities.
• Each administrative staff member has a professional development plan on file (professional conferences, seminars, written goals, self-evaluation).

Standard I.D:

Sample Measures I.D:

• The program brochures list courses which are consistent with the program's mission statement
• Course offerings reflect results of learner needs assessment, pre- and posttest assessment results and evaluation.
• Course offerings are stated in the grant application and/or program plan.

Standard I.E:

Sample Measure I.E:

• Written curriculum is on file and reflects the needs of learners and accommodations for special needs learners.

Standard I.F:

Sample Measures I.F:

• A uniform Management Information System (MIS) is in place.
• The program documents disability accommodations needed to provide appropriate instruction.

Standard I.G:

Sample Measures I.G:

• The program documents the link between assessment, evaluation and instruction, including the link to special needs learners.
• The program prints information about accommodation policy for assessment on registration brochures (See Appendix G for Resources for Accommodating the Special Needs Learner).

ADMINISTRATION

Standard I.H:

Sample Measures I.H:

• Brochures, fliers and/or fact sheets are disseminated to stakeholders in hard copy and/or online.
• The program documents the participation of staff in collaborative and cooperative activities with personnel from other agencies, offices, programs and workplaces.

Standard I.I:

Sample Measure I.I:

• The program documents compliance with state and federal guidelines for accessibility.

Standard I.J:

Sample Measures I.J:

• A staffing plan is on file.
• Opportunities for staff development are provided for support personnel.
• Staff members are provided access to appropriate equipment necessary for program needs.

Standard I.K:

Sample Measure I.K:

• The program plan and documentation reflect appropriate learner-instructor ratios based on applicable research.

Standard I.L:

 Sample Measure I.L:

• Flexible course offerings are documented in the program fliers, brochures, fact sheets and internet sites.

Standard I.M:

Sample Measures I.M:

• The program has a written policy of confidentiality.
• A release of information form is available on file.

Standard I.N:

Sample Measure I.N:

• A pay schedule is on file.
• The program periodically reviews employment conditions, compensation and benefits within the program and with comparable programs.
• The program documents opportunities for additional compensation and/or professional advancement.

Standard I.O:

Sample Measures I.O:

• The program documents the distribution of resource information to staff to support classroom instruction.
• Instructional staff is provided with teaching materials.
• Access to duplication services and/or computers is available commensurate with financial resources.

Standard I.P:

Sample Measures I.P:

• Accurate records of expenditures are maintained in a central location.
• The program adheres to fiscal reporting deadlines.

PLANNING

Standard I.Q:

Sample Measure I.Q:

• The program plan documents needs and trends within the community.

Standard I.R:

Sample Measure I.R:

• The use of technology to achieve program and learner goals is documented if financial resources permit.

Standard I.S:

 Sample Measures I.S:

• The program documents outreach activities to the community and workplace.
• The program documents evidence of formal and informal collaborative agreements with community and workplace organizations and resources.
• Outreach materials are displayed and/or distributed to appropriate target audiences.

II. CURRICULUM

Standard II.A:

Sample Measures II.A:

• Written and/or oral needs assessment forms provide evidence that learner input is gathered and incorporated into the curriculum.

• The program maintains records, reports and minutes from its curriculum team.

• The program maintains a log of contacts with community stakeholders (i.e. community employers, social service organizations, ABE/GED programs, etc.) and a list of their recommendations for curriculum development.
• The contact log provides evidence that the program contacts and consults with a special needs expert for assistance in curriculum development.

Standard II.B:

Sample Measures II.B:

• The curriculum and the mission and philosophy of the program are compatible.
• The curriculum and mission and philosophy evidence an understanding of the principles of second language acquisition for adult learners of English.

Standard II.C:

Sample Measures II.C:

• The learners' needs assessment reflects the goals and objectives of the learners in their roles as family members, community participants, workers and lifelong learners.

• The written curriculum reflects the learners' goals and objectives as determined by the needs assessment and includes goals, objectives, approaches, methods, activities, materials, technological resources and evaluation measures that are appropriate for meeting these goals and objectives.

• The individual and class profiles reflect the strengths and needs of the learners and determine the approaches, methods, activities, materials, technological resources and evaluation methods used in the curriculum.

Standard II.D:

Sample Measures II.D:

• The written course syllabi state specific learning objectives and measurable performance outcomes within a specific class or program.

• The Literacy Works MIS, or other data collection tools, reflect measurable learner progress within and between course offerings as well as measurable performance outcomes.

Standard II.E:

Sample Measures II.E:

• The records of a curriculum development team (logs, agendas, minutes, reports and revised curriculum) document that the program supports innovation and growth in curriculum, materials and resources.

• The records of the curriculum team show that the curriculum, materials and resources have been evaluated by a special needs expert and determined to be suitable for persons with special needs.

• The innovation and growth of the program is evident in the regularly updated list of the available resource materials.

Standard II.F:

Sample Measures II.F:

• Agendas and reports from a curriculum development and instructional materials team ensure that materials are accessible, up-to-date, appropriate to adult learners, culturally sensitive and oriented to the needs of the learners.

• Instructional materials for person with special needs are available for the program including materials in the first language, Braille, Large print and audio tapes. (See Appendix G)

Standard II.G:

Sample Measures II.G:

• Agendas and reports from material development/review team reflect evidence that appropriate instructional materials have been selected.
• Agendas and reports from a curriculum development team reflect the process of developing an appropriate curriculum addressing the variety of learning styles, backgrounds and special needs of the learners. 

III. INSTRUCTION

Standard III.A:

Sample Measures III.A:

• Evidence that appropriate and varied instructional approaches and activities are chosen to meet the needs of the learners can be found in lesson plans, course syllabi, activity files, records of teacher and peer observations and teacher self-reflection journals. (See Appendix F for sample teacher self-reflection journal.)

Standard III.B:

Sample Measure III.B:

• Instructional activities that promote active participation for all types of learners are reflected in lesson plans, learner evaluations, teacher self-reflection journals and records of peer and teacher observation.

Standard: III.C

Sample Measure III.C:

• Learner goals are reflected in learner needs assessment and focus groups.
• Lesson plans, records of teacher and peer observation, teacher self-reflection journal, individual learning contracts, and learner self-assessments provide evidence of instructional activities relevant to meeting learner goals.

Standard III.D:

Sample Measure III.D:

• Documentation of the integration of the four language skills of listening, speaking, reading and writing into instructional activities can be found in lesson plans, records of teacher and peer observations and teacher self-reflection journals.

Standard III.E:

Sample Measure III.E:

• Lesson plans, records of teacher and peer observations, and teacher self-reflection journals provide evidence that instructional activities are varied to address the different learning styles of the learners.

Standard III.F:

Sample Measure III.F:

• Evidence that instructional activities include grouping strategies (e.g. pair work, group work) and interactive tasks that develop of real-life communication skills can be found in lesson plans, records of teacher and peer observations and teacher self-reflection journals.

Standard III.G:

Sample Measure III.G:

• Lesson plans, records of teacher and peer observation, and teacher self-reflection journals provide evidence of instructional activities that accommodate the needs of multilevel groups of learners and are sensitive to the cultural differences of the learners.

Standard III.H:

Sample Measure III.H:

• The use of learning strategies is evident in lesson plans, records of teacher and peer observations and teacher self-reflection journals.

Standard III.I:

Sample Measure III.I:

• The use of authentic resources is documented in lesson plans, records of teacher and peer observations and teacher self-reflection journals.

Standard III.J:

 Sample Measure III.J:

• Lab sign-in logs, lab schedules, records of the number of instructional hours and learners using the lab, document the use of technology. Lesson plans reflect integration of technology into instruction. An inventory of technologies that support instruction is available.

Standard III.K:

Sample Measure III.K:

• Course syllabi, textbooks, written lesson plans, and classroom observations document the integration of language and culture in instructional activities. 

IV. RECRUITMENT, INTAKE AND ORIENTATION

Standard IV.A:

Sample Measure IV.A:

• Collected demographic data, local business/employee needs, public school registration information, and information from current adult education registration and attendance records provide evidence that the program appropriately identifies ESL learners.

Standard IV.B:

Sample Measures IV.B:

• The program documents the number of learners who entered the program as a result of target recruitment strategies such as fliers, letters, brochures, presentations and multimedia advertising materials.

Standard IV.C

Sample Measures IV.C:

• The program documents the development and distribution of recruitment, registration and orientation materials in multiple languages.
• The program documents the development and distribution of recruitment, registration and orientation materials for special needs learners (i.e. Braille, large print, audio tapes).

Standard IV.D:

Sample Measure IV.D:

• The program collects and evaluates recruitment and registration data in order to make changes in the program as needed.

Standard IV.E:

Sample Measures IV.E:

• The program documents use of an orientation and intake process by using learner needs assessment forms, registration schedules, test materials and test results.
• The program documents that information is provided to learners concerning the overall program and provides the special needs learners with information concerning their legal rights to accommodation.

Standard IV.F:

Sample Measures IV.F:

• The program documents that a waiting list and a policy for maintaining the waiting list are in place when necessary.

RETENTION AND TRANSITION

Standard V.A:

Sample Measures V.A:

• The program documents learner retention by maintaining files which contain information promoting regular attendance through learner contracts and follow-up contact logs (phone calls, cards, letters).
• The program documents learner retention and transition through use of Literacy Works MIS.

Standard V.B:

Sample Measures V.B:

• The program encourages learner participation by using learner contracts.
• The program promotes learner participation by scheduling a variety of classes to meet the varied schedules of the learners.
• To promote participation, the program documents referrals given to learners for support services, such as transportation, medical care and child care.

Standard V.C:

Sample Measures V.C:

• The program documents learner retention patterns using end-of-semester instructor reports and learner evaluations.
• The program documents changes in scheduling to promote learner retention according to data collected. 

Standard V.D:

Sample Measures V.D:

• The program provides evidence for improving retention through lesson plans appropriate for providing learners with support for transition to the workplace, ABE programs, GED programs or credit courses.
• The program provides evidence of attempts to improve retention by the provision of ABE/GED Fact sheets to instructors and learners regarding transition to ABE and GED programs.
• The program provides evidence of attempts to improve retention by providing local college information to the instructors and learners to support transition to credit courses.
• The program provides opportunities for learners to take the GED practice test or another assessment to support transition to GED programs.
• The program informs learners with high school diplomas from their home country about the process of continuation to higher education without a US diploma.

Standard V.E:

Sample Measure V.E:

• The program provides evidence of improving retention of special needs learners through lesson plans, materials and learner evaluations.

VI. ASSESSMENT, EVALUATION AND EDUCATIONAL GAINS

ASSESSMENT POLICY

Standard VI.A:

Sample Measure VI.A:

• Written rationale for the selection of specific assessment instruments is available.

Standard VI.B:

Sample Measures VI.B:

• A description of the assessment instrument selected is available and includes information on reliability and validity.

• Training packets for the assessment instrument are available.

Standard VI.C:

Sample Measures VI.C:

• A written process for assessment is available.
• A record of pre- and posttest scores is available.
• The learners' portfolios contain learners' needs and surveys in addition to results of standardized assessment. 

Standard VI.D:

Sample Measure VI.D:

• Minutes or logs of meeting with stakeholders are documented and on file.

Standard VI.E:

Sample Measure VI.E:

• A program calendar includes scheduled training and assessment dates.

Standard VI.F:

Sample Measures VI.F:

• Summaries of assessment data are made available to stakeholders.
• Learners' portfolios may include photocopies from journals, assessment data, self-evaluations, goals and surveys, feedback to and from employers and instructors. Portfolios are accessible to stakeholders within confidentiality limits.
• Data is reported in clear and precise language to all stakeholders without violating standards of confidentiality.

TYPES OF ASSESSMENT

Standard VI.G:

 Sample Measure VI.G:

• The program documents the use of appropriate assessment instruments, including authentic and performance based assessments, consistent and appropriate to the skills being learned and to the needs of special needs learners.

Standard VI.H:

Sample Measures VI.H:

• The program uses appropriate standardized assessments that measure specific skills such as BEST and CASAS.
• The program keeps accurate records of assessment data.
• Interviews are conducted with the learner to assess the language proficiency level of the learner and possible identification of the learner's disability in any of the areas (listening, speaking, reading and writing).
• The program documents the learner's language proficiency level in the areas of listening, speaking, reading and/or writing; it also identifies any possibilities of disabilities.

Standard VI.I:

Sample Measures VI.I:

• The program documents use of state-mandated assessment instruments (BEST or CASAS).

• The manuals of optional assessment instruments document their validity and reliability.

Standard VI.J:

Sample Measures VI.J:

• The learner is provided the opportunity to informally and formally self-evaluate his/her attainment of skills.
• The learner can provide samples of work and/or a needs assessment questionnaire, which are included in the learner's portfolio.
• The learner is provided with an opportunity to keep a journal that reflects his/her learning progress.
• The learner is provided with an opportunity to maintain a log showing skill attainment or progress.
• The learner is provided with an opportunity to keep a checklist of skills attained.

Standard VI.K:

Sample Measures VI.K:

• The program uses checklists, logs, videotapes and journals to assess learner progress in nonlinguistic areas.
• The program uses an evaluation form to document progress in nonlinguistic areas of role-playing activities.

USES OF ASSESSMENT

Standard VI.L:

Sample Measures VI.L:

• Individual learner records (i.e. needs assessment information, language proficiency scores and interest surveys) are used to construct a class profile that the teacher can employ in developing materials and plans for instruction.
• Program design, lesson plans and tests demonstrate that the needs and goals of learners are being addressed.

Standard VI.M:

Sample Measure VI.M:

• The program has regularly scheduled intake, posttest and other progress interviews for the purpose of keeping learners informed of their progress.

Standard VI.N:

Sample Measures VI.N:

• The program utilizes intake, posttest and other progress interviews to provide information about learners' goals and their progress in reaching them.
• The program maintains evidence of goal attainment through logs, journals, checklists and learners' portfolios. (See Appendix D for a sample learner checklist.)
• Telephone logs and written reports of follow-up interviews provide information about learners' attainment of goals.

STAFFING/PROFESSIONAL DEVELOPMENT/STAFF EVALUATION

STAFF QUALIFICATIONS

Standard VII.A:

Sample Measures VII.A:

• The program retains files including resumes and/or applications of instructors that include a summary of education and experience that reflects training in adult second language learning theory and practice.
• The program provides evidence of training for the instructional staff in cultural sensitivity, cross-cultural communication and adult learning theory.
• The program provides evidence of a culturally diverse staff.

Standard VII.B:

Sample Measures VII.B:

• The program maintains written job descriptions for all positions.
• The program has an orientation and training procedure in place to inform and train all new staff.
• Written grievance procedures are in place and communicated to the staff.

Standard VII.C:

Sample Measures VII.C:

• Resumes and applications are on file for each member of the instructional staff.
• The program has agendas and other documentation on file to record in-service staff development activities.
• Each staff member has a professional development plan on file that documents written goals, self-evaluation and participation in professional conferences.

Standard VII.D:

Sample Measures VII.D:

• The program has written documentation of staff attendance at all orientation meetings with agendas on file.
• Written procedures for orienting administrative and instructional staff are in evidence in a program handbook or other appropriate resource.

PROFESSIONAL DEVELOPMENT

Standard VII.E:

Sample Measures VII.E:

• Written professional development plans are based on the teachers' professional goals, learner focus groups, learner satisfaction surveys or an analysis of learner progress.
• The program maintains current individual professional development plans prepared by each staff member.

Standard VII.F: